【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+indirectobject+directobject。结合本单元的话题Weshouldlearnteamwork.呈现了重点短语：kicktheballtoyou,passmetheball,practiced

oingsth,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+indirectobject+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Secti

onA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：Wo

uldyoumind(not)doingsth?Doyoumind(not)doingsth?Willyou…？Difficultpoints：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.TeachingaidsComputermultimediaprojec

tor,ashortvideoofaping-ponggameEverydaysaying:There’sno“I”inteamwork.全队的配合不分你我。Ⅵ.TeachingproceduresStepInteractionpatternStude

ntactivityTeacheractivityIntroduction（5minutes）1.Thewholeclasswork2.Thewholeclasswork3.Twostudents’work4.T

hewholeclasswork5.Somestudents’work6.Groupwork1.Focustheirattentionontheteacher.2.Readthesayingaloud.3.Agirlandaboyreport,introducingtheirweekendp

lan.4.Studentswatchthevideo.5.Studentsgivesomeexamples:(1)Discussingroups.(2)Playfootball.6.Students

discussingroupsandtrytoanswertheteacher’squestions:(1)S1:Heisill.S2:Heissleeping.(2)S3:Maybetheyaret

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

Showeverydaysayingforthestudents.(onesayingaweek)3.Askagirlandaboytogivetheeverydayreport:Myweekendplan.4.Teacherpla

ysthevideoofplayingtabletennistointroducethetopic“Weshouldlearnteamwork”.5.Teacherasksstudentswhenandwhereweneedteamwork.6.

Teachershowsthepicturesof1aonthescreen,lettingthestudentsguess:(1)What’swrongwiththeboyinbed?(2)WhatisKangkangtalkingtoMichael?(3)Whoist

hesleepingboy?Presentation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Somestudents’work6.The

wholeclasswork7.Thewholeclasswork1.Studentsmakesurethattheyunderstandwhatthestatementsmean.2.Studentstrytocatchthegenera

lideaofthedialogueandfillintheblanks.3.Studentswritedownthekeys,payingattentiontothecauses.4.Studentscompletetheblankstheyh

aven’tfinished.5.Volunteerswriteanswersto1bontheblackboard.6.Studentsanswerthethreequestionstogether:(1)Hefellill/wasill.(2)Theyaretalkinga

boutthefootballgameonSaturday.(3)HeisoneofKangkang’steammates.7.Studentssaytogether:Wouldyoumindrowing/cycling/skating/playingtennis/swimmingwit

hme?1.Finish1b.Teacherasksthestudentstoreadthestatementsin1b.2.Teacherplaystherecordingforthefirsttimewithoutstopping.3.Teacherplays

1aforthesecondtime,andstopswhennecessary.4.Teacherletsstudentsscan1aandcomplete1b.5.Teacheraskstwostudentstowriteanswersto1b,an

dthenhelpstocorrectthewrongparts.6.Teacherchecksthepre-readingquestionstoseeifstudentshaveguessedcorrectly:(1)What’swr

ongwiththeboyinbed?(2)WhatisKangkangtalkingtoMichael?(3)Whoisthesleepingboy?7.Focusonpracticing“Wouldyouminddoing…withme?”Teachershowssom

everbphrasesonthescreenforthestudentssothattheycanpracticereplacingwiththosephrases:rowing,cycling,skating,Consolidation(10minutes)

1.Thewholeclasswork2.Thewholeclasswork3.Groupwork4.Thewholeclasswork5.Thewholeclasswork6.Somestudents’work7.Thewholeclasswork1.Studentstrytounders

tandtheexplanationofthephrases.2.Studentsread1c,understandingwhattheyshoulddo,andthenfinish1c.3.Studentscandiscussingroupsan

dvolunteerswritetheanswersontheblackboard.4.Studentsknowdirectobjectandindirectobjectafterlistening.5.Studentsunderlinethesenten

cesandrewritethem.6.Volunteersreadtheanswers.7.Studentsunderlineintheirbooksandmakesomenotes.1.Teacherexplainsthephrasesinboxbyusingsynon

ymousphrases.2.Teachergivestwoorthreeminutesforthestudentstofinish1c.3.Teacheraskstwoorthreestudentstowritetheiranswersontheblackboar

d.4.Teacherexplainsthestructureof“thesubject+vt+indrectobject+directobject”inChinese,showingafewexamples.5.Teacherasksthestu

dentstofinish1d.6.Teachercheckstheanswers.7.Teacherexplainssomekeypointsanddifficultpointstothestudents:(1)Thestructureof“thesubject+vt+indrectob

ject+directobject”(2)Thesynonymousphrases:fallill/beill(3)oneof+pluralnouns(4)minddoingsth(5)keepdoingsthPractice(10minutes)1.T

hewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Groupworkandindividualwork5.Groupwork1.Studentslookatthepictu

resandsaysomephrases:thehighjump,playbasketball,playfootball,litterthings.2.StudentslistenandfinishAin2first.3.Studentswritedowntheanswer

sintheirbooks.4.StudentschecktheiranswerstoBin2.Theymaydiscussingroups.5.Fourstudentsfromthesamegroupwritetheanswersontheblackboard.Eac

hstudentwritesoneanswer.1.Teacherencouragesthestudentstolookatthepicturesin2andguesswhat’shappening.2.Teacher

playstherecording.3.Teacherplaystherecordingandpausesaftereachdialogue.4.Teacherplaystherecordingfor

thethirdtime.5.Teacherchecksthestudents’answers,askingagrouptoshowtheiranswersontheblackboard.Teachercorrectsthewrongparts.Production(8minu

tes)1.Thewholeclassworkandpairwork2.Thewholeclassworkandpairwork3.Thewholeclasswork4.Thewholeclasswork5.Indi

vidualwork1.Studentspracticethedialoguebyreplacingthefollowingphrasesandaskandanswerinpairs:kickingtheballtome;k

ickingmetheball.showingthebooktome;showingmethebook.givingthebooktome;givingmethebook.2.Studentspracticeinpairsinthesame

way:shoutingaloud;cominghometoolate;coloringthewall;drinkingtoomuch;crossingthestreetwhenthetrafficlightsare

red.3.Studentspractice2inpairstomakesurethattheycanreadthedialoguefluently.4.StudentssummarizeSectionAwiththeteacherby

doingexercisesshownonthescreen.5.Studentsdohomeworkafterclass:(1)Memorizethesummaryafterclass.(2)Studentswritedownthe1.Teacher

organizesthestudentstopracticethedialoguein2inpairs，helpingstudentstolearnthewaystoexpresspermissionandgivingadvice.—Wouldy

oumindpassingmetheball?—Ofcoursenot.I’lldoitrightaway.2.TeachershowsthedialogueFourontheblackboard,lettingstud

entsdopairwork.—Wouldyoumindnotthrowingbottlesaround?—I’msorryaboutthat.Iwon’tdoitagain.3.Teacherasksthestudentstopractice2inpairsinthe

irowngroupstoprepareforaspeedcompetition.4.Teachershowsthesummarytothestudents.5.Teacherassignshomework:(1)Reviewthesummaryafte

rclass.(2)Retell1aandreportittothewholeclasstomorrow.(3)PrepareSectionBafterclass.TeachingReflectionIt’sh

ardforthestudentstousethestructureof“subject+vt+indirectobject+directobject”freely.It’salsohardforthestudentstoparaphrasethesynonymoussentences.

Teachershoulddesignmorerelevantexercisesforthestudents.Ⅶ.BlackboarddesignUnit1PlayingSportsTopic2Weshouldlearnteamwork.Secti

onAWouldyoumind(not)doingsth?fallill/beillDoyoumind(not)doingsth?begoodat/dowellinkicktheballtome=kickmetheballWouldyoumind…

?givemeahandCouldyou…please?