八年级英语上册Unit1Topic2IllkickyoutheballagainPeriod3教学案例设计新版仁爱版I.docx
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八年级英语上册Unit1Topic2IllkickyoutheballagainPeriod3教学案例设计新版仁爱版I
教学资料参考范本
八年级英语上册Unit1Topic2I’llkickyoutheballagainPeriod3教学案例设计(新版)仁爱版(I)
撰写人:
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时间:
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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
第三课时(SectionB-4a,4b,SectionA-1d,SectionB-3,SectionC-2)
教学设计思路:
本节课主要活动为SectionB-3,4a,4b.教师首先开展游戏复习表示请求的功能句,由功能句Wouldyoumindreadingthephoneticsymbolsonthethecards?
导入4a,学生通过跟读掌握和区分/e/和/aI/的读音,再进行4b,通过模仿录音,正确朗读辅音的不完全爆破。
接着教师利用课堂用语引入双宾语结构,学生仿照SectionA-1d的例句进行句型转换,然后将SectionB-3作为巩固练习。
最后完成SectionC-2的教学和练习,为开展SectionC-1a的阅读做好准备。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)能区分元音音素/e/和/aI/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)能初步感知本话题语法:
subject+vt+indirectobject+directobject.
(3)能对双宾结构进行句型转换,理解并能运用双宾语结构。
2.Skillaims:
(1)能正确朗读对话和句子,注意语音语调。
(2)能区别/e/和/aI/音素,注意不完全爆破。
3.Emotionalaims:
通过小组合作,培养团队精神。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
(1)能自如地运用以下功能句进行交流:
Wouldyoumind(not)doingsth?
Doyoumind(not)doingsth?
Willyou…?
(2)双宾语:
subject+vt+indirectobject+directobject.
2.Difficultpoints:
(1).对不完全爆破读音的正确把握。
(2).双宾语:
subject+vt+indirectobject+directobject.
Ⅲ.Learningstrategies
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。
Ⅳ.Teachingaids
计算机多媒体投影仪,音标卡片,单词卡片。
V.Teachingprocedures
Stage1(6mins):
Revisionandleadingin
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Groupactivity)
Playagametoreviewthefunctions.Theteacherneedtodividethestudentsinto3groups,thenchoose5studentsineachgrouptolistentothesentencesandact.Hewillget10pointsforeachcorrectaction.Thegroupwhichgetsthemostpointswillbethewinner.
T:
Beforethenewlesson,let’splayagame.Therulesarelikethis:
…Areyouready?
Wouldyoumindopeningthewindow?
DoyoumindclosingyourEnglishbook?
Wouldyoumindshowingyourhands?
Wouldyoumindnotstandingthere?
Doyoumindputtingyourrulerhere?
Everystudentwilltakeanactivepartinthegametoperformbest.
Theteachersaysasentence,thestudentsactthemoutaftertheteachersaid.
S1:
Ofcoursenot(dotheaction)
S2:
Certainlynot.(dotheaction)
S3:
Nevermind.(dotheaction)
S4:
Sorry.(dotheaction)
S5:
Notatall.(dotheaction)
该步骤复习和巩固上节课所学的表示请求的功能句。
2(Classactivity)
Leadin4a.
Showthewordcardsin4a.
T:
Wouldyoumindreadingthephoneticsymbolsonthethecards?
Trytoreadthewordsonthecards.
Ss:
……
Remark:
Stage2(10mins):
Phoneticlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
Showphoneticcards/e/and/aI/.
T:
Listentoatonguetwister(绕口令)first,thenyoucantellthedifferencebetween/e/and/aI/.Itislikethis:
Fivewhitemiceareflyingninefinekite.Tedgetsthebreadreadyinabed.
T:
Pleasereadthepairsofwordsandthentrytotellthestudentstherulesforspelling..
Playtherecordingof4a.
Readthewordsindividually,askingforhelpwhennecessary.
Volunteersreadthevowel.
Ss:
……
Studentscorrecttheirpronunciationastheteacherreads.
Ss:
……
Readaftertherecordingandtrytoimitate.
4a主要训练学生区别/e/和/aI/.两个音素的不同发音。
2(Classwork)
Playtherecordingof4b.Letstudentschecktheirreading.Readwiththerecording.
T:
Youdidquitewell.
Readafter4b,plosion.Checkinpairs.Areads,whileBlistensandcorrects.Studentsreadtogether.
4b引导学生注意音素/k/,/t/,/d/,和/p/不完全爆破现象。
Remark:
教师可通过让学生听绕口令的方式引导学生区别/e/和/aI/两个音素的不同发音。
Stage3(11mins):
Grammarlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
AskthestudentstofinishSectionA-1d.
T:
YoucanreadSection-1aagainandunderlinethesentenceswiththedirectandindirectobjectstructure.thenfollowtheexampletorewritethem.
Checktheanswers.
Underlinethesentencesandrewritethem.Volunteersreadtheanswers.
S1:
Youpassmetheball.Wecanalsosay,Youpasstheballtome.
S2:
……
该部分主要展示和学习文中出现的语法项目-双宾语结构。
2(Classwork)
Encouragestudentstosummarizethestructure“subject+vt+indirectobject+directobject.”
T:
Canyoumakesomesentenceslikethis?
T:
Good,S2,Canyousayitinanotherway?
Askstudentstomakemoresentencestopracticetheusageofthestructure“subject+vt+indirectobject+directobject.”
Trytosummarizethestructure“subject+vt+indirectobject+directobject.”andrewritetheminanotherway.
S1:
Wouldyoupleaseshowmeyourstorybook?
S2:
Yes.Wouldyoupleaseshowyourstorybooktome?
Trytomakemoresentencestopracticetheusageofthestructure“subject+vt+indirectobject+directobject.”
Remark:
教师应引导学生自己发现并总结新句型,再进行练习。
Stage4(14mins):
Exercises
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
Finish3.
Letthestudentsobservethestructureoftheexampleandparaphrasethesentencesin3.
Checktheiranswers,andfivestudentsfromdifferentgroupfinishchecking.Teachergiveshelpwhennecessary.
toread3.Fivegroupswillbeinthe
Observetheexamplefirst,andthentheywritetheanswersintheirbooks:
S1:
Youcanalsopasstheballtoateammate.
S2:
Pleasethrowtheballtome.
S3:
Mydadboughtmybrotherabasketball.
S4:
BringapresenttoPeter.
S5:
Imademygrandfatherabigcake.
Fivestudentswritetheiranswersontheblackboard.Thesixthonechecksandreadstheanswers.
Fivegroupsreadatthesametimetoseewhichgroupread
morequickly.
C1:
BringPeterapresent.
C2:
BringapresenttoPeter.
B1:
…passateammatetheball.
B1:
…passtheballtoateammate.
A1:
…boughtabasketballformybrother.
A2:
…boughtmybrotherabasketball.
本部分旨在练习和巩固本话题重要语法项目-双宾语结构。
2(Classwork)
AskthestudentstoskimthroughtheexercisesinSectioC-2toseeifthere’ssomethingtheydon’tunderstand.
Explainsomedifficultpointsthatthestudentsmayask.
T:
Itmeansstartingtoappear.
Offerabout3minutesforstudentstofinish2.
Asksixstudentsfromdifferentgroupstowritedowntheiranswersontheblackboard.
Skimthroughtheexercisestofindthedifficultpart,andthentheyturntotheteacherforhelp.
Studentspointoutthedifficultpoints.
S1:
What’sthemeaningofthephrase””?
Dotheexercisescarefully,leavingquestionmarkneartheplacewherethey
arenotsure.
Thesixstudentsrepresentativeswritetheiranswersontheblackboardwhileotherstrytoreadtheexercises.
本步骤起引起词汇和激活背景知识的作用,为开展阅读SectionC-1a做好准备。
Remark:
学生独立完成SectionB-3,教师抽层次较低的学生说出答案,了解学生完成情况,再按照学生需要进行讲解或者补充。
Stage5(5mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Summarizewhatthestudentslearnedtoday.Importantlanguage
T:
OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.
T:
Wonderful!
.Ihopeyoucanrememberthem.Ifyouhavedifficultyunderstandingthem,justturntomeoraskotherstudentsforhelp.
Allthestudentsshouldknowthemeaningofthesummary.
S1:
Welearnedthepronunciationof/e/and/ai/
S2:
Weknewplosion.
S3:
Wealsoknowthestructure“thesubject+vt+indirectobject+directobject.
总结本节课所学重要知识。
2(Classactivity)
AssigntheHMK.
SearchtheInternetforsomespecialinformationaboutbasketball.Learn
toreadthewordsandtextof1ctoprepareSectionCafterclass.
StudentssearchtheinformationaboutbasketballandpreviewthenewwordsandtexttoprepareSectionCafterclass.
Remark:
总结时教师可提供框架,学生进行填充;布置家庭作业时教师要强调复习和预习。
VI.Blackboarddesign
第三课时(sectionB-4a,4b,sectionA-1d,sectionB-3,sectionC-2)
/e//aI/subject+vt+indirectobject+directobject.
pressprice
kicktheballtome=kickmetheball
ta(k)epartin……