【文档说明】Unit 1 Topic 2《I’ll kick you the ball again》（SectionB）教案-八年级上册英语【仁爱版】.doc，共(9)页，55.000 KB，由小喜鸽上传

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（最新版）Unit1Topic2SectionB参考教案Ⅰ.MaterialanalysisSectionAandSectionB的内容整合，用三个课时上完。本节课为单元第二课和第三课时，用两课时上完，主要活动为SectionB的1a和4a,4b。通过Maria和Jane平息Kangk

ang和Michael的争吵，呈现了对话的主题是：Oneplayerdoesn’tmakeateam.对话呈现了提建议的三种方式：（1）祈使句的肯定句、否定句形式；（2）Whataboutdoingsth?（3）sbshoulddosth.语音学习：（1）让学生区分元音/e/和/@/发音的不同，并

能掌握各自的拼写规则。（2）让学生体会清辅音的不完全爆破并能正确朗读。本课帮助学生学会请求、提建议、道歉的表达法，通过和他人的沟通、合作，将团队合作精神融于对话中。要求学生能结合学过的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.能区分元音音素/e/和/}/的发音，并能正确拼读单词，注意对应的字母组合的拼写规则；能在句中正确朗读辅音的不完全爆破。2.能正确

拼读并运用单词表中的单词:fight,angry,nothing,finish,grandfather.3.能正确运用以下短语造句：shoutatsb,doone’sbest,beangrywithsb,talkaboutsth,keepdoing

sth.4.能自如地运用以下功能性语言进行交流，表达提建议、道歉:Don’tshoutatmelikethat.Pleasedon’tfight.Youshouldlearnteamwork.WhataboutsayingsorrytoMichael?IamsorryforwhatI

said.It’snothing.5.能对双宾结构进行句型转换，理解并能运用双宾语结构。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.能正确地用英语在团队中提建议、向他人道

歉。3.能正确朗读课本的文本材料及难度相当的材料。4.能书面表达提建议，道歉等。Emotionalaims：通过对SectionA的学习，学生能够在团队合作中,学会为他人提建议，犯了错误要勇于向他人道歉。在谈论运动

合作时，强化学生在积极参与运动时要主动配合他人的意识，将团队精神渗透到学生的学习和生活中。Ⅲ.ThekeypointsanddifficultpointsKeypoints：对双宾语用法的巩固:subject+vt.+indirectobjec

t+direct+subject.能清楚地找出短文中的直接宾语和间接宾语。Difficultpoints：1.对besorryforwhatIsaid中what的理解。2.对不完全爆破读音的正确把握。Ⅳ.Learningstrategies1.通过再现复习双宾语的用法

，让学生懂得复习也是一种学习。2.通过模仿录音的不完全爆破，让学生知道模仿读音是纠正自己读音的很好的学习途径。Ⅴ.TeachingaidsComputermultimediaprojector,phoneticsyllablecards,wordcardsEverydaysaying:There’

sno“I”inteamwork.全队的配合不分你我。Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivity1.Thewholeclasswork2.Thew

holeclasswork1.Focustheirattentionontheteacher.2.Readthesayingaloud.IfThere’sno“I”inteamwork1.Greetstudentsreadyforlearning.2.Showeverydaysaying

fortheIntroduction（8minutes）3.Twostudents’work4.Individualwork5.Thewholeclasswork3.Thegirlandtheboyshouldtrytobethebetterone.Asample:

Kangkang’steamisgoingtohaveasoccergameagainstClassFiveonSaturday,butoneofhisteammatesfallsill.SoheasksMichaeltojointhem.Michaelisn’tgoodatplayi

ngsoccer.SoKangkangandMichaelarepracticingontheplayground,andtheykeeptryingit.4.Studentsdiscussingroups,andtrytoan

swertheteacher’squestions.(1)S1:Theylookunhappy.(2)S2:Maybetheydidn’twinthegame.5.Studentslistencarefully,ca

tchingthemeaningsof“angry”and“fight”withthehelpofthepicture.students.(onesayingaweek)3.Askagirlandaboytoretell1ain

SectionA.4.Teachergoesonwiththetopic:KangkangandMichael’ssoccergameisover.Canyouguess:Didtheywinthegame?Tea

chershowsthepicturesof1aonthescreen,lettingthestudentsguess:(1)What’swrongwithKangkangandMichael?(2)WhydoKangkangandMichaellookun

happy?5.Learnnewwords“fight”and“angry”.TeachershowsKangkangandMichael’spicture,indicating“Theyareunhappy,”because“Theyare

angry.”and“Theyarefighting.”Presentation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.The

wholeclasswork5.Twostudents’work6.Thewholeclasswork7.Thewholeclasswork1.Studentsmakesuretheyunderstandwhatthestatementsmean.2.Studentstrytocatch

thegeneralideaofthedialogue.3.Studentslistenandmark“T”or“F”.4.Studentscorrecttheiranswerswhilereading.5.Volunteerswrite

theiranswersontheblackboard.6.Studentsfinish1c,andtheymaydiscussitafterfinishingwritingtheanswersintheirbooks.Threevolunteersshowtheiranswersontheb

lackboard.7.Studentsunderlinetheimportantlanguagepoints,andtheyshouldknowtheirmeanings.8.Studentsreadthedialogueaftertherecordingsentencebys

entence.1.Finish1b.Teacherasksthestudentstoreadthestatementsin1b.2.Teacherplaystherecordingforthefirsttimewithoutstopping.3.Teacher

playstherecordingforthesecondtime.4.Teacherletsstudentsread1acarefullyandcheck1b.5.Check1b.Teacheraskstwostudent

stowritetheiranswers,andthenhelpstocorrectthewrongparts.6.Teacherasksthestudentstofinish1c,andthenchecktheiranswers.7.Explanationo

ftheConsolidation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Groupwork4.Thewholeclasswork1.Studentsobservetheexamp

lefirst,andthentheywritetheanswersintheirbooks:(1)Youcanalsopasstheballtoateammate.(2)Pleasethrowtheballtome.(3)Mydadbought

mybrotherabasketball.(4)BringapresenttoPeter.(5)Imademygrandfatherabigcake.2.Fivestudentswritetheira

nswersontheblackboard.Thesixthonechecksandreadstheanswers.3.Sixgroupsreadatthesametimetoseewhichgroupreadmorequickly.C1:Br

ingPeterapresent.C2:BringapresenttoPeter.B1:…passateammatetheball.B1:…passtheballtoateammate.A1:…boughtabasketballformybrother.A2:…boughtmyb

rotherabasketball.4.Studentsmaketheconclusion:subject+vt+indirect1.Finish3.Teacherletsthestudentsobservethestructureofth

eexampleAndparaphrasethesentencesin3.2.Teachercheckstheiranswers,andsixstudentsfromdifferentgroupfinishche

cking.Teachergiveshelpwhennecessary.3.Teacherorganizesacompetitiontoread3.Sixgroupswillbeinthecompetition,

andthefirstthreegroupswillbethewinners.4.Conclusion:TeacherinstructsPractice(10minutes)1.Thewholeclasswork2.Pairwork3.Thewholeclasswork4.Groupwork

andindividualwork5.Thewholeclasswork6.Groupworkandindividualwork7.Somestudents’work8.Thewholeclasswork9.

Thewholeclasswork10.Thewholeclasswork11.Thewholeclasswork12.Pairwork13.Thewholeclasswork1.Studentsrea

d1ainpairs.2.StudentsC1,C2,B1andB2fromdifferentgroupsshowtheperformanceinfrontoftheclass.Thebestgroupwillg

et5points.3.Studentsmatchtheverbs.4.Studentsdiscusstheiranswersingroups,andchooseonetoreadtheiranswers.5.Studentswritedowntheanswersintheirboo

ksbythemselves.6.Studentsdiscussingroups,andthreevolunteerswritetheanswersontheblackboard.7.Volunteersreadthe

vowel.8.Studentscorrecttheirpronunciationastheteacherreads.9.Studentsreadthecardsandsaytherulesforspelling.10.Stu

dentsreadaftertherecordingandtrytoimitate.11.Studentsreadafter4b,imitatingtheincompleteplosion.12.Studentscheckinpairs.Aread

s,whileBlistensandcorrects.13.Studentsreadtogether.1.Teacherorganizesthestudentstopractice1ainpairs.2.Teacherasksthestudentstoperform1a.3.T

eacherletsthestudentslookat2andmatchtheverbs.4.Teacherchecksthestudents’answers.5.Teacherasksthestudentstocompletethesente

ncesbythemselves.6.Teacherasksthreestudentstowritetheiranswersontheblackboard,correctingthemifnecessary.7.Teachershowspho

neticcards/e/and/aI/.8.Teacherpronounces/e/and/aI/.9.Teachershowsthecards.10.Teacherplaystherecordingof4a.Production

(8minutes)1.Thewholeclassworkandpairwork2.Thewholeclassworkandpairwork1.Studentsdotheexercisesonthescreen.2.Studentsf

inishtheirhomeworkafterclass.(1)Memorizethesummaryafterclass.(2)Studentsrewritetheessaylikethis:I…,my…(3)Studen

tssearchtheinformationaboutbasketballandpreviewthenewwordsandtexttoprepareSectionCafterclass.Awritingexample:W

angWeiandIareinthesameteam.Welostasoccergameandwehadafight.IwasangrywithWangWeiandshoutedathimbecausehewouldn’tpas

stheballtome.WiththehelpofLingLingandMeiMei,IsaidsorrytoWangWei.Welearnedteamworkisveryimportant.Wewillpracticemore.Mycla

ssmatesweresureourteamwilldobetternexttime.1.Teachershowsthesummarytothestudents.2.Teacherassignshomework:(1)Reviewthesummaryafterclass.(2)R

ewrite1conP11,withthesubjectbeing“I”.(3)SearchtheInternetforsomespecialinformationaboutbasketball.Learntoreadthewordsandtextof1ctoprepareSect

ionCafterclass.TeachingReflectionStudentsareinterestedinperforming1a,becausefourstudentsareinvolved.Teachermaydesignmoresimilaract

ivities,askingmorethantwostudentstotakepartinanaction.Ⅶ.BlackboarddesignUnit1PlayingSportsTopic2Weshouldlearnteamwork.Sect

ionBDon’tshoutatmelikethat.lose---lostPleasedon’tfight.fightwithsbYoushouldlearnteamwork.doone’sbestWhataboutsayingsorryto…?beangrywithsbI’msor

ryforwhatIsaid.talkaboutIt’snothing.saysorry/hellotosb