人教版英語七年級(jí)上冊 Unit 5 Section A 教案

Unit5Doyouhaveasoccerball?SectionA(1a-2d)TeachingAims1.語言能力：能夠談?wù)撛隗w育運(yùn)動(dòng)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(jìn)行預(yù)測和預(yù)判，提高聽力理解能力以及策略運(yùn)用能力，能夠在學(xué)生去運(yùn)動(dòng)的場景中詢問運(yùn)動(dòng)所需的器材并學(xué)會(huì)尋求幫助。2.文化意識(shí)：通過談?wù)撋钪械捏w育運(yùn)動(dòng)，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(zhǔn)確獲取并表達(dá)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(jià)等，提升學(xué)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(jià)值判斷。4.學(xué)習(xí)能力：通過談?wù)擉w育運(yùn)動(dòng)，激發(fā)學(xué)生的學(xué)習(xí)興趣，通過聽說看等技能策略的感悟、體驗(yàn)和學(xué)習(xí)，形成良好的學(xué)習(xí)習(xí)慣，提高學(xué)習(xí)效率，通過小組合作，共同完成學(xué)習(xí)任務(wù)。TeachingDifficulties談?wù)撐锲匪鶎訇P(guān)系。TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Leadin通過頭腦風(fēng)暴的形式，可以更好地激發(fā)學(xué)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(xí)幫助學(xué)生更好的掌握。在聽力材料中總結(jié)句型，讓學(xué)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(diǎn)句型的翻譯和造句讓學(xué)生在真實(shí)情境中感知語言的運(yùn)用。Step4Languagepointsping-pong作不可數(shù)名詞，指“乒乓球運(yùn)動(dòng)”，表示“乒乓球運(yùn)動(dòng)中的球”要用ping-pongball。此外，tabletennis也表示“乒乓球運(yùn)動(dòng)”。batn.球棒；球拍bat作名詞，還有“蝙蝠”的意思。have作及物動(dòng)詞，意為“有”，其第三人稱單數(shù)形式是has。have表示“擁有”，

強(qiáng)調(diào)所屬關(guān)系，

意為“某人有某物”。there

be強(qiáng)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(dòng)詞原形。肯定回答：OK./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(shí)詢問并描述物品的所屬關(guān)系。2.文化意識(shí)：通過談?wù)撋钪械捏w育運(yùn)動(dòng)，拓展到奧運(yùn)會(huì)和殘奧會(huì)，了解殘奧會(huì)背后的精神品質(zhì)，從而激發(fā)學(xué)生更積極參與體育，深刻了解少年強(qiáng)，則國強(qiáng)的內(nèi)涵，增強(qiáng)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(jìn)行改編或創(chuàng)編。4.學(xué)習(xí)能力：能在學(xué)習(xí)過程中積極與他人合作，共同完成學(xué)習(xí)任務(wù)。TeachingDifficulties正確使用have的一般現(xiàn)在時(shí)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(dòng)詞第三人稱單數(shù)是初中的難點(diǎn)，老師應(yīng)該通過多造句和對話，使學(xué)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"