仁爱初中英语八年级上册《Unit 1Topic 2 Ill kick you the ball again》word教案A 2.docx

仁爱初中英语八年级上册《Unit 1Topic 2 Ill kick you the ball again》word教案A 2.docx

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仁爱初中英语八年级上册《Unit1Topic2Illkickyoutheballagain》word教案A2

Topic2I’llkickyoutheballagain

教学内容分析及课时分配建议：

本单元以PlayingSports为主题。

第二话题通过SectionAKangkang对Michael的邀请，引出对话的主题：

合作参加足球比赛。

对话呈现了本课所要学的语法重点：

subject+vt+indirectobject+directobject。

结合本单元的话题I’llkickyoutheballagain.呈现了重点短语：

kicktheballtoyou,passmetheball,practicedoingsth,givemeahand等,同时在对话中呈现了交际功能用语：

Willyou…?

Wouldyoumind（not）doingsth.?

和Doyoumind（not）doingsth?

帮助学生学会请求，提建议的表达法。

SectionB通过Maria和Jane平息Kangkang和Michael的争吵，呈现了提建议的三种方式：

SectionC简单介绍了篮球的发展历史和运动规则。

SectionD综合复习SectionsA-C的词汇、语法和功能句，巩固学生本周的学习内容，并介绍了两种英国的球类运动football和cricket。

本话题的内容可以用5个课时来完成。

第一课时：

SectionA-1a,1b,1c,2

第二课时：

SectionB-1a,1b,1c,2

第三课时：

SectionB-4a,4b,SectionA-1d,SectionB-3,SectionC-2

第四课时：

SectionC-1a,1b,1c

第五课时：

SectionD-1a,1b,GrammarandFunctions,Project

第一课时（SectionA-1a,1b,1c,2）

教学设计思路：

首先用足球赛的视频导入本课主题：

I’llkickyoutheballagain.在pre-listening部分提出三个问题让学生根据1a的图片猜测答案并浏览1b预测1a大意。

While-listening中完成三个问题答案的确认和1b的填空。

Post-listening中完成1c并利用2进行步的巩固和操练直接间接宾语及Wouldyoumind...句型，最后总结本课主要内容并布置课后作业结束本课。

Ⅰ.Teachingaims

Knowledgeaims：

（1）能正确拼读并运用单词表中的单词:

ill,mind,kick,pass,certainly,somewhere,throw.

（2）能正确运用以下短语造句：

fallill,givesbahand,dowellin.

（3）能自如地运用以下功能句进行交流，表达请求与允许:

Wouldyoumind（not）doingsth?

Doyoumind（not）doingsth?

Willyou…?

2.Skillaims:

（1）能听懂有关体育活动中团队合作的简单对话和陈述。

（2）能正确地运用本课的交际功能语言提建议或征求意见。

（3）能正确朗读课本的文本材料及难度相当的材料。

3.Emotionalaims:

通过对SectionA的学习，学生能够将团队精神渗透到自己的书面表达中，丰富对自己最喜欢的运动的描写。

同时，强化学生积极参与运动的意识，逐渐将团队合作精神渗透到学生的学习和生活中。

4.Cultureawareness:

Ⅱ.Thekeypointsanddifficultpoints

1.Keypoints:

能自如地运用以下功能句进行交流：

Wouldyoumind（not）doingsth?

Doyoumind（not）doingsth?

Willyou…？

2.Difficultpoints：

1.活动中近义句的转换。

2.Wouldyoumind（not）doingsth?

Doyoumind（not）doingsth?

Ⅲ.Learningstrategies

1.通过学习近义句的转换，使学生有能力用不同的句型表达相同的意思。

2.通过学生看图听音的训练，鼓励学生大胆预测所学内容。

Ⅳ.Teachingaids

计算机多媒体投影仪，一段足球比赛视频。

V.Teachingprocedures

Stage1（7mins）：

Greetingandleadingin

Step

Teacheractivity

Studentactivity

Designingpurpose

1（Classactivity）

Getstudentsreadyforlearning.

Askagirlandaboytogivetheeverydayreport:

Myweekendplan.

T:

Goodmorning,everybody!

The

firsttwominsisforyoutogivetheeverydayreport

Focustheirattentionontheteacher.

Agirlandaboygivetheirreports,introducingtheirweekendplan.

Ss:

Goodmorning,Miss…

S1:

It’smyturntododutyreport.Today,Iwanttotalkaboutmyweekendplan.I’mgoingto……

2（individualwork）

Playthevideoofplayingfootballtointroducethetopic“I’llkickyoutheballagain”.

T:

It’sanexcitingmoment.OnJanuary10th,2015,ChinaplayedthematchagainstSaudiandwonatlast.SunHaikickedtheballintothedoor.Sogreat!

Today,Let’scometothetopic“I’llkickyoutheballagain.”

Freetalk

T:

Canyousaysomethingaboutfootball?

T:

Yes,that’sright.Anymore?

T:

Youaresogreat!

Watchthevideo.

Talkaboutfootballfreely.

S1:

Footballisoneofthemostpopularsportsintheworld.

S2:

TheBritainisthehometownofthemodernfootball.

S3:

IknowagreatfootballassociationnamedtheFIFA.

视频导入不但能使学生迅速安静下来，而且能让学生快速进入到新课的学习中。

Remark:

教师要合理运用时事热点。

既可激发学生兴趣，又可让英语课堂与时俱进。

Stage2（5mins）：

Pre-listening

Step

Teacheractivity

Studentactivity

Designingpurpose

1（Individualwork）

Leadin1a.Showsthepicturesof1aonthescreen,andpresentthreequestionsforthestudentstodiscuss.

（1）What’swrongwiththeboy?

（2）Whoistheboy?

（3）WhatareMichaelandKangkangtalkingabout?

Askthestudentstoreadthestatementsin1bandpredicttheanswers.

Lookatthepicturesof1aonthescreen,anddiscusstheanswersofthethreequestionspresentbytheteacher.

S1:

Heisill.

S2:

Heissleeping.

S3:

MaybeheisKangkang’sfriendorMichael’sfriend.

S4:

Maybetheyaretalkingaboutafootballgame.

Predicttheanswersto1b.

教师让学生通过观察图片预测发生的事，对于学生学习兴趣的激发作用很大。

Remark：

Stage3（8mins）：

While-listening

Step

Teacheractivity

Studentactivity

Designingpurpose

1.（Classactivity）

Playtherecordingof1aandcheckthethreeQs'answers.

T:

NowLet'schecktheanswersofthethreequestions.Blidyougetthemright?

Answerthethreequestionstogether.

Q1:

Hefellill/wasill.

Q2:

TheyaretalkingaboutthefootballgameonSaturday.

Q3:

HeisoneofKangkang'steammates.

2（Individualwork）

GettheSslistento1aagainandfinish1b.Thenaskthemtogivetheanswersindividually.

T:

Now,whocanshareyouranswerswithus?

Listento1aagainandfinish1bbythemselves.Thensharetheanswerswiththewholeclass.

S1:

ClassFive.

S2:

Fellill.

S3:

soccer.

S4:

pactice.

3（Classwork）

Playtherecordingof1asentencebysentence.AsktheSstolistenandfollow.

T:

Iwillplaytherecordingof1asentencebysentence.Pleaselisten

carefully,andpayattentiontoyourpronunciationandtheintonation.

Readthedialogueaftertherecordingsentencebysentence.Payingattentiontothepronunciationandtheintonation.

Ss:

...

Remark：

Stage4（15mins）：

Post-listening

Step

Teacheractivity

Studentactivity

Designingpurpose

1（Groupwork）

Starton1c.

Explainthephrasesinboxbyusingsynonymousphrases.Andgivetwoorthreeminutesforthestudentstofinish1c.

T:

Now,let’scometo1ctogether.“beill”means“sick”;and“give…ahand”means“give…help”.

Asktwoorthreestudentstowritetheiranswersontheblackboard.

Trytounderstandtheexplanationofthephrases.Andthenfinish1c.

Discussingroupsandvolunteerswritetheanswersontheblackboard.

2（Individualwork）

GuidetheSstofinishsectionA-2

T:

Let’senjoysomepictures.Youcanuseseveralphrasestodescribethem.

Teacherplaystherecordingandpausesaftereachdialogue.GettheSstofinishPartAin2.

T:

Getreadytolistentotheconversationsandnumberthepictures.Thentellmetheanswer.

PlaytherecordingagainandgettheSsfinishPartB.Thenchecktheanswerinclass.

Guidethestudentstopracticethedialoguein2inpairs，helpingstudentstolearnthewaystoexpresspermissionandgivingadvice.

—Wouldyoumindpassingmetheball?

—Ofcoursenot.I’lldoitrightaway.

Lookatthepicturesin2-A,andtrytodescribethemwithphrases.

S1:

thehighjump,

S2:

playbasketball,

S3:

playfootball,

S4:

litterthings.

StudentslistenandfinishPartAin2.

S5:

therightorderis2-3-1-4.

StudentswritedowntheanswerstoPartBintheirbooks.

Askandanswerinpairs,usingthefollowingphrases

kickingtheballtome;

kickingmetheball。

showingthebooktome;

showingmethebook.

givingthebooktome;

givingmethebook.

Remark：

Stage5（5mins）：

SummarizingandassigningHMK

Step

Teacheractivity

Studentactivity

Designingpurpose

1（Classactivity）

Showthesummarytothestudentsonthescreen.

T:

OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.Whatdowelearnedandwhatcanyoudoafterthislesson?

T:

Canyoumakeasentencewithit?

T:

Agoodexample.Anythingelse?

Teachershowssummaryonthescreen.

SummarizeSectionAwiththeteacherbydoingexercisesshownonthescreen.

S1:

Welearnedhowtousethestructureof“Wouldyoumind（not）doingsth?

”Doyoumind（not）doingsth?

”afterteaching.

S1:

Yes.Forexample,wouldyoumindpassingmetheball.

S2:

Wecanhowtomakesentenceswiththephrases“fallill,givesbahand,dowellin”.

S3:

Wehaveknownthedifferencebetween“seesb.do”and“seesb.doing”correctly.

总结本课所学，帮助学生使知识条理化，再一次巩固本课的知识点。

2（Classactivity）

AssignstheHMK.

（1）Reviewthesummaryafterclass.

（2）Retell1aandreportittothewholeclasstomorrow.

（3）PreviewSectionB

afterclass.

T:

Good.Fortoday’shomework,I’dlikeyoutorememberthenewwordsandphrases.Pleasepractice1awithyourpartner.AndthenyoushouldpreviewSectionB-1a,1b,1c,2.

FinishtheHMKafterclass.

适当的家庭作业有助于巩固课堂所学的知识。

Remark：

VI.Blackboarddesign

第一课时（SectionA-1a,1b,1c,2）

Wouldyoumind（not）doingsth.?

fallill/beill

Doyoumind（not）doingsth.?

begoodat/dowellin

Wouldyoumind…?

Couldyou…please?

givemeahand