仁爱科普版八年级上册Unit 1 Playing SportsTopic 2 I'll kick you the ball again.教案及反思

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.教案及反思，共8页。

Tpic 2 I’ll kick yu the ball again.
Sectin A
Ⅰ. Material analysis
本课时的主要活动为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 bject + direct bject。结合本单元的话题I’ll kick yu the ball again.呈现了重点短语：kick the ball t yu, pass me the ball, practice ding sth, give me a hand等, 同时在对话中呈现了交际功能用语：Will yu …? Wuld yu mind (nt) ding sth ? 和D yu mind (nt) ding 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 ging t d 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。
Ⅱ. Teaching aims
Knwledge aims：
1. 能正确拼读并运用单词表中的单词: ill, mind, kick, pass, certainly, smewhere, thrw.
2. 能正确运用以下短语造句：fall ill, give sb a hand, d 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:
Wuld yu mind (nt) ding sth?
D yu mind (nt) ding sth?
Will yu …?
4. 能初步感知本话题语法：subject+vt+indirect bject+direct bject.
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。
Emtinal aims：
通过对Sectin 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。
Ⅲ. The key pints and difficult pints
Key pints：
能自如地运用以下功能句进行交流：
Wuld yu mind (nt) ding sth?
D yu mind (nt) ding sth?
Will yu…？
Difficult pints：
1. 双宾语：subject + vt + indirect bject + direct bject.
2. 1c 活动中近义句的转换。
Ⅳ. Learning strategies
1. 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。
Ⅴ. Teaching aids
Cmputer multimedia prjectr, a shrt vide f a ping-png game
Everyday saying: There’s n “I” in teamwrk. 全队的配合不分你我。
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design

Step
Interactin pattern
Student activity
Teacher activity
Intrductin
（5 minutes）
1. The whle
class wrk
2. The whle
class wrk
3. Tw students’
wrk
4. The whle
class wrk
5. Sme students’
wrk
6. Grup wrk
1. Fcus their attentin
n the teacher.
2. Read the saying alud.
3. A girl and a by
reprt, intrducing
their weekend plan.
4. Students watch the
vide.
5. Students give sme
examples:
(1) Discuss in grups.
(2) Play ftball.
6. Students discuss in
grups and try t
answer the teacher’s
questins:
(1) S1: He is ill.
S2: He is sleeping.
(2) S3: Maybe they are
talking abut a
ftball game.
(3) S4: Maybe he is
Kangkang’s
friend r
Michael’s
friend.
1. Get students ready fr
learning.
2. Shw everyday saying fr the students.
( ne saying a week )
3. Ask a girl and a by t give the everyday reprt: My weekend plan.
4. Teacher plays the vide f playing table tennis t
intrduce the tpic “We
shuld learn teamwrk”.
5. Teacher asks students
when and where we need teamwrk.

6. Teacher shws the pictures f 1a n the screen,
letting the students guess:
(1) What’s wrng with the
by in bed?
(2) What is Kangkang
talking t Michael?
(3) Wh is the sleeping
by?
Presentatin
(10 minutes)
1. The whle class wrk
2. The whle class wrk
3. The whle class
wrk
4. The whle class
wrk
5. Sme students’
wrk
6. The whle class
wrk
7. The whle class
wrk
8. The whle class
wrk
9. The whle class
wrk
1. Students make sure
that they understand
what the statements
mean.
2. Students try t catch
the general idea f the dialgue and fill in the blanks.
3. Students write dwn
the keys, paying
attentin t the causes.
4. Students cmplete the blanks they haven’t
finished.
5. Vlunteers write answers
t 1b n the blackbard.
6. Students answer the
three questins tgether:
(1) He fell ill/was ill.
(2) They are talking
abut the ftball
game n Saturday.
(3) He is ne f
Kangkang’s
teammates.
7. Students say tgether:
Wuld yu mind
rwing/cycling/skating
/playing tennis/ swimming
with me?
8. Students read the dialgue
after the recrding sentence
by sentence.
9. Students try t fllw
the speed, paying attentin
t the prnunciatin and
the intnatin.
1. Finish 1b. Teacher asks
the students t read the
statements in 1b.
2. Teacher plays the
recrding fr the first
time withut stpping.
3. Teacher plays 1a fr the
secnd time, and stps
when necessary.
4. Teacher lets students scan
1a and cmplete 1b.
5. Teacher asks tw students t
write answers t 1b, and then helps t crrect the wrng parts.
6. Teacher checks the pre-reading
questins t see if
students have guessed
crrectly:
(1) What’s wrng with the
by in bed?
(2) What is Kangkang
talking t Michael?
(3) Wh is the sleeping by?
7. Fcus n practicing “Wuld
yu mind ding…with me?”
Teacher shws sme verb phrases n the screen fr the students s that they can practice replacing with thse phrases:
rwing, cycling, skating,
playing tennis, swimming.
8. Teacher plays the recrding
sentence by sentence.
9. Teacher plays the recrding
fr the last time withut stpping.
Cnslidatin
(10 minutes)
1. The whle
class wrk
2. The whle
class wrk
3. Grup wrk
4. The whle
class wrk
5. The whle
class wrk
6. Sme students’
wrk
7. The whle
class wrk
1. Students try t understand the explanatin f the
phrases.
2. Students read 1c,
understanding what
they shuld d, and
then finish 1c.
3. Students can discuss in
grups and vlunteers
write the answers n
the blackbard.
4. Students knw direct
bject and indirect bject
after listening.
5. Students underline the
sentences and rewrite
them.
6. Vlunteers read the
answers.
7. Students underline in
their bks and make
sme ntes.
1. Teacher explains the phrases
in bx by using synnymus
phrases.
2. Teacher gives tw r three
minutes fr the students t
finish 1c.
3. Teacher asks tw r three
students t write their
answers n the blackbard.
4. Teacher explains the
structure f “the subject +
vt + indirect bject +
direct bject” in Chinese,
shwing a few examples.
5. Teacher asks the students
t finish 1d.
6. Teacher checks the answers.
7. Teacher explains sme key
pints and difficult pints t
the students:
(1) The structure f “ the
subject + vt+ indirect
bject + direct bject”
(2) The synnymus phrases: fall ill / be ill
(3) ne f +plural nuns
(4) mind ding sth
(5) keep ding sth
(6) have a try
Practice
(10 minutes)
1. The whle
class wrk
2. The whle
class wrk
3. The whle
class wrk
4. Grup wrk
and individual
wrk
5. Grup wrk
1. Students lk at the
pictures and say sme
phrases: the high jump,
play basketball, play
ftball, litter things.
2. Students listen and finish
A in 2 first.
3. Students write dwn the
answers in their bks .
4. Students check their
answers t B in 2. They
may discuss in grups.
5. Fur students frm the
same grup write the
answers n the
blackbard. Each student
writes ne answer.
1. Teacher encurages the
students t lk at the
pictures in 2 and guess
what’s happening.
2. Teacher plays the recrding.
3. Teacher plays the recrding
and pauses after each
dialgue.
4. Teacher plays the recrding
fr the third time.
5. Teacher checks the students’
answers, asking a grup
t shw their answers n
the blackbard. Teacher
crrects the wrng parts.
Prductin
(8 minutes)
1. The whle class
wrk and pair
wrk
2. The whle class
wrk and pair
wrk
3. The whle class
wrk
4. The whle class
wrk
5. Individual wrk
1. Students practice the
dialgue by replacing
the fllwing phrases
and ask and answer in
pairs:
kicking the ball t me;
kicking me the ball.
shwing the bk t me;
shwing me the bk.
giving the bk t me;
giving me the bk.
2. Students practice in
pairs in the same way:
shuting alud;
cming hme t late;
clring the wall;
drinking t much;
crssing the street
when the traffic
lights are red.
3. Students practice 2 in
pairs t make sure that
they can read the
dialgue fluently.
4. Students summarize
Sectin A with the teacher by ding exercises
shwn n the screen.
5. Students d hmewrk
after class:
(1) Memrize the
summary after class.
(2) Students write dwn the retelling after
class and prepare
fr the reprting
tmrrw.
(3) Students learn
Sectin B after
class by themselves.
1. Teacher rganizes the
students t practice the
dialgue in 2 in pairs，
helping students t learn
the ways t express
permissin and giving
advice.
—Wuld yu mind
passing me the ball?
—Of curse nt. I’ll d it right away.
2. Teacher shws the
dialgue Fur n the
blackbard, letting
students d pair wrk.
—Wuld yu mind nt
thrwing bttles arund?
—I’m srry abut that.
I wn’t d it again.
3. Teacher asks the students
t practice 2 in pairs in
their wn grups t prepare
fr a speed cmpetitin.
4. Teacher shws the summary
t the students.

5. Teacher assigns hmewrk:
(1) Review the summary
after class.
(2) Retell 1a and reprt it
t the whle class
tmrrw.
(3) Prepare Sectin B
after class.
Teaching Reflectin
It’s hard fr the students t use the structure f “subject + vt + indirect bject + direct bject” freely. It’s als hard fr the students t paraphrase the synnymus sentences. Teacher shuld design mre
relevant exercises fr the students.
Unit1 Playing Sprts
Tpic2 I’ll kick yu the ball again.
Sectin A
Wuld yu mind (nt) ding sth? fall ill/be ill
D yu mind (nt) ding sth? be gd at/d well in
kick the ball t me= kick me the ball Wuld yu mind …?
give me a hand Culd yu… please?