英语八年级上册Topic 2 I'll kick you the ball again.优秀ppt课件
展开科普版英语八上
Unit1 Topic2 Section C教学设计
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
1. 能根据音标,正确朗读出单词表中单词及短语。
2. 能运用can, can’t , must, should 等情态动词提建议。如:
You can throw it from any part of the court.
You must follow the rules.
You can’t hold the ball and run with it.
You should have good skills.
3. 能正确使用以下短语,复述本课课文,简单地介绍篮球运动。
invent sth, come into being, stop…from doing sth, follow the rules, enjoy doing sth
4. 能熟练地口头谈论有关篮球的历史,规则及意义的话题。同时,能规范地模仿本课课文,写出有关篮球运动的文章。教育学生要热爱篮球运动,体现合作精神,突出团队协作的重要性。
Ⅲ.The key points and difficult points
Key points:
invent sth, come into being, stop…from doing sth, follow the rules, enjoy doing sth的运用。
Difficult points:
1. 短语come into being的运用。
2. 动词不定式作表语的结构:The goal is to throw the ball…
3. any在肯定句中的运用:You can throw it from any part…
Ⅳ.Teaching aids
Computer multimedia projector
V.Teaching procedure
Step | Student activity | Teacher activity | Design Intention |
Part1 Lead-in (7 minutes) | 1.Focus their attention on the teacher.
2.The students who are interested in basketball voluntarily answer the questions. They can say anything about basketball.
3.Students tick the statements based on their background knowledge.
4.Students read the passage carefully and check their answers. | 1.Get students ready for learning.
2.Teacher plays the short video of a basketball game and asks some questions about basketball game. For example, Do you like basketball?Then ask students to discuss about basketball.
3.Teacher lets the students finish the pre-reading task according to what they have known about basketball before.
4.Teacher lets students read the passage and check the pre-reading task. |
通过播放篮球的相关视频,吸引学生的注意力,激发学习的兴趣。
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Part2 Presentation (8minutes) |
1.Students scan the Paragraph 1 to find out “James Naismith” and “In 1891”.
2.Students scan the Paragraph 2 to find out “For many years they were,but now many good players come from other countries.
3.The students read the Paragraph 3 silently, and fill in the table.
4.Students point out the places where the mistakes are and find the original sentences in 1a. They may discuss in groups.
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1.Teacher asks the students to scan Paragraph 1 and answer the questions “Who invented basketball?” and “When did he invent basketball?” in 1c in 1c.
2.Teacher asks the students to read Paragraph 2 carefully and answer the question “Were all basketball stars American?” in 1c.
3.Teacher asks the students to read Paragraph 3 carefully and fill in the table “What are the rules in the basketball game?”
4.Teacher lets the students read the whole passage carefully and finish 1b.Then teacher checks the answers.
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按照predication,skimming,scanning,detail reading的阅读策略,循序渐进,培养学生的阅读能力。
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Step | Student activity | Teacher activity | Design Intention |
Part3 Consolidation (10 minutes) |
1.Students underline the language points in their books and do the relevant exercises on the screen.
2.Students try to follow the recording.
3.Students read by themselves.
4.Member A should readfluently; Member B should read through the passage by himself /herself; Member C can read the passage with the help of Member A. |
1.Explanation the key phrases and key points of the passage: (1) …is one of + plural nouns (2) so that (3) stop…from doing sth. (4) It is more important for you and the other players to play as a team.
2.Teacher plays the recording without stopping.
3.Teacher offers 2 minutes for the students to read 1a.
4.Teacher asks the students to read the whole passage in groups, and makes sure everyone can read through the passage.
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新课的读包括至少三遍读:第一遍一句句跟读;第二遍跟录音同步读;第三遍齐读。足够的跟读练习能够让学生感知和体验标准的发音。
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Step | Student activity | Teacher activity | Design Intention |
Part4 Practice (10 minutes) | 1.Students skim through the exercises to find the difficult part, and then they turn to the teacher for help.
2.Students point out the difficult points.
3.The students do the exercises carefully, leaving question mark near the place where they are not sure.
4.The six students representatives write their answers on the blackboard while others try to read the exercises.
5.Another six students correct the answers.
| 1.Teacher asks the students to skim through the exercises in 2 to see if there’s something they don’t understand.
2.Teacher explains some difficult points that the students may ask.
3.Teacher offers about 3 minutes for students to finish.
4.Teacher asks six students from different groups to write down their answers on the blackboard.
5.Teacher asks another six students to correct the answers.
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通过小组活动,让学生生生互动,互相纠错,并能在真实语境中运用新知。
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Part5 Production (8 minutes) |
1.All the students should know the meaning of the summary.
2.Students connect the topic sentences together, and add some detail things,especially about the rules.
3.Students finish the exercise book of U1T2SC. |
1.Teacher summarizes what the students have learned today. Some important languages points are shown on the computer screen.
2.Teacher asks the students to finish writing the introduction of basketball in 1c, reminding them to connect the topic sentences, and then add something necessary.
3.Teacher assigns the students finish the exercise book of U1T2SC. |
让学生写一篇介绍篮球历史的文章,能够让学生在语篇中运用新学结构,突破重难点。 |
Ⅵ.Blackboard design
Unit 1 Playing Sports Topic 2 I’ll kick you the ball again. Section C invent--- inventor---invention …is one of+ plural nouns come into being The goal is to do sth. stop…from doing sth. You can throw it from any part of the court. follow the rules for example / such as It is more important for you and the other players to play as a team. enjoy doing sth. |
Ⅶ.Teaching reflection
The following exercises should be added:
(1) The differences about “invent, invention, inventor”.
(2) The differences between “for example” and “such as”.
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