仁愛版八年級(jí)上冊(cè)Unit1PlayingSports典型案例分析Unit1PlayingSports

Topic2I’llkickyoutheballagain

教學(xué)內(nèi)容分析及課時(shí)分配建議：

本單元以PlayingSports為主題。第二話題通過(guò)SectionAKangkang對(duì)Michael的邀請(qǐng)，引出對(duì)話的主題：合作參加足球比賽。對(duì)話呈現(xiàn)了本課所要學(xué)的語(yǔ)法重點(diǎn)：subject+vt+indirectobject+directobject。結(jié)合本單元的話題I’llkickyoutheballagain.呈現(xiàn)了重點(diǎn)短語(yǔ)：kicktheballtoyou,passmetheball,practicedoingsth,givemeahand等,同時(shí)在對(duì)話中呈現(xiàn)了交際功能用語(yǔ)：Willyou…?

Wouldyoumind(not)doingsth.?和Doyoumind(not)doingsth?幫助學(xué)生學(xué)會(huì)請(qǐng)求，提建議的表達(dá)法。SectionB通過(guò)Maria和Jane平息Kangkang和Michael的爭(zhēng)吵，呈現(xiàn)了提建議的三種方式：SectionC簡(jiǎn)單介紹了籃球的發(fā)展歷史和運(yùn)動(dòng)規(guī)則。SectionD綜合復(fù)習(xí)SectionsA-C的詞匯、語(yǔ)法和功能句，鞏固學(xué)生本周的學(xué)習(xí)內(nèi)容，并介紹了兩種英國(guó)的球類運(yùn)動(dòng)football和cricket。

本話題的內(nèi)容可以用5個(gè)課時(shí)來(lái)完成。

第一課時(shí)：SectionA-1a,1b,1c,2

第二課時(shí)：SectionB-1a,1b,1c,2

第三課時(shí)：SectionB-4a,4b,SectionA-1d,SectionB-3,SectionC-2

第四課時(shí)：SectionC-1a,1b,1c

第五課時(shí)：SectionD-1a,1b,GrammarandFunctions,Project第一課時(shí)（SectionA-1a,1b,1c,2）

教學(xué)設(shè)計(jì)思路：

首先用足球賽的視頻導(dǎo)入本課主題：I’llkickyoutheballagain.在pre-listening部分提出三個(gè)問(wèn)題讓學(xué)生根據(jù)1a的圖片猜測(cè)答案并瀏覽1b預(yù)測(cè)1a大意。While-listening中完成三個(gè)問(wèn)題答案的確認(rèn)和1b的填空。Post-listening中完成1c并利用2進(jìn)行步的鞏固和操練直接間接賓語(yǔ)及Wouldyoumind...句型，最后總結(jié)本課主要內(nèi)容并布置課后作業(yè)結(jié)束本課。

Ⅰ.Teachingaims

Knowledgeaims：

（1）能正確拼讀并運(yùn)用單詞表中的單詞:ill,mind,kick,pass,certainly,somewhere,throw.

（2）能正確運(yùn)用以下短語(yǔ)造句：fallill,givesbahand,dowellin.

（3）能自如地運(yùn)用以下功能句進(jìn)行交流，表達(dá)請(qǐng)求與允許:

Wouldyoumind(not)doingsth?

Doyoumind(not)doingsth?

Willyou…?

2.

Skillaims:

（1）能聽懂有關(guān)體育活動(dòng)中團(tuán)隊(duì)合作的簡(jiǎn)單對(duì)話和陳述。

（2）能正確地運(yùn)用本課的交際功能語(yǔ)言提建議或征求意見。

（3）能正確朗讀課本的文本材料及難度相當(dāng)?shù)牟牧稀?/p>

3.

Emotionalaims:

通過(guò)對(duì)SectionA的學(xué)習(xí)，學(xué)生能夠?qū)F(tuán)隊(duì)精神滲透到自己的書面表達(dá)中，豐富對(duì)自己最喜歡的運(yùn)動(dòng)的描寫。同時(shí)，強(qiáng)化學(xué)生積極參與運(yùn)動(dòng)的意識(shí)，逐漸將團(tuán)隊(duì)合作精神滲透到學(xué)生的學(xué)習(xí)和生活中。

4.

Cultureawareness:Ⅱ.Thekeypointsanddifficultpoints

1.Keypoints:

能自如地運(yùn)用以下功能句進(jìn)行交流：

Wouldyoumind(not)doingsth?

Doyoumind(not)doingsth?

Willyou…？

2.Difficultpoints：

1.活動(dòng)中近義句的轉(zhuǎn)換。

2.Wouldyoumind(not)doingsth?

Doyoumind(not)doingsth?Ⅲ.Learningstrategies

1.通過(guò)學(xué)習(xí)近義句的轉(zhuǎn)換，使學(xué)生有能力用不同的句型表達(dá)相同的意思。

2.通過(guò)學(xué)生看圖聽音的訓(xùn)練，鼓勵(lì)學(xué)生大膽預(yù)測(cè)所學(xué)內(nèi)容。

Ⅳ.Teachingaids

計(jì)算機(jī)多媒體投影儀，一段足球比賽視頻。

V.Teachingprocedures

Stage1（7mins）：Greetingandleadingin

Step

Teacheractivity

Studentactivity

Designingpurpose

1(Classactivity)

Getstudentsreadyforlearning.

Askagirlandaboytogivetheeverydayreport:Myweekendplan.

T:Goodmorning,everybody!The

firsttwominsisforyoutogivetheeverydayreport

Focustheirattentionontheteacher.Agirlandaboygivetheirreports,introducingtheirweekendplan.Ss:Goodmorning,Miss…S1:It’smyturntododutyreport.Today,Iwanttotalkaboutmyweekend’mgoingto……

2(individualwork)

Playthevideoofplayingfootballtointroducethetopic“I’llkickyoutheballagain”.

T:It’sanexcitingmoment.OnJanuary10th,2015,ChinaplayedthematchagainstSaudiandwonatlast.SunHaikickedtheballintothedoor.Sogreat!Today,Let’scometothetopic“I’llkickyoutheballagain.”Freetalk

T:Canyousay

somethingaboutfootball?T:Yes,that’smore?T:Youaresogreat!

Watchthevideo.Talkaboutfootballfreely.S1:Footballisoneofthemostpopularsportsintheworld.S2:TheBritainisthehometownofthemodern

football.S3:IknowagreatfootballassociationnamedtheFIFA.

視頻導(dǎo)入不但能使學(xué)生迅速安靜下來(lái)，而且能讓學(xué)生快速進(jìn)入到新課的學(xué)習(xí)中。Remark:教師要合理運(yùn)用時(shí)事熱點(diǎn)。既可激發(fā)學(xué)生興趣，又可讓英語(yǔ)課堂與時(shí)俱進(jìn)。

Stage2（5mins）：Pre-listening

Step

Teacheractivity

Studentactivity

Designingpurpose

1(Individualwork)

Leadin1a.Showsthepicturesof1aonthescreen,andpresentthreequestionsforthestudentstodiscuss.

(1)What’swrongwiththeboy?

(2)Whoistheboy?

(3)WhatareMichaelandKangkangtalkingabout?Askthestudentstoreadthestatementsin1bandpredicttheanswers.

Lookatthepicturesof1aonthescreen,anddiscusstheanswersofthethreequestionspresentbytheteacher.S1:Heisill.

S2:Heissleeping.S3:MaybeheisKangkang’sfriendorMichael’sfriend.

S4:Maybetheyaretalkingaboutafootballgame.Predicttheanswersto1b.

教師讓學(xué)生通過(guò)觀察圖片預(yù)測(cè)發(fā)生的事，對(duì)于學(xué)生學(xué)習(xí)興趣的激發(fā)作用很大。

Remark：

Stage3（8mins）：While-listening

Step

Teacheractivity

Studentactivity

Designingpurpose

1.(Classactivity)

Playtherecordingof1aandcheckthethreeQs'answers.T:NowLet'schecktheanswersofthethreequestions.Blidyougetthemright?

Answerthethreequestionstogether.Q1:Hefellill/wasill.Q2:TheyaretalkingaboutthefootballgameonSaturday.Q3:HeisoneofKangkang'steammates.

2(Individualwork)

GettheSslistento1aagainandfinish1b.Thenaskthemtogivetheanswersindividually.T:Now,whocanshareyouranswerswithus?

Listento1aagainandfinish1bbythemselves.Thensharetheanswerswiththewholeclass.S1:ClassFive.

S2:Fellill.

S3:soccer.

S4:pactice.

3(Classwork)

Playtherecordingof1asentencebysentence.AsktheSstolistenandfollow.

T:Iwillplaytherecording

of1asentencebysentence.Pleaselisten

carefully,andpayattentiontoyourpronunciationandtheintonation.

Readthedialogueaftertherecordingsentencebysentence.Payingattentiontothepronunciationandtheintonation.

Ss:...

Remark：

Stage4（15mins）：Post-listening

Step

Teacheractivity

Studentactivity

Designingpurpose

1(Groupwork)

Starton1c.

Explainthephrasesinboxbyusingsynonymousphrases.Andgivetwoorthreeminutesforthestudentstofinish1c.T:Now,let’scometo1ctogether.“beill”means“sick”;and“give…ahand”means“give…h(huán)elp”.

Asktwoorthreestudentstowritetheiranswersontheblackboard.

Trytounderstandtheexplanationofthephrases.Andthenfinish1c.Discussingroupsandvolunteerswritetheanswersontheblackboard.

2(Individualwork)

GuidetheSstofinishsectionA-2

T:Let’senjoysomepictures.Youcanuseseveralphrasestodescribethem.Teacherplaystherecordingandpausesaftereachdialogue.GettheSstofinishPartAin2.

T:Getreadytolistentotheconversationsandnumberthepictures.Thentellmetheanswer.

PlaytherecordingagainandgettheSsfinishPartB.Thenchecktheanswerinclass.

Guidethestudentstopracticethedialoguein2inpairs，helpingstudentstolearnthewaystoexpresspermissionandgivingadvice.

—Wouldyoumindpassingmetheball?

—Ofcoursenot.I’lldoitrightaway.

Lookatthepicturesin2-A,andtrytodescribethemwithphrases.

S1:thehighjump,

S2:playbasketball,

S3:playfootball,

S4:litterthings.StudentslistenandfinishPartAin2.

S5:therightorderis2-3-1-4.StudentswritedowntheanswerstoPartBintheirbooks.

Askandanswerinpairs,usingthefollowingphrases

kickingtheballtome;

kickingmetheball。

showingthebooktome;

showingmethebook.

givingthebooktome;

givingmethebook.

Remark：

Stage5（5mins）：SummarizingandassigningHMK

Step

Teacheractivity

Studentactivity

Designingpurpose

1（Classactivity)

Showthesummarytothestudentsonthescreen.T:OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.Whatdowelearnedandwhatcanyoudoafterthislesson?T:Canyoumakeasentencewithit?T:Agoodexample.Anythingelse?Teachershowssummaryonthescreen.SummarizeSectionAwiththeteacherbydoingexercisesshownonthescreen.

S1:Welearned

howtousethestructureof“Wouldyoumind(not)doingsth?”Doyoumind(not)doingsth?”afterteaching.

S1:Yes.Forexample,wouldyoumindpassingmetheball.S2:Wecanhowtomakesentenceswiththephrases

“fallill,givesb