八年级上册英语第一单元话题2教案Word下载.docx

1、（教师在教室内巡视，帮助学生完成关于计划的讨论。S1: Which sport are you going to do?S2: I am going to S3: Good! I want to make a sports plan, too. S4, can you help me?S4: Of course. Thanks a lot. You can give me a hand. What does the phrase“give me a hand”mean? Do you know? OK, let me tell you. It means “help me”.（板书，教学该生词

2、，并要求学生理解。favor S5, could you please give me a hand.?S5: Of course. / Sure. What is it? （可帮助学生回答。 （指着教室的门问） Its very hot in the classroom. Would you mind opening the door?Not at all.（学生去开门。（板书生词和新句型，并要求学生掌握。mindWould you mind doing sth.?（可让学生们用该句型自由操练两三分钟。（展示一幅一名学生卧病在床的图片。 Look at the picture. This i

3、s Wang Tao. Whats wrong with him? You can tell me in Chinese.Ss: 病了。 Yes, he falls ill.（板书，并要求学生掌握。illfall ill What a pity! Wang Tao fell ill. He is one of our basketball players in the basketball game. He cant take part in the game. S6, will you join us?S6: Id be glad to. I can do it. OK. Lets go a

4、nd practice after class.（板书解释，并要求学生掌握。Will you join us?Id be glad to.practiceStep 2 Presentation 第二步 呈现（时间:5分钟）利用1a图片，结合对话情境，学习要求和应答等交际功能的表达形式。1. （让学生听1a录音，并回答问题。 Lets look at the picture in 1a. Kangkang is talking with Michael. What are they talking about? Please listen to the dialog in 1a, then an

5、swer the following questions:（1） What are they going to do this Saturday?（2） Whats wrong with one of Kangkangs teammates?（3） What does Kangkang want Michael to do?（核对答案。2. （让学生跟读1a录音并画出关键词，为角色表演做准备。 Now listen and read after the tape, and underline the key words.Step 3 Consolidation 第三步 巩固（时间:进一步巩固1

6、a，模仿1a编对话并表演，培养学生运用所学语言的能力。1. 让学生分角色表演1a的对话。2. （让学生进行角色表演.） Work in pairs to act the dialog out according to the key words. After a while, I will ask some students to act it out in front of the class.（对表演优秀者，教师给予表扬。3. （让学生听1b录音，独立完成1b。 Listen to the tape and choose the correct answers in 1b. Learn t

7、o make requests and responses.（学生可听两遍，听完后核对答案。4. 让学生独立完成1c, 学生在做的时候教师板书,然后带领学生一起核对答案并解释重点短语及用法。Could you （please） ? Will you ? Would you mind ? Step 4 Practice 第四步 练习（时间:12分钟）1.在PPT上通过1d的内容讲解直接宾语和间接宾语。2.让学生观察2的图片并听2的录音，完成2。Step 5 Project 第五步 综合探究活动（时间:8分钟）把本课所学知识运用于实际交际，培养学生综合运用语言的能力。1.让学生小组合作练习2的对话

8、。2.带领学生学习中华人民共和国体育法相关条例。3. Homework: 用今天所学的主要句式和短语造五个句子或编对话。板书设计:Topic 2 Ill kick you the ball again.give sb a hand = help sb. Could you please give me a hand?fall ill=be ill right away=at once Sure. Whats it? Will you join us? Id be glad to. Would you mind doing ? Not at all. / Of course not.Do/Wou

9、ld you mind not doing ? Im sorry about that. I wont do it again. Section BThe main activities are 1a and 3. 重点活动是1a和3。 shout at, fight, be angry with, do ones best, nothing, keep doing sth., 2. Learn some useful sentences:（1）What do you mean ？（2）Kangkang, Michael，dont be angry with each other .（3）Ke

10、ep trying!（4）Were sure to win next time. 3. Learn to express complaints and apologies:（1）Blame others:We lost because you woundnt pass the ball. Dont shout at me like that.（2）Apologies and responses: I am very sorry for what I said.Its nothing. Step 1 Review 第一步 复习（时间:通过复习Do/Would you mind （not） doi

11、ng sth.?及应答，导入本课部分生词。1. （方案一：让学生看卡片，编对话，复习Do/Would you mind （not） doing sth.?句式及其答语。 You should use the sentences “Do/Would you mind （not） doing sth.?” “Could/Would you please do sth.?” to ask and answer. Would you mind not making so much noise? Im sorry about that. I wont do it again.Would you mind

12、 moving your bike? Sorry. Ill put it somewhere else.（方案二：做一个游戏，复习表示请求或建议的句式。 Boys and girls, lets play a game to practice the sentences “Would you mind（not） doing sth.?” First, lets divide our class into two teams. Team 1 makes statements, Team 2 expresses the same meaning with the opposite pattern.

13、Example:Team 1: Would you mind coming to class early?Team 2: Would you mind not coming to class late? Would you mind not talking loudly? Would you mind talking quietly?（如果学生在接受教师指令时有困难，教师可在适当的时候使用汉语进行表述。 Would you mind moving your bike? Would you mind not putting your bike here? Would you mind clean

14、ing your room? Would you mind not making your room so dirty?（可以让学生在练习时，适当地加入回答。 T: Well done!2. （利用图片导入新单词。（展示第一幅图。 Look at Picture 2. What are they doing? They are fighting. （引导学生给出答案。 Yes, they are fighting.（板书并教学生词，要求学生掌握。fight Do you think its good or bad to fight with others? Its bad. Right. Do

15、nt fight with others. If you do that, please say sorry to him/her. S6, did you fight with your friends? No. / Yes.（若回答Yes。 Who did you fight with? Would you mind saying sorry to him?（假设把与之闹矛盾的同学叫过来，借此机会让其和解。 Im sorry.S7: Its nothing.（教师帮其回答。 S6, S7, keep trying. You are best friends.（板书，并要求掌握。nothin

16、gkeep doing sth. Good, please shake hands.（让其握手。（教师展示第二幅图片。 OK, look at Picture 3. Whats wrong with the boy? He is angry. （帮助学生回答，同时做发怒、生气的表情。 Why is he angry? Who is he angry with? I/We dont know. Sorry. I dont know, either.（板书，教学生词和词组，并要求掌握。be angry with, either （用同样方法呈现词组并板书。shout atdo ones bestS

17、tep 2 Presentation 第二步 呈现（时间:6分钟）通过1a的一张图片，呈现抱怨及回答，完成1a。1. （出示1a中第一幅图片，猜想发生了什么，引起学生好奇心。听1a录音，回答问题。 Look at the picture, what happened to them? Listen to 1a. Answer the following questions:（1） Why was Kangkang angry with Michael?（2） Did Kangkang say sorry to Michael?2. （让学生再听1a录音，画出对话中表示抱怨与应答的句子，跟读并模

18、仿语音语调。 Listen to 1a again and repeat, paying attention to the intonation and pronunciation. Underline the sentences expressing complaints and apologies.3. （让学生分角色朗读。巩固1a所学句型和短语，培养学生运用语言的能力。1. （让学生听1a录音，完成1b。 OK. Please listen1a again and mark T （True） or F （False）.2.Read 1a and fill in the blanks in

19、 1c according to 1a.2. （师生一起列出1a中的关键词语，让学生根据关键词讲述1a的故事。 lost the game, had a fight , was angry with, with the help of, said sorry to, do better, next time According to these key words, retell the story in 1a.（如果学生能力较强，也可以让他们以Kangkang或者Michael的身份来讲故事。 Michael is my good friend. Yesterday we had a soc

20、cer game 13分钟让学生用书上2方框里的短语完成句子，完成2。教师核对答案并让大声的朗读句子。 Step 5 Project 第五步 综合探究活动（时间:1.让学生观察3中的句子，并根据例句重写所给句子。教师核对答案并做总结，让学生理解直接宾语和间接宾语的概念。Give + sb + sth = give + sth + to + sb 直接宾语 间接宾语 间接宾语 直接宾语 2.播放4a 和4b 录音，并让学生跟读，注意其语音和语调。 重点是会读和辨别/e/ 和/ai /的读音区别3.Homework: 让学生运用下面句型及短语来造句。Would you mind （not） doi

21、ng ?keep doing sth.right awayWould you mind giving me a hand ?shout at You shouldnt shout at me.fight with sb. I am very sorry for what I said.say sorry to sb. Its nothing.be angry with do ones best Section C. Material analysis本节课的主要活动为1a和2。1a简单介绍了篮球形成的原因、经过及打篮球基本规则，让学生了解了打篮球的历史意义，教育学生要热爱篮球运动，传承历史文化

22、。2通过近义句的学习丰富了学生的语言积累，避免单一的表达。课后要求学生写一篇有关篮球运动的文章，旨在将热爱运动的思想耕织于学生心中。. Teaching aimsKnowledge aims：1. 能根据音标，正确朗读出单词表中单词及短语。2. 能正确拼读并运用单词。3. 能运用can, cant , must, should 等情态动词提建议。如： You can throw it from any part of the court. You must follow the rules. You cant hold the ball and run with it. You should

23、have good skills.4. 能正确使用以下短语，复述本课课文，简单地介绍篮球运动。 invent sth, come into being, stopfrom doing sth, follow the rules, enjoy doing sthSkill aims：1. 能听懂本课文本材料以及与篮球运动相关的课堂用语。2. 能熟练地口头谈论有关篮球的历史，规则及意义的话题。3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。4. 能规范地模仿本课课文，写出有关篮球运动的文章。Emotional aims：教育学生要热爱篮球运动，体现合作精神，突出团队协作的重要性。.

24、The key points and difficult pointsKey points：invent sth, come into being, stopfrom doing sth, follow the rules, enjoy doing sth的运用。Difficult points：1. 短语come into being的运用。 2. 动词不定式作表语的结构：The goal is to throw the ball 3. any在肯定句中的运用：You can throw it from any part. Learning strategies1. 运用图片猜测文章的内容，

25、有助于学生整体理解文章。2. 根据长课文进行缩写，训练学生对报纸、杂志等刊登的长文章的转述能力。. Teaching aids Computer multimedia projector, a short video of a basketball game Everyday saying: Constant dripping wears away a stone. 水滴穿石。. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（7 minutes）1. The whole class work2. The whole class 3. Two students 4. The whole class 5. The whole class 6. Some students 7. The whole class 8. The whole class 1. Focus their attention on the teacher.2. Read the saying aloud.3. Two students retell 1a on P11.4. Member A1 retells for others, a