U1T2SectionA教案设计.doc

仁爱版八年级上册Unit 1 Playing Sports Topic 2 Ill kick you the ball again Section A 教学设计. Material analysis Section A and Section B 的内容整合，用三个课时上完。本节课为单元第一课和第二课时，用两课时上完。主要活动为Section A 的1a和2。通过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We should learn teamwork.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。通过和他人的沟通、合作，将团队合作精神融于对话中。要求学生在学会课本语言知识的同时，培养他们的团队合作精神。督促学生结合学过的句型用be going to do 进一步谈论有关自己最喜欢的运动的话题，并能将团队合作精神体现在书面表达中。. Teaching aimsKnowledge aims：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：fall ill, give sb a hand, do well in.3. 能自如地运用以下功能句进行交流，表达请求与允许:Would you mind (not) doing sth?Do you mind (not) doing sth? Will you ?4. 能初步感知本话题语法：subject+vt+indirect object+direct object.Skill aims：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。4. 能写出自己最喜欢的运动，并能正确地运用本课双宾语的语法结构，写出简单的团队合作的过程。Emotional aims：通过对Section A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。. The key points and difficult pointsKey points：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？Difficult points： 1. 双宾语：subject + vt + indirect object + direct object. 2.1c活动中近义句的转换。. Learning strategies1. 通过学习近义句的转换，使学生有能力对同一句话进行不同的表达。2. 通过学生看图听音的训练，鼓励学生大胆预测所学内容。. Teaching aidsComputer multimedia projector, a short video of a ping-pong gameEveryday saying: Theres no “I” in teamwork. 全队的配合不分你我。. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（5 minutes）1. The wholeclass work2. The wholeclass work3. Two studentswork4. The wholeclass work5. Some studentswork6. Group work1. Focus their attentionon the teacher.2. Read the saying aloud.3. A girl and a boyreport, introducingtheir weekend plan.4. Students watch thevideo.5. Students give someexamples:(1) Discuss in groups.(2) Play football.6. Students discuss ingroups and try toanswer the teachersquestions:(1) S1: He is ill.S2: He is sleeping.(2) S3: Maybe they aretalking about afootball game.(3) S4: Maybe he isKangkangsfriend orMichaelsfriend.1. Greet students ready forlearning.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 tointroduce the topic “Weshould learn teamwork”.5. Teacher asks studentswhen and where we need teamwork.6. Teacher shows the pictures of1aon the screen,letting the students guess: (1) Whats wrong with theboy in bed? (2) What is Kangkangtalking to Michael?(3) Who is the sleepingboy?Presentation(10 minutes)1. The whole class work2. The whole class work3. The whole classwork4. The whole classwork5. Some students work6. The whole classwork7. The whole classwork8. The whole class work9. The whole classwork1. Students make surethat they understandwhat the statementsmean.2. Students try to catchthe general idea of the dialogue and fill in the blanks.3. Students write downthe keys, payingattention to the causes.4. Students complete the blanks they haventfinished.5. Volunteers write answersto 1b on the blackboard.6. Students answer thethree questions together:(1) He fell ill/was ill.(2) They are talkingabout the footballgame on Saturday.(3) He is one ofKangkangsteammates.7. Students say together:Would you mindrowing/cycling/skating/playing tennis/ swimmingwith me?8. Students read the dialogueafter the recording sentenceby sentence.9. Students try to followthe speed, paying attentionto the pronunciation andthe intonation.1. Finish 1b. Teacher asksthe students to read thestatements in 1b.2. Teacher plays therecording for the firsttime without stopping.3. Teacher plays1afor thesecond time, and stopswhen necessary.4. Teacher lets students scan1aand complete 1b.5. Teacher asks two students towrite answers to 1b, and then helps to correct the wrong parts.6. Teacher checks the pre-readingquestions to see ifstudents have guessedcorrectly:(1) Whats wrong with theboy in bed?(2) What is Kangkangtalking to Michael?(3) Who is the sleeping boy?7. Focus on practicing “Wouldyou 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 recordingsentence by sentence.9. Teacher plays the recordingfor the last time without stopping.Consolidation(10 minutes)1. The wholeclass work2. The wholeclass work3. Group work4. The wholeclass work5. The wholeclass work6. Some studentswork7. The wholeclass work1. Students try to understand the explanation of thephrases.2. Students read1c,understanding whatthey should do, andthen finish1c.3. Students can discuss ingroups and volunteerswrite the answers onthe blackboard.4. Students know directobject and indirect objectafter listening.5. Students underline thesentences and rewritethem.6. Volunteers read theanswers.7. Students underline intheir books and makesome notes.1. Teacher explains the phrasesin box by using synonymousphrases.2. Teacher gives two or threeminutes for the students tofinish1c.3. Teacher asks two or threestudents to write theiranswers on the blackboard.4. Teacher explains thestructure of “the subject +vt + indrect object +direct object” in Chinese,showing a few examples.5. Teacher asks the studentsto finish 1d.6. Teacher checks the answers.7. Teacher explains some keypoints and difficult points tothe students:(1) The structure of “ thesubject +vt+indrectobject + 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 wholeclass work2. The wholeclass work3. The wholeclass work4. Group workand individualwork5. Group work1. Students look at thepictures and say somephrases: the high jump,play basketball, playfootball, litter things.2. Students listen and finishA in 2 first.3. Students write down theanswers in their books .4. Students check theiranswers to B in 2. Theymay discuss in groups.5. Four students from thesame group write theanswers on theblackboard. Each studentwrites one answer.1. Teacher encourages thestudents to look at thepictures in 2 and guesswhats happening.2. Teacher plays the recording.3. Teacher plays the recordingand pauses after eachdialogue.4. Teacher plays the recordingfor the third time.5. Teacher checks the studentsanswers, asking a groupto show their answers onthe blackboard. Teachercorrects the wrong parts.Production(8 minutes)1. The whole classwork and pairwork2. The whole classwork and pairwork3. The whole classwork4. The whole classwork5. Individual work1. Students practice thedialogue by replacingthe following phrasesand ask and answer inpairs: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 inpairs in the same way:shouting aloud;coming home too late;coloring the wall;drinking too much;crossing the streetwhen the trafficlights are red.3. Students practice2 inpairs to make sure thatthey can read thedialogue fluently.4. Students summarizeSection A with the teacher by doing exercisesshown on the screen.5. Students do homeworkafter class:(1) Memorize thesummary after class.(2) Students write down the retelling afterclass and preparefor the reportingtomorrow.(3) Students learnSection B afterclass by themselves.1. Teacher organizes thestudents to practice thedialogue in2 inpairs，helping students to learnthe ways to expresspermission and givingadvice.Would you mindpassing me the ball? Of course not. Ill do it right away.2. Teacher shows thedialogue Four on theblackboard, lettingstudents do pair work.Would you mind notthrowing