江苏省灌云县四队中学七年级英语上册《Unit 5 Do you have a soccer ball》教学设计 （新版）人教新目标版.doc

免费下载网址 Unit 5 Do you have a soccer ball? In this unit, students will talk about ownership and make suggestions. 一、Topics（话题）: Spending time with friends 二、Functions (功能) Talk about ownership Make suggestions 三、Structures (结构) Present tense: to have Yes/no questions and short answers Do/don’t, does/doesn't Affirmative and negative statements Adjectives of quality Conjunction but 四、Target Language (目标语言) Do you have a soccer ball?? Yes, I do./No, I don’t. I have a ping-pong ball. Does she have a tennis ball? No, she doesn’t. She has a baseball. Let's play computer games. 五、Vocabulary （词汇） Sports objects & adjectives of quality: Sports, tennis, ball, ping-pong, soccer, volleyball, basketball, TV, interesting, boring, fun, difficult, relaxing, easy, do, does, have, has, go, get, play, like, love, let, sound, we, us, them, watch TV 六、Skills (技能) Listening for main ideas Scanning a reading text 七、Recycling （复习巩固） Where’s? It’s ... 八、教材分析 本单元主要学习动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成以及简单回答。本单元围绕“和朋友一起欢度时光”这一话题安排了三个任务：一是列举所学的运动项目，从中挑选出各自喜欢的体育项目，并说明原因，目的是巩固并新学一些体育项目的名词；二是让学生互相询问所爱好的运动，并根据情况发出邀请，学会用have对物品的所属进行提问与回答，掌握用do和does引导的一般疑问句的构成及使用，了解用Let’s提建议的句型；三是写作，把任务一、二的完成情况写成日记，进一步复习、巩固所学的语言目标。 Section A 1a，1b，1c重点学习表示运动及游戏名称的词。 2a，2b，2c继续学习表示运动的名词并学习谈论物主关系。 3a，3b，3c学习“提出建议”的功能句式。 Section B 1a，1b，1c, 1d, 2a，2b，2c重点学习描述活动状况的形容词。 3a，3b，3c 阅读介绍体育用品或其它物品的短文，学会写介绍体育用品的小短文。 Self Check复习并扩充表示体育用品、描述活动状况的词汇及表示提出建议的句型。 九、学情分析 本单元的主题是使用have对物品的所属进行提问及回答，以掌握行为动词在一般现在时中的构成和使用；同时引导学生使用所学的句型谈论自己在球类运动中的喜好。行为动词在一般现在时的肯定句、否定句和一般疑问句中的构成和使用是初中英语教学中非常重要的内容，本单元知识的掌握程度将直接影响今后的英语学习。学生在以前的学习中已经掌握了be动词在一般现在时中的构成和使用，在学生的头脑中也已经形成了一个模式，这种模式将直接影响学生对本单元知识内容的接受，所以教师在教学中一定要善于引导，以免学生养成不良习惯。 十、课时安排 The first period (第一课时): Section A (1a–2d) The second period (第二课时): Section A (Grammar focus–3c) The third period (第三课时): Section B (1a–1d) The fourth period (第四课时): Section B (2a–2c) The fifth period (第五课时): Section B (3aSelf Check) The First Period (Section A, 1a–2d) Teaching aims（教学目标） 1．学会用have对物品的所属进行提问以及应答; 2. 学会使用do和does引导的一般疑问句; 3. 学会用Let’s …提建议； 4. 能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动。 Language points（语言点） 1. 掌握以下重点句型： Do you／they have … ? Does he／she have …? Let’s play soccer． Do you/they have a TV? Yes, I/they do. No, I/they don’t. Does he/she have a soccer ball? Yes, he/she does. No, he/she doesn’t. 2．要求掌握以下词汇： 一些球类运动器材名词tennis, bat, volley, basketball, television, interesting, boring, fun, difficult, relaxing, welcome, our, sports, center, like, we, many, club, ping-pong, more, join, class Difficulties（难点）： 行为动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成和使用。 Teaching steps （教学步骤） Lead in: T: Good morning, everyone! Last week, we finished Unit 4. Today we are going to start a new unit, Unit 5. Ask and answer a. T: Can you tell me what the title of Unit 5 is? Yes, it’s “Do you have a soccer ball?” What do you think the unit is about? b. T: Great! In this unit, we are going to learn to talk about ownership and some sports words. “Ownership” means “物品的所有者”. Step 1: Section A 1a T: First, please open your books to page 25 and look at activity 1a. 1．Look and find T: Please look at the picture in activity 1a. There are some balls in it. Do you know what kind of balls they are? 2．Match and discuss a. T: Would you please match the words with the things in the picture? b. T: How many words do you know? Can you share the words you know with your partners? c. T: Please discuss with your partners and check whether your answers are the same. 3．Check the answers T: Let’s check the answers together. Answers: 2．f 3．c 4．e 5．d 6．b 4．Read a. T: Please read the words after me. Tennis ball ... b. T: I would like you to read the words together and read each word twice. Tennis racket, tenni racket ... c. Who would like to read the words to the class? d. Let’s read the words one by one again together. 【教学设计说明】 采用Discussion and guess和Classifying的学习策略，利用实物、教学幻灯片、图片等来展开课堂Pairwork问答式的口语交际活动，使用have对物品的所属进行提问及回答。 Step 2: Section A 1b 1．Listen and circle a. T: Listen to the recording for the first time. b. T: Circle the words when you listen to it for the second time. 2．Check the answers T: Let’s check the answers. Answers: circled items: ping-pong bat, ping-pong ball 3．Read a. T: I would like you to read the tape script together. b. T: Would you please read it by yourselves three times? c. T: This time I would like you to read it twice with your partners. d. T: Who would like to read it to the class? 4．Translate and explain a. T: Who would like to tell us what the conversation means in Chinese? b. T: When we want to know if someone has something, we use the sentence: “Do you have ...?” 【教学设计说明】 听lb部分的录音，圈出所听到的单 词，并画出相应的图片，完成1b部分的学习任务。教师平时收集课文中所涉及的或学生常见的球类运动器材或有关的教学幻灯片或图片；设计课后巩固练习的幻灯片；制作1a部分的插图和人物对话的课件，将听力部分的内容插人，通过询问对方的所属以及回答来引入新课。 Step 3: Section A 1c 1．Read T: Would you like to read the conversation with your partners? 2．Practice a. T: Would you please practice the conversation according to the picture in 1a? b. T: Please present your conversations to the class. Who would like to have a try? 【教学设计说明】 Pairwork活动，完成lc部分口语交际的学习任务，学会运用助动词do进行问答。学生搜集自己所了解的或曾经见过的球类运动器材的名称，并通过询问老师、同学或上网查询的方式了解各种运动的竞赛方法。 Step 4: Section A 2a 1．Look T: Let’s move to activity 2a now. 2．Listen and number a. T: Now, let’s listen to the recording for the first time. b. T: Are you ready to do activity 2a? c. T: Please number the pictures from 1 to 4 as you listen. d. T: Listen again and please check your answers. 2．Check the answers T: Do you have the answers? Let’s check them together. Answers: 3, 1, 4, 2 【教学设计说明】 听2a部分的录音，选出他们所听到的对话并标明顺序，完成2a部分的学习任务。该部分学习内容贴近学生的生活，谈论的主题是符合学生喜爱运动的心理，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。 Step 5: Section A 2b 1．Listen and match a. T: Listen to the recording again. b. T: Match the people in activity 2a with the balls. 2．Check the answers T: Finished? Let’s check the answers. Answers: 3, 2, 1, 4 3．Read the conversation a. T: Let’s read the conversations together. b. T: I would like you to read them in pairs. c. T: Who would like to read them for the class? 【教学设计说明】 重听2a部分的录音，将对话中所提到的球类和人物对应起来，并标明顺序，完成2b部分中的听力训练任务。 Step 6: Section A 2c 1．Look and say T: Let’s move to the activity 2c. Please look at the pictures in activities 2a and 2b and talk about who has which balls with your partners. 2．Task － I have ... a. T: Now, let’s do a task－I have ... Please make a chart like this and write down some things in the chart and ask your friends whether they have them. Things Names Numbers of students hat Mary, John 2 baseball … baseball bat basketball books …. Example: A: Do you have a hat, Mary? B: Yes, I do. A: Do you have a baseball, Bob? C: No, I don’t. .... b. T: I believe most of you have finished your survey. Please give us a report. I would like to give you an example. Example: I did a survey about the things my friends have. Two students have hats. Bob has a basketball ... 【教学设计说明】 Pairwork活动，完成2c部分口语交际的学习任务。根据图画内容运用动词have进行询问所属，以练习由助动词do／does引导的一般疑问句结构。 Step 7: Section A 2d T: Role-play the conversation. 分角色表演对话。 【教学设计说明】 教师让每个学生在白纸上画一幅画，画的内容是反映一个人在做运动或某个活动，并在画中画出电脑、网球拍或篮球等物体；然后收集图画，出示给学生看，使用Does he／she have…?句型向学生提问，让学生回答；把图画放在讲台上，再选派一些学生上台就图画内容向学生询问(可不把图画给学生看)，让学生猜出答案。这种活动可练习have一般疑问句的构成和回答，又能调动学生的学习兴趣，十分有效。 Step 8: Summarize T: Let’s summarize what we learned in this period. Step 9: Homework 1．Copy the words in activity 1a and the sentences in grammar box. 2．Read the tape script of activities 2a and 2b. The Second Period (Section A, Grammar focus–3c) Teaching aims（教学目标） 1．学会用have对物品的所属进行提问以及应答; 2. 学会使用do和does引导的一般疑问句; Language points（语言点） 2. 掌握以下重点句型： Do you/they have a TV? Yes, I/they do. No, I/they don’t. Does he/she have a soccer ball? Yes, he/she does. No, he/she doesn’t. 2．要求掌握以下词汇： 一些球类运动器材名词tennis, bat, volleyball, basketball, television, interesting, boring, fun, difficult, relaxing Difficulties（难点）： 行为动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成和使用。 Teaching steps （教学步骤） Lead in: T: What did we learn yesterday? Who can tell us? Yes. Yesterday we got to know how to talk about ownership and we also learned some sports words in English. Do you still remember them? OK, let’s review them first. Step 1: Revision 1．Ask and answer a. T: Would you please translate my words into English? 网球、足球…… b. T: Who would like to make conversations using the pictures in the PPT? 2．Dictation T: Please take out your dictation exercise books and let’s have a dictation. Step 2: Grammar Focus 1．Read T: Read the conversations in the grammar box. 2．Point out the notes 助动词do的用法； 助动词does的用法； 助动词do和does引导的一般疑问句及其回答。 【教学设计说明】 动词的第三人称单数形式：当句子的主语是“第三人称单数”时，即：不是I，不是you的其它单数形式时，谓语动词必须改变形式，也就是在词尾加-s或-es (同名词的复数形式)，我们可以简称为“三单形式”。有些动词的变化是特殊的，如：have的三单形式是has。在构成否定句时。要在动词前加助动词don’t或doesn’t；在构成疑问句时，则要在主语前加上助动词do或does，does／doesn’t是do／don’t的三单形式。助动词后应该用动词的原形。 Section A 3a 1．Write each word in the correct place in the chart. T: Let’s go to activity 3a on page 27. do does I, they, you, we he, she, it, Eric 2．Check the answers T: Have you finished? Please check your answers with your partners. 3．Translate into Chinese a. T: Would you please translate the words into Chinese with your partners? b. Who would like to translate them into Chinese for us? 4．Read a. T: Let’s read the words together. b. T: Who would like to read them to the class? 【教学设计说明】将方框中的单词填入表格的正确位置。 Step 3: Section A 3b 1．Fill in the blanks with do or does. Then practice the conversations with your partner. a. T: Let’s move to activity 3b. b. T: Please look at the conversations and read them together. c. T: I would like you to read them in pairs. d. T: Who would like to read them to the class? I will invite some pairs to read them to the class. 2．Pairwork a. T: Can you make conversations like the ones given? b. T: Let’s make conversations in pairs. c. T: Who would like to present their conversations to the class? 3．Explain a. T: In the conversations, we learned how to use “let’s”. Would you please discuss when we use it with your friends and how to answer such sentences? b. T: Some of you have got it. Who can tell us your ideas? c. 对，没错。Let’s用于表示提建议的句型中，它的意思是“让我们······”。表示赞同建议时，我们用 “That sounds good.”，它的意思是“那听上去很好”。请同学们一定掌握这组提建议的句型及其回答。 【教学设计说明】用do或does 填空， 然后与同伴练习对。 Step 4: Section A 3c Remember the things in Bob’s room. Then close your books and ask and answer questions with a partner. 【教学设计说明】记住鲍勃房间了的物品，然后合上书与同伴对话。 Step 5: Summarize T: Let’s summarize what we learned in this period. Step 6: Homework T: Try to memorize the conversations in 3b. The Third Period (Section B, 1a–1d) Teaching aims（教学目标） 1. 学会使用描述性形容词; 2. 学会使用do和does引导的一般疑问句，学会用Let’s …提建议； 3. 学会运用所学知识进行写作(行为动词一般现在时的肯定句、否定句和一般疑问句)。 Language points（语言点） 3. 掌握以下重点句型： 复习do／does引导的一般疑问句和let’s…句型；复习名词的复数构成与使用。 2．要求掌握以下词汇： 学习使用描述性形容词：interesting，boring，fun，difficult，relaxing Difficulties（难点）： 行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化。 Teaching steps （教学步骤） Lead in: T: Good morning, boys and girls. Shall we continue our lessons? Could you please tell me what we learned in Section A? Yes, we learned to make suggestions. Step 1: Revision 1．Review making suggestions a. T: I will show you some pictures, please make suggestions according to the pictures given in pairs. b. T: I would like some of you to present your conversations to the class. 2．Dictation T: Let’s have a dictation. Step 2: Section B 1a 1．Look and look up a. T: Open your books to page 28．Would you please look at activity 1a? b. T: There are some words in the box. Do you know what they mean? Please look them up in the word list on pages 90 to 91 and then write down the Chinese meanings under each word. c. T: Now, I am sure you understand the words. 2．Match T: Please match the words with the pictures. 3．Check the answers T: Finished, everyone? Let’s check the answers now. Answers: 1．c 2．d 3．e 4．b 5．a 4．Read a. T: Read the words after me. Interesting ... b. T: Would you please read the words by yourselves? 【教学设计说明】 1．根据实物或图片或幻灯片内容，进行pairwork活动，复习前一部分所学的单词。 2．观看教学课件或图片、幻灯片(能反映各种情绪的内容)，一边观看，一边听老师描述：It’s interesting/boring/fun／difficult／relaxing，然后跟读，理解其语义。 Step 3: Section B 1b 1．Draw a picture T: Look at the pictures in 1a for one minute and try to draw your own pictures to describe the words in the box in 1a. 2．Show and guess T: Some of you have finished drawing. Could you please show your pictures to your partner and let him/her have a guess what the picture means? 【教学设计说明】 读la部分内容，将描述性形容词与图画一一对应，完成la中的学习任务。同时可与同伴进行pairwork活动，互相画出某个形容词的内容，让同伴猜出这个单词，以完全理解其含义。 3．Listen and check a. T: Let’s move to activity 1b now. It is a listening exercise. For the first time, I would like you to listen only. b. Now, for the second time, please listen to the recording again and check the words you hear in 1a. 4．Check the answers T: I think most of you have finished. Let’s check the answers together. Answers: checked items: interesting, boring, fun, difficult 【教学设计说明】 听1b部分的录音，完成1b部分的学习任务。 Step 4: Section B 1c 1．Listen T: Listen to the recording again. 2．Listen and write a. T: Listen to the recording again and write a word from 1a that Paul uses to talk about each activity. b. T: Listen to the recording one more time and check the answers by yourselves. 3．Check the answers T: Let’s check the answers together. Who would like to tell us what you wrote? Answers: 1．interesting 2．difficult 3．boring 4．fun 4．Read the tape script a. T: Let’s read the tape script together. b. T: Would you please read the tape script in pairs? c. T: Please translate the conversation into Chinese in pairs. d. T: Who would like to read it for the class? Step 5: Section B 1d 1. Read T: Read the conversation in 1d. 2. Practice in pairs T: Talk about the activities in 1c with your partner. One person is Paul, the other is Paul’s friend, Jenny. T: Who would like to share their conversations with the class? 【教学设计说明】 Pairwork活动，根据示例谈论1c部分所提到的活动，正确使用所学的描述性形容词，完成1d部分的学习任务。 Step 6: Summarize T: Let’s summarize what we learned in this period. Step 7: Homework Copy the tape script of 1b in Section B. The Fourth Period (Section B, 2a–2c) Teaching aims（教学目标） 复习和巩固所学的知识，并运用Classifying的学习策略，引导学生进行听力和口语交际训练，并能够谈论自己喜欢哪些球类运动、不喜欢哪些球类运动及其原因，能够谈论怎样和自己的朋友度过一段愉快的时光，同时也进行适当的阅读和写作练习(主要是组词、造句)。 Language points（语言点） 4. 掌握以下重点句型： 复习do／does引导的一般疑问句和let’s…句型；复习名词的复数构成与使用。 2．要求掌握以下词汇： 学会使用描述性形容词：interesting，boring，fun，difficult，relaxing Difficulties（难点）： 行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化。 Teaching steps （教学步骤） Lead in: T: We have finished most of Unit 5. And in this period, we will co