仁愛版英語精品資料（精修版）八年級(jí)上冊(cè)教案設(shè)計(jì)Unit 1 Playing SportsTopic 2 We should learn teamwork.Section A. Material analysis Section A and Section B 的內(nèi)容整合，用三個(gè)課時(shí)上完。本節(jié)課為單元第一課和第二課時(shí)，用兩課時(shí)上完。主要活動(dòng)為Section A 的1a和2。通過Kangkang對(duì)Michael的邀請(qǐng)，引出對(duì)話的主題：合作參加足球比賽。對(duì)話呈現(xiàn)了本課所要學(xué)的語法重點(diǎn)：subject + vt + indirect object + direct object。結(jié)合本單元的話題We should learn teamwork.呈現(xiàn)了重點(diǎn)短語：kick the ball to you, pass me the ball, practice doing sth, give me a hand等, 同時(shí)在對(duì)話中呈現(xiàn)了交際功能用語：Will you ? Would you mind (not) doing sth ? 和Do you mind (not) doing sth? 幫助學(xué)生學(xué)會(huì)請(qǐng)求，提建議的表達(dá)法。通過和他人的溝通、合作，將團(tuán)隊(duì)合作精神融于對(duì)話中。要求學(xué)生在學(xué)會(huì)課本語言知識(shí)的同時(shí)，培養(yǎng)他們的團(tuán)隊(duì)合作精神。督促學(xué)生結(jié)合學(xué)過的句型用be going to do 進(jìn)一步談?wù)撚嘘P(guān)自己最喜歡的運(yùn)動(dòng)的話題，并能將團(tuán)隊(duì)合作精神體現(xiàn)在書面表達(dá)中。. Teaching aimsKnowledge aims：1. 能正確拼讀并運(yùn)用單詞表中的單詞: ill, mind, kick, pass, certainly, somewhere, throw.2. 能正確運(yùn)用以下短語造句：fall ill, give sb a hand, do well in.3. 能自如地運(yùn)用以下功能句進(jìn)行交流，表達(dá)請(qǐng)求與允許:Would you mind (not) doing sth?Do you mind (not) doing sth? Will you ?4. 能初步感知本話題語法：subject+vt+indirect object+direct object.Skill aims：1. 能聽懂有關(guān)體育活動(dòng)中團(tuán)隊(duì)合作的簡單對(duì)話和陳述。2. 能正確地運(yùn)用本課的交際功能語言提建議或征求意見。3. 能正確朗讀課本的文本材料及難度相當(dāng)?shù)牟牧稀?. 能寫出自己最喜歡的運(yùn)動(dòng)，并能正確地運(yùn)用本課雙賓語的語法結(jié)構(gòu)，寫出簡單的團(tuán)隊(duì)合作的過程。Emotional aims：通過對(duì)Section A的學(xué)習(xí)，學(xué)生能夠?qū)F(tuán)隊(duì)精神滲透到自己的書面表達(dá)中，豐富對(duì)自己最喜歡的運(yùn)動(dòng)的描寫。同時(shí)，強(qiáng)化學(xué)生積極參與運(yùn)動(dòng)的意識(shí)，逐漸將團(tuán)隊(duì)合作精神滲透到學(xué)生的學(xué)習(xí)和生活中。. The key points and difficult pointsKey points：能自如地運(yùn)用以下功能句進(jìn)行交流：Would you mind (not) doing sth?Do you mind (not) doing sth?Will you？ Difficult points： 1. 雙賓語：subject + vt + indirect object + direct object. 2. 1c 活動(dòng)中近義句的轉(zhuǎn)換。. Learning strategies1. 通過學(xué)習(xí)近義句的轉(zhuǎn)換，使學(xué)生有能力對(duì)同一句話進(jìn)行不同的表達(dá)。2. 通過學(xué)生看圖聽音的訓(xùn)練，鼓勵(lì)學(xué)生大膽預(yù)測所學(xué)內(nèi)容。. Teaching aids Computer multimedia projector, a short video of a ping-pong gameEveryday saying: Theres no “I” in teamwork. 全隊(duì)的配合不分你我。. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（5 minutes）1. The whole class work2. The whole class work3. Two students work4. The wholeclass work5. Some students work6. Group work1. Focus their attention on the teacher.2. Read the saying aloud.3. A girl and a boy report, introducing their weekend plan.4. Students watch the video.5. Students give some examples: (1) Discuss in groups.(2) Play football.6. Students discuss in groups and try to answer the teachers questions:(1) S1: He is ill.S2: He is sleeping.(2) S3: Maybe they are talking about a football game.(3) S4: Maybe he is Kangkangs friend or Michaels friend.1. Greet students ready for learning.2. Show everyday saying for the students. ( one saying a week )3. Ask a girl and a boy to give the everyday report: My weekend plan.4. Teacher plays the video of playing table tennis to introduce the topic “We should learn teamwork”.5. Teacher asks students when and where we need teamwork. 6. Teacher shows the pictures of 1a on the screen, letting the students guess: (1) Whats wrong with the boy in bed? (2) What is Kangkang talking to Michael? (3) Who is the sleeping boy? Presentation(10 minutes)1. The whole class work2. The whole class work3. The whole class work4. The whole class work5. Some students work6. The whole class work7. The whole class work8. The whole class work9. The whole class work1. Students make sure that they understand what the statements mean.2. Students try to catch the general idea of the dialogue and fill in the blanks.3. Students write down the keys, paying attention to the causes.4. Students complete the blanks they havent finished.5. Volunteers write answers to 1b on the blackboard.6. Students answer the three questions together:(1) He fell ill/was ill.(2) They are talking about the football game on Saturday.(3) He is one of Kangkangs teammates.7. Students say together:Would you mind rowing/cycling/skating/playing tennis/ swimming with me?8. Students read the dialogue after the recording sentence by sentence.9. Students try to follow the speed, paying attention to the pronunciation and the intonation.1. Finish 1b. Teacher asks the students to read the statements in 1b. 2. Teacher plays the recording for the first time without stopping.3. Teacher plays 1a for the second time, and stops when necessary.4. Teacher lets students scan 1a and complete 1b.5. Teacher asks two students to write answers to 1b, and then helps to correct the wrong parts.6. Teacher checks the pre-reading questions to see if students have guessed correctly:(1) Whats wrong with the boy in bed?(2) What is Kangkang talking to Michael? (3) Who is the sleeping boy?7. Focus on practicing “Would you mind doingwith me?”Teacher shows some verb phrases on the screen for the students so that they can practice replacing with those phrases:rowing, cycling, skating,playing tennis, swimming.8. Teacher plays the recording sentence by sentence.9. Teacher plays the recording for the last time without stopping.Consolidation(10 minutes)1. The whole class work2. The whole class work3. Group work4. The whole class work5. The whole class work6. Some students work7. The whole class work1. Students try to understand the explanation of the phrases.2. Students read 1c, understanding what they should do, and then finish 1c.3. Students can discuss in groups and volunteers write the answers on the blackboard.4. Students know direct object and indirect object after listening.5. Students underline the sentences and rewrite them.6. Volunteers read the answers.7. Students underline in their books and make some notes.1. Teacher explains the phrases in box by using synonymous phrases.2. Teacher gives two or three minutes for the students to finish 1c.3. Teacher asks two or three students to write their answers on the blackboard.4. Teacher explains the structure of “the subject + vt + indrect object + direct object” in Chinese, showing a few examples.5. Teacher asks the students to finish 1d.6. Teacher checks the answers.7. Teacher explains some key points and difficult points to the students:(1) The structure of “ the subject + vt+ indrect object + direct object” (2) The synonymous phrases: fall ill / be ill (3) one of +plural nouns (4) mind doing sth (5) keep doing sth (6) have a tryPractice(10 minutes)1. The whole class work2. The whole class work3. The whole class work4. Group work and individual work5. Group work1. Students look at the pictures and say some phrases: the high jump, play basketball, play football, litter things.2. Students listen and finish A in 2 first.3. Students write down the answers in their books .4. Students check their answers to B in 2. They may discuss in groups.5. Four students from the same group write the answers on the blackboard. Each student writes one answer.1. Teacher encourages the students to look at the pictures in 2 and guess whats happening. 2. Teacher plays the recording.3. Teacher plays the recording and pauses after each dialogue.4. Teacher plays the recording for the third time.5. Teacher checks the students answers, asking a group to show their answers on the blackboard. Teacher corrects the wrong parts.Production(8 minutes)1. The whole class work and pair work2. The whole class work and pair work3. The whole class work4. The whole class work5. Individual work1. Students practice the dialogue by replacing the following phrases and ask and answer in pairs:kicking the ball to me;kicking me the ball.showing the book to me;showing me the book.giving the book to me;giving me the book.2. Students practice in pairs in the same way:shouting aloud;coming home too late;coloring the wall;drinking too much;crossing the street when the traffic lights are red.3. Students practice 2 in pairs to make sure that they can read the dialogue fluently.4. Students summarize Section A with the teacher by doing exercises shown on the screen.5. Students do homework after class:(1) Memorize the summary after class.(2) Students write down the retelling after class and prepare for the reporting tomorrow.(3) Students learn Section B after class by themselves. 1. Teacher organizes the students to practice the dialogue in 2 in pairs， helping students to learn the ways to express permission and giving advice.Would you mind passing me the ball? Of course not. Ill do it right away.2. Teacher shows the dialogue Four on the blackboard, letting students do pair work. Would you mind not throwing bottles around? Im sorry about that. I wont do it again.3. Teacher asks the students to practice 2 in pairs in their own groups to prepare for a speed competition. 4. Teacher shows the summary to the students. 5. Teacher assigns homework:(1) Review the summary after class.(2) Retell 1a and report it to the whole class tomorrow. (3) Prepare Section B after class. Teaching ReflectionIts hard for the students to use the structure of “subject + vt + indirect object + direct object” freely. Its also hard for the students to paraphrase the synonymous sentences. Teacher should design more relevant exercises for the students. Blackboard designUnit1 Playing Sports Topic2 We should learn teamwork.Section AWould you mind (not) doing sth? fall ill/be illDo you mind (not) doing sth? be good at/do well inkick the ball to me= kick me the ball Would you mind ? give me a hand Could you please?