人教版英语七年级上册 Unit 5 Section A 教案

Unit5Doyouhaveasoccerball?SectionA(1a-2d)TeachingAims1.语言能力：能够谈论在体育运动情景中，正确使用相关词汇，询问物品所属关系，能够通过观察图片和圈划题干中的关键词，能够对听力内容进行预测和预判，提高听力理解能力以及策略运用能力，能够在学生去运动的场景中询问运动所需的器材并学会寻求帮助。2.文化意识：通过谈论生活中的体育运动，了解健康的生活方式，拥有积极乐观的人生态度。3.思维品质：能够在听说中准确获取并表达体育用品的所属关系，并通过对关键信息的理解、分析、推测、评价等，提升学生发现问题、分析问题和解决问题的能力，对事物做出正确的价值判断。4.学习能力：通过谈论体育运动，激发学生的学习兴趣，通过听说看等技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率，通过小组合作，共同完成学习任务。TeachingDifficulties谈论物品所属关系。TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Leadin通过头脑风暴的形式，可以更好地激发学生对已知单词的总结和回忆，并且让他们快速融入课堂。ShowSsteachinggoalsinthisclass.T:Morningeveryone.Todaywearegoingtolearntotalkaboutownership.Pre-teachthenewwordsShowSspicturesofsportsthingsandelicitthetargetwordsfromSs.AskSstoreadafterthetape.ThenSscantrytorememberthesewordsandpronunciation.AndhaveamemorychallengebyaskingSstosaytheEnglishnamesofthesesportsthingsasquicklyaspossible.Step2Presentation&Practice听力环节结束后的句型练习帮助学生更好的掌握。在听力材料中总结句型，让学生在情境中理解，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的对话部分对重点句型的翻译和造句让学生在真实情境中感知语言的运用。Step4Languagepointsping-pong作不可数名词，指“乒乓球运动”，表示“乒乓球运动中的球”要用ping-pongball。此外，tabletennis也表示“乒乓球运动”。batn.球棒；球拍bat作名词，还有“蝙蝠”的意思。have作及物动词，意为“有”，其第三人称单数形式是has。have表示“拥有”，

强调所属关系，

意为“某人有某物”。there

be强调存在关系，

意为“某地有某人/

某物”。Let's...咱们……吧。该句型常用于提出建议或请求对方与自己一起做某事，Let's后接动词原形。肯定回答：OK./Allright./Thatsoundsgood./Goodidea./...否定回答：Sorry,I...对不起，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.语言能力：正确使用have的一般现在时询问并描述物品的所属关系。2.文化意识：通过谈论生活中的体育运动，拓展到奥运会和残奥会，了解残奥会背后的精神品质，从而激发学生更积极参与体育，深刻了解少年强，则国强的内涵，增强家国情怀。3.思维品质：能根据语篇内容或所给条件进行改编或创编。4.学习能力：能在学习过程中积极与他人合作，共同完成学习任务。TeachingDifficulties正确使用have的一般现在时询问并描述物品的所属关系。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动词第三人称单数是初中的难点，老师应该通过多造句和对话，使学生理解更牢固。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"