仁愛版英語精品資料（精修版）八年級上冊教案設(shè)計Unit 1 Playing SportsTopic 2 Ill kick you the ball again.Section B. Material analysis本課時的主要活動為1a和4a, 4b。通過Maria和Jane平息Kangkang和Michael的爭吵，呈現(xiàn)了對話的主題是：One player doesnt make a team. 對話呈現(xiàn)了提建議的三種方式：（1）祈使句的肯定句、否定句形式；（2）What about doing sth?（3）sb should do sth.語音學(xué)習(xí)：（1）讓學(xué)生區(qū)分元音/ e / 和/ aI / 發(fā)音的不同，并能掌握各自的拼寫規(guī)則。（2）讓學(xué)生體會清輔音的不完全爆破并能正確朗讀。本課幫助學(xué)生學(xué)會請求、提建議、道歉的表達(dá)法，通過和他人的溝通、合作，將團(tuán)隊合作精神融于對話中。要求學(xué)生能結(jié)合學(xué)過的be going to do，進(jìn)一步談?wù)撚嘘P(guān)自己最喜歡的運(yùn)動的話題，并能將團(tuán)隊合作精神體現(xiàn)在書面表達(dá)中。. Teaching aimsKnowledge aims：1. 能區(qū)分元音音素/e/和/ aI /的發(fā)音，并能正確拼讀單詞，注意對應(yīng)的字母組合的拼寫規(guī)則；能在句中正確朗讀輔音的不完全爆破。2. 能正確拼讀并運(yùn)用單詞表中的單詞: fight, angry, nothing, finish, grandfather.3. 能正確運(yùn)用以下短語造句： shout at sb, do ones best, be angry with sb, talk about sth, keep doing sth. 4. 能自如地運(yùn)用以下功能性語言進(jìn)行交流，表達(dá)提建議、道歉:Dont shout at me like that. Please dont fight. You should learn teamwork. What about saying sorry to Michael? I am sorry for what I said. Its nothing.5. 能對雙賓結(jié)構(gòu)進(jìn)行句型轉(zhuǎn)換，理解并能運(yùn)用雙賓語結(jié)構(gòu)。Skill aims：1. 能聽懂有關(guān)體育活動中團(tuán)隊合作的簡單對話和陳述。2. 能正確地用英語在團(tuán)隊中提建議、向他人道歉。3. 能正確朗讀課本的文本材料及難度相當(dāng)?shù)牟牧稀?. 能書面表達(dá)提建議，道歉等。Emotional aims：通過對Section A的學(xué)習(xí)，學(xué)生能夠在團(tuán)隊合作中, 學(xué)會為他人提建議，犯了錯誤要勇于向他人道歉。在談?wù)撨\(yùn)動合作時，強(qiáng)化學(xué)生在積極參與運(yùn)動時要主動配合他人的意識，將團(tuán)隊精神滲透到學(xué)生的學(xué)習(xí)和生活中。. The key points and difficult pointsKey points：對雙賓語用法的鞏固: subject + vt.+ indirect object + direct + subject.能清楚地找出短文中的直接賓語和間接賓語。Difficult points：1. 對be sorry for what I said 中what的理解。2. 對不完全爆破讀音的正確把握。. Learning strategies1. 通過再現(xiàn)復(fù)習(xí)雙賓語的用法，讓學(xué)生懂得復(fù)習(xí)也是一種學(xué)習(xí)。2. 通過模仿錄音的不完全爆破，讓學(xué)生知道模仿讀音是糾正自己讀音的很好的學(xué)習(xí)途徑。. Teaching aidsComputer multimedia projector, phonetic syllable cards, word cards Everyday saying: Theres no “I” in teamwork. 全隊的配合不分你我。. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（8 minutes）1. The whole class work2. The whole class work3. Two students work4. Individual work5. The whole class work1. Focus their attention on the teacher.2. Read the saying aloud. If Theres no “I” in teamwork3. The girl and the boy should try to be the better one.A sample: Kangkangs team is going to have a soccer game against Class Five on Saturday, but one of his teammates falls ill. So he asks Michael to join them. Michael isnt good at playing soccer. So Kangkang and Michael are practicing on the playground, and they keep trying it.4. Students discuss in groups, and try to answer the teachers questions.(1) S1: They look unhappy.(2) S2: Maybe they didnt win the game.5. Students listen carefully, catching the meanings of “angry” and “fight” with the help of the picture.1. Get students ready for learning.2. Show everyday saying for the students. (one saying a week )3. Ask a girl and a boy to retell 1a in Section A.4. Teacher goes on with the topic: Kangkang and Michaels soccer game is over. Can you guess: Did they win the game? Teacher shows the pictures of 1a on the screen, letting the students guess: (1) Whats wrong with Kangkang and Michael? (2) Why do Kangkang and Michael look unhappy?5. Learn new words “fight” and “angry”. Teacher shows Kangkang and Michaels picture, indicating “They are unhappy,” because “They are angry.” and “ They are fighting.”Presentation (10 minutes)1. The whole class work2. The whole class work3. The whole class work4. The whole class work5. Two students work6. The whole class work7. The whole class work8. The whole class work9. The whole class work1. Students make sure they understand what the statements mean.2. Students try to catch the general idea of the dialogue .3. Students listen and mark “T” or “F”.4. Students correct their answers while reading.5. Volunteers write their answers on the blackboard.6. Students finish 1c, and they may discuss it after finishing writing the answers in their books. Three volunteers show their answers on the blackboard.7. Students underline the important language points, and they should know their meanings.8. Students read the dialogue after the recording sentence by sentence.9. Students try to follow the speed.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 the recording for the second time.4. Teacher lets students read 1a carefully and check 1b.5. Check 1b. Teacher asks two students to write their answers, and then helps to correct the wrong parts.6. Teacher asks the students to finish 1c, and then check their answers.7. Explanation of the language points in 1a: lose- lostwouldnt pass the ballshout at did his bestlearn teamworkmake a teambe angry with sbwhat about doing sthsay sorry to sbIts nothing.8. Teacher plays the recording sentence by sentence.9. Teacher plays the recording without stopping.Consolidation(10 minutes)1. The whole class work2. The whole classwork3. Group work4. The whole class work1. Students observe the example first, and then they write the answers in their books:(1) You can also pass the ball to a teammate.(2) Please throw the ball to me.(3) My dad bought my brother a basketball.(4) Bring a present to Peter.(5) I made my grandfather a big cake.2. Five students write their answers on the blackboard. The sixth one checks and reads the answers. 3. Six groups read at the same time to see which group read more quickly. C1: Bring Peter a present.C2: Bring a present to Peter.B1: pass a teammate the ball.B1: pass the ball to a teammate.A1: bought a basketball for my brother.A2: bought my brother a basketball.4. Students make the conclusion: subject + vt + indirect object + vt+ direct object =subject + direct object + to indirect object. 1. Finish 3. Teacher lets the students observe the structure of the example and paraphrase the sentences in 3. 2. Teacher checks their answers, and six students from different group finish checking. Teacher gives help when necessary.3. Teacher organizes a competition to read 3. Six groups will be in the competition, and the first three groups will be the winners. 4. Conclusion: Teacher instructs the way of changing the structure of “subject + vt+ indirect object + direct object” (direct object: things; indirect object: person.)Practice(10 minutes)1. The whole class work2. Pair work3. The whole class work4. Group work and individual work5. The whole class work6. Group work and individual work7. Some students work8. The whole class work9. The whole class work10. The whole class work11. The whole class work12. Pair work13. The whole class work1. Students read 1a in pairs.2. Students C1, C2, B1 and B2 from different groups show the performance in front of the class. The best group will get 5 points.3. Students match the verbs.4. Students discuss their answers in groups, and choose one to read their answers.5. Students write down the answers in their books by themselves.6. Students discuss in groups, and three volunteers write the answers on the blackboard.7. Volunteers read the vowel.8. Students correct their pronunciation as the teacher reads.9. Students read the cards and say the rules for spelling.10. Students read after the recording and try to imitate.11. Students read after 4b, imitating the incomplete plosion. 12. Students check in pairs. A reads, while Blistens and corrects.13. Students read together.1. Teacher organizes the students to practice 1a in pairs.2. Teacher asks the students to perform 1a.3. Teacher lets the students look at 2 and match the verbs.4. Teacher checks the students answers.5. Teacher asks the students to complete the sentences by themselves.6. Teacher asks three students to write their answers on the blackboard, correcting them if necessary.7. Teacher shows phonetic cards / e / and / aI/.8. Teacher pronounces / e / and / aI/.9. Teacher shows the cards.10. Teacher plays the recording of 4a.11. Teacher plays the recording of 4b.12. Teacher lets students check their reading.13. Read with the recording.Production(8 minutes)1. The whole class work and pair work2. The whole class work and pair work1. Students do the exerciseson the screen.2. Students finish their homework after class.(1) Memorize the summary after class.(2) Students rewrite the essay like this: I, my(3) Students search the information about basketball and preview the new words and text to prepare Section C after class. A writing example: Wang Wei and I are in the same team. We lost a soccer game and we had a fight. I was angry with Wang Wei and shouted at him because he wouldnt pass the ball to me. With the help of Ling Ling and Mei Mei, I said sorry to Wang Wei. We learned teamwork is very important. We will practice more. My classmates were sure our team will do better next time.1. Teacher shows the summary to the students.2. Teacher assigns homework:(1) Review the summary after class.(2) Rewrite 1c on P11, with the subject being “I”.(3) Search the Internet for some special information about basketball. Learn to read the words and text of 1c to prepare Section C after class. Teaching Reflection Students are interested in performing 1a, because four students are involved. Teacher may design more similar activities, asking more than two students to take part in an action. Blackboard designUnit 1 Playing Sports Topic 2 Ill kick you the ball again.Section BDont shout at me like that. lose-lostPlease dont fight. fight with sbYou should learn teamwork. do ones best What about saying sorry to? be angry with sbIm sorry for what I said. talk aboutIts nothing. say sorry/hello to sb