八年级上册教案设计

Unit 1 Playing Sports

Topic 2 I’ll kick you the ball again.
Section A
Ⅰ. Material analysis
本课时的主要活动为 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
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。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。

Unit 1 Topic 2 Section A 1

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?
Will you…？
Difficult points：
1. 双宾语：subject + vt + indirect object + direct object.
2. 1c 活动中近义句的转换。
Ⅳ. Learning strategies
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. Teaching aids
Computer multimedia projector, a short video of a ping-pong game
Everyday saying: There’s no “I” in teamwork. 全队的配合不分你我。

Unit 1 Topic 2 Section A 2

Ⅵ. Teaching procedures

Interaction
Step Student activity Teacher activity
pattern
1. The whole 1. Focus their attention 1. Get students ready for
class work on the teacher. learning.
2. The whole 2. Read the saying aloud. 2. Show everyday saying for
class work the students.
( one saying a week )
3. Two students’ 3. A girl and a boy 3. Ask a girl and a boy to
work report, introducing give the everyday report:
their weekend plan. My weekend plan.
4. The whole 4. Students watch the 4. Teacher plays the video of
class work video. playing table tennis to
introduce the topic “We
should learn teamwork”.
5. Some 5. Students give some 5. Teacher asks students
students’ examples: when and where we need
work (1) Discuss in groups. teamwork.
Introduction
(2) Play football.
（5 minutes）

6. Students discuss in 6. Teacher shows the pictures

6. Group work groups and try to of 1a on the screen,
answer the teacher’s letting the students guess:
questions:
(1) S1: He is ill. (1) What’s wrong with the
S2: He is sleeping. boy in bed?
(2) S3: Maybe they are (2) What is Kangkang
talking about a talking to Michael?
football game.
(3) S4: Maybe he is (3) Who is the sleeping
Kangkang’s boy?
friend or
Michael’s
friend.

Unit 1 Topic 2 Section A 3

 1. The whole 1. Students make sure 1. Finish 1b. Teacher asks
class work that they understand the students to read the
what the statements statements in 1b.
mean.
2. The whole 2. Students try to catch 2. Teacher plays the
class work the general idea of the recording for the first
dialogue and fill in the time without stopping.
blanks.
3. The whole 3. Students write down 3. Teacher plays 1a for the
class the keys, paying second time, and stops
work attention to the causes. when necessary.
4. Students complete the 4. Teacher lets students scan
4. The whole blanks they haven’t 1a and complete 1b.
class finished.
work 5. Volunteers write answers 5. Teacher asks two students to
to 1b on the blackboard. write answers to 1b, and then
5. Some helps to correct the wrong parts.
students’ 6. Students answer the 6. Teacher checks the pre-reading
work three questions together: questions to see if
(1) He fell ill/was ill. students have guessed
6. The whole (2) They are talking correctly:
class about the football (1) What’s wrong with the
Presentation work game on Saturday. boy in bed?
(10 minutes) (3) He is one of (2) What is Kangkang
Kangkang’s talking to Michael?
teammates. (3) Who is the sleeping boy?
7. Students say together: 7. Focus on practicing “Would
Would you mind you mind doing…with me?”
rowing/cycling/skating Teacher shows some verb
/playing tennis/ swimming phrases on the screen for the
7. The whole with me? students so that they can practice
class replacing with those phrases:
work rowing, cycling, skating,
playing tennis, swimming.
8. Students read the dialogue 8. Teacher plays the recording
after the recording sentence sentence by sentence.
by sentence.
9. Students try to follow 9. Teacher plays the recording
the speed, paying attention for the last time without
8. The whole to the pronunciation and stopping.
class the intonation.

Unit 1 Topic 2 Section A 4

 1. The whole 1. Students try to 1. Teacher explains the phrases
class work understand the in box by using synonymous
explanation of the phrases.
phrases.
2. The whole 2. Teacher gives two or three
class work 2. Students read 1c, minutes for the students to
understanding what finish 1c.
they should do, and
3. Group work then finish 1c. 3. Teacher asks two or three
3. Students can discuss students to write their
in answers on the blackboard.
groups and volunteers
4. The whole write the answers on 4. Teacher explains the
class work the blackboard. structure of “the subject +
4. Students know direct vt + indirect object +
object and indirect object direct object” in Chinese,
Consolidation after listening. showing a few examples.
(10 minutes) 5. The whole 5. Teacher asks the students
class work to finish 1d.
5. Students underline the
6. Some sentences and rewrite 6. Teacher checks the answers.
students’ them.
work 6. Volunteers read the 7. Teacher explains some key
7. The whole answers. points and difficult points to
class work 7. Students underline in the students:
their books and make (1) The structure of “ the
some notes. subject + vt+ indirect
object + direct object”
(2) The synonymous phrases:
fall ill / be ill
(3) one of +plural nouns
(4) mind doing sth
(5) keep doing sth
(6) have a try

Unit 1 Topic 2 Section A 5

 1. The whole 1. Students look at the
class work pictures and say some
phrases: the high jump,
play basketball, play
football, litter things.
2. The whole 2. Students listen and finish
class work A in 2 first.
3. The whole 3. Students write down the
class work answers in their books .
Practice
(10 minutes)
4. Group work 4. Students check their
and individual answers to B in 2. They
work may discuss in groups.
5. Group work 5. Four students from the
same group write the
answers on the
blackboard. Each student
writes one answer.
Unit 1 Topic 2 Section A 6
1. Teacher encourages the
students to look at the
pictures in 2 and guess
what’s happening.
2. Teacher plays the recording.
3. Teacher plays the recording
and pauses after each
dialogue.
4. Teacher plays the recording
for the third time.
5. Teacher checks the students’
answers, asking a group
to show their answers on
the blackboard. Teacher
corrects the wrong parts.
 1. The whole class 1. Students practice the
work and pair dialogue by replacing
work the following phrases
and ask and answer in
pairs:
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.
2. The whole 2. Students practice in 2. Teacher shows the
class pairs in the same way:
work and pair shouting aloud;
work coming home too late;
coloring the wall;
drinking too much;
crossing the street
when the traffic
Production lights are red.
(8 minutes) 3. Students practice 2 in 3. Teacher asks the students
3. The whole pairs to make sure that
class they can read the
work dialogue fluently.
4. Students summarize 4. Teacher shows the summary
Section A with the teacher
4. The whole by doing exercises
class shown on the screen.
work 5. Students do homework 5. Teacher assigns homework:
after class:
(1) Memorize the
5. Individual work summary after class.
(2) Students write down
the retelling after
class and prepare
for the reporting
tomorrow.
(3) Students learn
Section B after
class by themselves.
Unit 1 Topic 2 Section A 7
1. Teacher organizes 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.
dialogue Four on the
blackboard, letting
students do pair work.
—Would you mind not
throwing bottles around?
—I’m sorry about that.
I won’t do it again.
to practice 2 in pairs in
their own groups to prepare
for a speed competition.
to the students.
(1) Review the summary
after class.
(2) Retell 1a and report it
to the whole class
tomorrow.
(3) Prepare Section B
after class.
 It’s hard for the students to use the structure of “subject + vt +
indirect object + direct object” freely. It’s also hard for the students to
Teaching
paraphrase the synonymous sentences. Teacher should design more
Reflection
relevant exercises for the students.

Ⅶ. Blackboard design

Unit1 Playing Sports

Topic2 I’ll kick you the ball again.
Section A
Would you mind (not) doing sth? fall ill/be ill
Do you mind (not) doing sth? be good at/do well in
kick the ball to me= kick me the ball Would you mind …?
give me a hand Could you… please?

Unit 1 Topic 2 Section A 8