Consolidation (10 minutes) 1. The whole class work 2. Group work and individual work 3. Individual work 1. Two groups show their answers by writing them down on the blackboard. 2. Each student writes down one sentence separately, then they combine the six sentences together to say what the story is. Two groups show two stories. . 3. Students try to do the exercise correctly, paying attention the differences. 1. Teacher checks the students‘ answers of Grammar and Function. 2. Teacher asks the students to make sentences by using ―be going to do / be‖, using the following phrases in groups: play basketball; have a basketball game; climb a mountain; row a boat against…; win (the game); grow up; in the future; 3. Teacher designs exercises about the following phrases: spend time (in) doing sth spend time on sth do sth well do well in sth be good at doing sth take part in… join sb join the club play with arrive in leave for go skating
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Practice (15 minutes) 1. The whole class work and pair work 2. Individual work 3. Individual work 4. Group work 5. Individual work 6. Individual work 7. Group work and individual work 8. The whole class work 1. Students finish writing the passage in 2 with 5 minutes. 2. Three students write their essays down on the blackboard. 3. Another three students correct the essays, using red chalk to correct. 4. Students do the survey in their own group, ask and answer according to the table of the Project, then fill in the table in the Project. 5. Students write down the essay ―My weekend plan‖. 6. Three students write down the essays while others read their own essays. With the help of the teacher and students, they should correct the mistakes. 7. Six students report their weekend plans, trying their best to make the plan more interesting. They will get the scores based on their reporting. 8. Each student has to finish writing his / her own weekend plan and hand in the paper in class. 1. Teacher asks students to finish 2 and write a passage in class. Time is limited. 2. Teacher asks three students to show their writings on the blackboard. 3. Teacher asks another three students to check the essays and helps them when necessary. 4. Teacher organizes the students to do a survey according to the Project. 5. Teacher asks the students to write an essay about ―My weekend plan‖. 6. Teacher calls three students to write their weekend plans on the blackboard and helps to correct the mistakes. 7. Teacher encourages six students from different groups to report their weekend plans to see which group has the most interesting plan, then teacher will give the scores. 8. Collect their writings.
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Production (5 minutes) 1. The whole class work 2. The whole class work 3. Individual work 4. Individual work 1. Students try to read the words in topic 2 aloud. 2. Students write a passage after class. 3. Students read the words after class. Make sure they can read the dialogue of 1a on page 9 correctly. 4. Students collect the names in many ways, asking others or looking for them in newspapers or on the Internet. 1. Teacher leads the students to preview the words in topic 2. 2. Teacher asks the students to write ―My favorite sport‖ after class. 3. Teacher asks the students to read the words on P9-10 after the recording. 4. Teacher asks the students to collect the names of the sports activities and they will show the names on the blackboard in the next class. Teaching Reflection Some students are able to report ―My weekend‖, but others aren‘t. Homework should be assigned to consolidate the reporting so that they can improve their skills. Teacher should design more interesting ways to teach writing.
Ⅶ. Blackboard design Unit 1 Playing Sports Topic 1 I’m going to play basketball. Section D be going to do sth take part in, join …, join in do well in sth play with, play for, play against be good at doing sth arrive in, arrive at spend time (in) doing sth leave for spend time on sth go skating
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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。
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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。
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