八年級英語上冊Unit1Topic2I’llkickyoutheballagainPeriod3教學(xué)案例設(shè)計（新版）仁愛版(I).doc

教學(xué)資料參考范本八年級英語上冊Unit1Topic2IllkickyoutheballagainPeriod3教學(xué)案例設(shè)計（新版）仁愛版(I)撰寫人：_時 間：_教學(xué)內(nèi)容分析及課時分配建議：本單元以Playing Sports 為主題。第二話題通過Section A Kangkang對Michael的邀請，引出對話的主題：合作參加足球比賽。對話呈現(xiàn)了本課所要學(xué)的語法重點：subject + vt + indirect object + direct object。結(jié)合本單元的話題Ill kick you the ball again.呈現(xiàn)了重點短語：kick the ball to you, pass me the ball, practice doing sth, give me a hand等, 同時在對話中呈現(xiàn)了交際功能用語：Will you ? Would you mind (not) doing sth ? 和Do you mind (not) doing sth? 幫助學(xué)生學(xué)會請求，提建議的表達法。Section B通過Maria和Jane平息Kangkang和Michael的爭吵，呈現(xiàn)了提建議的三種方式： Section C簡單介紹了籃球的發(fā)展歷史和運動規(guī)則。Section D綜合復(fù)習(xí)Sections A-C的詞匯、語法和功能句，鞏固學(xué)生本周的學(xué)習(xí)內(nèi)容，并介紹了兩種英國的球類運動football和cricket。本話題的內(nèi)容可以用5個課時來完成。第一課時：Section A-1a, 1b, 1c, 2第二課時：Section B-1a,1b,1c, 2第三課時：Section B-4a,4b, Section A- 1d, Section B-3, Section C-2第四課時：Section C-1a,1b,1c第五課時：Section D-1a, 1b,Grammar and Functions, Project第三課時（Section B-4a,4b, Section A- 1d, Section B-3, Section C-2）教學(xué)設(shè)計思路：本節(jié)課主要活動為Section B -3, 4a,4b.教師首先開展游戲復(fù)習(xí)表示請求的功能句，由功能句Would you mind reading the phonetic symbols on the the cards?導(dǎo)入4a，學(xué)生通過跟讀掌握和區(qū)分/e/和/aI/的讀音，再進行4b,通過模仿錄音，正確朗讀輔音的不完全爆破。接著教師利用課堂用語引入雙賓語結(jié)構(gòu)，學(xué)生仿照Section A- 1d的例句進行句型轉(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，注意對應(yīng)的字母組合的拼寫規(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法：subject+vt+indirect object+direct object.（3）能對雙賓結(jié)構(gòu)進行句型轉(zhuǎn)換，理解并能運用雙賓語結(jié)構(gòu)。2. Skill aims: (1）能正確朗讀對話和句子，注意語音語調(diào)。（2）能區(qū)別/e/和/aI/音素，注意不完全爆破。3. Emotional aims:通過小組合作，培養(yǎng)團隊精神。4. Culture awareness:. The key points and difficult points1. Key points:(1)能自如地運用以下功能句進行交流：Would you mind (not) doing sth?Do you mind (not) doing sth?Will you？ (2)雙賓語：subject + vt + indirect object + direct object.2. Difficult points： (1). 對不完全爆破讀音的正確把握。(2). 雙賓語：subject + vt + indirect object + direct object. Learning strategies通過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計算機多媒體投影儀，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:教師可通過讓學(xué)生聽繞口令的方式引導(dǎo)學(xué)生區(qū)別/e/和/aI/兩個音素的不同發(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)的語法項目雙賓語結(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法項目雙賓語結(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的作用，為開展閱讀SectionC-1a做好準(zhǔn)備。Remark：學(xué)生獨立完成SectionB-3，教師抽層次較低的學(xué)生說出答案，了解學(xué)生完成情況，再按照學(xué)生需要進行講解或者補充。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