Production (8 minutes) 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 class 2. Students practice in work and pair pairs in the same way: work shouting aloud; coming home too late; coloring the wall; drinking too much; crossing the street when the traffic lights are red. 3. The whole class 3. Students practice 2 in work pairs to make sure that they can read the dialogue fluently. 4. The whole class 4. Students summarize work Section A with the teacher by doing exercises shown on the screen. 5. Individual work 5. Students do homework after class: (1) Memorize the 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. 36
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. 2. Teacher shows the 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. 3. Teacher asks the students to practice 2 in pairs in their own groups to prepare for a speed competition. 4. Teacher shows the summary to the students. 5. Teacher assigns homework: (1) Review the summary after class. (2) Retell 1a and report it to the whole class tomorrow. (3) Prepare Section B after class.
Teaching Reflection 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 paraphrase the synonymous sentences. Teacher should design more 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?
八年级上册教案设计 Unit 1 Playing Sports Topic 2 I’ll kick you the ball again.
Section B
Ⅰ. Material analysis
本课时的主要活动为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/ aI / 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
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Knowledge aims：
1. 能区分元音音素/e/和/ aI /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：
通过对Section A的学习，学生能够在团队合作中, 学会为他人提建议，犯了错误要勇于向他人道歉。在谈论运动合作时，强化学生在积极参与运动时要主动配合他人的意识，将团队精神渗透到学生的学习和生活中。 Ⅲ. The key points and difficult points Key points：
对双宾语用法的巩固: subject + vt.+ indirect object + direct + subject. 能清楚地找出短文中的直接宾语和间接宾语。 Difficult points：
1. 对be sorry for what I said 中what的理解。 2. 对不完全爆破读音的正确把握。 Ⅳ. Learning strategies
1. 通过再现复习双宾语的用法，让学生懂得复习也是一种学习。
2. 通过模仿录音的不完全爆破，让学生知道模仿读音是纠正自己读音的很好的学习途径。 Ⅴ. Teaching aids
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Computer multimedia projector, phonetic syllable cards, word cards Everyday saying: There‘s no ―I‖ in teamwork. 全队的配合不分你我。
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
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1. The whole class work 2. The whole class work 3. Two students‘ work Introduction （8 minutes） 4. Individual work 5. The whole class work 1. Focus their attention on the teacher. 2. Read the saying aloud. If There‘s no ―I‖ in teamwork 3. The girl and the boy should try to be the better one. A sample: Kangkang‘s team is going to have a soccer game against Class Five on Saturday, but one of his teammates falls ill. So he asks Michael to join them. Michael isn‘t good at playing soccer. So Kangkang and Michael are practicing on the playground, and they keep trying it. 4. Students discuss in groups, and try to answer the teacher‘s questions. (1) S1: They look unhappy. (2) S2: Maybe they didn‘t win the game. 5. Students listen carefully, catching the meanings of ―angry‖ and ―fight‖ with the help of the picture. 1. Get students ready for learning. 2. Show everyday saying for the students. (one saying a week ) 3. Ask a girl and a boy to retell 1a in Section A. 4. Teacher goes on with the topic: Kangkang and Michael‘s soccer game is over. Can you guess: Did they win the game? Teacher shows the pictures of 1a on the screen, letting the students guess: (1) What‘s wrong with Kangkang and Michael? (2) Why do Kangkang and Michael look unhappy? 5. Learn new words ―fight‖ and ―angry‖. Teacher shows Kangkang and Michael‘s picture, indicating ―They are unhappy,‖ because ―They are angry.‖ and ― They are fighting.‖
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