八年級(jí)英語(yǔ)上冊(cè)Unit1Topic2I’llkickyoutheballagainPeriod3教學(xué)案例設(shè)計(jì)（新版）仁愛(ài)版(I).doc

教學(xué)資料參考范本八年級(jí)英語(yǔ)上冊(cè)Unit1Topic2IllkickyoutheballagainPeriod3教學(xué)案例設(shè)計(jì)（新版）仁愛(ài)版(I)撰寫(xiě)人：_時(shí) 間：_教學(xué)內(nèi)容分析及課時(shí)分配建議：本單元以Playing Sports 為主題。第二話題通過(guò)Section A Kangkang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 + indirect object + direct object。結(jié)合本單元的話題Ill kick you the ball again.呈現(xiàn)了重點(diǎn)短語(yǔ)：kick the ball to you, pass me the ball, practice doing sth, give me a hand等, 同時(shí)在對(duì)話中呈現(xiàn)了交際功能用語(yǔ)：Will you ? Would you mind (not) doing sth ? 和Do you mind (not) doing sth? 幫助學(xué)生學(xué)會(huì)請(qǐng)求，提建議的表達(dá)法。Section B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： Section C簡(jiǎn)單介紹了籃球的發(fā)展歷史和運(yùn)動(dòng)規(guī)則。Section D綜合復(fù)習(xí)Sections A-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(lèi)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)：Section A-1a, 1b, 1c, 2第二課時(shí)：Section B-1a,1b,1c, 2第三課時(shí)：Section B-4a,4b, Section A- 1d, Section B-3, Section C-2第四課時(shí)：Section C-1a,1b,1c第五課時(shí)：Section D-1a, 1b,Grammar and Functions, Project第三課時(shí)（Section B-4a,4b, Section A- 1d, Section B-3, Section C-2）教學(xué)設(shè)計(jì)思路：本節(jié)課主要活動(dòng)為Section B -3, 4a,4b.教師首先開(kāi)展游戲復(fù)習(xí)表示請(qǐng)求的功能句，由功能句Would you mind reading the phonetic symbols on the the cards?導(dǎo)入4a，學(xué)生通過(guò)跟讀掌握和區(qū)分/e/和/aI/的讀音，再進(jìn)行4b,通過(guò)模仿錄音，正確朗讀輔音的不完全爆破。接著教師利用課堂用語(yǔ)引入雙賓語(yǔ)結(jié)構(gòu)，學(xué)生仿照Section A- 1d的例句進(jìn)行句型轉(zhuǎn)換，然后將Section B-3作為鞏固練習(xí)。最后完成Section C-2的教學(xué)和練習(xí)，為開(kāi)展Section C-1a的閱讀做好準(zhǔn)備。. Teaching aims1. Knowledge aims：（1）能區(qū)分元音音素/e/和/aI/的發(fā)音，并能正確拼讀單詞，注意對(duì)應(yīng)的字母組合的拼寫(xiě)規(guī)則；能在句中正確朗讀輔音的不完全爆破。（2）能初步感知本話題語(yǔ)法：subject+vt+indirect object+direct object.（3）能對(duì)雙賓結(jié)構(gòu)進(jìn)行句型轉(zhuǎn)換，理解并能運(yùn)用雙賓語(yǔ)結(jié)構(gòu)。2. Skill aims: (1）能正確朗讀對(duì)話和句子，注意語(yǔ)音語(yǔ)調(diào)。（2）能區(qū)別/e/和/aI/音素，注意不完全爆破。3. Emotional aims:通過(guò)小組合作，培養(yǎng)團(tuán)隊(duì)精神。4. Culture awareness:. The key points and difficult points1. Key points:(1)能自如地運(yùn)用以下功能句進(jìn)行交流：Would you mind (not) doing sth?Do you mind (not) doing sth?Will you？ (2)雙賓語(yǔ)：subject + vt + indirect object + direct object.2. Difficult points： (1). 對(duì)不完全爆破讀音的正確把握。(2). 雙賓語(yǔ)：subject + vt + indirect object + direct object. Learning strategies通過(guò)模仿錄音的不完全爆破，讓學(xué)生知道模仿讀音是糾正自己讀音的很好的學(xué)習(xí)途徑。. Teaching aids計(jì)算機(jī)多媒體投影儀，音標(biāo)卡片，單詞卡片。V. Teaching proceduresStage 1（6mins）： Revision and leading in StepTeacher activityStudent activityDesigning purpose 1(Group activity)Play a game to review the functions. The teacher need to divide the students into 3groups,then choose5students in each group to listen to the sentences and act.He will get 10 points for each correct action.The group which gets the most points will be the winner.T: Before the new lesson, lets play a game. The rules are like this: Are you ready?Would you mind opening the window? Do you mind closing your English book?Would you mind showing your hands? Would you mind not standing there?Do you mind putting your ruler here?Every student will take an active part in the game to perform best .The teacher says a sentence, the students act them out after the teacher said.S1:Of course not (do the action)S2:Certainly not. (do the action)S3:Never mind. (do the action)S4:Sorry. (do the action)S5:Not at all. (do the action)該步驟復(fù)習(xí)和鞏固上節(jié)課所學(xué)的表示請(qǐng)求的功能句。2(Class activity)Lead in 4a.Show the word cards in 4a.T: Would you mind reading the phonetic symbols on the the cards?Try to read the words on the cards .Ss:Remark:Stage 2（10mins）：Phonetic learningStepTeacher activityStudent activityDesigning purpose1( Class work)Show phonetic cards / e / and / aI/.T:Listen to a tongue twister(繞口令) first,then you can tell the difference between /e/and / aI /. It is like this: Five white mice are flying nine fine kite. Ted gets the bread ready in a bed.T:Please read the pairs of words and then try to tell the students the rules for spelling.Play the recording of 4a.Read the words individually, asking for help when necessary.Volunteers read the vowel.Ss:Students correct their pronunciation as the teacher reads.Ss:Read after the recording and try to imitate.4a主要訓(xùn)練學(xué)生區(qū)別/ e / 和 / aI/.兩個(gè)音素的不同發(fā)音。2( Class work)Play the recording of 4b. Let students check their reading. Read with the recording.T:You did quite well. Read after 4b, plosion. Check in pairs. A reads, while B listens and corrects. Students read together.4b引導(dǎo)學(xué)生注意音素/k/,/t/,/d/,和/p/不完全爆破現(xiàn)象。Remark:教師可通過(guò)讓學(xué)生聽(tīng)繞口令的方式引導(dǎo)學(xué)生區(qū)別/e/和/aI/兩個(gè)音素的不同發(fā)音。Stage 3（11mins）：Grammar learningStepTeacher activityStudent activityDesigning purpose 1( Class work )Ask the students to finish SectionA-1d.T: You can read Section-1a again and underline the sentences with the direct and indirect object structure.then follow the example to rewrite them.Check the answers.Underline the sentences and rewrite them. Volunteers read the answers.S1: You pass me the ball. We can also say,You pass the ball to me.S2:該部分主要展示和學(xué)習(xí)文中出現(xiàn)的語(yǔ)法項(xiàng)目雙賓語(yǔ)結(jié)構(gòu)。2( Class work )Encourage students to summarize the structure “subject + vt + indirect object + direct object.”T: Can you make some sentences like this? T:Good,S2,Can you say it in another way?Ask students to make more sentences to practice the usage of the structure “subject + vt + indirect object + direct object.”Try to summarize the structure “subject + vt + indirect object + direct object.”and rewrite them in another way.S1:Would you please show me your story book?S2:Yes. Would you please show your story book to me?Try to make more sentences to practice the usage of the structure “subject + vt + indirect object + direct object.”Remark：教師應(yīng)引導(dǎo)學(xué)生自己發(fā)現(xiàn)并總結(jié)新句型，再進(jìn)行練習(xí)。Stage 4（14mins）：ExercisesStepTeacher activityStudent activityDesigning purpose 1(Class work)Finish 3. Let the students observe the structure of the example and paraphrase the sentences in 3. Check their answers, and five students from different group finish checking. Teacher gives help when necessary. to read 3. Five groups will be in the Observe the example first, and then they write the answers in their books:S1:You can also pass the ball to a teammate.S2: Please throw the ball to me.S3: My dad bought my brother a basketball.S4: Bring a present to Peter.S5: I made my grandfather a big cake.Five students write their answers on the blackboard. The sixth one checks and reads the answers. Five groups read at the same time to see which group read more quickly. C1: Bring Peter a present.C2: Bring a present to Peter.B1: pass a teammate the ball.B1: pass the ball to a teammate.A1: bought a basketball for my brother.A2: bought my brother a basketball.本部分旨在練習(xí)和鞏固本話題重要語(yǔ)法項(xiàng)目雙賓語(yǔ)結(jié)構(gòu)。2(Class work)Ask the students to skim through the exercises in SectioC-2 to see if theres something they dont understand. Explain some difficult points that the students may ask.T:It means starting to appear.Offer about 3 minutes for students to finish 2.Ask six students from different groups to write down their answers on the blackboard.Skim through the exercises to find the difficult part, and then they turn to the teacher for help.Students point out the difficult points.S1:Whats the meaning of the phrase”?Do the exercises carefully, leaving question mark near the place where they are not sure.The six students representatives write their answers on the blackboard while others try to read the exercises. 本步驟起引起詞匯和激活背景知識(shí)的作用，為開(kāi)展閱讀SectionC-1a做好準(zhǔn)備。Remark：學(xué)生獨(dú)立完成SectionB-3，教師抽層次較低的學(xué)生說(shuō)出答案，了解學(xué)生完成情況，再按照學(xué)生需要進(jìn)行講解或者補(bǔ)充。Stage 5（5mins）：Summarizing and assigning HMKStepTeacher activityStudent activityDesigning purpose1（Class activity)Summarize what the students learned today. Important languageT: OK. Class will be over soon, Now lets summarize what we have learnt in this lesson. T:Wonderful!. I hope you can remember them. If you have difficulty understanding them,just tu