八年级英语上册Unit1Topic2IllkickyoutheballagainPeriod2教学案例设计新版仁爱版I.docx
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八年级英语上册Unit1Topic2IllkickyoutheballagainPeriod2教学案例设计新版仁爱版I
2019-2020年八年级英语上册Unit1Topic2I’llkickyoutheballagainPeriod2教学案例设计（新版）仁爱版（I）
教学内容分析及课时分配建议：
本单元以PlayingSports为主题。
第二话题通过SectionAKangkang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I’llkickyoutheballagain.呈现了重点短语：
kicktheballtoyou,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。
SectionB通过Maria和Jane平息Kangkang和Michael的争吵，呈现了提建议的三种方式：
SectionC简单介绍了篮球的发展历史和运动规则。
SectionD综合复习SectionsA-C的词汇、语法和功能句，巩固学生本周的学习内容，并介绍了两种英国的球类运动football和cricket。
本话题的内容可以用5个课时来完成。
第一课时：
SectionA-1a,1b,1c,2
第二课时：
SectionB-1a,1b,1c,2
第三课时：
SectionB-4a,4b,SectionA-1d,SectionB-3,SectionC-2
第四课时：
SectionC-1a,1b,1c
第五课时：
SectionD-1a,1b,GrammarandFunctions,Project
第二课时（SectionB-1a,1b,1c,2）
教学设计思路：
本节课主要活动为SectionB-1a,2。
首先教师展示1a中第一幅图片，由问题“What’swrongwithKangkangandMichael?
”导入1a，学生通过听1a判断1b四个句子的正误。
然后在认真阅读1a对话的基础上，通过1c填空的方式对1a进一步巩固和拓展，并尝试复述1a。
最后完成2，从AB两栏中选择词汇完成句子，巩固和运用对话中出现的重要短语。
Ⅰ.Teachingaims
1.Knowledgeaims：
（1）能正确拼读并运用单词表中的单词:
fight,angry,nothing,finish
（2）能正确运用以下短语造句：
shoutatsb,doone’sbest,beangrywithsb,talkaboutsth,keepdoingsth.
（3）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?
IamsorryforwhatIsaid.
It’snothing.
2.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。
3.Emotionalaims:
通过对SectionB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。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
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.
2.Difficultpoints：
对besorryforwhatIsaid中what的理解。
Ⅲ.Learningstrategies
1.运用图片猜测文章的内容，有助于学生整体理解文章。
2.尝试用不同的方式来重复所读到的信息能帮助学生更好地运用所学知识。
Ⅳ.Teachingaids
计算机多媒体投影仪。
V.Teachingprocedures
Stage1（3mins）：
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
（Classactivity）
Greetandwarmup.
Askthestudentstodesignaspecialtopicofrequestandgivetheeverydayreport.
T:
Goodmorning,everybody!
The
firsttwominsisforyoutogivetheeverydayreport
T:
Whatcanyoulearnfromherreport?
T:
Couldyousharesomeexampleswithus?
T:
Welldone!
Greetandwarmup.
Reportinfrontofthewholeclass.Thetopicisrelatedtotherequest.
Ss:
Goodmorning,Miss…
S1:
It’smyturntododutyreport.Today,IwanttotalkaboutRequest..……
S2:
Icanlearnmoreexpressionsaboutrequest
S2:
Sure!
Forexample:
”Ican’tmanage,Canyouhelpme?
””Couldyoupleasedomeafavor?
”……
Remark：
尝试让学生搜集课本以外的相关内容，可拓展学生的知识量。
Stage2（6mins）：
Revision
Step
Teacheractivity
Studentactivity
Designingpurpose
1（indivadualactivity）
Askagirlandaboytoretell1ainSectionA.
Retell1a.
Asample:
S3:
Kangkang’steamisgoingtohaveasoccergameagainstClassFiveonSaturday,butoneofhisteammatesfallsill.SoheasksMichaeltojointhem.Michaelisn’tgoodatplayingsoccer.SoKangkangandMichaelarepracticingonthe
playground,andtheykeeptryingit.
对上一节课内容回顾也起着承上启下的作用。
2（Individualwork）
ChecktheSs’HMK.
T:
IknowyouhavemadeupyourownconversationslikeSectionA-2It’syourturntoactthemoutinfrontoftheblackboard.Thegroupthatdoesthebestwillwintheprize.
T:
Youdidquitewell.
Getreadytoreporttheirhomeworkinclass.
S4:
ZhangPeng,wouldyoumindclosingthewindow?
Ifeelverycold.
S5:
Ok,I’lldoitrightaway.
S4:
Thankyouverymuch.
S5:
Notatall.
S6:
Wouldyoumindnot…
S7:
Sorry,….
复习上节课的核心内容，为学生提供复习和再学习的机会，也为学习本节课的新内容做好铺垫。
Remark:
通过作业展示对上节课的重点内容进行复习巩固。
Stage3（5mins）：
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
（Individualwork）
Showthefirstpictureof1aonthescreen,lettingthestudentsguess:
T:
lookatthepicture,What’swrongwithKangkangandMichael?
T:
Right!
WhydoKangkangand
Michaellookunhappy?
Teach“angry”and“fight”withthehelpofthefirsttwopicturesin1a.
T:
Yes,theydidn’twinthegame.Sotheyareunhappy,theyareangryandtheyarefighting.
Teacherasksthestudentstoreadthestatementsin1bandpredicttheanswers.
T:
Beforelistening,youneedtoreadthefourstatementsin1b,Predictwhethertheyaretrueorfalse.
Discussingroups,andtrytoanswertheteacher’squestions.
S1:
Theylookunhappy.
S2:
Maybetheydidn’twinthegame.
Listencarefully,catchingthemeaningsof“angry”and“fight”withthehelpofthepictures.
Makesuretheyunderstandwhatthestatementsmean.Thenpredicttheanswersof1b.
运用图片让学生预测发生的事物，在感观上能够抓住学生的注意力。
Remark：
听音前，教师引导学生通过观察配图对1b答案进行初步的猜测，然后再通过听音验证。
Stage4（10mins）：
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classwork）
Playthetaperecordingof1aforthefirsttimewithoutstopping.Askstudentstotrytocatchthegeneralideaofthedialogue.
T:
Who’dliketoshowyouridea?
PlaytherecordingforthesecondtimeandcheckwhethertheSs’guessesaretrueorfalse
Check1b.Teacherasksfourstudentstoreporttheiranswers,andthenhelpstocorrectthewrongparts.
T:
Youcanreportinsuchorder:
Read,translate,markandthencorrect.
Listento1aandtrytocatchthegeneralideaofthedialogue.
S1:
KangkangshoutedatMichaelandthensaidsorrytohimwiththehelpofMariaandJane.
Listenandmark“T”or“F”.
Volunteersreporttheiranswersinclass.
S1:
…NO.1isright.
S2:
…NO.2isalsoright.
S3:
..NO3isfalse.Michaelisn’sgoodatsoccer.
2（Classwork）
PlaytherecordingforthethirdtimeandaskstudentstofindoutJane’sandMaria’sadvice.
T:
Youcansummarisetheiradviceinonesentence.
Playtherecordingsentencebysentence.
ListentotherecordingforthethirdtimeandtrytofindoutJane’sandMaria’sadvice.
S1:
Jane’sadviceisthattheyshouldlearnteamwork.
S2:
Maria’sadviceistokeeptrying.
Readthedialogueaftertherecordingsentencebysentenceimitatethepronunciationandintonation.
Remark：
Stage5（13mins）：
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classwork）
Askthestudentstoactout1a.
StudentsC1,C2,B1andB2fromdifferentgroupsshowtheperformanceinfrontoftheclass.Thebestgroupwillget5points.
反复操练对话进行课堂语言项，可加深学生对语言形式和意义的理解。
2（Groupwork）
Askthestudentstofinish1c,andthenchecktheiranswers.
T:
Haveyoufinishedfilling?
T:
volunteerscanyou’reyouranswersontheblackboard.
Askstunentstotrytoretellthestorywithoutthebook.
Finish1c,andtheymaydiscussitafterfinishingwritingtheanswersintheir
books.Twovolunteersshowtheiranswersontheblackboard.
Ss:
Yes.
S1:
fight,shouted,pass.
S2:
sorry,teamwork,fun.
Trytoretellthestory.
3（Classwork）
Explanationofthelanguagepointsin1a:
lose-lost
wouldn’tpasstheball
shoutat
didhisbest
learnteamwork
makeateam
beangrywithsb
whataboutdoingsth
saysorrytosb
It’snothing.
IamsorryforwhatIsaid
Designsomeexercisestopracticethenewphraseswhichappearedinthislesson.
T:
Whenyouaredoingit,paymoreattentiontothecorrectformsofthephrases.It’simportant.
Underlinetheimportantlanguagepointsandtakesomenotes.
Dosomeexercisestopracticethenewphraseswhichappearedinthislesson.
Ss:
…
4（Classwork）
Letthestudentslookat2andmatchtheverbs.
Checkthestudents’answers.
Askthestudentstopletethesentencesbythemselves.
Askthreestudentstowritetheiranswersontheblackboard,correctingthemifnecessary.
Matchtheverbs.
Discusstheiranswersingroups,andchooseonetoreadtheiranswers.
Writedowntheanswersintheirbooksbythemselves.
Discussingroups,andthreevolunteerswritetheanswersontheblackboard.
Remark：
学生可尝试用不同的方式来重复所读到的信息能帮助学生更好地运用所学习到的英语。
Stage6（3mins）：
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1（Classactivity）
SummarizeSectionBtogetherwiththestudents
T:
OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.Whatdowelearnedinthislesson?
T:
Canyousaythatindetail?
T:
Anythingelse?
StudentssummarizeSectionBtogetherwiththeteacher.
S1:
Welearnedsomeimportantphrases,
S1:
Ok!
Suchas:
shoutatsb,doone’sbest,beangrywithsb,talkaboutsth,keepdoingsth.
S2:
Wecanusesomesentencesaboutgivingadvice.
2（Classactivity）
AssignHMK.
Askstudentstoretell1aonP11intheirownwords.
T:
Good.Fortoday’shomework,I’dlikeyoutorememberthenewwordsandphrases.Pleasepractice1awithyourpartner.AndthenyoushouldpreviewSectionB-3,4a,4b
Studentsshouldfinishtheirhomeworkafterclass.
Trytoretell1aonP11intheirownwords
适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI.Blackboarddesign
第二课时（sectionB-1a,1b,1c,2）
Don’tshoutatmelikethat.lose---lost
Pleasedon’tfight.fightwithsb
Youshouldlearnteamwork.doone’sbest
Whataboutsayingsorryto…?
beangrywithsb
I’msorryforwhatIsaid.talkabout
It’snothing.saysorry/hellotosb
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