人教版英語七年級上冊 Unit 5 Section A 教案

Unit5Doyouhaveasoccerball?SectionA(1a-2d)TeachingAims1.語言能力：能夠談論在體育運動情景中，正確使用相關(guān)詞匯，詢問物品所屬關(guān)系，能夠通過觀察圖片和圈劃題干中的關(guān)鍵詞，能夠?qū)β犃?nèi)容進行預測和預判，提高聽力理解能力以及策略運用能力，能夠在學生去運動的場景中詢問運動所需的器材并學會尋求幫助。2.文化意識：通過談論生活中的體育運動，了解健康的生活方式，擁有積極樂觀的人生態(tài)度。3.思維品質(zhì)：能夠在聽說中準確獲取并表達體育用品的所屬關(guān)系，并通過對關(guān)鍵信息的理解、分析、推測、評價等，提升學生發(fā)現(xiàn)問題、分析問題和解決問題的能力，對事物做出正確的價值判斷。4.學習能力：通過談論體育運動，激發(fā)學生的學習興趣，通過聽說看等技能策略的感悟、體驗和學習，形成良好的學習習慣，提高學習效率，通過小組合作，共同完成學習任務。TeachingDifficulties談論物品所屬關(guān)系。TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Leadin通過頭腦風暴的形式，可以更好地激發(fā)學生對已知單詞的總結(jié)和回憶，并且讓他們快速融入課堂。ShowSsteachinggoalsinthisclass.T:Morningeveryone.Todaywearegoingtolearntotalkaboutownership.Pre-teachthenewwordsShowSspicturesofsportsthingsandelicitthetargetwordsfromSs.AskSstoreadafterthetape.ThenSscantrytorememberthesewordsandpronunciation.AndhaveamemorychallengebyaskingSstosaytheEnglishnamesofthesesportsthingsasquicklyaspossible.Step2Presentation&Practice聽力環(huán)節(jié)結(jié)束后的句型練習幫助學生更好的掌握。在聽力材料中總結(jié)句型，讓學生在情境中理解，更易于掌握。1aHaveSsobservethepictureandfindthesportsthingsinthepicture.TheTcanalsoaskthestrongSstodescribethelocationofthesethingsusingtheprepositionalphrasestheyhavelearnedinUnit4.Answers:1.a2.f3.c4.e5.f6.b1bPlaytherecordingandaskSstodothetaskin1b.ThentheTcancheckanswersasaclass.Answers:Circled:ping-pongball,ping-pongbatAfterlistening,theTcanpresentthelisteningscriptandthevideotoSsinneedandaskthemreadafterthetapetopracticethepronunciationandintonation.1cTheTcanaskSstoanswerandanswerquestionsinpairswiththesentencepattern:—Doyouhave…?—Yes,Ido./No,Idon’t.Ssmaymakemistakeslike:Yes,Ilike./No,Idon’tlike.Tmustcorrecttheirgrammarmistakes.GroupworkAskSstodoasurveyaboutsportsthingsSshaveintheirgroupsandthenchooseaSfromeachgrouptomakeareportinclass.TheTcangivethefollowingscaffoldingtoSs:Inmygroup,Ihavea…...hasa…...hasa…and......That’sall.Thankyou.TeachingTip:ReviewandRecycleAcrossUnitsItisimportanttoincludeopportunitiesforreviewoflanguagelearnedinearlierunits.ThetextsandactivitiesintheStudentBookreintroducekeyvocabularyitemsandlanguagestructuresfromunittounit.However,theTcanfurtherremindSsofthingsthathavebeenpreviouslylearned.Forexample,inUnit3,Sslearnedthenamesofmanythings,including“pencil”,“pen”,“book”,“eraser”,“ruler",“pencilbox”,“schoolbag”,and“dictionary".InUnit4,Ssreviewedthesethingsinthecontextoflocation.InUnit5,Sscanreviewthesethingsagainusingthestructure“Doyouhavea_____________?”ForpairsofSsthatfinish1cquickly,havethemcontinuetopracticeusingthethingsfromUnits3and4.2aBeforelistening,theTcanhaveSsplayaturntablegametoreviewthenewwordsandphrasestheylearnedinthelastclasssothatmoreSscanbemoreinvolvedinclass.ThenhaveSsobservethefourpicturesin2a.PlaytherecordingandaskSstodothetaskin2a.TheTcanchecktheanswersasaclass.Answers:34122bTheTcanhaveSssaytheballs’Englishnamesandwritethembesidethepictures.ThenaskSstolistenagainandmatchthepicturesin2awiththeballs.TheTcancheckanswersbyaskingsomeSstoshare.Answers:3214TeachingTip:HasandDoesn’thaveOnceyouhavecompleted2b,challengeSstolistenagainandwrite“has”or“doesn’thave”tocompletethesentencesyouwriteontheboard:Paul______asoccerball.Mike______abasketball.Jane______atennisball.Dale______avolleyball.Answers:1.doesn’thave2.has3.doesn’thave4.has2cTheactivityistogiveSstheopportunitytousethetargetlanguageinacontrolledmanner.TeachingTip:StressImportantWordsTeachSstostresstheimportantwordsinasentence.Forexample,in2c,thewords“Jane”and“tennisball”wouldbestressedinthemodelquestionbecausetheyconveymeaning.Theword“no"wouldbetheimportantwordinthemodelanswerbecauseitalsoconveysmeaning.Sscanbetaughtthattheotherwords(e.g.does,have,a,she,doesn't)areoftenspokenfasterthanthestressedwordsandwithlessemphasis.Nevertheless,allwordsinasentenceshouldbespokenclearlyandwiththecorrectpronunciation.Step3Presentation&Reading2dTheTcanaskSstoreadtheconversationsilentlyfirstandexplainthesentencesthatSscan’tunderstand.ThentheTcanfocusSs’attentiononthetargetstructureappearedintheconversationandotherkeywordgroups.Sscanbeaskedtomakesentencesusingthekeystructureandphrases.ThentheTcanmakeSsreadtheconversationinchorustochecktheirpronunciationandintonation.AtlasttheTcaninvitesomeSstorole-playtheconversationasopenpairs.2d的對話部分對重點句型的翻譯和造句讓學生在真實情境中感知語言的運用。Step4Languagepointsping-pong作不可數(shù)名詞，指“乒乓球運動”，表示“乒乓球運動中的球”要用ping-pongball。此外，tabletennis也表示“乒乓球運動”。batn.球棒；球拍bat作名詞，還有“蝙蝠”的意思。have作及物動詞，意為“有”，其第三人稱單數(shù)形式是has。have表示“擁有”，

強調(diào)所屬關(guān)系，

意為“某人有某物”。there

be強調(diào)存在關(guān)系，

意為“某地有某人/

某物”。Let's...咱們……吧。該句型常用于提出建議或請求對方與自己一起做某事，Let's后接動詞原形?？隙ɑ卮穑篛K./Allright./Thatsoundsgood./Goodidea./...否定回答：Sorry,I...對不起，我……Step5Exercises&HomeworkExercisesAskSstodotheexercisesonP41-P43.HaveSsmakeasummaryaboutwhatwehavelearnedtoday.(SomestudentsmaymakemistakesonP43,soteachersmustcorrectthemandguidethemhowtoanswerthequestion.)Homework1.Readtheconversationin2d.2.Dotheexercisesinstudents’book.TeachingReflectionIspenttoomuchtimeonthewordsinthisperiodsowedon'thaveenoughtimetolearntheconversationin2d.Ishoulddeletesomewordactivitiestosavemoretimefor2d.Somestudentsdidn’tmasterthesentencepatterns:1.belatefor…2.letsb.do.Moredictationaboutthesentencepatternsshouldbedone.Unit5Doyouhaveasoccerball?SectionA(GrammarFocus-3c)TeachingAims1.語言能力：正確使用have的一般現(xiàn)在時詢問并描述物品的所屬關(guān)系。2.文化意識：通過談論生活中的體育運動，拓展到奧運會和殘奧會，了解殘奧會背后的精神品質(zhì)，從而激發(fā)學生更積極參與體育，深刻了解少年強，則國強的內(nèi)涵，增強家國情懷。3.思維品質(zhì)：能根據(jù)語篇內(nèi)容或所給條件進行改編或創(chuàng)編。4.學習能力：能在學習過程中積極與他人合作，共同完成學習任務。TeachingDifficulties正確使用have的一般現(xiàn)在時詢問并描述物品的所屬關(guān)系。TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Warm-upShowSsteachinggoalsinthisclass.T:Morningeveryone.Todaywearegoingtolearntousehavetotalkaboutownership.TaskSstoseethepicturesandanswerquestion:WhatdoesMr.Clarkhaveinhishat?(Tasksstudentstousethesentencepattern:Hehasa/an...toanswerthequestion.IfSssayhehave…Tmustcorrecttheirgrammarmistakes.)ShowSspicturesonP6-P9andaskthemtoanswerquestionsonPPT.(IfSscan’tanswerthequestionscorrectly,Tmustgivethemguidance,andaskthemtosaythesentenceagain.Tcanalsomakeasummaryaboutthesentencepatterns:1.--Doyouhaveasoccerball?--Yes,Ido.2.--Dotheyhaveatennisball?--Yes,theydo.3.--Doesyourbrotherhaveabasketball?--Yes,hedoes.AtthesametimeTmustgivestudentspositivecommentstoencourage.)Step2Grammarlearning動詞第三人稱單數(shù)是初中的難點，老師應該通過多造句和對話，使學生理解更牢固。GrammarFocusTheTcanaskSstoreadthesentencesinthechartandpayattentiontotheirpronunciationandintonation.Thenguidethemtodistinguishwhentousehave/doandhas/does.Drawtheirattentiontotheusageofthetargetlanguage.AtlasttheTcansummarizetheusageofthetargetgrammarstructurefromseveralaspects.Step3Presentation&Practice3aAskSstoreadthesewordsintheboxin3aandtranslatethem.ThenSsdothetaskin3aandtheTcaninvitesomeSstosharetheiranswers.Answers:do:Itheyyouwedoes:hesheitEric3bStep1:Askstudentstofindoutthesubjectofthesentencefirst,andthenfillindoordoes.Step2:Teacherscanencouragestudentstoraisetheirhandsandaskquestionstheydon'tunderstand,andletotherstudentshelpsolvetheseproblems.Inthispart,Sscanconsolidatelet's...sentencepatternagain.Step3:Askthewholeclasstoreadthethreegroupsofdialoguesaloud,andtheteacherwillcorrectthepronunciationmistakes.Step4:Letstudentspracticedialoguewiththeirpartnersinroles.Step5:Askseveralgroupsofstudentstorole-playthedialogueasopenpairs.Answers:1.Dodo2.Doesdoesn’tdoesdoes3.Dodo3cThisactivityisagamethatchallengesstudents'memory.TeachersshouldtrytomaketheactivityinterestingforSsandletthemreviewandconsolidategrammarknowledgeinthegame.Step1:TheteacherfirstasksthestudentstosaytheEnglishnamesofvariousobjectsintheroomasmuchaspossible.Forexample:T:lookatthepictureThisisBob'sroom.Whatcanyouseeinhisroom?S1:Avolleyball.S2:Asoccerball.S3:...Step2:LetSsworkinpairs.LetstudentBlookatthepictureforoneminute,thenclosethebookandanswerstudentA'squestion.Accordingtothecontentofthepicture,thetwoSsusetheverbhavetoaskandanswer,andpracticethegeneralquestionsentenceguidedbytheauxiliaryverbdoes:A:DoesBobhaveasoccerball?B:Yes,hedoes./Nohedoesn't.AfterstudentAasksaboutseveralitems,theyexchangerolesandpracticeagain.Dependingonthebasisofstudents,studentscanexpandthescopeofquestionstootheritemsintheroom.TofurtherchallengeSswhendoingtask2c,askthemtoaskandanswerquestionsaboutthelocationofthings,too.RemindSsasnecessaryoftheprepositionalphrasesusing"