仁爱版英语八年级上 Unit1 Topic2 SectionA 教学设计.docx
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仁爱版英语八年级上仁爱版英语八年级上Unit1Topic2SectionA教学设计教学设计仁爱版八年级上册Unit1PlayingSportsTopic2IllkickyoutheballagainSectionA教学设计.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,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。
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。
.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SectionA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。
.ThekeypointsanddifficultpointsKeypoints:
能自如地运用以下功能句进行交流:
Wouldyoumind(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。
.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。
.TeachingaidsComputermultimediaprojector,ashortvideoofaping-ponggameEverydaysaying:
Theresno“I”inteamwork.全队的配合不分你我。
.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction(5minutes)1.Thewholeclasswork1.Focustheirattentionontheteacher.2.Readthesayingaloud.1.Greetstudentsreadyforlearning.2.Thewholeclasswork3.Twostudentswork4.Thewholeclasswork5.Somestudentswork6.Groupwork3.Agirlandaboyreport,introducingtheirweekendplan.4.Studentswatchthevideo.5.Studentsgivesomeexamples:
(1)Discussingroups.
(2)Playfootball.6.Studentsdiscussingroupsandtrytoanswertheteachersquestions:
(1)S1:
Heisill.S2:
Heissleeping.
(2)S3:
Maybetheyaretalkingaboutafootballgame.(3)S4:
MaybeheisKangkangsfriendorMichaelsfriend.2.Showeverydaysayingforthestudents.(onesayingaweek)3.Askagirlandaboytogivetheeverydayreport:
Myweekendplan.4.Teacherplaysthevideoofplayingtabletennistointroducethetopic“Weshouldlearnteamwork”.5.Teacherasksstudentswhenandwhereweneedteamwork.6.Teachershowsthepicturesof1aonthescreen,lettingthestudentsguess:
(1)Whatswrongwiththeboyinbed?
(2)WhatisKangkangtalkingtoMichael?
(3)Whoisthesleepingboy?
Presentation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Somestudentswork6.Thewholeclasswork1.Studentsmakesurethattheyunderstandwhatthestatementsmean.2.Studentstrytocatchthegeneralideaofthedialogueandfillintheblanks.3.Studentswritedownthekeys,payingattentiontothecauses.4.Studentscompletetheblankstheyhaventfinished.5.Volunteerswriteanswersto1bontheblackboard.6.Studentsanswerthethreequestionstogether:
(1)Hefellill/wasill.
(2)TheyaretalkingaboutthefootballgameonSaturday.(3)HeisoneofKangkangsteammates.7.Studentssaytogether:
1.Finish1b.Teacherasksthestudentstoreadthestatementsin1b.2.Teacherplaystherecordingforthefirsttimewithoutstopping.3.Teacherplays1aforthesecondtime,andstopswhennecessary.4.Teacherletsstudentsscan1aandcomplete1b.5.Teacheraskstwostudentstowriteanswersto1b,andthenhelpstocorrectthewrongparts.7.Thewholeclasswork8.Thewholeclasswork9.ThewholeclassworkWouldyoumindrowing/cycling/skating/playingtennis/swimmingwithme?
8.Studentsreadthedialogueaftertherecordingsentencebysentence.9.Studentstrytofollowthespeed,payingattentiontothepronunciationandtheintonation.6.Teacherchecksthepre-readingquestionstoseeifstudentshaveguessedcorrectly:
(1)Whatswrongwiththeboyinbed?
(2)WhatisKangkangtalkingtoMichael?
(3)Whoisthesleepingboy?
7.Focusonpracticing“Wouldyouminddoingwithme?
”Teachershowssomeverbphrasesonthescreenforthestudentssothattheycanpracticereplacingwiththosephrases:
rowing,cycling,skating,playingtennis,swimming.8.Teacherplaystherecordingsentencebysentence.9.Teacherplaystherecordingforthelasttimewithoutstopping.Consolidation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Groupwork4.Thewholeclasswork5.Thewholeclasswork6.Somestudentswork1.Studentstrytounderstandtheexplanationofthephrases.2.Studentsread1c,understandingwhattheyshoulddo,andthenfinish1c.3.Studentscandiscussingroupsandvolunteerswritetheanswersontheblackboard.4.Studentsknowdirectobjectandindirectobjectafterlistening.5.Studentsunderlinethesentencesandrewritethem.6.Volunteersreadtheanswers.7.Studentsunderlinein1.Teacherexplainsthephrasesinboxbyusingsynonymousphrases.2.Teachergivestwoorthreeminutesforthestudentstofinish1c.3.Teacheraskstwoorthreestudentstowritetheiranswersontheblackboard.4.Teacherexplainsthestructureof“thesubject+vt+indrectobject+directobject”inChinese,showingafewexamples.5.Teacherasksthestudents7.Thewholeclassworktheirbooksandmakesomenotes.tofinish1d.6.Teachercheckstheanswers.7.Teacherexplainssomekeypointsanddifficultpointstothestudents:
(1)Thestructureof“thesubject+vt+indrectobject+directobject”
(2)Thesynonymousphrases:
fallill/beill(3)oneof+pluralnouns(4)minddoingsth(5)keepdoingsth(6)haveatryPractice(10minutes)1.Thewholeclasswork2.Thewhole1.Studentslookatthepicturesandsaysomephrases:
thehighjump,playbasketball,playfootball,litterthings.2.Studentslistenandfinish1.Teacherencouragesthestudentstolookatthepicturesin2andguesswhatshappening.classwork3.Thewholeclasswork4.Groupworkandindividualwork5.GroupworkAin2first.3.Studentswritedowntheanswersintheirbooks.4.StudentschecktheiranswerstoBin2.Theymaydiscussingroups.5.Fourstudentsfromthesamegroupwritetheanswersontheblackboard.Eachstudentwritesoneanswer.2.Teacherplaystherecording.3.Teacherplaystherecordingandpausesaftereachdialogue.4.Teacherplaystherecordingforthethirdtime.5.Teacherchecksthestudentsanswers,askingagrouptoshowtheiranswersontheblackboard.Teachercorrectsthewrongparts.Production(8minutes)1.Thewholeclassworkandpairwork1.Studentspracticethedialoguebyreplacingthefollowingphrasesandaskandanswerinpairs:
kickingtheballtome;kickingmetheball.1.Teacherorganizesthestudentstopracticethedialoguein2inpairs,helpingstudentstolearn2.Thewholeclassworkandpairwork3.Thewholeclasswork4.Thewholeclasswork5.Individualworkshowingthebooktome;showingmethebook.givingthebooktome;givingmethebook.2.Studentspracticeinpairsinthesameway:
shoutingaloud;cominghometoolate;coloringthewall;drinkingtoomuch;crossingthestreetwhenthetrafficlightsarered.3.Studentspractice2inpairstomakesurethattheycanreadthedialoguefluently.4.StudentssummarizeSectionAwiththeteacherbydoingexercisesshownonthescreen.5.Studentsdohomeworkafterclass:
(1)Memorizethesummaryafterclass.
(2)Studentswritedowntheretellingafterclassandprepareforthereportingthewaystoexpresspermissionandgivingadvice.Wouldyoumindpassingmetheball?
Ofcoursenot.Illdoitrightaway.2.TeachershowsthedialogueFourontheblackboard,lettingstudentsdopairwork.Wouldyoumindnotthrowingbottlesaround?
Imsorryaboutthat.Iwontdoitagain.3.Teacherasksthestudentstopractice2inpairsintheirowngroupstopreparetomorrow.(3)StudentslearnSectionBafterclassbythemselves.foraspeedcompetition.4.Teachershowsthesummarytothestudents.5.Teacherassignshomework:
(1)Reviewthesummaryafterclass.
(2)Retell1aandreportittothewholeclasstomorrow.(3)PrepareSectionBafterclass.TeachingReflectionItshardforthestudentstousethestructureof“subject+vt+indirectobject+directobject”freely.Itsalsohardforthestudentstoparaphrasethesynonymoussentences.Teachershoulddesignmorerelevantexercisesforthestudents.BlackboarddesignUnit1PlayingSportsTopic2IllkickyoutheballagainSectionAWouldyoumind(not)doingsth?
fallill/beillDoyoumind(not)doingsth?
begoodat/dowellinkicktheballtome=kickmetheballWouldyoumind?
givemeahandCouldyouplease?