八年级英语上册 Unit 1 Topic 2 I’ll kick you the ball again Period 3教学案例设计 (新版)仁爱版.doc

Topic 2 Ill kick you the ball again教学内容分析及课时分配建议：本单元以Playing Sports 为主题。第二话题通过Section A Kangkang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 + indirect object + direct object。结合本单元的话题Ill kick you the ball again.呈现了重点短语：kick the ball to you, pass me the ball, practice doing sth, give me a hand等, 同时在对话中呈现了交际功能用语：Will you ? Would you mind (not) doing sth ? 和Do you mind (not) doing sth? 帮助学生学会请求，提建议的表达法。Section B通过Maria和Jane平息Kangkang和Michael的争吵，呈现了提建议的三种方式： Section C简单介绍了篮球的发展历史和运动规则。Section D综合复习Sections A-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：Section A-1a, 1b, 1c, 2第二课时：Section B-1a,1b,1c, 2第三课时：Section B-4a,4b, Section A- 1d, Section B-3, Section C-2第四课时：Section C-1a,1b,1c第五课时：Section D-1a, 1b,Grammar and Functions, Project第三课时（Section B-4a,4b, Section A- 1d, Section B-3, Section C-2）教学设计思路：本节课主要活动为Section B -3, 4a,4b.教师首先开展游戏复习表示请求的功能句，由功能句Would you mind reading the phonetic symbols on the the cards?导入4a，学生通过跟读掌握和区分/e/和/aI/的读音，再进行4b,通过模仿录音，正确朗读辅音的不完全爆破。接着教师利用课堂用语引入双宾语结构，学生仿照Section A- 1d的例句进行句型转换，然后将Section B-3作为巩固练习。最后完成Section C-2的教学和练习，为开展Section C-1a的阅读做好准备。. Teaching aims1. Knowledge aims：（1）能区分元音音素/e/和/aI/的发音，并能正确拼读单词，注意对应的字母组合的拼写规则；能在句中正确朗读辅音的不完全爆破。（2）能初步感知本话题语法：subject+vt+indirect object+direct object.（3）能对双宾结构进行句型转换，理解并能运用双宾语结构。2. Skill aims: (1）能正确朗读对话和句子，注意语音语调。（2）能区别/e/和/aI/音素，注意不完全爆破。3. Emotional aims:通过小组合作，培养团队精神。4. Culture awareness:. The key points and difficult points1. Key points:(1)能自如地运用以下功能句进行交流：Would you mind (not) doing sth?Do you mind (not) doing sth?Will you？ (2)双宾语：subject + vt + indirect object + direct object.2. Difficult points： (1). 对不完全爆破读音的正确把握。(2). 双宾语：subject + vt + indirect object + direct object. Learning strategies通过模仿录音的不完全爆破，让学生知道模仿读音是纠正自己读音的很好的学习途径。. Teaching aids计算机多媒体投影仪，音标卡片，单词卡片。V. Teaching proceduresStage 1（6mins）： Revision and leading in StepTeacher activityStudent activityDesigning purpose 1(Group activity)Play a game to review the functions. The teacher need to divide the students into 3groups,then choose5students in each group to listen to the sentences and act.He will get 10 points for each correct action.The group which gets the most points will be the winner.T: Before the new lesson, lets play a game. The rules are like this: Are you ready?Would you mind opening the window? Do you mind closing your English book?Would you mind showing your hands? Would you mind not standing there?Do you mind putting your ruler here?Every student will take an active part in the game to perform best .The teacher says a sentence, the students act them out after the teacher said.S1:Of course not (do the action)S2:Certainly not. (do the action)S3:Never mind. (do the action)S4:Sorry. (do the action)S5:Not at all. (do the action)该步骤复习和巩固上节课所学的表示请求的功能句。2(Class activity)Lead in 4a.Show the word cards in 4a.T: Would you mind reading the phonetic symbols on the the cards?Try to read the words on the cards .Ss:Remark:Stage 2（10mins）：Phonetic learningStepTeacher activityStudent activityDesigning purpose1( Class work)Show phonetic cards / e / and / aI/.T:Listen to a tongue twister(绕口令) first,then you can tell the difference between /e/and / aI /. It is like this: Five white mice are flying nine fine kite. Ted gets the bread ready in a bed.T:Please read the pairs of words and then try to tell the students the rules for spelling.Play the recording of 4a.Read the words individually, asking for help when necessary.Volunteers read the vowel.Ss:Students correct their pronunciation as the teacher reads.Ss:Read after the recording and try to imitate.4a主要训练学生区别/ e / 和 / aI/.两个音素的不同发音。2( Class work)Play the recording of 4b. Let students check their reading. Read with the recording.T:You did quite well. Read after 4b, imitating the incomplete plosion. Check in pairs. A reads, while B listens and corrects. Students read together.4b引导学生注意音素/k/,/t/,/d/,和/p/不完全爆破现象。Remark:教师可通过让学生听绕口令的方式引导学生区别/e/和/aI/两个音素的不同发音。Stage 3（11mins）：Grammar learningStepTeacher activityStudent activityDesigning purpose 1( Class work )Ask the students to finish SectionA-1d.T: You can read Section-1a again and underline the sentences with the direct and indirect object structure.then follow the example to rewrite them.Check the answers.Underline the sentences and rewrite them. Volunteers read the answers.S1: You pass me the ball. We can also say,You pass the ball to me.S2:该部分主要展示和学习文中出现的语法项目双宾语结构。2( Class work )Encourage students to summarize the structure “subject + vt + indirect object + direct object.”T: Can you make some sentences like this? T:Good,S2,Can you say it in another way?Ask students to make more sentences to practice the usage of the structure “subject + vt + indirect object + direct object.”Try to summarize the structure “subject + vt + indirect object + direct object.”and rewrite them in another way.S1:Would you please show me your story book?S2:Yes. Would you please show your story book to me?Try to make more sentences to practice the usage of the structure “subject + vt + indirect object + direct object.”Remark：教师应引导学生自己发现并总结新句型，再进行练习。Stage 4（14mins）：ExercisesStepTeacher activityStudent activityDesigning purpose 1(Class work)Finish 3. Let the students observe the structure of the example and paraphrase the sentences in 3. Check their answers, and five students from different group finish checking. Teacher gives help when necessary.Organize a competition to read 3. Five groups will be in the competition, and the first three groups will be the winners.Observe the example first, and then they write the answers in their books:S1:You can also pass the ball to a teammate.S2: Please throw the ball to me.S3: My dad bought my brother a basketball.S4: Bring a present to Peter.S5: I made my grandfather a big cake.Five students write their answers on the blackboard. The sixth one checks and reads the answers. Five 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.本部分旨在练习和巩固本话题重要语法项目双宾语结构。2(Class work)Ask the students to skim through the exercises in SectioC-2 to see if theres something they dont understand. Explain some difficult points that the students may ask.T:It means starting to appear.Offer about 3 minutes for students to finish 2.Ask six students from different groups to write down their answers on the blackboard.Skim through the exercises to find the difficult part, and then they turn to the teacher for help.Students point out the difficult points.S1:Whats the meaning of the phrase”come into being”?Do the exercises carefully, leaving question mark near the place where they are not sure.The six students representatives write their answers on the blackboard while others try to read the exercises. 本步骤起引起词汇和激活背景知识的作用，为开展阅读SectionC-1a做好准备。Remark：学生独立完成SectionB-3，教师抽层次较低的学生说出答案，了解学生完成情况，再按照学生需要进行讲解或者补充。Stage 5（5mins）：Summarizing and assigning HMKStepTeacher activityStudent activityDesigning purpose1（Class activity)Summarize what the students learned today. Important language points are shown on the computer screen.T: OK. Class will be over soon, Now lets summarize what we have learnt in this lesson. T:Wonderful!. I hope you can remember them. If you have difficulty understanding them,just turn