【正文】 新湘教英語(yǔ)八年級(jí)上 Unit 1 Sports and Games Topic 2 教案 I. Teaching objectives 教學(xué)目標(biāo) II. Teaching materials analyzing 教材分析 Section A 1a、 1b 是兩個(gè)男生之間的對(duì)話(huà)，還是圍繞著運(yùn)動(dòng)這個(gè)話(huà)題，并讓學(xué)生模仿對(duì)話(huà)練習(xí)。 2a 是個(gè)聽(tīng)力練習(xí)，同時(shí)學(xué)習(xí)如何表達(dá)請(qǐng)求和回復(fù)； 2b 要求學(xué)生把請(qǐng)求與適當(dāng)?shù)幕貜?fù) Skill Focus 聽(tīng) Listen to people talking about requests and responses. 說(shuō) Talking about team games and racing, expressing plains and apologizes, making requests and responses. 讀 Read about the history of basketball and someone’s sports life. 寫(xiě) Write passages to introduce sb. and some sports. . Language Focus 功能句式 Making requests and responses Could you please do me a favor? Sure. What is it? Will you join us? I’d be glad to. Would you mind teaching me? Not at all. 詞匯 1. 重點(diǎn)詞匯 ill, mind, practice, window, smoke, somewhere, careless, chance, fight, angry, serve, ready, important, petition, invent, college, even, score, well, basket, throw, follow, over, century, however, tired, active, mile, fresh, instead, build, bee, coach, feeling 2. 認(rèn)讀詞匯 favor, teammate, No., make one’s bed, right away, loudly, goal, quickly, clearly, at once, traveling, tiring, Canadian, indoor, court, more and more, chips, easily, instead, runner 3. 短語(yǔ) fall ill, be glad to, get to, Capital Stadium, far from… , do one’s best, turn down, in a minute, as well, Springfield College, build up 語(yǔ)法 Will for intentions I’ll play in the basketball game. Will you e and cheer us on? I’ll be there soon. I’ll go somewhere else. 搭配并表演該對(duì)話(huà)； 3 是個(gè)聽(tīng)說(shuō)訓(xùn)練，圖文搭配。 Section B 1a 是 3 組朋友之間的對(duì)話(huà)，讓學(xué)生進(jìn)行情景表演； 1b是詞匯練習(xí)，將 閱讀與詞匯很好的結(jié)合在一起學(xué)習(xí)； 2 重點(diǎn)學(xué)習(xí)本節(jié)的重 點(diǎn)句型 Would you mind… ? 3 加強(qiáng)學(xué)生對(duì)請(qǐng)求和回復(fù)的掌握。 Section C 1a、 1b 的對(duì)話(huà)發(fā)生在小記者 Kangkang與籃球運(yùn)動(dòng)員之間； 1c 是個(gè)寫(xiě)作練習(xí)，假設(shè)自己是 Ming，寫(xiě)一段自我介紹； 2 是一篇有關(guān)籃球歷史的閱讀理解，讓學(xué)生了解籃球的誕生過(guò)程； 3 是個(gè)課堂小活動(dòng)，調(diào)節(jié)課堂氣氛。 Section D 1a、 1b 是一篇有關(guān)跑步鍛煉的閱讀，學(xué)生通過(guò)對(duì)鍛煉前后的對(duì)比，使學(xué)生加強(qiáng)自身身體鍛煉； 2聽(tīng)力練習(xí)； 3a、 3b 的語(yǔ)法學(xué)習(xí)讓學(xué)生復(fù)習(xí)掌握如何表達(dá)請(qǐng)求和回復(fù)； 4 強(qiáng)化練習(xí)本節(jié)的重點(diǎn)句型 Would you mind… ? 4 是個(gè)課堂小活動(dòng)，讓學(xué)生自己學(xué)習(xí)乒乓球這項(xiàng)體育運(yùn)動(dòng)的歷史。 III Teaching plans for each period 分課時(shí)教案 The fifth period Listening and speaking Target language 目標(biāo)語(yǔ)言 1. Words amp。 phrases 生詞和短語(yǔ) ill, fall ill, be glad to, mind, practice, window, get to, No., Capital Stadium, far from, smoke, somewhere, make one’s bed, loudly, right away 2. Key sentences 重點(diǎn)句子 Could you do me a favor? But one of my teammate fell ill. But I am not good at it. Would you mind teaching me? You need to take bus No. 2. Ability goals 能力目標(biāo) Enable the students to understand the requests and responses and express plaints and apologies. Learning ability goals 學(xué)能目 標(biāo) Help the students listen to the requests and responses and express plaints and apologies. Teaching important and difficult points 教學(xué)重難點(diǎn) Understand the requests and responses. Teaching aids 教具準(zhǔn)備 A tape recorder. Teaching procedures and ways 教學(xué)過(guò)程與方式 Step I Lead in T: Good morning, boys and girls. Ss: Good morning. Mr. / Ms… T: If you get into trouble, what will you do? S1: I will try my best to solve it, but maybe it’s difficult. S2: I will ask my parents to help me. S3: I will ask some friend to give me some help. T: Good. No matter what, most people will ask for some help. Let’s listen to a dialog between Kangkang and Michael. Listen carefully what happened. Step II Listening (1a, 1b, 2a) Play the recorder once. If necessary, play the recorder again. T: OK. What’s wrong with Kangkang? S1: He will have a soccer game this Saturday. But one of his teammates fell ill. He wants Michael join them. T: Good. Dose Michael agree with him? S2: Yes. T: You have understood the conversation. Practice it with your partner and roleplay the conversation. You can change some information if you want to. After students practice the conversation, ask two pairs to perform it for their classmates. Then let students do the other listening practice. T: Listen to else two listening material, listen and fill in the blanks. Play the recorder. Then check the answers. T: Up to now, we listened 3 listening material. Have you find out the mon grounds and the purpose that we listened to them? S1: The mon ground is they all need others’ help. T: Good. They made requests. S2: So I think the purpose that we listened to these materials is learning how to make request and responses. T: Yes. Have you learned it? Please write some sentences in your exercise book that you’ve learnt from the listening practice. After students finished, teacher show some sentences on the slide. 1. Could you please do me a favor? Sure. 2. Will you join us? I’d be glad to. 3. Would you mind teaching me? Not at all. T: These sentences are from the listening material. Have you written them down? Ss: Yes. Step III Work alone (3) T: There are four pictures. Let’s look at them and guess where they are and guess what the relationship is between them. Give students one minute to discuss with their partner. S1: The first picture is in hospital. The woman is a nurse and maybe the man is looking in the patient. S2: The second picture is at the door. Maybe the old woman is the man’s neighbor. S3: The woman in third picture is at home. Maybe the man is her husband or her friend. S4: The fourth picture is at the boy’s room. The woman is his mother. T: Good. Now listen and read the four dialogs. Then match them with the pictures and check if you guess is right. Let students match the conversations with pictures. T: The four conversations are all about requests and responses. There is an important sentence pattern: ―would you mind… ?‖ Do more practices after class. Step IV Homework (2) T: There are ten separate sentences. Match the requests with the right responses. Then practice with your partner and act out the conversation. See you next class. The sixth period Speaking and Vocabulary Targe