【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

转载请保留链接：https://www.ichengzhen.cn/view-104230.html

以下为本文档部分文字说明：

（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J

ane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）Whataboutdoingsth?（3）sbshoulddos

th.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’tshoutatmel

ikethat.Pleasedon’tfight.Youshouldlearnteamwork.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.+indirectobject+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.Learningstr

ategies1.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,phoneticsyllablecard

s,wordcardsEverydaysaying:There’sno“I”inteamwork.全队的配合不分你我。Ⅵ.TeachingproceduresStepInteractionpatternStud

entactivityTeacheractivity1.Thewholeclasswork2.Thewholeclasswork1.Focustheirattentionontheteacher.2.Re

adthesayingaloud.IfThere’sno“I”inteamwork1.Greetstudentsreadyforlearning.2.ShoweverydaysayingfortheIntroduction

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

steamisgoingtohaveasoccergameagainstClassFiveonSaturday,butoneofhisteammatesfallsill.SoheasksMichael

tojointhem.Michaelisn’tgoodatplayingsoccer.SoKangkangandMichaelarepracticingontheplayground,andtheykeeptryingit.4.Stu

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

,catchingthemeaningsof“angry”and“fight”withthehelpofthepicture.students.(onesayingaweek)3.Askagirlandaboytoretell1ainSectionA.4.Tea

chergoesonwiththetopic:KangkangandMichael’ssoccergameisover.Canyouguess:Didtheywinthegame?Teachershowsthepicturesof1aonthescreen,l

ettingthestudentsguess:(1)What’swrongwithKangkangandMichael?(2)WhydoKangkangandMichaellookunhappy?5.Learnnewwords“fight”

and“angry”.TeachershowsKangkangandMichael’spicture,indicating“Theyareunhappy,”because“Theyareangry.”and“

Theyarefighting.”Presentation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork

5.Twostudents’work6.Thewholeclasswork7.Thewholeclasswork1.Studentsmakesuretheyunderstandwhatthestatementsmean.2.Students

trytocatchthegeneralideaofthedialogue.3.Studentslistenandmark“T”or“F”.4.Studentscorrecttheiranswerswhilereading.5.Volunteerswritetheiranswersonth

eblackboard.6.Studentsfinish1c,andtheymaydiscussitafterfinishingwritingtheanswersintheirbooks.Threev

olunteersshowtheiranswersontheblackboard.7.Studentsunderlinetheimportantlanguagepoints,andtheyshouldknowtheirmeanings.8.Studentsrea

dthedialogueaftertherecordingsentencebysentence.1.Finish1b.Teacherasksthestudentstoreadthestatementsin1b.2.Teacherplaystherecord

ingforthefirsttimewithoutstopping.3.Teacherplaystherecordingforthesecondtime.4.Teacherletsstudentsread1acarefullyandcheck1b.5.Check

1b.Teacheraskstwostudentstowritetheiranswers,andthenhelpstocorrectthewrongparts.6.Teacherasksthestudentstofinish1c,and

thenchecktheiranswers.7.ExplanationoftheConsolidation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Groupwo

rk4.Thewholeclasswork1.Studentsobservetheexamplefirst,andthentheywritetheanswersintheirbooks:(1)Youcanalsopasstheballtoateammate.(2)Plea

sethrowtheballtome.(3)Mydadboughtmybrotherabasketball.(4)BringapresenttoPeter.(5)Imademygrandfatherabigcake.2

.Fivestudentswritetheiranswersontheblackboard.Thesixthonechecksandreadstheanswers.3.Sixgroupsreadatthesametimetoseewhichgroupreadmorequi

ckly.C1:BringPeterapresent.C2:BringapresenttoPeter.B1:…passateammatetheball.B1:…passtheballtoateammate.A1:…boughtabasketballfo

rmybrother.A2:…boughtmybrotherabasketball.4.Studentsmaketheconclusion:subject+vt+indirect1.Finish3.Teacherletsth

estudentsobservethestructureoftheexampleAndparaphrasethesentencesin3.2.Teachercheckstheiranswers,andsixstudentsfromdifferent

groupfinishchecking.Teachergiveshelpwhennecessary.3.Teacherorganizesacompetitiontoread3.Sixgroupswillbein

thecompetition,andthefirstthreegroupswillbethewinners.4.Conclusion:TeacherinstructsPractice(10minute

s)1.Thewholeclasswork2.Pairwork3.Thewholeclasswork4.Groupworkandindividualwork5.Thewholeclasswork6.Groupworkandindividualwork7.Somestudents’work8.Th

ewholeclasswork9.Thewholeclasswork10.Thewholeclasswork11.Thewholeclasswork12.Pairwork13.Thewholeclasswork1.Studentsread1ainpairs.2.StudentsC1,C2,

B1andB2fromdifferentgroupsshowtheperformanceinfrontoftheclass.Thebestgroupwillget5points.3.Studentsm

atchtheverbs.4.Studentsdiscusstheiranswersingroups,andchooseonetoreadtheiranswers.5.Studentswritedowntheanswersintheirbooksbythemselves.6.Stude

ntsdiscussingroups,andthreevolunteerswritetheanswersontheblackboard.7.Volunteersreadthevowel.8.Studentscorrecttheirpronunc

iationastheteacherreads.9.Studentsreadthecardsandsaytherulesforspelling.10.Studentsreadaftertherecordingandtryt

oimitate.11.Studentsreadafter4b,imitatingtheincompleteplosion.12.Studentscheckinpairs.Areads,whileBlistensandcorrects.13.Studentsreadtoge

ther.1.Teacherorganizesthestudentstopractice1ainpairs.2.Teacherasksthestudentstoperform1a.3.Teacherletsthestudentslookat2andmatchtheverbs.4.Teacherch

ecksthestudents’answers.5.Teacherasksthestudentstocompletethesentencesbythemselves.6.Teacherasksthreestudentstowritetheiranswersontheblackboar

d,correctingthemifnecessary.7.Teachershowsphoneticcards/e/and/aI/.8.Teacherpronounces/e/and/aI/.9.Teachershowsthecards.10.Teacherpl

aystherecordingof4a.Production(8minutes)1.Thewholeclassworkandpairwork2.Thewholeclassworkandpairwork1.Students

dotheexercisesonthescreen.2.Studentsfinishtheirhomeworkafterclass.(1)Memorizethesummaryafterclass.(2)Studentsrewritethee

ssaylikethis:I…,my…(3)StudentssearchtheinformationaboutbasketballandpreviewthenewwordsandtexttoprepareSectionCafterclass.Awritingexample:WangWeiandIa

reinthesameteam.Welostasoccergameandwehadafight.IwasangrywithWangWeiandshoutedathimbecausehewouldn’tpasstheballtom

e.WiththehelpofLingLingandMeiMei,IsaidsorrytoWangWei.Welearnedteamworkisveryimportant.Wewillpracticemore.Myclassmatesw

eresureourteamwilldobetternexttime.1.Teachershowsthesummarytothestudents.2.Teacherassignshomework:(1)Reviewthesummaryafterclass.(2)Rewrite1conP11,wi

ththesubjectbeing“I”.(3)SearchtheInternetforsomespecialinformationaboutbasketball.Learntoreadthewordsandtextof1ctoprepareSectionCafterclass.Teachi

ngReflectionStudentsareinterestedinperforming1a,becausefourstudentsareinvolved.Teachermaydesignmoresimilaractivities

,askingmorethantwostudentstotakepartinanaction.Ⅶ.BlackboarddesignUnit1PlayingSportsTopic2Weshouldlearnteamwork.SectionBDon’tshoutatmelike

that.lose---lostPleasedon’tfight.fightwithsbYoushouldlearnteamwork.doone’sbestWhataboutsayingsorryto…?beangrywithsbI’msorryforwhatIsaid.talka

boutIt’snothing.saysorry/hellotosb