八年级英语上册Unit1 Topic2精品教案 整个话题30页 最新仁爱版.docx

八年级英语上册Unit1 Topic2精品教案 整个话题30页 最新仁爱版.docx

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八年级英语上册Unit1Topic2精品教案整个话题30页最新仁爱版

Unit1Topic2精品教案

SectionA

Ⅰ.Materialanalysis

本节课主要活动为SectionA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.+indirectobject+directobject。

结合本单元的话题Weshouldlearnteamwork.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。

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begoingtodo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.Teachingaims

Knowledgeaims：

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：

fallill,givesbahand,dowellin.

3.能自如地运用以下功能句进行交流，表达请求与允许:

Wouldyoumind（not）doingsth?

Doyoumind（not）doingsth?

Willyou…?

4.能初步感知本话题语法：

subject+vt+indirectobject+directobject.

Skillaims：

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。

Emotionalaims：

通过对SectionA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.Thekeypointsanddifficultpoints

Keypoints：

能自如地运用以下功能句进行交流：

Wouldyoumind（not）doingsth?

Doyoumind（not）doingsth?

Willyou…？

Difficultpoints：

1.双宾语：

subject+vt+indirectobject+directobject.

2.1c活动中近义句的转换。

Ⅳ.Learningstrategies

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.Teachingaids

Computermultimediaprojector,ashortvideoofaping-ponggame

Everydaysaying:

There’sno“I”inteamwork.全队的配合不分你我。

Ⅵ.Teachingprocedures

Step

Interactionpattern

Studentactivity

Teacheractivity

Introduction

（5minutes）

1.Thewhole

classwork

2.Thewhole

classwork

3.Twostudents’

work

4.Thewhole

classwork

5.Somestudents’

work

6.Groupwork

1.Focustheirattentionontheteacher.

2.Readthesayingaloud.

3.Agirlandaboy

report,introducing

theirweekendplan.

4.Studentswatchthe

video.

5.Studentsgivesome

examples:

（1）Discussingroups.

（2）Playfootball.

6.Studentsdiscussin

groupsandtryto

answertheteacher’squestions:

（1）S1:

Heisill.

S2:

Heissleeping.

（2）S3:

Maybetheyaretalkingabouta

footballgame.

（3）S4:

Maybeheis

Kangkang’sfriendor

Michael’sfriend.

1.Greetstudentsreadyforlearning.

2.Showeverydaysayingforthestudents.

（onesayingaweek）

3.Askagirlandaboytogivetheeverydayreport:

Myweekendplan.

4.Teacherplaysthevideoofplayingtabletennistointroducethetopic“Weshouldlearnteamwork”.

5.Teacherasksstudents

whenandwhereweneedteamwork.

6.Teachershowsthepicturesof1aonthescreen,lettingthestudentsguess:

（1）What’swrongwiththeboyinbed?

（2）WhatisKangkang

talkingtoMichael?

（3）Whoisthesleepingboy?

Presentation

（10minutes）

1.Thewholeclasswork

2.Thewholeclasswork

3.Thewholeclass

work

4.Thewholeclass

work

5.Somestudents’

work

6.Thewholeclass

work

7.Thewholeclass

work

8.Thewholeclass

work

9.Thewholeclass

work

1.Studentsmakesure

thattheyunderstandwhatthestatementsmean.

2.Studentstrytocatchthegeneralideaofthedialogueandfillintheblanks.

3.Studentswritedownthekeys,payingattentiontothecauses.

4.Studentscompletetheblankstheyhaven’tfinished.

5.Volunteerswriteanswersto1bontheblackboard.

6.Studentsanswerthethreequestionstogether:

（1）Hefellill/wasill.

（2）Theyaretalking

aboutthefootball

gameonSaturday.

（3）Heisoneof

Kangkang’steammates.

7.Studentssaytogether:

Wouldyoumind

rowing/cycling/skating

/playingtennis/swimmingwithme?

8.Studentsreadthedialogueaftertherecordingsentencebysentence.

9.Studentstrytofollowthespeed,payingattentiontothepronunciationandtheintonation.

1.Finish1b.Teacherasksthestudentstoreadthestatementsin1b.

2.Teacherplaysthe

recordingforthefirst

timewithoutstopping.

3.Teacherplays1aforthesecondtime,andstopswhennecessary.

4.Teacherletsstudentsscan1aandcomplete1b.

5.Teacheraskstwostudentstowriteanswersto1b,andthenhelpstocorrectthewrongparts.

6.Teacherchecksthepre-readingquestionstoseeifstudentshaveguessedcorrectly:

（1）What’swrongwiththeboyinbed?

（2）WhatisKangkang

talkingtoMichael?

（3）Whoisthesleepingboy?

7.Focusonpracticing“Wouldyouminddoing…withme?

”

Teachershowssomeverbphrasesonthescreenforthestudentssothattheycanpracticereplacingwiththosephrases:

rowing,cycling,skating,

playingtennis,swimming.

8.Teacherplaystherecordingsentencebysentence.

9.Teacherplaystherecordingforthelasttimewithoutstopping.

Consolidation

（10minutes）

1.Thewhole

classwork

2.Thewhole

classwork

3.Groupwork

4.Thewhole

classwork

5.Thewhole

classwork

6.Somestudents’

work

7.Thewhole

classwork

1.Studentstrytounderstandtheexplanationofthe

phrases.

2.Studentsread1c,

understandingwhat

theyshoulddo,and

thenfinish1c.

3.Studentscandiscussingroupsandvolunteerswritetheanswersontheblackboard.

4.Studentsknowdirect

objectandindirectobjectafterlistening.

5.Studentsunderlinethesentencesandrewritethem.

6.Volunteersreadthe

answers.

7.Studentsunderlineintheirbooksandmakesomenotes.

1.Teacherexplainsthephrasesinboxbyusingsynonymousphrases.

2.Teachergivestwoorthreeminutesforthestudentstofinish1c.

3.Teacheraskstwoorthree

studentstowritetheir

answersontheblackboard.

4.Teacherexplainsthe

structureof“thesubject+vt+indrectobject+directobject”inChinese,showingafewexamples.

5.Teacherasksthestudentstofinish1d.

6.Teachercheckstheanswers.

7.Teacherexplainssomekeypointsanddifficultpointstothestudents:

（1）Thestructureof“the

subject+vt+indrect

object+directobject”

（2）Thesynonymousphrases:

fallill/beill

（3）oneof+pluralnouns

（4）minddoingsth

（5）keepdoingsth

（6）haveatry

Practice

（10minutes）

1.Thewhole

classwork

2.Thewhole

classwork

3.Thewhole

classwork

4.Groupwork

andindividual

work

5.Groupwork

1.Studentslookatthe

picturesandsaysome

phrases:

thehighjump,

playbasketball,play

football,litterthings.

2.Studentslistenandfinish

Ain2first.

3.Studentswritedownthe

answersintheirbooks.

4.Studentschecktheir

answerstoBin2.They

maydiscussingroups.

5.Fourstudentsfromthe

samegroupwritethe

answersonthe

blackboard.Eachstudent

writesoneanswer.

1.Teacherencouragesthe

studentstolookatthe

picturesin2andguess

what’shappening.

2.Teacherplaystherecording.

3.Teacherplaystherecording

andpausesaftereach

dialogue.

4.Teacherplaystherecording

forthethirdtime.

5.Teacherchecksthestudents’

answers,askingagroup

toshowtheiranswerson

theblackboard.Teacher

correctsthewrongparts.

Production

（8minutes）

1.Thewholeclass

workandpair

work

2.Thewholeclass

workandpair

work

3.Thewholeclass

work

4.Thewholeclass

work

5.Individualwork

1.Studentspracticethedialoguebyreplacingthefollowingphrasesandaskandanswerinpairs:

kickingtheballtome;kickingmetheball.

showingthebooktome;showingmethebook.

givingthebooktome;

givingmethebook.

2.Studentspracticein

pairsinthesameway:

shoutingaloud;

cominghometoolate;

coloringthewall;

drinkingtoomuch;

crossingthestreet

whenthetraffic

lightsarered.

3.Studentspractice2inpairstomakesurethattheycanreadthe

dialoguefluently.

4.Studentssummarize

SectionAwiththeteacherbydoingexercises

shownonthescreen.

5.Studentsdohomeworkafterclass:

（1）Memorizethe

summaryafterclass.

（2）Studentswritedowntheretellingafterclassandprepareforthereportingtomorrow.

（3）Studentslearn

SectionBafter

classbythemselves.

1.Teacherorganizesthe

studentstopracticethe

dialoguein2inpairs，

helpingstudentstolearnthewaystoexpress

permissionandgiving

advice.

—Wouldyoumind

passingmetheball?

—Ofcoursenot.I’lldoitrightaway.

2.Teachershowsthe

dialogueFouronthe

blackboard,letting

studentsdopairwork.

—Wouldyoumindnot

throwingbottlesaround?

—I’msorryaboutthat.

Iwon’tdoitagain.

3.Teacherasksthestudentstopractice2inpairsintheirowngroupstoprepareforaspeedcompetition.

4.Teachershowsthesummarytothestudents.

5.Teacherassignshomework:

（1）Reviewthesummaryafterclass.

（2）Retell1aandreportittothewholeclasstomorrow.

（3）PrepareSectionB

afterclass.

TeachingReflection

It’shardforthestudentstousethestructureof“subject+vt+indirectobject+directobject”freely.It’salsohardforthestudentstoparaphrasethesynonymoussentences.Teachershoulddesignmore

relevantexercisesforthestudents.

Ⅶ.Blackboarddesign

Unit1PlayingSports

Topic2Weshouldlearnteamwork.

SectionA

Wouldyoumind（not）doingsth?

fallill/beill

Doyoumind（not）doingsth?

begoodat/dowellin

kicktheballtome=kickmetheballWouldyoumind…?

givemeahandCouldyou…please?

Unit1Topic2SectionB精品教案

Ⅰ.Materialanalysis

本节课主要活动为SectionB的1a和4a,4b。

通过Maria和Jane平息Kangkang和Michael的争吵，呈现了对话的主题是：

Oneplayerdoesn’tmakeateam.对话呈现了提建议的三种方式：

（1）祈使句的肯定句、否定句形式；

（2）Whataboutdoingsth?

（3）sbshoulddosth.语音学习：

（1）让学生区分元音/e/和/@/发音的不同，并能掌握各自的拼写规则。

（2）让学生体会清辅音的不完全爆破并能正确朗读。

本课帮助学生学会请求、提建议、道歉的表达法，通过和他人的沟通、合作，将团队合作精神融于对话中。

要求学生能结合学过的begoingtodo，进一步谈论有关自己最