七年级上册英语第五单元教案

七年级上册英语第五单元教案

基本信息

• 课题: Unit 5 Do you have a soccer ball? (第五单元 你有足球吗？)
• 年级: 七年级上册
• 课时: 第1课时 (共4-6课时)
• 课型: 新授课
• 授课教师: [教师姓名]

教学目标

1. 知识与技能目标:

   • 词汇: 能听、说、读、写核心词汇：soccer ball, basketball, volleyball, baseball, tennis, ping-pong ball/bat, tennis racket, have/has, let's, go, we, let, get, great, play, sound, good, sport, many, club, classmate, friend, same。
   • 句型: 能熟练掌握并运用以下句型进行问答：
     • — Do you have a ...? — Yes, I do. / No, I don't.
     • — Does he/she have a ...? — Yes, he/she does. / No, he/she doesn't.
     • Let's play...
     • That sounds good/great.
   • 听: 能听懂关于“拥有物品”和“提出邀请”的简短对话。
   • 说: 能运用所学句型与同伴谈论自己及他人拥有的运动器材,并能发出或接受关于运动的邀请。
   • 读: 能读懂关于运动和爱好的简短语篇或对话。
   • 写: 能根据图片或提示,写出简单的句子来描述自己或他人拥有的物品。

2. 过程与方法目标:

   • 通过情景创设、小组合作、游戏竞赛等方式，引导学生在真实或模拟的语境中感知、体验和运用语言。
   • 培养学生自主学习和合作探究的能力,鼓励他们积极参与课堂互动。
   • 学习使用“听前预测”、“抓取关键词”等听力策略。

3. 情感态度与价值观目标:

   • 培养学生对体育运动的兴趣，鼓励他们积极参与体育活动,养成健康的生活方式。
   • 学会与同学友好交流、分享和合作,建立良好的人际关系。
   • 增强学习英语的自信心和成就感。

教学重难点

• 教学重点:

  1. 核心词汇的认读和运用。
  2. 掌握并熟练运用 Do you/Does he/she have...? 句型及其简略回答。
  3. 理解并运用 Let's... 提出建议。

• 教学难点:

  1. 助动词 do 和 does 的正确选择与使用。
  2. 第三人称单数 (he, she, it) 作主语时，动词 have 要变为 has。
  3. 在实际交际中灵活运用所学句型进行问答和邀请。

教学准备

• 教师: 多媒体课件、单词卡片、各种球类实物或模型、录音机。
• 学生: 英语课本、练习本、铅笔。

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教学过程

Step 1: Warming-up & Lead-in (热身与导入) (约5分钟)

1. Greeting (问候):

   
   （图片来源网络，侵删）
   • T: Good morning, class!
   • Ss: Good morning, teacher!
   • T: How are you today?
   • Ss: I'm fine, thank you. And you?
   • T: I'm great, thanks. Sit down, please.

2. Sing a Song (歌曲导入):

   • 播放一首关于运动的简单英文歌曲，如 "Head, Shoulders, Knees and Toes" 的改编版，加入 "Ball, ball, soccer ball" 等歌词。
   • T: Let's sing a song together. (带领学生一起唱，并做动作，活跃课堂气氛。)

3. Lead-in (导入新课):

   • T: (拿出一个足球) Look! What's this? (引导学生回答: It's a soccer ball.)
   • T: (拿出一个篮球) And what's this? (引导学生回答: It's a basketball.)
   • T: Great! Today we are going to talk about sports and balls. (板书课题: Unit 5 Do you have a soccer ball?) 领读课题。

Step 2: Presentation (新知呈现) (约15分钟)

1. Vocabulary Teaching (词汇教学):

   • 方法: 使用多媒体课件展示各种球类运动的图片和单词，采用“看图识词、跟读、正音”的方式。
   • 过程:
     • T: (展示足球图片) This is a soccer ball. Read after me: "soccer ball". (Ss: soccer ball)
     • 用同样的方法教授: basketball, volleyball, baseball, tennis, ping-pong ball/bat, tennis racket。
     • Game: "What's missing?" 展示几张图片，让学生快速说出单词，然后藏起一张，问 "What's missing?"，学生抢答，此环节可增加趣味性,巩固词汇。

2. Sentence Pattern Presentation (句型呈现):

   • 呈现第一人称 (I/You):
     • T: (举起自己的足球) I have a soccer ball. (板书: I have a soccer ball.)
     • T: (指向一个学生 A) Do you have a soccer ball, A? (引导学生回答)
     • S_A: Yes, I do. / No, I don't.
     • T: (板书句型: — Do you have a...? — Yes, I do. / No, I don't.) 领读并讲解。do 是助动词,帮助构成疑问句和否定句。
   • 呈现第三人称 (He/She):
     • T: (指向学生 B) Look at him. He has a basketball. (注意将 have 变为 has，并强调) Read after me: "He has a basketball."
     • T: (指向学生 C) What about her? She has a volleyball. (同样强调 has)
     • T: (板书: He/She has a...)
     • T: Now, ask me about him. (指向学生 B) Does he have a basketball?
     • Ss: Yes, he does. / No, he doesn't.
     • T: (板书句型: — Does he/she have a...? — Yes, he/she does. / No, he/she doesn't.) 领读并讲解。Does 是 do 的第三人称单数形式，后面跟动词原形 have。

3. Presentation of "Let's..." (呈现 "Let's..." 句型):

   • T: (对学生 A 和 B) I have a soccer ball. You have a basketball. Let's play soccer! (做出邀请的手势) It's fun!
   • T: (板书: Let's play soccer.) 领读。Let's = Let us，意思是“让我们...”,用来提出建议。
   • T: (对学生 B) Let's play basketball! (引导学生回答)
   • S_B: That sounds good! / That sounds great! (板书并领读)

Step 3: Practice (趣味操练) (约10分钟)

1. Pair Work (结对练习):

   • 任务: 运用所学句型，两人一组,互相询问对方拥有哪些球类。
   • 示例对话:
     • A: Do you have a ping-pong bat?
     • B: Yes, I do. / No, I don't. Do you have a tennis racket?
     • A: Yes, I do. Let's play tennis!
     • B: That sounds good!
   • 教师巡视指导,帮助有困难的学生。

2. Survey (小调查):

   • 任务: 学生在教室里自由走动，用 Does he/she have a...? 句型调查3位同学,完成表格。
   • 表格设计: | Name | Soccer Ball | Basketball | Ping-pong Bat | | :--- | :---: | :---: | :---: | | Tom | √ | | | | Lucy | | √ | √ | | ... | | | |
   • T: Now, let's do a survey. Ask your classmates "Does he/she have a...?" and fill in the chart. Then report your findings to your group.
   • 学生完成后，请几位同学进行汇报: "Tom has a soccer ball. Lucy has a basketball and a ping-pong bat."

Step 4: Production (巩固应用) (约10分钟)

1. Listen and Number (听力练习):

   • 打开课本，让学生听录音,完成1b的听力任务。
   • T: Now, open your book to Page 25. Look at 1b. Listen to the recording and number the pictures. Play the recording twice.
   • 核对答案。

2. Listen and Check (听力练习):

   • 完成1c的听力任务。
   • T: Now, listen again. Check (√) the things they have.
   • 核对答案。

3. Pair Work (结对练习):

   • 完成1d的对话练习。
   • T: Now, work in pairs. Ask and answer about the things in the picture. Use the conversation in 1c as a model.
   • 请几组同学展示对话。

Step 5: Summary & Homework (总结与作业) (约5分钟)

1. Summary (课堂总结):

   • T: Today we learned many words about sports. What are they? (引导学生回顾单词)
   • T: And we learned two important sentence patterns. What are they? (引导学生回顾句型)
   • T: Great! You did a good job today! Remember, playing sports is good for our health. Let's be more active!

2. Homework (布置作业):

   • 基础性作业:
     1. 熟读并背诵本课所学单词和句型。
     2. 抄写单词3遍,句子2遍。
   • 拓展性作业:
     1. 调查你家人的运动爱好，并记录下来: "My father has a... He likes playing..."
     2. 和你的朋友用英语进行一次关于运动的对话,并录音。

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板书设计

                      Unit 5 Do you have a soccer ball?
                      Vocabulary:
                      soccer ball       basketball
                      volleyball        baseball
                      tennis            ping-pong ball/bat
                      tennis racket
                      Sentence Patterns:
                      — Do you have a ...?      — Yes, I do. / No, I don't.
                      — Does he/she have a...? — Yes, he/she does. / No, he/she doesn't.
                      Suggestion:
                      Let's play... (That sounds good/great.)

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教学反思

本节课的设计遵循了“由易到难、由浅入深”的认知规律，通过多种互动形式调动了学生的积极性，词汇教学直观形象，句型操练层层递进，小组活动和调查任务为学生提供了真实的语言运用场景,有助于培养他们的合作精神和交际能力。

优点:

• 情景贯穿始终,贴近学生生活。
• 游戏和竞赛环节有效激发了学生兴趣。
• 听、说、读、写技能训练相结合,较为全面。

不足与改进:

• 部分基础较弱的学生在 do 和 does 的区分上可能仍有困难,需要在后续课中加强专项练习。
• 时间分配上，Production 部分如果学生讨论热烈，可能会略显紧张,可以灵活调整。
• 可以准备更多实物，让学生亲手触摸和传递,增强体验感。