八上U1T2P1.doc

Unit 1 Playing Sports
Topic 2 I’ll kick you the ball again
教学内容分析及课时分配建议：
本单元以Playing Sports 为主题。第二话题通过Section A 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I’ll kick you the ball again.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。Section B通过Maria和Jane平息Kangkang和Michael的争吵，呈现了提建议的三种方式： Section C简单介绍了篮球的发展历史和运动规则。Section D综合复习Sections A-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：Section A-1a, 1b, 1c, 2
第二课时：Section B-1a,1b,1c, 2
第三课时：Section B-4a,4b, Section A- 1d, Section B-3, Section C-2
第四课时：Section C-1a,1b,1c
第五课时：Section D-1a, 1b,Grammar and Functions, Project

第一课时（Section A-1a, 1b, 1c, 2）
教学设计思路：
首先用足球赛的视频导入本课主题：I’ll kick you the ball again. 在pre-listening 部分提出三个问题让学生根据1a的图片猜测答案并浏览1b预测1a大意。While-listening中完成三个问题答案的确认和1b的填空。Post-listening 中完成1c并利用2进行步的巩固和操练直接间接宾语及Would you mind...句型，最后总结本课主要内容并布置课后作业结束本课。
Ⅰ. 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 …?
2. 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。
3. 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。
4. Culture awareness:

Ⅱ. The key points and difficult points
1. 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…？
2. Difficult points：
1. 活动中近义句的转换。
2. Would you mind (not) doing sth?
Do you mind (not) doing sth?

Ⅲ. Learning strategies
1. 通过学习近义句的转换，使学生有能力用不同的句型表达相同的意思。
2. 通过学生看图听音的训练，鼓励学生大胆预测所学内容。
Ⅳ. Teaching aids
计算机多媒体投影仪，一段足球比赛视频。
V. Teaching procedures
Stage 1（7mins）：Greeting and leading in
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Get students ready for learning.

Ask a girl and a boy to give the everyday report: My weekend plan.

T:Good morning, everybody! The
first two mins is for you to give the everyday report

Focus their attention on the teacher.

A girl and a boy give their reports, introducing their weekend plan.

Ss:Good morning, Miss…

S1:It’s my turn to do duty report. Today, I want to talk about my weekend plan.I’m going to ……

2(individual work)
Play the video of playing football to introduce the topic “I’ll kick you the ball again”.

T: It’s an exciting moment. On January 10th,2015, China played the match against Saudi and won at last. Sun Hai kicked the ball into the door. So great! Today, Let’s come to the topic “I’ll kick you the ball again.”

Free talk
T: Can you say something about football?

T:Yes,that’s right.Any more?

T:You are so great!
Watch the video.

Talk about football freely.

S1: Football is one of the most popular sports in the world.

S2: The Britain is the hometown of the modern football.

S3: I know a great football association named the FIFA.

视频导入不但能使学生迅速安静下来，而且能让学生快速进入到新课的学习中。

Remark: 教师要合理运用时事热点。既可激发学生兴趣，又可让英语课堂与时俱进。
Stage 2（5mins）：Pre-listening
Step
Teacher activity
Student activity
Designing purpose
1( Individual work )
Lead in 1a. Shows the pictures of 1a on the screen, and present three questions for the students to discuss.

(1) What’s wrong with the boy?
(2) Who is the boy?
(3) What are Michael and Kangkang talking about?

Ask the students to read the statements in 1b and predict the answers.

Look at the pictures of 1a on the screen, and discuss the answers of the three questions present by the teacher.

S1: He is ill.

S2: He is sleeping.

S3: Maybe he is Kangkang’s friend or Michael’s friend.

S4: Maybe they are talking about a football game.

Predict the answers to 1b.

教师让学生通过观察图片预测发生的事，对于学生学习兴趣的激发作用很大

Remark：
Stage 3（8mins）：While-listening
Step
Teacher activity
Student activity
Designing purpose
1.(Class activity)
Play the recording of 1a and check the three Qs' answers.

T: Now Let's check the answers of the three questions. Blid you get them right?
Answer the three questions together.

Q1: He fell ill/was ill.

Q2:They are talking about the football game on Saturday.

Q3:He is one of Kangkang's teammates.

2(Individual work)

Get the Ss listen to 1a again and finish 1b. Then ask them to give the answers individually.

T:Now, who can share your answers with us?
Listen to 1a again and finish 1b by themselves. Then share the answers with the whole class.

S1: Class Five.
S2: Fell ill.
S3: soccer.
S4: pactice.

3(Class work)
Play the recording of 1a sentence by sentence. Ask the Ss to listen and follow.

T:I will play the recording of 1a sentence by sentence. Please listen
carefully, and pay attention to your pronunciation and the intonation.

Read the dialogue after the recording sentence by sentence. Paying attention to the pronunciation and the intonation.
Ss:...

Remark：
Stage 4（15mins）：Post-listening
Step
Teacher activity
Student activity
Designing purpose
1(Group work)
Start on 1c.
Explain the phrases in box by using synonymous phrases. And give two or three minutes for the students to finish 1c.

T: Now, let’s come to 1c together.“be ill”means“sick”; and “give…a hand”means“give…help”.

Ask two or three students to write their answers on the blackboard.

Try to understand the explanation of the phrases. And then finish 1c.

Discuss in groups and volunteers write the answers on the blackboard.

2(Individual work)
Guide the Ss to finish section A-2

T: Let’s enjoy some pictures. You can use several phrases to describe them.

Teacher plays the recording and pauses after each dialogue. Get the Ss to finish Part A in 2.

T:Get ready to listen to the conversations and number the pictures. Then tell me the answer.

Play the recording again and get the Ss finish Part B. Then check the answer in class.

Guide the students to practice the dialogue in 2 in pairs， 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.

Look at the pictures in 2-A, and try to describe them with phrases.

S1:the high jump,
S2:play basketball,
S3:play football,
S4: litter things.

Students listen and finish Part A in 2.

S5: the right order is 2-3-1-4.

Students write down the answers to Part B in their books .

Ask and answer in pairs, using the following phrases
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.

Remark：
Stage 5（5mins）：Summarizing and assigning HMK
Step
Teacher activity
Student activity
Designing purpose
1（Class activity)
Show the summary to the students on the screen.

T: OK. Class will be over soon, Now let’s summarize what we have learnt in this lesson. What do we learned and what can you do after this lesson?

T:Can you make a sentence with it?

T:A good example. Anything else?

Teacher shows summary on the screen.

Summarize Section A with the teacher by doing exercises shown on the screen.

S1: We learned how to use the structure of “ Would you mind (not) doing sth ?”Do you mind (not) doing sth?” after teaching.

S1: Yes. For example, would you mind passing me the ball.

S2:We can how to make sentences with the phrases “fall ill, give sb a hand, do well in”.

S3:We have known the difference between “see sb. do” and “see sb. doing” correctly.

总结本课所学，帮助学生使知识条理化，再一次巩固本课的知识点。

2 (Class activity)
Assigns the HMK.
(1) Review the summary after class.
(2) Retell 1a and report it to the whole class tomorrow.
(3) Preview Section B
after class.

T: Good. For today’s homework, I’d like you to remember the new words and phrases. Please practice 1a with your partner. And then you should preview Section B-1a, 1b, 1c, 2.
Finish the HMK after class.

适当的家庭作业有助于巩固课堂所学的知识。
Remark：
VI. Blackboard design
第一课时 (SectionA-1a, 1b, 1c, 2)
Would you mind (not) doing sth.? fall ill/be ill
Do you mind (not) doing sth.? be good at/do well in
Would you mind …?
Could you… please? give me a hand