【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Sect

ionB的1a和4a,4b。通过Maria和Jane平息Kangkang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）Whatabout

doingsth?（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,keepdoingsth.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.Youshou

ldlearnteamwork.WhataboutsayingsorrytoMichael?IamsorryforwhatIsaid.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。Skillai

ms：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.+i

ndirectobject+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.Lear

ningstrategies1.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.TeachingproceduresStepInteractionpatternStudentactivityT

eacheractivity1.Thewholeclasswork2.Thewholeclasswork1.Focustheirattentionontheteacher.2.Readthesayingaloud.IfThere’sno“I”int

eamwork1.Greetstudentsreadyforlearning.2.ShoweverydaysayingfortheIntroduction（8minutes）3.Twostudents’work4.Individualwork5

.Thewholeclasswork3.Thegirlandtheboyshouldtrytobethebetterone.Asample:Kangkang’steamisgoingtohaveasoccergameagainstClassFiveonSa

turday,butoneofhisteammatesfallsill.SoheasksMichaeltojointhem.Michaelisn’tgoodatplayingsoccer.SoKangkangandMichaelarepracticingontheplayground,and

theykeeptryingit.4.Studentsdiscussingroups,andtrytoanswertheteacher’squestions.(1)S1:Theylookunhappy

.(2)S2:Maybetheydidn’twinthegame.5.Studentslistencarefully,catchingthemeaningsof“angry”and“fight”withthehelpofthepi

cture.students.(onesayingaweek)3.Askagirlandaboytoretell1ainSectionA.4.Teachergoesonwiththetopic:KangkangandMichael’ssoccerg

ameisover.Canyouguess:Didtheywinthegame?Teachershowsthepicturesof1aonthescreen,lettingthestudentsguess:(

1)What’swrongwithKangkangandMichael?(2)WhydoKangkangandMichaellookunhappy?5.Learnnewwords“fight”and“angry”.Teachershow

sKangkangandMichael’spicture,indicating“Theyareunhappy,”because“Theyareangry.”and“Theyarefighting.”Presentation(10minutes)1

.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Twostudents’work6.Thewholeclasswork7.Thewholeclasswork1.Studen

tsmakesuretheyunderstandwhatthestatementsmean.2.Studentstrytocatchthegeneralideaofthedialogue.3.Studentslistenandmark“T”or“F”.4.

Studentscorrecttheiranswerswhilereading.5.Volunteerswritetheiranswersontheblackboard.6.Studentsfinish1c,andtheymaydiscussitafterfinishingwri

tingtheanswersintheirbooks.Threevolunteersshowtheiranswersontheblackboard.7.Studentsunderlinetheimport

antlanguagepoints,andtheyshouldknowtheirmeanings.8.Studentsreadthedialogueaftertherecordingsentencebysentence.1.Finish1b.T

eacherasksthestudentstoreadthestatementsin1b.2.Teacherplaystherecordingforthefirsttimewithoutstopping.3.Teacherplaystherecordingforthes

econdtime.4.Teacherletsstudentsread1acarefullyandcheck1b.5.Check1b.Teacheraskstwostudentstowritetheiranswers,andthenhelpst

ocorrectthewrongparts.6.Teacherasksthestudentstofinish1c,andthenchecktheiranswers.7.ExplanationoftheConsolidation(1

0minutes)1.Thewholeclasswork2.Thewholeclasswork3.Groupwork4.Thewholeclasswork1.Studentsobservetheexamplefirst

,andthentheywritetheanswersintheirbooks:(1)Youcanalsopasstheballtoateammate.(2)Pleasethrowtheballtome.(3)Mydadboughtmybrotherabasketball.(4)Bringap

resenttoPeter.(5)Imademygrandfatherabigcake.2.Fivestudentswritetheiranswersontheblackboard.Thesixthonechecksandread

stheanswers.3.Sixgroupsreadatthesametimetoseewhichgroupreadmorequickly.C1:BringPeterapresent.C2:Brin

gapresenttoPeter.B1:…passateammatetheball.B1:…passtheballtoateammate.A1:…boughtabasketballformybrother.A2:…bou

ghtmybrotherabasketball.4.Studentsmaketheconclusion:subject+vt+indirect1.Finish3.TeacherletsthestudentsobservethestructureoftheexampleAndparaphrase

thesentencesin3.2.Teachercheckstheiranswers,andsixstudentsfromdifferentgroupfinishchecking.Teachergiveshelpwhennecessary.3

.Teacherorganizesacompetitiontoread3.Sixgroupswillbeinthecompetition,andthefirstthreegroupswillbethewinners.4.Conclusion:Teac

herinstructsPractice(10minutes)1.Thewholeclasswork2.Pairwork3.Thewholeclasswork4.Groupworkandindividualwork5.T

hewholeclasswork6.Groupworkandindividualwork7.Somestudents’work8.Thewholeclasswork9.Thewholeclasswork10.Thewholeclasswor

k11.Thewholeclasswork12.Pairwork13.Thewholeclasswork1.Studentsread1ainpairs.2.StudentsC1,C2,B1andB2fromdifferentgroupssho

wtheperformanceinfrontoftheclass.Thebestgroupwillget5points.3.Studentsmatchtheverbs.4.Studentsdiscusstheiranswer

singroups,andchooseonetoreadtheiranswers.5.Studentswritedowntheanswersintheirbooksbythemselves.6.Studentsdiscu

ssingroups,andthreevolunteerswritetheanswersontheblackboard.7.Volunteersreadthevowel.8.Studentscorrectt

heirpronunciationastheteacherreads.9.Studentsreadthecardsandsaytherulesforspelling.10.Studentsreadaftertherecordingandtrytoimitate.11.Studentsreada

fter4b,imitatingtheincompleteplosion.12.Studentscheckinpairs.Areads,whileBlistensandcorrects.13.Studentsreadtogether.1.Teacherorganizesthestud

entstopractice1ainpairs.2.Teacherasksthestudentstoperform1a.3.Teacherletsthestudentslookat2andmatchtheverbs.4.Teacherchecksthestude

nts’answers.5.Teacherasksthestudentstocompletethesentencesbythemselves.6.Teacherasksthreestudentstowritetheiranswersontheblackboard,correc

tingthemifnecessary.7.Teachershowsphoneticcards/e/and/aI/.8.Teacherpronounces/e/and/aI/.9.Teachershowsthecards.10.Teacherplaysther

ecordingof4a.Production(8minutes)1.Thewholeclassworkandpairwork2.Thewholeclassworkandpairwork1.Studentsdo

theexercisesonthescreen.2.Studentsfinishtheirhomeworkafterclass.(1)Memorizethesummaryafterclass.(2)Students

rewritetheessaylikethis:I…,my…(3)StudentssearchtheinformationaboutbasketballandpreviewthenewwordsandtexttoprepareSec

tionCafterclass.Awritingexample:WangWeiandIareinthesameteam.Welostasoccergameandwehadafight.IwasangrywithW

angWeiandshoutedathimbecausehewouldn’tpasstheballtome.WiththehelpofLingLingandMeiMei,IsaidsorrytoWangWei.Welearnedteamworkisv

eryimportant.Wewillpracticemore.Myclassmatesweresureourteamwilldobetternexttime.1.Teachershowsthesummarytothestudents.2.Teac

herassignshomework:(1)Reviewthesummaryafterclass.(2)Rewrite1conP11,withthesubjectbeing“I”.(3)SearchtheI

nternetforsomespecialinformationaboutbasketball.Learntoreadthewordsandtextof1ctoprepareSectionCafterclass.TeachingRe

flectionStudentsareinterestedinperforming1a,becausefourstudentsareinvolved.Teachermaydesignmoresimilaractiv

ities,askingmorethantwostudentstotakepartinanaction.Ⅶ.BlackboarddesignUnit1PlayingSportsTopic2Weshouldlearnteamwork.SectionBDon

’tshoutatmelikethat.lose---lostPleasedon’tfight.fightwithsbYoushouldlearnteamwork.doone’sbestWhatabouts

ayingsorryto…?beangrywithsbI’msorryforwhatIsaid.talkaboutIt’snothing.saysorry/hellotosb