TOPIC,2,I,WILL,KICK,THE,BALL,AGAIN,教案

导读：　TOPIC,2,I,WILL,KICK,THE,BALL,AGAIN,教案(共5篇)八年级上册英语第一单元话题2教案Topic 2 I’ll kick you the ball again Section AThe main activity is 1a 本课重点活动是1a。Ⅰ Teaching aims and demands 教学目标1 Learn some new w...

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TOPIC,2,I,WILL,KICK,THE,BALL,AGAIN,教案(一)
八年级上册英语第一单元话题2教案

Topic 2 I’ll kick you the ball again.

Section A

The main activity is 1a. 本课重点活动是1a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

ill, fall ill, be glad to, mind, practice, somewhere, throw, make one’s bed, manage, myself

2. Learn to make requests and responses:

(1)—Could you help me, please?

—Sure. What is it?

(2)—Will you join us?

—I’d be glad to.

(3)—Would you mind teaching me?

—Not at all.

(4)—Would you mind if I try it again?

—Certainly not. Please do.

(5)—Do you mind not putting your bike here?

—Sorry. I’ll put it somewhere else.

(6)—Would you mind not throwing bottles around?

—I’m sorry about that. I won’t do it again.

Ⅱ. Teaching aids 教具

多媒体

Ⅲ.Four-steps Teaching Plan 四步教学法

Step 1 Review 第一步 复习(时间:10分钟)

谈论本月的运动计划，导入本课部分生词和重点句型Would you mind …?

1. (复习be going to结构，导入新课。)

T: Doing sports is good for our health, so we should do sports often. Are you going to make a sports plan for this month? Please talk about your sports plan with your partner, then report it to the class.

(教师在教室内巡视，帮助学生完成关于计划的讨论。)

S1: Which sport are you going to do?

S2: I am going to …

S3: …

T: Good! I want to make a sports plan, too. S4, can you help me?

S4: Of course.

T: Thanks a lot. You can give me a hand. What does the phrase“give me a hand”mean? Do you know? OK, let me tell you. It means “help me”. )

T: S5, could you please give me a hand.?

S5: Of course. / Sure. What is it? (可帮助学生回答。)

T: (指着教室的门问) It’S5:Not at all.(学生去开门。)

)

(可让学生们用该句型自由操练两三分钟。)

(展示一幅一名学生卧病在床的图片。)

T: Look at the picture. This is Wang Tao. What’s wrong with him? You can tell me in Chinese.

Ss: 病了。

T:

)

T: What a pity! Wang Tao fell ill. He is one of our basketball players

in the basketball game. He can’t take part in the game. S6S6T: OK. Let’

)

Step 2 Presentation 第二步 呈现(时间:5分钟)

利用1a图片，结合对话情境，学习要求和应答等交际功能的表达形式。

1. (让学生听1a录音，并回答问题。)

T: Let’s look at the picture in 1a. Kangkang is talking with Michael. What are they talking about? Please listen to the dialog in 1a, then answer the following questions:

(1) What are they going to do this Saturday?

(2) What’s wrong with one of Kangkang’s teammates?

(3) What does Kangkang want Michael to do?

(核对答案。)

2. (让学生跟读1a录音并画出关键词，为角色表演做准备。)

T: Now listen and read after the tape, and underline the key words.

Step 3 Consolidation 第三步 巩固(时间:10分钟)

进一步巩固1a，模仿1a编对话并表演，培养学生运用所学语言的能力。

1. 让学生分角色表演1a的对话。

2. (让学生进行角色表演.)

T: Work in pairs to act the dialog out according to the key words. After a while, I will ask some students to act it out in front of the class.

S1: …

S2: …

(对表演优秀者，教师给予表扬。)

3. (让学生听1b录音，独立完成1b。)

T: Listen to the tape and choose the correct answers in 1b. Learn to make requests and responses. (学生可听两遍，听完后核对答案。)

4. 让学生独立完成1c, 学生在做的时候教师板书,然后带领学生一起核对答案并解释重点短语及用法。

Step 4 Practice 第四步 练习(时间:12分钟)

1.在PPT上通过1d的内容讲解直接宾语和间接宾语。

2.让学生观察2的图片并听2的录音，完成2。

Step 5 Project 第五步 综合探究活动(时间:8分钟)

把本课所学知识运用于实际交际，培养学生综合运用语言的能力。

1.让学生小组合作练习2的对话。

2.带领学生学习中华人民共和国体育法相关条例。

3. Homework:

用今天所学的主要句式和短语造五个句子或编对话。

Section B

The main activities are 1a and 3. 重点活动是1a和3。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and phrases:

shout at, fight, be angry with, do one’s best, nothing, keep doing sth.,

2. Learn some useful sentences:

(1)What do you mean ？

(2)Kangkang, Michael，don’t be angry with each other .

(3)Keep trying!

(4)We’re sure to win next time.

3. Learn to express complaints and apologies:

(1)Blame others:

①We lost because you woundn’t pass the ball.

② Don’t shout at me like that.

(2)Apologies and responses:

—I am very sorry for what I said.

—It’s nothing.

Ⅱ. Teaching aids 教具

多媒体

Ⅲ.Four-steps Teaching Plan 四步教学法

Step 1 Review 第一步 复习(时间:12分钟)

通过复习Do/Would you mind (not) doing sth.?及应答，导入本课部分生词。

1. (方案一：让学生看卡片，编对话，复习Do/Would you mind (not) doing sth.?句式及其答语。) T: You should use the sentences “Do/Would you mind (not) doing sth.?” “Could/Would you please do sth.?” to ask and answer.

S1: Would you mind not making so much noise?

S2: I’m sorry about that. I won’t do it again.

S3:Would you mind moving your bike?

S4: Sorry. I’ll put it somewhere else.

…

(方案二：做一个游戏，复习表示请求或建议的句式。)

T: Boys and girls, let’s play a game to practice the sentences “Would you mind(not) doing sth.?” First, let’s divide our class into two teams. Team 1 makes statements, Team 2 expresses the same meaning with the opposite pattern.

Example:

Team 1: Would you mind coming to class early?

Team 2: Would you mind not coming to class late?

Team 1: Would you mind not talking loudly?

Team 2: Would you mind talking quietly?

(如果学生在接受教师指令时有困难，教师可在适当的时候使用汉语进行表述。)

Team 1: Would you mind moving your bike?

Team 2: Would you mind not putting your bike here?

Team 1: Would you mind cleaning your room?

Team 2: Would you mind not making your room so dirty?

(可以让学生在练习时，适当地加入回答。)

T: Well done!

2. (利用图片导入新单词。)

2 1

(展示第一幅图。)

T: Look at Picture 2. What are they doing? 引导学生给出答案。)

T: Yes, they are fighting.

)

T: Do you think it’s good or bad to fight with others?

Ss: It’s bad.

T: Right. Don’t fight with others. If you do that, please say sorry to him/her. S6, did you fight

with your friends?

S6: No. / Yes.

(若回答Yes。)

T: Who did you fight with? Would you mind saying sorry to him?(假设把与之闹矛盾的同学叫过来，借此机会让其和解。)

S6: I’m sorry.

S7: It’教师帮其回答。)

T: S6, S7

)

T: Good, please shake hands.(让其握手。) (教师展示第二幅图片。)

T: OK, look at Picture 3. What’s wrong with the boy?

Ss: He is angry. (帮助学生回答，同时做发怒、生气的表情。)

Ss: I/We don’t know.

T: Sorry. I don’

)

)

TOPIC,2,I,WILL,KICK,THE,BALL,AGAIN,教案(二)
八年级上册Unit 1 Playing Sports Topic 2I’ll kick you the ball again Section C教案设计

仁爱版八年级上册Unit 1 Playing Sports Topic 2I’ll kick you the

ball again Section C教案设计

Ⅰ. Material analysis

本节课为单元第四课时，主要活动为1a和2。

1a简单介绍了篮球形成的原因、经过及打篮球基本规则，让学生了解了打篮球的历史意义，教育学生要热爱篮球运动，传承历史文化。2通过近义句的学习丰富了学生的语言积累，避免单一的表达。课后要求学生写一篇有关篮球运动的文章，旨在将热爱运动的思想耕织于学生心中。

Ⅱ. Teaching aims Knowledge aims：

1. 能根据音标，正确朗读出单词表中单词及短语。 2. 能正确拼读并运用单词。

3. 能运用can, can’t , must, should 等情态动词提建议。如： You can throw it from any part of the court. You must follow the rules.

You can’t hold the ball and run with it. You should have good skills.

4. 能正确使用以下短语，复述本课课文，简单地介绍篮球运动。

invent sth, come into being, stop…from doing sth, follow the rules, enjoy doing sth

Skill aims：

1. 能听懂本课文本材料以及与篮球运动相关的课堂用语。

2. 能熟练地口头谈论有关篮球的历史，规则及意义的话题。 3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。 4. 能规范地模仿本课课文，写出有关篮球运动的文章。 Emotional aims：

教育学生要热爱篮球运动，体现合作精神，突出团队协作的重要性。 Ⅲ. The key points and difficult points Key points：

invent sth, come into being, stop…from doing sth, follow the rules, enjoy doing sth

的运用。【TOPIC,2,I,WILL,KICK,THE,BALL,AGAIN,教案】

Difficult points：

1. 短语come into being的运用。

2. 动词不定式作表语的结构：The goal is to throw the ball… 3. any在肯定句中的运用。You can throw it from any part… Ⅳ. Learning strategies

1. 运用图片猜测文章的内容，有助于学生整体理解文章。

2. 根据长课文进行缩写，训练学生对报纸、杂志等刊登的长文章的转述能力。

Ⅴ. Teaching aids

Computer multimedia projector, a short video of a basketball game Everyday saying: Constant dripping wears away a stone. 水滴穿石。 Ⅵ. Teaching procedures【TOPIC,2,I,WILL,KICK,THE,BALL,AGAIN,教案】

TOPIC,2,I,WILL,KICK,THE,BALL,AGAIN,教案(三)
八年级仁爱Unit1 Topic2教案

Unit1 Topic 2 I’ll kick you the ball again

Key words and phrases:

ill,mind,kick,pass,certainly,somewhere,throw,fight,angry,nothing,finish,grandfather,invent,century,become,into,through,side,basket,follow,example,hold,skill,as,than,score,main,person,hero,grass,point,hit,fall ill ,give sb. a hand, do well in ,do one’s best ,be angry with ,talk about ,at first, come into being, for example … Target languages:

I pass the ball to you .And you pass the ball like this.

Would you mind teaching me?-Not at all. You can do it!

Would you mind if I try it again?

Would you mind not throwing bottles around? Sorry I won’t do it again.

Section A

The main activities are 1a and 2.

Teaching aims and demands:

1. Go on learning the Simple Future Tense.

2. Requests and suggestions.

Teaching procedure:

Step 1 Review

1. Let the students talk about their favorite sports and favorite players.

2. Let the students talk about their daily exercise.

3. Let the students talk about their exercise plan.

Step 2 Presentation

1. The teacher shows Picture 1 to learn “fall ill”. The teacher and the students ask and answer like this:

The teacher shows Picture 1 to learn “fall ill”. The teacher and the students ask like this:

(Write down the dialog on the blackboard.)

A:What’s wrong with him? (Help the students to answer）

B:He falls ill.

Picture 1 Picture 2 Picture 3

The teacher shows Picture 2 to learn the Capital Stadium. The teacher and the students ask and answer like this:

A:What’s this?（Help the students to answer）

B:The teacher helps the students to make a dialog, presenting: be glad to, far from, would you mind...?

A:Do you want to go to the Capital Stadium?

B:Yes.Very much.Is it far from here?

A:Yes.You’d better take a bus.

B:Would you mind going there with we?

A:Not at all.Let’s meet at the school gate.

The teacher shows Picture 3 to learn “smoke”. The teacher and the students ask and answer like this:

A：What’s he doing? (Help the students to answer）

B：He is smoking.

2.Listen to 1a and answer the following questions:

Can you guess: “ do me a favor”?

What will they do this Saturday?

What’s wrong with one of Kangkang’s teammates?

Read the dialog and finish 1a.

Step 3 Consolidation

1.Ask the students to listen to Section A 1a and follow the tape. Ask them to mark the intonations.

2.Ask them to read with the tape together.

3.Act out 1a in pairs.

4.In pairs, the students make a similar dialog according to 1a, and finish 1b.

5.Work alone, listen to the tape , fill in the blanks, and finish 1c.

Step 4 Practice

1.In pairs, number the sentences to make a conversation, then practice with their partners and finish 2.

2.Work alone, listen to the tape and match the conversation with the pictures, and finish 3.

3.In pairs, practice with their partners according to 3.

Step 5 Project

In pairs, make two conversations.

1.Ask the way with the words: do me a favor, far from

2.Ask others to do something with the drills: Would you mind...? / Would you mind not...?

一般将来时：

（一）be going to 结构:

①表示主语进行某一将来行动的打算、意图。这种打算常经过预先考虑并含有自己做好

某些准备的意思，因此通常认为用be going to表达的行动很可能会见诸实践。 如：I’m going to play basketball with my classmates this Sunday.

我打算本周日和同学们一起打篮球。

She is going to buy a sweater for her mother.

她打算为她妈妈买一件毛衣。

②表预测。指根据迹象推测，而且马上或很快就要发生。

如：Look at those clouds. It’s going to rain. 瞧那些乌云！快要下雨了！

（二） will + 动词原形：表示单纯的将来事实，常与表将来的时间状语

如:tomorrow, soon, later, next time(week/month/year…)等连用。will not = won’t; 缩略形式为’ll.

① 表示作出立即的决定。这种意图并未经过事先的考虑或计划，是临时的一种决定。 如：a. ----Please put your things away, Tom. 汤姆，把你的东西收拾好。

----I’m sorry. I’ll do it right away. 对不起。我马上就去做。

b. ----Would you like coffee or tea? 您要咖啡还是茶？

----I will have a cup of tea, please. 我要一杯茶。

c. Don’t worry. I’ll help you. 别担心。我会帮你的。

② 表示预测。指说话人对于将来的看法、假设和推测。

如： I’m sure our team will win next time. 我确信下次我们队会赢。

Maybe she will go to the gym. 也许她会去体育馆。

③ 表示许诺。如： I’ll do better next time. 下次我会做得更好的。

I’ll visit you tomorrow. 明天我会去看你的。

句式：肯定句：I/She/He/They will go to play baseball soon.

否定句：I/She/He/They won’t go to play baseball soon.

一般疑问句：Will you/she/he/they go to play baseball soon?

回答：Yes, I/she/he/they will. No, I/she /he/they won’t.

Language points:

1．give sb a hand给某人帮助

E.g Could you help me? = Could you give me a hand?你能帮我吗？

2．But one of my teammates fell ill.

one of + 名词复数 表示 “其中之一……”, 主语是one,表单数.

如: One of my teammates is strong and tall. 其中我的一个队友又高又壮。

One of my friends likes English 其中我的一个朋友喜欢英语。

3.fall<fell> ill病倒了

E.g Yesterday my mother fell ill.

ill 与 sick 都表示 “生病的”, 只能作表语而既可作表语也可作定语.

如: The man is ill/sick. 那个男人病了. (作表语)

He is a sick man. 他是个病人. (作定语)

4.I’d be glad to.

be glad/nice/happy/pleased to do sth. E.g I’d be glad to help.

5. Would you mind teaching me?

Would/Do you mind (sb<my/me>)doing sth.你介意（某人）做某事吗？/请你。。。好不好？/如果。。。可以吗？表示可以，要说Not at all.完全不介意/Of course not.=Certainly not.当然不反对

如果表示介意，反对，则说Yes,please don’t./Better not./Sorry.I’m afraid you’d better not.

mind doing sth.介意做某事→mind not doing sth.介意别做某事

E.g Would you mind teaching me? = Would you please teach me? 你教我好吗？ Would you mind not smoking here ? 你不要在这里抽烟好吗？

Would /Do you mind后接if引导的从句是表示请求允许的常用句型，如果。。。，你介意吗？E.g Do you mind if smoke here?

6.Let’s go and practice.

practice(keep) doing sth 练习（一直）做某事

E.g You should practice speaking English every morning.

7.right now(away)=at once=in a minute立刻，马上。

8.①Could/Would you please do me a favor? Sure.What is it?

②Will you join us? I’d be glad to.

③Would you mind teaching me? Not at all.(Of course not.)

9.Sorry.I’ll put it somewhere else.

somewhere<不定副词>/something<不定代词> 形容词修饰不定代词/不定副词时，常放在其后。E.g Can we go somewhere cool?

Section B

The main activities are 1a and 2.

Teaching aims and demands:

1. Go on learning the Simple Future Tense and the Simple Past Tense.

2. Blame others.

3. Apologies and responses.

Teaching procedure:

Step 1 Review

1. In pairs, practice and act out the conversations about asking the way.

2. In pairs, practice and act out the conversations about asking others to do something.

Step 2 Presentation【TOPIC,2,I,WILL,KICK,THE,BALL,AGAIN,教案】

1. The teacher shows the pictures to the students. Learn the new words and phrases:

careless, goal, fight, angry. And write down the new words on the blackboard.

Picture 1 Picture 2 Picture 3 Picture 4

The teacher shows Picture 1. The teacher and the students ask and answer like this: A：Look at Li Ming’s homework. How is Li Ming? (Help the students to answer) B:He is careless.

The teacher shows Picture 2. The teacher and the students ask and answer like this: A:What did he do? (Help the students to answer)

B:He got a goal.

A:If he didn’t get a goal, he missed a good chance.

The teacher shows Picture 3. The teacher and the students ask and answer like this: A:What are they doing? (Help the students to answer)

B:They are fighting.

The teacher shows Picture 4. The teacher and the students ask and answer like this: A:What’s wrong with Li Ming? (Help the students to answer)

B:He is angry.

The students ask and answer in pairs to practice the new words. They can also make other exercises. For example:

The teacher shows Picture 1. The teacher and the students ask and answer like this: A:Li Ming’s careless. How will Li Ming do? (Help the students to answer) B:He will try his best.

The teacher shows Picture 2. The teacher and the students ask and answer like this: A:If he misses the goal, he misses a good chance. How will his teammates feel? (Help the students to answer)

B:They will feel angry with him and someone may say“shame on you”.

2.Listen to 1a and answer the following questions:

Did Michael miss a good chance?

Will Michael do better next time?

Read the dialog and finish 1a.

Step 3 Consolidation

1.Ask the students to listen to Section A 1a and follow the tape. Ask them to mark the intonations.

2.Ask them to read with the tape together.

3.Act out 1a in pairs.

4.Work alone. Read 1a and fill in the blanks with the words in the box. Check the answers and finish 1b.

Step 4 Practice

1. Work in pairs. Finish the dialogs with the given words. Ask some students to act them out in front. Finish 2.

2. Work alone. Match the complaints and the apologies. Finish 3.

3. Work in pairs. Practice in pairs and act out according to 3.

TOPIC,2,I,WILL,KICK,THE,BALL,AGAIN,教案(四)
八年级上册Unit 1 Playing Sports Topic 2 I’ll kick you the ball again Section A 教学设计

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?

TOPIC,2,I,WILL,KICK,THE,BALL,AGAIN,教案(五)
八年级上册Unit 1 Playing Sports Topic 2 I’ll kick you the ball again. Section B教学设计

仁爱版八年级上册Unit 1 Playing Sports Topic 2 I’ll kick you the

ball again. Section B教学设计

Ⅰ. Material analysis

Section A and Section B 的内容整合，用三个课时上完。

本节课为单元第二课和第三课时，用两课时上完，主要活动为Section B 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：One player doesn’t make a team. 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）What about doing sth?（3）sb should do sth.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. 能区分元音音素/e/和/}/的发音，并能正确拼读单词，注意对应的字母组合的拼写规

则；能在句中正确朗读辅音的不完全爆破。

2. 能正确拼读并运用单词表中的单词: fight, angry, nothing, finish, grandfather.

3. 能正确运用以下短语造句：

shout at sb, do one’s best, be angry with sb, talk about sth, keep doing sth.

4. 能自如地运用以下功能性语言进行交流，表达提建议、道歉: Don’t shout at me like that. Please don’t fight.

You should learn teamwork.

What about saying sorry to Michael? I am sorry for what I said. It’s nothing.

5. 能对双宾结构进行句型转换，理解并能运用双宾语结构。 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. 能正确地用英语在团队中提建议、向他人道歉。 3. 能正确朗读课本的文本材料及难度相当的材料。 4. 能书面表达提建议，道歉等。

Emotional aims：

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