仁爱科普版八年级上册Unit 1 Playing SportsTopic 2 I'll kick you the ball again.教学设计

这是一份仁爱科普版八年级上册Unit 1 Playing SportsTopic 2 I'll kick you the ball again.教学设计，共7页。
Tpic 2 I’ll kick yu the ball again.
Sectin C
Ⅰ. Material analysis
本节课的主要活动为1a和2。
1a简单介绍了篮球形成的原因、经过及打篮球基本规则，让学生了解了打篮球的历史意义，教育学生要热爱篮球运动，传承历史文化。2通过近义句的学习丰富了学生的语言积累，避免单一的表达。课后要求学生写一篇有关篮球运动的文章，旨在将热爱运动的思想耕织于学生心中。
Ⅱ. Teaching aims
Knwledge aims：
1. 能根据音标，正确朗读出单词表中单词及短语。
2. 能正确拼读并运用单词。
3. 能运用can, can’t , must, shuld 等情态动词提建议。如：
Yu can thrw it frm any part f the curt.
Yu must fllw the rules.
Yu can’t hld the ball and run with it.
Yu shuld have gd skills.
4. 能正确使用以下短语，复述本课课文，简单地介绍篮球运动。
invent sth, cme int being, stp…frm ding sth, fllw the rules, enjy ding sth
Skill aims：
1. 能听懂本课文本材料以及与篮球运动相关的课堂用语。
2. 能熟练地口头谈论有关篮球的历史，规则及意义的话题。
3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。
4. 能规范地模仿本课课文，写出有关篮球运动的文章。
Emtinal aims：
教育学生要热爱篮球运动，体现合作精神，突出团队协作的重要性。
Ⅲ. The key pints and difficult pints
Key pints：
invent sth, cme int being, stp…frm ding sth, fllw the rules, enjy ding sth
的运用。
Difficult pints：
1. 短语cme int being的运用。
2. 动词不定式作表语的结构：The gal is t thrw the ball…
3. any在肯定句中的运用：Yu can thrw it frm any part…
Ⅳ. Learning strategies
1. 运用图片猜测文章的内容，有助于学生整体理解文章。
2. 根据长课文进行缩写，训练学生对报纸、杂志等刊登的长文章的转述能力。
Ⅴ. Teaching aids
Cmputer multimedia prjectr, a shrt vide f a basketball game
Everyday saying: Cnstant dripping wears away a stne. 水滴穿石。
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
(7 minutes)
1. The whle class
wrk
2. The whle class
wrk
3. Tw students’
wrk
4. The whle class
wrk
5. The whle class
wrk
6. Sme students’
wrk
7. The whle class
wrk
8. The whle class
wrk
1. Fcus their attentin
n the teacher.
2. Read the saying alud.
3. Tw students retell 1a
n P11.
4. Member A1 retells fr
thers, and six grups d it at the same time. The tw reprters write their hmewrk n the blackbard.
5. Students read the
passages ludly.
6. The students wh are
interested in basketball
vluntarily answer the
questins. They can
say anything abut
basketball.
7. Students tick the
statements based n
their backgrund
knwledge.
8. Students read the
passage carefully and
check their answers.
1. Get students ready fr
learning.
2. Shw everyday saying fr the students.
(ne saying a week)
3. Ask tw students t
reprt their hmewrk, retelling 1a n P11.
4. Teacher asks A1 frm
each grup t retell their
hmewrk t the ther
five members in their grups.
5. Teacher crrects the mistakes
fr the students when they
read.
6. Teacher plays the shrt
vide f a basketball
game and asks sme
questins abut basketball
game. Fr example, hw
many players are there in
the game?
7. Teacher lets the students
finish the pre-reading task
accrding t what they
have knwn abut
basketball befre.
8. Teacher lets students read
the passage and check the
pre-reading task.
Presentatin
(10 minutes)
1. Sme students’
wrk.
2. The whle class
wrk
3. The whle class
wrk
4. The whle class
wrk
5. The whle class
wrk
6. The whle class
wrk and grup
wrk
1. Vlunteers summarize.
Para1. Basketball is
ne f the mst ppular
sprts in the wrld and
it has a lng histry.
Para 2. Basketball sn
became very ppular.
Para 3. The rules f
playing basketball and
its imprtant meaning
f playing basketball
2. Students scan the
passage t find ut
“James Naismith”.
3. Students scan and find
ut “In 1891”.
4. Students find ut the
fllwing infrmatin
frm Line 1 t Line 7 in Paragraph 3.
5. The students read the
whle passage silently,
checking true r false
in 1b.
6. Students pint ut the
places where the
mistakes are and find
the riginal sentences
in 1a. They may
discuss in grups.
1. Teacher asks the students
t skim 1a and find ut the tpic sentence f each paragraph.
2. Teacher asks the students
t scan 1a and answer the
questin “Wh invented
basketball?” in 1c.
3. Teacher asks the students
t scan 1a and answer the
questin “When did he
invent basketball?” in 1c.
4. Teacher asks the students
t read Paragraph 3
carefully and answer the
questin “What are the
rules in the basketball
game?” in 1c.
5. Teacher lets the students
read the whle passage
carefully and finish 1b.
6. Teacher checks the answers.
Cnslidatin
(10 minutes)
1. The whle
class wrk
2. The whle class
wrk
3. The whle class
wrk
4. The whle class wrk and
individual
wrk
1. Students underline the
language pints in their
bks and d the relevant
exercises n the screen.
2. Students try t fllw
the recrding.
3. Students read by
themselves.
4. Member A shuld read
fluently; Member B shuld read thrugh the passage by himself /herself; Member C can read the passage with the help f Member A.
1. Explanatin f the passage:
(1) invent—inventr
—inventin
(2) …is ne f + plural
nuns
(3) sth. came int being
(4) The gal is t d sth.
(5) stp…frm ding sth.
(6) Yu can thrw it frm any part f the curt.
(the functin f “any” in affirmative sentences )
(7) fllw the rules
(8) fr example/such as
(9) It is mre imprtant
fr yu and the ther
players t play as a team.
(10) enjy ding sth.
2. Teacher plays the recrding
withut stpping.
3. Teacher ffers 2 minutes
fr the students t read 1a.
4. Teacher asks the students t
read the whle passage in
grups, and makes sure
everyne can read thrugh
the passage.
Practice
(10 minutes)
1. The whle class wrk
2. Sme students’
wrk
3. Grup wrk
and pair wrk
4. Six students’
wrk
5. Six students’
wrk
1. Students skim thrugh the exercises t find the difficult part, and then they turn t the teacher fr help.
2. Students pint ut the
difficult pints.
3. The students d the
exercises carefully,
leaving questin mark
near the place where they
are nt sure.
4. The six students
representatives write
their answers n the
blackbard while thers
try t read the exercises.
5. Anther six students
crrect the answers.
1. Teacher asks the students t
skim thrugh the exercises
in 2 t see if there’s smething
they dn’t understand.
2. Teacher explains sme
difficult pints that the
students may ask.
3. Teacher ffers abut 3
minutes fr students t finish 2.
4. Teacher asks six students
frm different grups t
write dwn their answers n
the blackbard.
5. Teacher asks anther six
students t crrect the
answers.
Prductin
(8 minutes)
1. The whle class
wrk
2. The whle class
wrk
3. The whle class
wrk
4. The whle class
wrk
1. All the students shuld
knw the meaning f
the summary.
2. Students cnnect the
tpic sentences tgether,
and add sme detail
things, especially
abut the rules.
3. Students search the
Internet fr the infrmatin
abut ftball after class.
4. Students review Sectins
A-C t prepare
fr Sectin D.
1. Teacher summarizes what
the students have learned
tday. Sme imprtant
languages pints are shwn
n the cmputer screen.
2. Teacher asks the students
t finish writing the
intrductin f basketball
in 1c, reminding them t
cnnect the tpic
sentences, and then add
smething necessary.
3. Teacher asks the students
t search the Internet fr
sme special infrmatin
abut ftball.
4. Teacher assigns the
students t review Sectins
A-C t prepare fr
Sectin D.
Teaching Reflectin
The fllwing exercises shuld be added:
(1) The differences abut “invent, inventin, inventr”.
(2) The differences between “fr example” and “such as”.
Unit 1 Playing Sprts
Tpic 2 I’ll kick yu the ball again.
Sectin C
invent--- inventr---inventin
…is ne f+ plural nuns
cme int being
The gal is t d sth.
stp…frm ding sth.
Yu can thrw it frm any part f the curt.
fllw the rules
fr example / such as
It is mre imprtant fr yu and the ther players t play as a team.
enjy ding sth.