U1T2SectionA教案设计.doc

仁爱版八年级上册Unit 1 Playing Sports Topic 2 I’ll kick you the ball again Section A 教学设计

Ⅰ. Material analysis
      Section A and Section B 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Section A 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 + indirect object + direct object结合本单元的话题We should learn teamwork.呈现了重点短语：kick the ball to you, pass me the ball, practice doing sth, give me a hand等, 同时在对话中呈现了交际功能用语：Will you …?  Would you mind (not) doing sth ? 和Do you mind (not) doing sth? 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be going to do 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。
Ⅱ. Teaching aims
Knowledge aims：
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：fall ill, give sb a hand, do well in.
3. 能自如地运用以下功能句进行交流，表达请求与允许:
Would you mind (not) doing sth?
Do you mind (not) doing sth?
   Will you …?
4. 能初步感知本话题语法：subject+vt+indirect object+direct object.
Skill aims：
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。
Emotional aims：
通过对Section A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。

Ⅲ. The key points and difficult points
Key points：
能自如地运用以下功能句进行交流：
Would you mind (not) doing sth?
Do you mind (not) doing sth?
Will you…？
Difficult points：
  1. 双宾语：subject + vt + indirect object + direct object.
  2.1c活动中近义句的转换。
Ⅳ. Learning strategies
1. 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。
Ⅴ. Teaching aids
Computer multimedia projector, a short video of a ping-pong game
Everyday saying: There’s no “I” in teamwork. 全队的配合不分你我。
Ⅵ. Teaching procedures

Step
Interaction pattern
Student activity
Teacher activity
Introduction
（5 minutes）
1. The whole
class work
2. The whole
class work

3. Two students’
work

4. The whole
class work

5. Some students’
work

6. Group work
1. Focus their attention
on the teacher.
2. Read the saying aloud.

3. A girl and a boy
report, introducing
their weekend plan.
4. Students watch the
video.

5. Students give some
examples:
(1) Discuss in groups.
(2) Play football.

6. Students discuss in
groups and try to
answer the teacher’s
questions:
(1) S1: He is ill.
S2: He is sleeping.
(2) S3: Maybe they are
talking about a
football game.
(3) S4: Maybe he is
Kangkang’s
friend or
Michael’s
friend.
1. Greet students ready for
learning.
2. Show everyday saying for the students.
( one saying a week )
3. Ask a girl and a boy to  give the everyday report: My weekend plan.
4. Teacher plays the video of playing table tennis to
introduce the topic “We
should learn teamwork”.
5. Teacher asks students
when and where we need teamwork.

6. Teacher shows the pictures of1aon the screen,
letting the students guess: (1) What’s wrong with the
boy in bed?
  (2) What is Kangkang
talking to Michael?
(3) Who is the sleeping
boy?

Presentation
(10 minutes)
1. The whole class work

2. The whole class work

3. The whole class
work

4. The whole class
work

5. Some students’ work
6. The whole class
work

7. The whole class
work

8. The whole class work

9. The whole class
work
1. Students make sure
that they understand
what the statements
mean.
2. Students try to catch
the general idea of the dialogue and fill in the blanks.
3. Students write down
the keys, paying
attention to the causes.
4. Students complete the blanks they haven’t
finished.
5. Volunteers write answers
to 1b on the blackboard.
6. Students answer the
three questions together:
(1) He fell ill/was ill.
(2) They are talking
about the football
game on Saturday.
(3) He is one of
Kangkang’s
teammates.
7. Students say together:
Would you mind
rowing/cycling/skating
/playing tennis/ swimming
with me?

8. Students read the dialogue
after the recording sentence
by sentence.
9. Students try to follow
the speed, paying attention
to the pronunciation and
the intonation.
1. Finish 1b. Teacher asks
the students to read the
statements in 1b.

2. Teacher plays the
recording for the first
time without stopping.

3. Teacher plays1afor the
second time, and stops
when necessary.
4. Teacher lets students scan
1aand complete 1b.

5. Teacher asks two students to
write answers to 1b, and then  helps to correct the wrong parts.
6. Teacher checks the pre-reading
questions to see if
students have guessed
correctly:
(1) What’s wrong with the
boy in bed?
(2) What is Kangkang
talking to Michael?
(3) Who is the sleeping boy?
7. Focus on practicing “Would
you mind doing…with me?”
Teacher shows some verb phrases on the screen for the students so that they can practice replacing with those phrases:
rowing, cycling, skating,
playing tennis, swimming.
8. Teacher plays the recording
sentence by sentence.

9. Teacher plays the recording
for the last time without stopping.
Consolidation
(10 minutes)
1. The whole
class work

2. The whole
class work

3. Group work

4. The whole
class work

5. The whole
class work

6. Some students’
work
7. The whole
class work
1. Students try to understand the explanation of the
phrases.

2. Students read1c,
understanding what
they should do, and
then finish1c.
3. Students can discuss in
groups and volunteers
write the answers on
the blackboard.
4. Students know direct
object and indirect object
after listening.

5. Students underline the
sentences and rewrite
them.
6. Volunteers read the
answers.
7. Students underline in
their books and make
some notes.
1. Teacher explains the phrases
in box by using synonymous
phrases.

2. Teacher gives two or three
minutes for the students to
finish1c.

3. Teacher asks two or three
students to write their
answers on the blackboard.

4. Teacher explains the
structure of “the subject +
vt + indrect object +
direct object” in Chinese,
showing a few examples.
5. Teacher asks the students
to finish 1d.

6. Teacher checks the answers.

7. Teacher explains some key
points and difficult points to
the students:
(1) The structure of “ the
subject +vt+indrect
object + direct object”
  (2) The synonymous phrases: fall ill / be ill
  (3) one of +plural nouns
  (4) mind doing sth
  (5) keep doing sth
  (6) have a try
Practice
(10 minutes)
1. The whole
class work

2. The whole
class work

3. The whole
class work

4. Group work
and individual
work

5. Group work

1. Students look at the
pictures and say some
phrases: the high jump,
play basketball, play
football, litter things.
2. Students listen and finish
A in 2 first.

3. Students write down the

answers in their books .

4. Students check their
answers to B in 2. They
may discuss in groups.

5. Four students from the
same group write the
answers on the
blackboard. Each student
writes one answer.

1. Teacher encourages the
students to look at the
pictures in 2 and guess
what’s happening.

2. Teacher plays the recording.

3. Teacher plays the recording
and pauses after each
dialogue.
4. Teacher plays the recording
for the third time.

5. Teacher checks the students’
answers, asking a group
to show their answers on
the blackboard. Teacher
corrects the wrong parts.

Production
(8 minutes)
1. The whole class
work and pair
work

2. The whole class
work and pair
work

3. The whole class
work

4. The whole class
work

5. Individual work
1. Students practice the
dialogue by replacing
the following phrases
and ask and answer in
pairs:
kicking the ball to me;
kicking me the ball.
showing the book to me;
showing me the book.
giving the book to me;
giving me the book.
2. Students practice in
pairs in the same way:
shouting aloud;
coming home too late;
coloring the wall;
drinking too much;
crossing the street
when the traffic
lights are red.
3. Students practice2 in
pairs to make sure that
they can read the
dialogue fluently.
4. Students summarize
Section A with the teacher by doing exercises
shown on the screen.
5. Students do homework
after class:
(1) Memorize the
summary after class.
(2) Students write down the retelling after
class and prepare
for the reporting
tomorrow.
(3) Students learn
Section B  after
class by themselves.
1. Teacher organizes the
students to practice the
dialogue in2 inpairs，
helping students to learn
the ways to express
permission and giving
advice.
—Would you mind
passing me the ball?
  —Of course not. I’ll do it right away.
2. Teacher shows the
dialogue Four on the
blackboard, letting
students do pair work.
—Would you mind not
throwing bottles around?
  —I’m sorry about that.
I won’t do it again.

3. Teacher asks the students
to practice2 inpairs in
their own groups to prepare
for a speed competition.
4. Teacher shows the summary
to the students.

5. Teacher assigns homework:
(1) Review the summary
after class.
(2) Retell1aand report it
    to the whole class
tomorrow.
(3) Prepare Section B
after class.
Teaching Reflection
It’s hard for the students to use the structure of “subject + vt + indirect object + direct object” freely. It’s also hard for the students to paraphrase the synonymous sentences. Teacher should design more
relevant exercises for the students.

Ⅶ. Blackboard design

Unit1 Playing Sports
Topic 2 I’ll kick you the ball again
Section A
Would you mind (not) doing sth?              fall ill/be ill
Do you mind (not) doing sth?                 be good at/do well in
kick the ball to me= kick me the ball           Would you mind …?          
give me a hand                            Could you… please?