Presentation (10 minutes) 1. The whole class work 2. The whole class work 3. The whole class work 4. The whole class work 5. Two students‘ work 6. The whole class work 7. The whole class work 8. The whole class work 9. The whole class work 1. Students make sure they understand what the statements mean. 2. Students try to catch the general idea of the dialogue . 3. Students listen and mark ―T‖ or ―F‖. 4. Students correct their answers while reading. 5. Volunteers write their answers on the blackboard. 6. Students finish 1c, and they may discuss it after finishing writing the answers in their books. Three volunteers show their answers on the blackboard. 7. Students underline the important language points, and they should know their meanings. 8. Students read the dialogue after the recording sentence by sentence. 9. Students try to follow the speed. 1. Finish 1b.Teacher asks the students to read the statements in 1b. 2. Teacher plays the recording for the first time without stopping. 3. Teacher plays the recording for the second time. 4. Teacher lets students read 1a carefully and check 1b. 5. Check 1b. Teacher asks two students to write their answers, and then helps to correct the wrong parts. 6. Teacher asks the students to finish 1c, and then check their answers. 7. Explanation of the language points in 1a: lose- lost wouldn‘t pass the ball shout at did his best learn teamwork make a team be angry with sb what about doing sth say sorry to sb It‘s nothing. 8. Teacher plays the recording sentence by sentence. 9. Teacher plays the recording without stopping.
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1. The whole class work 2. The whole class work Consolidation 3. Group work (10 minutes) 4. The whole class work 1. Students observe the example first, and then they write the answers in their books: (1) You can also pass the ball to a teammate. (2) Please throw the ball to me. (3) My dad bought my brother a basketball. (4) Bring a present to Peter. (5) I made my grandfather a big cake. 2. Five students write their answers on the blackboard. The sixth one checks and reads the answers. 3. Six 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. 4. Students make the conclusion: subject + vt + indirect object + vt+ direct object = subject + direct object + to indirect object. 1. Finish 3. Teacher lets the students observe the structure of the example and paraphrase the sentences in 3. 2. Teacher checks their answers, and six students from different group finish checking. Teacher gives help when necessary. 3. Teacher organizes a competition to read 3. Six groups will be in the competition, and the first three groups will be the winners. 4. Conclusion: Teacher instructs the way of changing the structure of ―subject + vt+ indirect object + direct object‖ (direct object: things; indirect object: person.)
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Practice (10 minutes) 1. The whole 1. Students read 1a in pairs. 1. Teacher organizes the class work students to practice 1a in pairs. 2. Pair work 2. Students C1, C2, B1 and 2. Teacher asks the students to B2 from different groups perform 1a. show the performance in front of the class. The best group will get 5 points. 3. The whole 3. Students match the verbs. 3. Teacher lets the students class work look at 2 and match the verbs. 4. Group work 4. Students discuss their 4. Teacher checks the and individual answers in groups, and students‘ answers. work choose one to read their answers. 5. The whole 5. Students write down the 5. Teacher asks the students class work answers in their books by to complete the sentences themselves. by themselves. 6. Group work 6. Students discuss in 6. Teacher asks three students and individual groups, and three volunteers to write their answers on work write the answers on the the blackboard, correcting blackboard. them if necessary. 7. Some students‘ 7. Volunteers read the vowel. 7. Teacher shows phonetic cards / e / and / aI/. work 8. The whole 8. Students correct their 8. Teacher pronounces / e / and / aI/. class work pronunciation as the 9. The whole class work 10. The whole class work 11. The whole class work 12. Pair work 13. The whole class work teacher reads. 9. Students read the cards and say the rules for spelling. 10. Students read after the recording and try to imitate. 11. Students read after 4b, imitating the incomplete plosion. 12. Students check in pairs. A reads, while B listens and corrects. 13. Students read together. 9. Teacher shows the cards. 10. Teacher plays the recording of 4a. 11. Teacher plays the recording of 4b. 12. Teacher lets students check their reading. 13. Read with the recording.
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Production (8 minutes) 1. The whole 1. Students do the exercises 1. Teacher shows the class work and on the screen. summary to the students. pair work 2. The whole class 2. Students finish their 2. Teacher assigns homework: work and pair homework after class. work (1) Memorize the (1) Review the summary summary after class. after class. (2) Students rewrite (2) Rewrite 1c on P11, the essay like this: with the subject being ―I‖. I…, my… (3) Students search the (3) Search the Internet for information about some special information basketball and about basketball. Learn preview the new to read the words and words and text to text of 1c to prepare prepare Section C Section C after class. after class. A writing example: Wang Wei and I are in the same team. We lost a soccer game and we had a fight. I was angry with Wang Wei and shouted at him because he wouldn‘t pass the ball to me. With the help of Ling Ling and Mei Mei, I said sorry to Wang Wei. We learned teamwork is very important. We will practice more. My classmates were sure our team will do better next time.
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Teaching Reflection Students are interested in performing 1a, because four students are involved. Teacher may design more similar activities, asking more than two students to take part in an action.
Ⅶ. Blackboard design
Unit 1 Playing Sports Topic 2 I’ll kick you the ball again. Section B Don‘t shout at me like that. lose---lost Please don‘t fight. fight with sb You should learn teamwork. do one‘s best What about saying sorry to…? be angry with sb I‘m sorry for what I said. talk about It‘s nothing. say sorry/hello to sb
八年级上册教案设计 Unit 1 Playing Sports Topic 2 I’ll kick you the ball again.
Section C
Ⅰ. Material analysis
本节课的主要活动为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：
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