七年级上册Unit 5 Do you have a soccer ball ？Section A 1a-2d 教案（表格式）

课 题 Unit 5 Do you have a soccer ball Section A 1a-2d 年 级 七年级 授课时间
课 时 课 型 新授 主备人
集备人
备 课 教学目标 Teaching objectives The main content of Section A is to learn to use have to ask and answer questions about the ownership of objects, learn to use Yes–no question guided by do and does, and learn to use Let's... to make suggestions. Can talk about which ball games you like and which ones you don't like. Ability objectives Adopting the learning strategies of Discussion and Guess and Classifying, using physical objects, teaching slides, pictures, etc. to carry out classroom Pair Work Q&A oral communication activities, and using Have to ask and answer questions about the ownership of the items. Emotional goals This part of the learning content is close to students' lives, and the topic discussed is in line with their love for sports psychology. It is extremely easy to stimulate students' desire and interest in learning English, making them willing to participate in various English practical activities.
教学重难点分析 Key point: Learn to use the key sentence pattern Do you/they have Does he/she have Let's play soccer ball; Difficulties: the general Present tense tense of the action verb have; The composition and use of Yes–no question guided by do and does.
教学资源准备 PPT
教法 讲授法，情景对话法和小组合作法
学法 自主学习法，探究学习法，合作学习法
课堂教学设计 教学过程 教学内容-活动组织-技术媒体选择 二次备课
Teaching procedures Step 1 Lead in Teacher takes out a football or shows a slide show or shows pictures for demonstration: I have a football 11. Do I have a football Answer yourself: Yes, I d0. Then ask: Do I have a basketball Answer yourself: No, I don't. Then use other objects to ask students: Do I have Ask students: Do you have Ask students: Does he/she have Ask students: Do they have Step 2 Presentation 1. Play the recording of the lb section for students to listen, guide them to circle the words they hear, and be able to draw the corresponding pictures to complete the teaching tasks of the lb section. 2. Guide students to carry out Pairwork activities, complete the teaching tasks of oral communication in lc, learn to use the Auxiliary verb "do" for question and answer, and adopt the communication mode of teacher-student interaction to drive student interaction: Do you have Yes, I do./No, I don't 3. Play the recording of section 2a, guide students to select the dialogues they hear and indicate the order, and complete the teaching tasks of section 2a 4. Replay the recording in part 2a, and ask students to match the ball games and characters mentioned in the dialogue, and mark the order to complete the Ear training task in part 2b. 5. Guide students to carry out Pairwork activities and complete the teaching tasks of 2c oral communication. Ask the students to use the verb have to ask the owner according to the picture content to practice the Yes–no question structure guided by the Auxiliary verb do/does. The communication mode of teacher-student interaction and student student interaction can be used: Do you have Yes, I do./No. I don't do. Does he/she Yes. he/she does./No, he/she does' t. 6. Guide students to observe the pictures and dialogue content in section 3a, and capture relevant information based on examples. Choose appropriate words from the boxes to fill in the blanks. 7. Guide students to engage in Pairwork activities and complete the teaching tasks of section 3b on oral communication. Students are required to learn to use the Let's... sentence pattern to indicate "giving suggestions". Let's play soccer. I don't have a soccer ball. Well, let's play volleyball. That sounds good. Step 3 Group work Guide students to engage in Pairwork activities and complete the four teaching tasks of oral communication and written exercises. Students are required to read the short text in Part 4, fill out the form based on the content, and then introduce their information to each other.
作业
板书设计
教学反思