2023学年完整版七年级上册Unit5Doyouhaveasoccerballunit-

Unit5Doyouhaveasoccerball?(SectionB2a-2c)教学设计详案刘晓燕一、主要设计思路本课主要采用任务型教学模式，利用多媒体（PPT）以及电子白板设计一些阅读任务，通过scanning，carefulreading，listeningtothekeywords等阅读策略快速获取信息，完成阅读任务，达到对语篇的整体把握。二、教学目标分析

（一）Languagegoals（语言目标）

(1)Keywordsandphrases使学生能正确理解和使用词汇：same,but,with,sports,them,only,like,easy,after,classmates

,并了解词组gotothesameschool,withourfriends,watch…onTV,afterclass,playping-pong的意义.（2）Key

sentences使学生能掌握Idon’thaveasoccerball,butmybrotherAlandoes.Ihavetwosoccerballs,threevolleyballs,fourbasketballsandfivebaseballsandbats.Ithinkit’sinteresting/difficult.等句型，并进行交流。Ability

goals（能力目标）

使学生能通过略读、细读、跳读等阅读策略快速获取信息，完成相关的阅读任务，能复述文章，并做相应的阅读后活动。Emotion

goals（情感目标）

学生能形成有益的、个性化的运动爱好,让孩子们体会与朋友共度快乐时光的愉悦心情：Lovesports,lovelife！三、教学重点、难点分析

（一）教学重点1、使学生能掌握重点短语playsthwithsbafterclass/school;onlywatchthemonTV;noteasy;inthesameschool等；2、使学生掌握和理解重点句型Idon’thaveasoccerball,butmybrotherAlandoes.中的does的缩略句的使用。3、掌握文章基本结构；作调查和作报告。（二）教学难点用三人称复述文章和作报告。四、TeachingmethodTask---basedlanguageteaching任务型教学法SituationalTeachingMethod情景性教学法Group-workTeachingMethod小组教学法TeachingAidsPPT、asoccerball、gifts六、TeachingProcedure（教学过程）Step1、WarmingUp（热身活动）：Watchavideoaboutballgames.T：Hello.Guys!Nicetomeetallofthebeginningoftheclass,let’swatchanexcitingvideo.Butbeforewatching,youshouldknowthereisaquestionforyou:Whatballgamescanyouseeinthevideo?ThentheSswatchitandanswerthequestiononebyone.S:Icanseebasketball,soccerball,baseballandsoon.设计意图：以视频形式复习A部分的重点球类运动词汇，学生会很积极的举手回答问题，也很快吸引了学生的注意力。Step2、Lead-in.(引入活动)T:Ok,guys.Doyoulovesports?Ss:Yes,wedo.Miss.Liu.T:AndyoucanseeMiss.Liuisverystrong,andMiss.Liuisalsoasportslover.Nowlook:Whatisthisonthescreen?Ss:It’sMiss.Liu’ssportscollection.T:Yes,youareright,butcanyouguesswhatIhaveinmysportscollection?LettheSsanswerlikethis:Doyouhavea....?Ss:Doyouhaveabasketball?T:Yes,Ido....设计意图：通过自己的运动收藏品，让学用先复习重点目标句型：Doyouhavea...?来描述我的运动收藏品。T：OK.It’stimetoshowyourselves.Tellmeyoursportscollectionnowwith:Ihavea...,butIdon’thavea......Ss:Ihavea....,butIdon’thave....T:Goodjob,guys!Iknowallofyouaresportsloverslikeme.ButcanyouguessWhatismyfavoriteballgame?Showthemarealsoccerball.Ss:Weknowit’ssoccerball.T:Iwanttoshowyousomepicturesaboutsoccerballs:Whatcanyoulearnfromthem?Ss:Therearesomanypeoplewholovesoccerintheworld.T:Good.Howcrazytheyareaboutit.Nowlet’sreadapassageabouthowcrazytheyfeelabout’sfocusonthepassage.设计意图：通过一些足球明星的照片，让学生感受足球在全世界的流行度，以这样的方式吸引学生的注意力，并自动引入到课文中。Step3、Beforereading（阅读前活动）（一）LeadSsfocusonthetitleandblackwordsin2bT：Tellme：Whatisthestyleofthepassage？Ss：Oh，it’sasurveyof“Whohasasoccerball？”.T:Goodanswer.Andwhereisthepassagefrom?Ss:Inaschoolmagazine.T:That’sright.(二)PresentthethreepicturesinthepassageT:Guys.Nowpleaseguessandtellme:Whoarethey?Ss:TheyareFrank,GinaandWangWei.T:Oh,youaresogreat.Andboysandgirls,lookatthethingsintheirhands,telme:Whatdotheylike?S1:Oh,IthinkFranklikessoccer.S2:IthinkGinalikeswatchingTV.Shedoesn’tlikesports.S3:IguessWangWeilikesping-pong.T:Maybeyouareright.（三）Givethemjustfiveminutestofindtheanswertothequestion：Whohasasoccerball？S1：IguessGinaandAlanhaveasoccerball.T:Buthowdoyoufindthat?Whyareyousofasttofindtheanswer?S1:Fromthefirstsentenceofeach.T:OK,good.Let’slearnfromthem.Franksays“Idon’thaveasoccerball,butmybrotherAlandoes.”.AndthatmeansAlanhasone.Thenteachercanleadthemtolearnthedifficultpointof“does”.AndGinasays“Yes，Ido.”.Andshehastwosoccerballs.ButWangWeisays“don’t.”设计意图：通过引导学生利用猜测的阅读技巧，从2b的黑体字和题目猜测文体和文章来源；通过对文章中三幅图片来猜测他们是谁，通过手上拿的东西猜测他们也学喜欢什么球类运动；最后利用canning的阅读技巧来解决“Whohasasoccerball?”。让学生在阅读前做好充分的信息输入，这样学生在后面的任务中不会恐惧且更容易一些。Step4、Whilereading:Careful-reading（阅读中-细读）LeadSsfocusonthejobin2c.Firstleadthemfindthekeyphrasesineachsentences.ThenSs.Shouldlistentothetapeandputthesixsentencesfrom1-6.Afterlistening，checktheanswersquickly.Andthenreadthepassageagainandcheck：Whosaysthesesentences？Sswillanswerlikethis：IknowWangWeisaysheplaysping-pongwithhisclassmatesafterschool.(Ssshouldanswerwiththethirdperson.)设计意图：本环节设计了两个环节，我们在阅读课时经常忽略了语音的输入，所以我设计了听录音全文再给一个句子排序，并引导学生听关键词的听力技巧；另外让学生一次carefulreading，来找出谁说的下面几句话，并在文章中找出答案的依据，在此时教给学生运用找相似词来解决阅读任务；并且我觉得语法还是很重要的，我把每个句子的重点短语勾划出来，并引导学生理解；我把每个句子的回答方式用三人称来代替，增加一点难度，这样学生不会觉得很枯燥。Step5、Learnthestructureofthepassage(总结文章结构)Readthepassageforthethirdtime，findthedetailinformationinthepassage（Groupwork）.T:Now,thistime.Let’schecktheanswerstogether.(Ssinagroupstandupandreadthemout.)Afterchecktheanswers.Leadthemtolearnthestructureofthepassage:Sportsthings-Feelings-SportsacclivitiesS1andS2retellthepassagewiththehelpoftheinformationinthemindmap.(Standinfrontoftheblackboard.)Step6、Post-reading(阅读后活动)T：OK,guys.Youhavelearnedsomuchaboutotherpeople.Nowit’stimetoshowyourselves.(Apictureonthescreenabouttheirsportsmeetinglastweek.)Lastweek,youhavedoneagoodjobinthesportsourschoolwantssomesportsstars,thenyoushouldworkwithyourpartnerstofillinthesurveyanddooralpracticetointroducethesportsthingsyoueachhave,tellusyourfeelingsaboutthemandwhatsportsactivitiesyouhavewiththethings.Themoreyouhave,themorepointsyouwillget.Ss；OK.(Standup,talkloudlyandwritedowntheinformation;Thengiveareport.)Group1-2-3:OK,let’shaveatry.(Gotothefrontandshowtheirreport)设计意图：通过对篇章的理解后，让学生通过调查的形式，收集成员信息，并记载信息，然后运用一人称和三人称作报告。这个任务比较难大多数小组无法完成，这是老师应该到小组进行指导。在展示环节，鼓励学生大胆发言，纠正发音，及时给予鼓励。Step7、Emotionalpromotion(情感升华)T：Goodjob，everyone!Iknoweachofyoulovessportsandyouareallthesportsstars.Butlet’sonceagainlookatthethreesentencesfromthem:WhatcanwelearnfromFrankandWangWei?S1:Wecanknowthattheylikesportsandplayingsportswithotherpeople.Andtheyfeelveryhappy.T:Goodanswer.AndhowaboutGina:SheonlywatchesthemonTV?S2:Maybeshedoesn’tlikesports,butshefeelshappytoo.T:So,all,evenwearenotgoodatsports,weshoulddosports:Lovesports,thatistoloveourselves！Doyouthinkso？Ss：Yes.设计意图：再次返回到课文中，通过对三个人的三句话的重新理解，让学生发现不是每个人都会或都能做运动，不同的人有不同的观点，没有对错之分；但作为学生的我们，除了学习我们应该多做运动，爱运动就是爱自己，这样比较轻松地达到本节课的情感目标。Step8、BlackboardDesign(板书