七年級(jí)上冊(cè)英語(yǔ)第五單元教案

七年級(jí)上冊(cè)英語(yǔ)第五單元教案Unit5Doyouhaveasoccerball?教學(xué)設(shè)計(jì)教學(xué)內(nèi)容在這一單元中，學(xué)生要學(xué)會(huì)就有關(guān)人與物之間所屬關(guān)系進(jìn)行問(wèn)答的句子。本單元大量引入有關(guān)運(yùn)動(dòng)的名詞，要求學(xué)生彼此詢問(wèn)有無(wú)此類物品，并做出相應(yīng)的回答。同時(shí)學(xué)習(xí)表示建議的句型Let’s運(yùn)動(dòng)的形容詞。本單元所選用的話題來(lái)自學(xué)生所喜歡的生活片段，在教學(xué)中生生交流、師生交流會(huì)更融洽，會(huì)促進(jìn)師生彼此間的了解，成功的教學(xué)還會(huì)讓部分學(xué)生養(yǎng)成良好的運(yùn)動(dòng)習(xí)慣和收藏習(xí)慣。教學(xué)目標(biāo)1）

語(yǔ)言知識(shí)：A.在詢問(wèn)對(duì)方是否有某物的對(duì)話中學(xué)會(huì)使用do和does引導(dǎo)的一般疑問(wèn)句;B.學(xué)會(huì)使用描述性的形容詞來(lái)評(píng)價(jià)事物;C.學(xué)會(huì)在對(duì)話中使用名詞復(fù)數(shù);D.學(xué)會(huì)用祈使句來(lái)向?qū)Ψ教岢鼋ㄗh.2)語(yǔ)言技能:A.學(xué)會(huì)用祈使句詢問(wèn)某人是否有某物;B.學(xué)會(huì)向他人提出建議的句子.3)學(xué)習(xí)策略:A.通過(guò)與同學(xué)討論,做出猜測(cè);B.對(duì)所學(xué)的知識(shí)進(jìn)行分類.4)情感態(tài)度:A.在本單元中,通過(guò)閱讀有關(guān)運(yùn)動(dòng)的文章和對(duì)話,使學(xué)生更加熱愛(ài)體育活動(dòng)并培養(yǎng)一種適合自己的體育愛(ài)好;

B.在小組活動(dòng)中,培養(yǎng)學(xué)生團(tuán)結(jié)協(xié)作精神.教學(xué)重點(diǎn)、難點(diǎn)重點(diǎn):A.學(xué)會(huì)就有關(guān)人與物之間所屬關(guān)系進(jìn)行問(wèn)答的句子;

B.學(xué)習(xí)并掌握Let’s…句型.難點(diǎn):A.學(xué)會(huì)使用描述性形容詞對(duì)事物做出評(píng)價(jià),如difficult/relaxing/collection/television等;

B.學(xué)會(huì)使用第三人稱單數(shù)的一般疑問(wèn)句及回答做對(duì)話.課時(shí)安排第一課時(shí)Section

A1a-1c第二課時(shí)Section

A2a-4第三課時(shí)Section

B1a-2c第四課時(shí)Section

B3a-4PeriodOne

課前準(zhǔn)備教師:準(zhǔn)備表格、鉛筆、格尺或橡皮。學(xué)生：調(diào)查。教學(xué)設(shè)計(jì)StepOne:Learnthenewwords.1.

Presentthekeyvocabulary.(Showabasketballtotheclass.)T:What’sthisinEnglish?S1:It’sabasketball.T:Yes,youareright.Readafterme.B-A-S-K-E-T-A-B-L-L,basketball.Ss:B-A-S-K-E-T-A-B-L-L,basketball.(Showthestudentsotherobjects.Teachthenewwords“tennisracket,ping-pongball,volleyball,basketball”inthesameway.Andthenshowstudentsthepictureoftelevisionandteachit.)T:Readthewordstogethertwice.Ss:…T:Askandanswerinpairswiththesethings.Usethedrill“What’sthisinEnglish?”and“Whereisthe..?”2.

Lookatthewordsin1aandmatchthewordswiththethingsinthepicture.T:Number1is(c),tennisracket.What’sNumber2Matchthem.3.

Askonestudenttoshowtheanswersandcheckthem.StepTwPresentthestructures.1.

Presentthesequestionsandanswers.(Pointtoastudentwhohasapenorapencilcase.)T:Doyouhaveapencilcase?S1:Yes,Ido.(Nodyourheadyes)T:Doyouhaveacomputergame?S1:No,Idon’t.(Shakeyourheadno)2.

Practicethedrill“Doyouhavea…?”inpairs.Youcanuseyourschoolthingsandtheseballs.Lookatthemodel,thenpracticelikethis.Model:Sa:Doyouhaveabackpack?Sb:Yes,Ido.Doyouhaveasoccerball?Sa:No,Idon’t.Ihaveavolleyball.(Studentsworkinpairs.)StepThree:Listeningpractice.T:Lookatthefouritemsof1binthepictures.Listentotheconversation.(Playtherecordingof1bthefirsttime.Studentsonlylisten.)T:Listentotheconversationandcirclethewordsyouhear.(Playtherecordingagain.)T:Checktheiranswers.S:…StepFour:Practicetheconversations.1.

Readtheconversationsin1c.(Askstudentstorepeat.)2.

Lookatthepicturein1aandpracticetheconversationwitheachotherinpairs.S1:Doyouhave…?S2:Yes,Ido.S1:Doyouhavea…?S2:No,Idon’t.3.

Workingroupsoffourandusethepicturetopracticethesimilarconversationswiththenewwords.(television,basketball,baseballbat,soccerball,volleyball,television)T:Askandanswerthequestionsasmanyasyoucan.S1:Doyouhavea…?S2:…S1:…S2:…StepFive:Task.T:Makeasurveyabout“Whatkindofballsdothestudentshave?”Wewanttohaveaballgame.Butwedon’tknowwhatkindofballsyouhave.Pleaseaskyourclassmatesinthegroupwhatballshe/shehas.Thenwritedowntheinformationinthechart.1.Fillinthechartusingthestructureandmodelsonthescreen.NamesDoyouhave…?Ballsyouhave12345Structures:Doyouhavea…?Yes,Ido./No,Idon’t.

Whatballsdoyouhave?

Ihavea…Example:S1:Doyouhaveatennisracket,Tom?S2:No,Idon’t.S1:Whatballsdoyouhave?S2:Ihavebasketballandfootball.S1:Whataboutyou?S3:…2.Chooseonestudentfromeachgrouptoreportabouthisorhergroup.Reportlikethis:Sheorhelikes…Oneofthemhasa…Buttwoofthemhave…StepSix:Homework.Makeasurveyaboutyourparents’collection.NamecollectionMotherfather

Unit5Doyouhaveasoccerball?PeriodTwo

課前準(zhǔn)備教師:設(shè)計(jì)表格，準(zhǔn)備錄音機(jī)及多媒體課件。學(xué)生：準(zhǔn)備臥室照片。教學(xué)設(shè)計(jì)StepOne:Warmingup.1.

Presentthenewstructures.T:Doyouhaveatennisracket?S1:Yes,Ido.T:Doyouhaveabaseballbat?S2:No,Idon’t.T:Doesshehaveatennisracket?(Pointtothefirststudent)S3:Yes,shedoes.T:Doeshehaveabaseballbat?(Pinttothesecondstudent)S4:No,hedoesn’t.2.

Practicethedrill.T:Practiceingroupsoffour.Thefirsttwostudentsmustusethedrill“Doyouhavea…?”Theothertwostudentsaskandansweraccordingtotheirconversationandusethedrill“Doeshe/shehavea…?”S1:Doyouhavea…?S2:Yes,Ido.Doyouhavea…?S1:No,Idon’t.S3:Doesshehavea…?S4:Yes,shedoes.Doeshehavea…?S3:No,hedoesn’t.StepTwListening.T:Lookatthepicturesin2bandnamethem.Whatarethese?(Pointatthebaseball,basketball,volleyball,football.)Ss:Theyare…T:Therearefourchildrenintheconversations.Whoarethey?Pleaselistenandfindtheanswer.(Playtherecorderforthefirsttime.)S:…T:I’llplaytherecorderforthesecondtime.Listenandnumberthepictures(1-4).(Studentslistenforthesecondtime.)T:Listentotheconversationin2b.Matchthepeoplewiththeballs.(Studentslistenandmatch.Teachercheckstheiranswer.)StepThree:Practicethestructure:Doyouhavea…?Yes,Ido./No,Idon’t.T:Now,Pleaselookatthepicturein2cinyourbook.Supposethisisyourpartner’sroom.Askyourpartner“Doyouhavea…?”(Showaphotooftheteacher.)Sa:Doyouhavea…?Sb:Yes,Ido./No,Idon’t.T:Thisismyroom.Askyourpartnersomequestionsaboutit.Makethesameconversationlikethis.Model:T:Let’slookattheteacher’sroom.Doesshe/hehaveafootball?S1:Yes,she/hedoes.Doesshe/hehaveaping-pong?T:No,she/hedoesn’t.(Askmorestudentstomakeaconversation.)T:Makealongconversationwiththingsinthepicture.S:…T:Takeoutyourpicturesandchangeeachother.Pleasetalkaboutit.S:…StepFour:Learnhowtomakesuggestions.1.

Presentthenewword:Let’s…

(Showafootballtoclass.)T:Let’splayfootballafterclass,OK?S1:OK.T:Let’splayping-pong.S2:OK.T:Weoftenusethedrill“Let’s…”tomakeasuggestion.Ifyouwanttodoit,youmaysay“OK./Thatsoundsgood./Allright…”Ifyoudon’twanttodoit,youmaysay“No,Idon’thavea…”(Theteacherwritesthedrillonthebackboard.)A:Let’splay…B:No,Idon’thavea…A:Well,let’splaybaseball.B:Thatsoundsgood.T:“Thatsoundsgood”means“ThatisagoodideaorThatwouldbefun”.2.

Do3a.(Theteacherreadsthecartoonstoryin3aforstudents,sayingblankeachtimeyoucometoanemptywrite-online.T:I’llaskastudenttoreadthefourwordstotheclass.S:…T:Fillintheblankswiththewordsfromthebox.(Studentsworkaloneastheywritethefourwordsfromtheboxinthecorrectbanks.)T:Checktheanswers.S:..StepFive:Practicethestructure:Let’s…1.

Explaining.T:Lookatthethreepicturesin3bandnamethethingsinit.S:…T:WhatdoesthemarkonthebasketballinPictureOnemean?

Themarkmeans“don’t”or“no”andmeans“doit”.T:Whoreadtheconversationinpairs?S:…2.

Pairwork.T:Makeconversationswithyourpartneraccordingtothepicture.Sa:Let’splaybaseball.Sb:Idon’thavea…Sa:Well,let’splay…Sb:…StepSix:Task.JointheSchoolSportCenter.T:Lookatthead.Onthescreen.Whatsportsdoyouliketoplay?Whoareyourfavoritesportsmenandsportswomen?Whatsportsdoyouplayattheschool?OurschoolhasaSportsCenterwithallthesportsthatyouwouldliketoplay.WelcometoourSportsCenter.Doyoulikesports?WehavemanyClubs:volleyball,basketball,ping-pongandmore.Joinus.1.

Readthead.andfillinthechart.2.

Readthead.forstudentsandaskthemtorepeatthenewwords.3.

Askstudentstochooseoneclubandfillintheform.4.

Makeaconversationwithonestudentusingtheform.Structures:What’syourfirstname?What’syourlastname?Whatsportsdoyoulike?Doyoulike…?Whatclassareyouin?Howoldareyou?

Application(申請(qǐng))FirstnameLastnameAgeSexClassClubForexample:S1:What’syourfirstname?S2:Mynameis…S1:What’syourlastname?S2:Mylastnameis…S1:Whatsportsdoyoulike?S2:Ilikebasketball.S1:Whoisthesportstaryoulike?S2:YaoMing.S1:Doyoulikebaseball?S2:No,Idon’t.S1:OK,youcanjoinourbasketclub.Welcomeyou.5.

Changethepartnerandmakeanotherconversation.Structures:

Whatsportsdoeshelike?

Doeshe/shelike…?Unit5Doyouhaveasoccerball?PeriodThree

課前準(zhǔn)備教師:準(zhǔn)備表格，錄音機(jī)。學(xué)生:準(zhǔn)備調(diào)查。教學(xué)設(shè)計(jì)StepOne:Warmingup.1.

Presentthestructureoflastlesson.(showavolleyballtoastudent)T:Let’smakeaconversationaboutyoursportyoulike.Doyoulikevolleyball?S1:Yes,Ilikeitverymuch.(Showabaseballtohimorher.)T:Whataboutbaseball?S1:No,Idon’t.Idon’tlikeit.T:OK.Let’splayvolleyballafterclass.S1:Great.2.

Workinpairsandmakeasimilarconversationlikethis.StepTwLearnthenewwords.1.

Readthewordsin1a.(Pointtothefivewordsin1aandaskstudentstorepeateachone.)Ss:interesting,fun,relaxing,boring,difficult.2.

ExplaintheChinesemeaningofthem.3.

Thenmatcheachpicturewithoneofthewords.(Pointtothefivepicturesandaskstudentstomatchthem.)4.

Correcttheanswer.StepThree:Practicethenewwords.1.

Askandanswerusingthedescriptionwordslikethis.(Writethelistofthesubjectstodayontheblackboard.Teacherpointstothesubjects.Studentssaythedescriptionwords.)T:Ismathrelaxing?Ss:No,it’sboring.T:Nowworkinpairs.2.

Practiceusingyourpictures.T:Pleasedrawpicturesthatshowsomethinginteresting,boring,fun,difficultorrelaxing.Thenmakeconversations.Doitlikethis.(DrawthepicturesofaTVandafootballontheblackboard.)T:DoyouwatchTV?S1:Yes.Ilikeit.T:Isitinteresting?S1:Yes,it’sveryinteresting.T:Doyouhaveafootball?S1:Yes,Ido.T:Isitfun?S1:Yes,it’sfun.AndIlikeit,too.(Askafewstudentstodrawandanswerit.)3.

Changepicturesandworkinpairs.T:Nowpleasechangeyourpartnerandworkinpairs.Trytoguesswhichofthefivewordsthepictureshows.S:…StepFour:Listening(2a).1.

Onestudentreadthefivewordsin1aabovetotheclass.T:Nextwe’lllistentoaconversation.Herearetwoboysintheconversation.Whatdothey

wanttodo?Listen.2.

Studentsonlylisten.(Playtherecordingthefirsttime.)3.

Listenagainandcheckthewordsyouhearin1a.(Playtherecordingagain.)4.

Checktheanswers.StepFive:Listening(2b).T:Practiceinrecognizingspecificvocabularywordsinconversationandinwritingthem.First,listentotherecordingin2b.WhatdoesTonysayabouttheactivities?(Pointtotheblankswherethestudentswritetheiranswers.)(Playtherecordingthefirsttime.Studentsonlylisten.)T:Listentotheconversationandwriteawordfrom1aineachbland.(Playtherecordingagain.)T:Checkthdanswers.S:…StepSix:Roleplay.T:Actouttheconversationin2ainpairs.S1:Let’splaycomputergames.S2:Thatsoundsinterestingbut…S1:…S2:…StepSeven:Activity.T:Let’sdrawthepicturesofotheractivitieswhosenamesyouknowontheboard.Forexample,onestudentmightdrawapictureofabicyclefor“rideabicycle.”Anothermightmakeadrawingofachessboardfor“playchess.”Let’smakeaconversationlikethis:S1:Let’srideourbicycles.S2:Thatsoundsfun.S1:…S2:…StepEight:Survey.T:Iknowwhatballsyouhavenow,butIdon’tknowwhatkindofsportsdoyoulikeordislikeandwhy.Discussthesequestionsinyourgroupandfillinthechart.Theneachgroupgivesyourcharttome.Onestudentofeachgroupmustreportit.BallGameName

IlikeIdon’tlikeWhyStructures:1.Ilike…2.Idon’tlike…3.Myfavoriteballis…4.It’sexciting/boring…5….likesbuthe/shedoesn’tlike…6….and…like…but…Unit5Doyouhaveasoccerball?PeriodFour

課前準(zhǔn)備教師:準(zhǔn)備表格。學(xué)生:網(wǎng)球拍，排球，籃球。教學(xué)設(shè)計(jì)StepOne:Presentthepluralformsofnouns.(Showtheballstostudents.)Teacher:Ihavetwotennisrackets,threebasketballsandfourfootballs.Thisismysportscollection.(Repeatthecollectionseveraltimesandteachthenewword.)T:Whataboutyou?(Asksomestudentstosaysomethingabouttheirowncollections.)S:Ihavethree…StepTwReadthemagazinearticle.(Askstudentstolookatthepicturein3a.)T:ThisisEdSmith.Hehasagreatsportscollection.What’stheman’ssportscollection?Canyoutellme?(Coverthepassage.)S1:Hehas…T:Howmanyballsdoeshehave?Listentotherecordingtwice.T:Checktheiranswers.S:Hehas…T:Readthearticleandcirclethesportsthingsinthismagazinearticle.(Studentsreaditandworkalone.)T:Checktheiranswers.S:Thesportsthings:…StepThree:Writing.T:Lookatthethingsinthepictureof3bandnamethethingsinit.S:Fivebaseballs…T:Lookatthepictureandwritethemissingwordsontheblsnklines.(Studentsworkalone.)T:Checktheiranswers.S:Eight…StepFour:Drawapictureandpracticewriting.(Askeverystudenttodrawapicture.)Teacher:EdSmithhashissportscollection.SoniaHallhashersportscolletion.Whatsportsdoyouplay?Whatsportsthingsdoyouhave?Whatotherthingsdoyoudo?Pleasedrawapictureaboutyourcollectionslikethepicturein3a.(Studentsdrawpictures.)T:Changethepictureswitheachother.Thenintroducethepictures.S1:…S2:…T:Writeanarticleaboutthepartner’spictures.Youcanusethestructuresontheblackboard.(Writethesesentencestartersontheboard:Heplays…/Hehas…)T:Checktheirarticlesabouttheirpartners’pictures.Readthebetteronesfortheotherstudents.S:…StepFive:Writeadiaryaboutthecollectionsofyourgroup.T:Makeasurveyaboutthecollectionsinyourgroup.(Givestudentstheform.)NameCollectionHowmuchDescriptionsT:Youcanusethestructuresontheblackboard.Structures:Doyouhaveacomputergame?

Yes,Ido/No,Idon’t.

Sheplayscomputergameseveryday.

Shehasasmallsportscollection.

Sheplayssportseveryday.T:Checktheirdiariesandreadthebestonefortheothers.Unit5Doyouhaveasoccerball?SectionA

說(shuō)課稿各位評(píng)委老師：

你們好！今天我說(shuō)課的內(nèi)容是新目標(biāo)英語(yǔ)（Goforit!）Unit5Doyouhaveasoccerball?第一課時(shí)。

一．

說(shuō)教材。1、教學(xué)內(nèi)容

1)、詞匯：have，soccer，ball，tennisracket，ping-pongball，volleyball，basketball,sport，bat。

2)、語(yǔ)言運(yùn)用：Doyouhaveaping-pongball？Yes，Ido.Doyouhaveaping-pongbat？No，Idon’t.2、教材的作用：

本課時(shí)的教學(xué)主要內(nèi)容是：引用大量的球類運(yùn)動(dòng)詞匯和體育活動(dòng)學(xué)習(xí)have疑問(wèn)句以及兩種回答，該話題與學(xué)生的日常生活緊密聯(lián)系在一起，學(xué)生的學(xué)習(xí)興趣濃，能更進(jìn)一步提高學(xué)生的聽(tīng)說(shuō)能力。二、說(shuō)教學(xué)目標(biāo)

1、知識(shí)目標(biāo)

詞匯：重點(diǎn)掌握各種運(yùn)動(dòng)球類的名詞,如basketball,soccerball，等。

句型：Doyouhavea/an...?Yes，Ido．／No，Idon’t.

2、語(yǔ)言目標(biāo)

1）、能看著圖片和實(shí)物說(shuō)；Doyouhavea/an...?Yes，Ido．/No，Idon’t.2）、學(xué)生能利用球類詞語(yǔ)及相關(guān)的物品編對(duì)話。并且能互相交流。

3、情感目標(biāo)

1）帶領(lǐng)學(xué)生欣賞本單元中的卡通畫(huà)，并通過(guò)讓學(xué)生完成教材中的任務(wù)性內(nèi)容，使學(xué)生體會(huì)到學(xué)習(xí)和成長(zhǎng)的快樂(lè)。2）通過(guò)各小組的對(duì)話練習(xí)培養(yǎng)學(xué)生的合作精神。3）教會(huì)學(xué)生之間互相有無(wú)的主要句式。

4、重點(diǎn)難點(diǎn)

1）、重點(diǎn)詞匯：have以及球類詞soccerball

basketball

等等。2）、Have的一般現(xiàn)在時(shí)的疑問(wèn)句，及其肯定和否定回答。三、理念、思路與教法1）采用最簡(jiǎn)單的卡片、多媒體、實(shí)物、課本以及肢體語(yǔ)言進(jìn)行直觀教學(xué)。

2）學(xué)生在課堂教學(xué)過(guò)程中聽(tīng),說(shuō),讀,寫(xiě)應(yīng)成為課時(shí)教學(xué)的重點(diǎn)內(nèi)容。3）生活情景展示能進(jìn)一步提高學(xué)生的興趣和聽(tīng)說(shuō)能力。四、說(shuō)學(xué)生現(xiàn)狀1．我們學(xué)校的學(xué)生語(yǔ)言實(shí)踐機(jī)會(huì)少，程度不一，整體教學(xué)中很難兼顧到具體對(duì)象。因此，通過(guò)各種合作學(xué)習(xí)的活動(dòng)，可以照顧學(xué)習(xí)英語(yǔ)有困難的學(xué)生，盡可能多地為他們創(chuàng)造語(yǔ)言實(shí)踐的機(jī)會(huì)，促使學(xué)生互助互學(xué)。2．我們學(xué)校的大部分學(xué)生學(xué)英語(yǔ)起步晚，底子薄，怕犯錯(cuò)，不敢開(kāi)口，在教學(xué)中關(guān)注學(xué)生的情感，營(yíng)造輕松、愉快的教學(xué)氛圍，尊重每個(gè)學(xué)生，積極鼓勵(lì)他們大膽嘗試，保護(hù)他們的自尊心和積極性。3.學(xué)生現(xiàn)有的能力與已掌握的知識(shí)：通過(guò)前面四個(gè)單元的學(xué)習(xí)。學(xué)生已經(jīng)積累了一定的詞匯和句型。具備了一定的聽(tīng)說(shuō)讀寫(xiě)能力。

五、教學(xué)流程

Step1Warmingup⑴Greetings.⑵復(fù)習(xí)What’sthis?It’sapen.通過(guò)復(fù)習(xí)舊知識(shí)的同時(shí)，引出Ihaveapen.Doyouhaveapen?為新課做好鋪墊。Step2：Presentation（1）通過(guò)實(shí)物（籃球，足球，乒乓球，及球拍等）和圖片教新單詞。這樣學(xué)生能更好的掌握單詞。激活學(xué)生對(duì)新單詞的興趣。同時(shí)穿插句型——Doyouhavea/an..?——Yes,Ido.No,Idon’t.（2）復(fù)習(xí)單詞。讓學(xué)生用卡片或?qū)嵨锂?dāng)小老師來(lái)提問(wèn)，其他同學(xué)回答。在這種輕松的氛圍中復(fù)習(xí)單詞。（3）句子新授。（4）鞏固新句型，快速搶答（用實(shí)物和圖片），互問(wèn)互答。A.在緊張激烈的比賽中，以組為單位進(jìn)行搶答。看哪一組得到的籃球和足球貼最多。這樣大量的輸入了新句型。降低了學(xué)習(xí)的難度，使學(xué)生的積極性更加高漲。B.生活情境展示：這部分是學(xué)生課外體育活動(dòng)中的對(duì)話錄像。錄像內(nèi)容與basketball、soccerball、pingpong有關(guān)。通過(guò)多媒體方式把語(yǔ)言知識(shí)Doyouhavea…?Yes,Ido.No,Idon’t。放在特定的情境中進(jìn)行操練，體現(xiàn)語(yǔ)言運(yùn)用的真實(shí)性。Step3：Workbook

引導(dǎo)學(xué)生看書(shū)上的卡通片。完成1a的內(nèi)容。并讓學(xué)生主動(dòng)積極地回答問(wèn)題。這一環(huán)節(jié)叫一些成績(jī)?nèi)醯膶W(xué)生回答。這樣可以提高困難生對(duì)英語(yǔ)學(xué)習(xí)的興趣。覺(jué)得學(xué)習(xí)英語(yǔ)很輕松快樂(lè)。有成功感。Step4:Listening

Play

therecordingforthefirsttime.Studentsonlylisten.Andthenplayitasecondtime.然后叫學(xué)生說(shuō)出答案。給予表?yè)P(yáng)，并及時(shí)糾正錯(cuò)誤。Step5:Pairwork

這一環(huán)節(jié)主要培養(yǎng)學(xué)生的合作精神。讓學(xué)生利用實(shí)物或者卡片圍繞新句型制作對(duì)話。以四個(gè)人為一組。然后叫學(xué)生上臺(tái)表演。體現(xiàn)學(xué)生的主導(dǎo)性。并給與表?yè)P(yáng)和鼓勵(lì)。Step6:Homework

Previewthenextperiod.Step7BlackboardDsign

Unit5Doyouhaveasoccerball?

have

----Doyouhaveaping-pongbat?

soccerball

-----Yes,Ido.

Ball

-----No,Idon’t.

basketball

Tennisracket

ping-pong

volleyball

bat

Unit5Doyouhaveasoccerball?SectionA

說(shuō)課稿（英文版）Goodmorning,ladiesandgentlemen:Nicetomeetyouhere.I\\\'dliketosayit\\\'sagoodchanceformetolearnfromyou.Here,myspeechcontains4parts.Iwouldliketointroducethemherewithyourgreathelp.I.Theanalysisofteachingmaterial:MyspeechisSectionA,Unit5.DoyouhaveasoccerballThisisanimportantlessoninBookOne.Anditisthefirstlessonofthisunit,ittalksaboutrecognizingobjects(mainlyaboutballs)andthesimplequestion..Thestudentshavealreadyknowntoanswerit"Yes"or"No"inUnit2,butinthisunit,it\\\'sdifferent.Weknow,simplequestionisakindofimportantstructure.Ifthestudentscanlearnitwell,itwillbehelpfultomakethestudentstolearnthespecialquestion.Andit\\\'srelatedtoourdailylifeclosely,soit\\\'sveryuseful.Newwords:basketball,soccerball,volleyball,ping-pongball,ping-pongbat,tennis,tennisracket.Structure:DoyouhaveDoeshe/shehaveTeachingaims:Aimsontheknowledge:Tostudythewordsaboutballsbyshowingthepictures.Tomakethestudentsknowhowtoaskwhetherothershavesomethingornot,andhowtoanswerit.Aimsontheabilities:Todevelopthestudents\\\'abilityoflistening,speaking,readingandwriting.Totrainthestudents\\\'abilityofcommunication.Aimsontheemotion:⑴.Tomakethestudentsbeinterestedingoodco-operationandcompetition.⑵Tomakethestudentslovesports,lovelife.Teachingkeypointsanddifficultpoints:Howtomakethestudentsunderstandthenewlanguageitemsnaturally.Howtomakethestudentsworkwellwiththeirpartners.HowtoarousetheirinterestinlearningEnglish.Howtomakedialoguesandactthemout.Ⅱ.TeachingmethodsIwilltake.1."Communicative"teachingmethod.2."Task-based"teachingmethod.EveryoneknowsthatthemainaimsoflearningEnglishinmiddleschoolistocultivatethestudents\\\'basicabilitiesoflistening,speaking,readingandwriting,andtheirgoodsenseoftheEnglishlanguage.Ⅲ.Learningmethods.Firstly,Look,listen,andsaytogainlanguagecompetence.Secondly,Teamwork,explorationandparticipationtoreachthegoal.Thirdly,Cultivateskillsinlistening,speaking,readingandexpressing.Fourthly,Students-centeredandteacher-guidedlearningstrategies.I\\\'mnotateacherbutaguider.I\\\'mreadytogivethemhelpwhenevertheyneedandre-correctthemistakeswhiletalking.Ⅳ.Teachingproceduredesign.Step1.Warm-up.Askthestudentssomeeasyquestionstocheckiftheyhaverememberedthecontentstheyhadlearnedbefore.Forexample:What\\\'sthisSpellit,please.WhatcolorisitIsthisyourpenIsthatyourbackpackandsoon.Step2.Presentation.1.Takeoutaping-pongballandaskthestudents:What\\\'sthisWhyItakeoutaping-pongballhereIthinkit\\\'stheeasiestandthemostpopularinourcountry.2.Leadinginnewwords:hereIwillplaysomeshortplays,theyaresoccergame,volleyballgame,ping-pongcompetitionandanadvertisiment,thereisabasketballinit.Thereasonofmydesign:Ithinkthestudentscanlearnthewordseasilyanddirectlyinthisway.AndIalsothinkitcandrawthestudents\\\'attentionandarousetheirinterestinlearningEnglish.WiththehelpoftheCAI,itcanprovidearealsituationtounderstandthemeaningofthewords,notbypresentingthenewwordsonebyoneandtellingthemtheChinesemeaning.Sothestudentscanrememberthewordsquicklyandnaturally.Howtohelpthestudentsrememberthenewword,IthinkIwilldoitlikethis:Whenthewordappearsunderthepicture,theremaybesomestudentsknowthewordandtheywillreaditoutloudly,thistime,youmayneedtocorrectthepronunciationandteachit,afteroneortwotimes,Iwillaskthestudentstospellitbythemselves.WhyImustaskthemtospellitthemselves,Ithinkitcanmakethemhaveageneralimpressionoftheword.Usually,whenyouteachthemread,mostofthestudentsjustfollowyou,theydon\\\'tlookatthewordatall.Perhaps,youhavetaughttentimesandtheycanreaditverywellfollowingyou,butafteryouteachsomemorewordsandaskthemtoreaditagain,theymaynotbeableto.3.Teachingthedialogue:Makeasampledialoguewithastudent.Showhimorhertheping-pongballanddoitlikethis:T:Ihaveaping-pongball.Doyouhaveaping-pongball(Here,youmayhelphimanswer"Yes,Ido."or"No,Idon\\\'t.")S:Yes,Ido.Makethedialoguewithsomemorestudents,andwriteitontheblackboard.Makesuretheycanreadandunderstandthemeaning.Next,askastudentifhehasaping-pongball,thenasktheothers:"Doeshehaveaping-pongball"Here,youmusthelpthemanswer:"Yes,hedoes."Or"No,hedoesn\\\'t."Writeitontheblackboard.Teachthedialogueandmakesuretheycanreaditandunderstandthemeaning.4.Practice:Readthedialoguebyroleplay.Butyoumusttellthemhowtodoitclearly,makethemtoasktheirpartnerswhatkindofballstheyhave.Thistime,theymustusethesentence"Doyouhavea"5.Groupworkingandcompetition:Dividethestudentsintogroupsofthree.Givethemanexamplefirst:A:DoyouhaveabasketballB:Yes,Ido.A:DoeshehaveabasketballC:Yes,hedoes.Askthemtomakeasimilardialogueandtellthemthatit\\\'salsoacompetition,aftertheyactitoutyouwillchooseabestgroupattheend.Thereasonofhavingacompetition:Ithinkitcanencouragethemtotrytheirbestandcooperatewiththeirgroupmemberswell.6.Listening,listentothetapeandcirclethewordsyouhear.It\\\'sActivity1a.Step3.Post-task.Startingaballclub.Inthisclub,therearefourteams:abasketballteam,asoccerballteam,aping-pongballteamandatennisteam.Iwillaskfourstudentstobethecaptainofeachteam.Theyshouldasktheirclassmatestobetheirteammembers.Ifhehasabasketball,heshouldjointhebasketballteam.ThereasonIgivethistask:Ithinkthisactivityistheconsolidationofthislesson.Itishelpfultoreviseandconsolidatethecontentswelearnedinthislesson.Blackboarddesign:Ping-pongball/batDoyouhaveaping-pongballSoccerballYes,Ido./No,Idon\\\'t.BasketballVolleyballDoeshehaveasoccerballTennisracketYes,hedoes.DoesshehaveavolleyballNo,shedoesn\\\'t.That\\\'smyspeaking.Thanksforyourlistening.

Unit5Doyouhaveasoccerball?第二課時(shí)

說(shuō)課稿一、

說(shuō)教材本節(jié)課是人教版七年級(jí)上冊(cè)第五單元第二課時(shí)，主要學(xué)習(xí)動(dòng)詞have的一般現(xiàn)在時(shí)的用法；使用do和