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人教版七年级英语上册第5单元_教学设计

人教版七年级英语上册第5单元_教学设计
人教版七年级英语上册第5单元_教学设计

Unit 5 Do you have a soccer ball? ( period 4) 一、教学与评价总体设计

教学内容

本单元的核心内容是如何表达“拥有……”,相应的语法内容是have的用法,学习的重点是掌握含有动词have的疑问句以及否定句的表达方式,学习祈使句的用法,并掌握内涵。

教学目标语言知识

A.学会使用do和does引导的一般疑问句;

B.学会使用描述性形容词评价事务;

C.学会在对话中使用名词复数;

D.学会用祈使句来向对方提出建议。

语言技能 A.学会使用祈使句询问某人是否有某物;

B.学会向他人提出建议的句子。

学习策略 A.通过与同学讨论,做出猜测;

B.对所学的知识进行分类。

情感态度

A.通过阅读有关运动的文章和对话,使学生更加热爱体

育活动并培养自己的体育爱好;

B.小组活动培养学生团结协作精神。

文化意识初步了解英语国家的礼貌习惯

教学重点和难点重点:A.学会就有关人物之间所属关系进行问答的句子;

B.学习并掌握Let's...的句型

难点:A.学会使用描述性形容词对事物做出评价

B.学会用第三人称单数的一般疑问句及回答做对话。

教学设计要点1.快速猜词,复习已学过的球类名称;

2.分别使用第二人称和第三人称询问他人拥有的物品;3.对话成果展示谈论自己和同伴的房间;

4.听课本录音,训练学生的记忆能力。

二、教学过程设计

教学过程教学内容评价活动设计设计意图

课前评价活动学生要学会就有

关人物之间所属

关系进行回答的

句子

1.听说训练:老师快速展示球类运动,

学生猜词。

2.学生通过小组成员互助的形式预习

表示球类的名称

3.运用所学语言进行对话

4.叙述文段

通过课前查字典,及音标识词

参与小组活动,调动学生学习

的主动性、积极性。

步骤1Guessing game:

快速抢答

T: Let's play a guessing game.

What's this?

S1: Basketball.

T: How about this one?

S2: Volleyball.

复习巩固球类的名称,承上启

下,为下面的环节作铺垫。

步骤2Practice a short

dialogue:复习使

用第一人称询问

对方是否拥有某

种物品

S1: Do you have a ...?

S2: Yes, I do.

S1: Where is the...?

S2: It's...

S1: Do you have a ...?

S2: No, I don't.

用实物创设新情景,进一步复

习本课的重点句型。

过程评价活动步

3

Practice the

second dialogue:

复习使用第三人

称询问他人是否

拥有某种物品

S1: Does she/he have a...?

S2: Yes, she/he does.

S1: Where is the...?

S2: It's...

S1: Does she/he have a...?

S2: No, she/he doesn't.

学生两人一组,练习本课的另

外一组句型,强化动词第三人

称单数的疑问句。

4

My bedroom:个人

口头汇报活动1

S: I want to say something about my

bedroom. I have a bag. It's on the bed. I

have three books. They are on the

desk...

通过学生活动及汇报小组准备

结果,鼓励学生积极运用所学

语言材料。

5

My friend's

bedroom.个人口

头汇报活动2

S: I want to say something about my

friend's bedroom. He has a bag. It's on

the bed. He has three books. They are

on the desk....

利用课件展示的情景描述第三

人称单数的物品所属关系,强

化第三人称单数的用法。

6

听力练习

将课本P29的3a作为听力材料,训练

学生快速记忆与复述的能力

通过听力练习向学生输入更多

的与本课基本句型相关的语言

材料。

7

作业:写一篇短

文,描述自己的同

桌都有哪些学习

用品,并且说明他

们在什么地方

学生通过由词——句——短对话

——长对话——谈论他人所拥有的

物品,在教学中促进了学生之间的彼

此了解。

进一步为学生创造语言情景,熟

练应用。使学生成为语言的主

人。

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