【文档说明】Unit 1 Topic 2《I’ll kick you the ball again》（SectionA）教案-八年级上册英语【仁爱版】.doc，共(8)页，53.000 KB，由小喜鸽上传

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（最新版）Unit1Topic2SectionA参考教案Ⅰ.MaterialanalysisSectionAandSectionB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SectionA的1a和2。通过Kangk

ang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Weshouldlearnteamwork.呈现了重点短语：kick

theballtoyou,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。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begoingtodo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.TeachingaimsKnowledgeaims：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…?4.能初步感知本话题语法：subject+vt+indi

rectobject+directobject.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。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。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。Ⅲ.ThekeypointsanddifficultpointsKeypoints：能自如地运用以下功能句进行交流：Wouldyoumind(not)doingsth?Doyoumind(not)doingsth?Willyou…？Difficultpo

ints：1.双宾语：subject+vt+indirectobject+directobject.2.1c活动中近义句的转换。Ⅳ.Learningstrategies1.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.TeachingaidsComputermultimediaprojector,ashortvideoofaping-ponggameEverydaysaying:There’sno“I”inteamwork.全队的配合不分你我。Ⅵ.TeachingproceduresS

tepInteractionpatternStudentactivityTeacheractivityIntroduction（5minutes）1.Thewholeclasswork2.Thewholeclass

work3.Twostudents’work4.Thewholeclasswork5.Somestudents’work6.Groupwork1.Focustheirattentiononthetea

cher.2.Readthesayingaloud.3.Agirlandaboyreport,introducingtheirweekendplan.4.Studentswatchthevideo.5.Studentsgivesomeexamples:(1)Discussingroups.(2)P

layfootball.6.Studentsdiscussingroupsandtrytoanswertheteacher’squestions:(1)S1:Heisill.S2:Heissleeping.(2)S3:M

aybetheyaretalkingaboutafootballgame.(3)S4:MaybeheisKangkang’sfriendorMichael’sfriend.1.Greetstudentsreadyforlearning.2.Showeveryd

aysayingforthestudents.(onesayingaweek)3.Askagirlandaboytogivetheeverydayreport:Myweekendplan.4.Teacherplaysthevideoofplayingtabletennis

tointroducethetopic“Weshouldlearnteamwork”.5.Teacherasksstudentswhenandwhereweneedteamwork.6.Teachershowsthepicture

sof1aonthescreen,lettingthestudentsguess:(1)What’swrongwiththeboyinbed?(2)WhatisKangkangtalkingtoMichael?(3)Whoisthesleepingboy?Presentation(10

minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Somestudents’work6.Thewholeclasswork7.Thewho

leclasswork1.Studentsmakesurethattheyunderstandwhatthestatementsmean.2.Studentstrytocatchthegeneralideaofthedialogueandfillinthebla

nks.3.Studentswritedownthekeys,payingattentiontothecauses.4.Studentscompletetheblankstheyhaven’tfinished.5.Volunteerswriteanswersto1bo

ntheblackboard.6.Studentsanswerthethreequestionstogether:(1)Hefellill/wasill.(2)Theyaretalkingaboutthefootball

gameonSaturday.(3)HeisoneofKangkang’steammates.7.Studentssaytogether:Wouldyoumindrowing/cycling/skating/playingtennis/s

wimmingwithme?1.Finish1b.Teacherasksthestudentstoreadthestatementsin1b.2.Teacherplaystherecordingforthefirsttimewithoutstopping.3.

Teacherplays1aforthesecondtime,andstopswhennecessary.4.Teacherletsstudentsscan1aandcomplete1b.5.Teacheraskstwostudent

stowriteanswersto1b,andthenhelpstocorrectthewrongparts.6.Teacherchecksthepre-readingquestionstoseeifstudentshaveguessedcorrectly:(1)What’swro

ngwiththeboyinbed?(2)WhatisKangkangtalkingtoMichael?(3)Whoisthesleepingboy?7.Focusonpracticing“Wouldyouminddoing…withme?”T

eachershowssomeverbphrasesonthescreenforthestudentssothattheycanpracticereplacingwiththosephrases:rowing,cycling,s

kating,Consolidation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Groupwork4.Thewholeclasswork5.Thewholeclasswork6.Somestude

nts’work7.Thewholeclasswork1.Studentstrytounderstandtheexplanationofthephrases.2.Studentsread1c,understandingwhattheyshoulddo,

andthenfinish1c.3.Studentscandiscussingroupsandvolunteerswritetheanswersontheblackboard.4.Studentsknowdirectobjectandindirectobjectafterlisteni

ng.5.Studentsunderlinethesentencesandrewritethem.6.Volunteersreadtheanswers.7.Studentsunderlineintheirbooksandmakesomenotes.1.Teacherexplainsthephras

esinboxbyusingsynonymousphrases.2.Teachergivestwoorthreeminutesforthestudentstofinish1c.3.Teacheraskstwoorthreestudentstowritethe

iranswersontheblackboard.4.Teacherexplainsthestructureof“thesubject+vt+indrectobject+directobject”inC

hinese,showingafewexamples.5.Teacherasksthestudentstofinish1d.6.Teachercheckstheanswers.7.Teacherexplainssomeke

ypointsanddifficultpointstothestudents:(1)Thestructureof“thesubject+vt+indrectobject+directobject”(2)Thesyno

nymousphrases:fallill/beill(3)oneof+pluralnouns(4)minddoingsth(5)keepdoingsthPractice(10minutes)1.Thewholeclasswork2.Thewho

leclasswork3.Thewholeclasswork4.Groupworkandindividualwork5.Groupwork1.Studentslookatthepicturesandsaysomephrases:thehighjump,playbasketball,playfoot

ball,litterthings.2.StudentslistenandfinishAin2first.3.Studentswritedowntheanswersintheirbooks.4.StudentschecktheiranswerstoBin2.

Theymaydiscussingroups.5.Fourstudentsfromthesamegroupwritetheanswersontheblackboard.Eachstudentwritesoneanswer.1.Teacherencour

agesthestudentstolookatthepicturesin2andguesswhat’shappening.2.Teacherplaystherecording.3.Teacherplaystherecordingandpausesaftereachdialog

ue.4.Teacherplaystherecordingforthethirdtime.5.Teacherchecksthestudents’answers,askingagrouptoshowtheiransw

ersontheblackboard.Teachercorrectsthewrongparts.Production(8minutes)1.Thewholeclassworkandpairwork2.Thewholeclassworkandpairwork3.Thewho

leclasswork4.Thewholeclasswork5.Individualwork1.Studentspracticethedialoguebyreplacingthefollowingphrasesandaskandanswerinpairs:kickingtheball

tome;kickingmetheball.showingthebooktome;showingmethebook.givingthebooktome;givingmethebook.2.Studentspracticeinpairsinthesameway:shoutingalou

d;cominghometoolate;coloringthewall;drinkingtoomuch;crossingthestreetwhenthetrafficlightsarered.3.Studentspractice2inpa

irstomakesurethattheycanreadthedialoguefluently.4.StudentssummarizeSectionAwiththeteacherbydoingexercisesshownonthescreen.5.Studentsdohomeworkafter

class:(1)Memorizethesummaryafterclass.(2)Studentswritedownthe1.Teacherorganizesthestudentstopracticethedialoguein2inpairs，helpingst

udentstolearnthewaystoexpresspermissionandgivingadvice.—Wouldyoumindpassingmetheball?—Ofcoursenot.I’lldoitrightaway.

2.TeachershowsthedialogueFourontheblackboard,lettingstudentsdopairwork.—Wouldyoumindnotthrowingbottlesaround?—I’msorryaboutthat.Iw

on’tdoitagain.3.Teacherasksthestudentstopractice2inpairsintheirowngroupstoprepareforaspeedcompetition.4.Teachershowsthesummarytothestudents.5.Teach

erassignshomework:(1)Reviewthesummaryafterclass.(2)Retell1aandreportittothewholeclasstomorrow.(3)PrepareSectionBa

fterclass.TeachingReflectionIt’shardforthestudentstousethestructureof“subject+vt+indirectobject+directobject”freely.It’salsohardforthestude

ntstoparaphrasethesynonymoussentences.Teachershoulddesignmorerelevantexercisesforthestudents.Ⅶ.BlackboarddesignUnit1PlayingSportsTopic2Weshould

learnteamwork.SectionAWouldyoumind(not)doingsth?fallill/beillDoyoumind(not)doingsth?begoodat/dowellinki

cktheballtome=kickmetheballWouldyoumind…?givemeahandCouldyou…please?