Unit 5 Do you have a soccer ball？ Section B 1a—1d 教学设计（表格式）

教学设计
课程基本信息
学科 初中英语 年级 七年级 学期 秋季
课题 Unit5 Do you have a soccer ball Section B 1a-1d
教学目标
Language goal： Students will be able to 1.master the new description words:interesting,boring,fun,difficult, relaxing. 2.invite friends using “Let’s do”and give a response using “That sounds...”. 3.get a sense of stress and pronounce the new words correctly. 4.get a general idea about the function of exclamation words. Thinking quality: Students will be able to 1.understand or guess new words in a sentence. 2.evaluate others with the help of the checklist. 3.improve their ability to analyse and compare the information while they learn. Learning skills: Students will be able to 1.get a sense of the stress of a word. 2.exam the topic carefully. 3.read the picture and get some helpful information. 4.listen for the details with the tip: write for only 1-2 letters to get the main idea. 5.act out a dialogue with some help.
教学内容
教学重点： 1. Master the new description words:interesting,boring,fun,difficult, relaxing. 2. Master the following structure ： Let’s play ... That sounds ... Get a general idea about the stress of a word and listen for the detail information.
教学难点： 1.Understand what the stress of a word is. 2.Understand how the talk go naturally. 3.Act out their dialogue naturally.
教学过程
Step1 Presentation 1.Present the following new words with pictures and sentences: relaxing,boring,difficult,interesting and fun. Attention： ①Lead the Ss to focus on the stress of the words. ②Try to get the Ss to understand the difference between “interesting”and “fun”. 2.Put these words in the right box. Ask the Ss to divide the words into 3 groups according to the different position the stress falls on. 设计意图：通过图片与句子的方式呈现新单词，让学生养成在句子中理解单词的习惯。本单元的语音侧重点“重读”也在这个环节进行教学巩固。尝试让学生理解interesting 和fun的区别，对于培养学生的语感也是有帮助的。 Step2 1a Lead-in Name the boy in the picture Jack.Jack is thinking of his activities this week. Ask the Ss:What does he think of these activities Ss read the pictures and match them with the words that they’ve learnt just now. Tip:We can watch his face and body and guess his feeling. 设计意图：利用课本插图，创设情境，使得本环节的学习不枯燥。同时帮助学生学会观察图片信息。 Step3 1b Listen and check( ) the description words you here in 1a. 1.Before Listening Jenny wants to invite Paul to spend time with her. T:How can she invite Paul Help the Ss to answer：Hi, Paul! Let’s play...! T:How can Paul answer Help the Ss to answer: Oh, that sounds... 2.While listening Ss listen carefully and check the answers. 设计意图：本环节是前面一个环节的延续，让学生从对话中听出相应的形容词，利用听力巩固前面一个环节的学习。在听前，利用1d课本插图假设对话的主人公，对重点句子进行呈现和突出，也是对1d的一个铺垫。 Step4 1c Listen again. What does Paul say about these activities Choose a word from 1a to fill in each blank. 1.Before Listening Ask the Ss to pay attention to the Key Word “Paul”. Listening Tip: You can just write 1-2 letters for each word while listening. 2.While listening ①Ss listen carefully and check the answers. ②Ss say like this:Paul thinks playing computer games is interesting. 3.Post listening ①Shadow exercise:Pay attention to the stress and the structure “That sounds...”while reading. ②Underline the exclamation words like “oh”, “well”and so on. T: What is the function of these exclamation words Help the Ss answer like this :They make the talk more natural. ③ How does their talk go Go through the dialogue with the Ss to sense how the talk goes smoothly and naturally. 设计意图：本环节是本课的一个重难点环节。 听前环节主要目的是帮助学生培养审题能力，和听中记录信息的能力，这样有助于他们快速有效提取信息。 听中环节对完答案后让学生用按照例句说关键信息帮助学生巩固所学知识。 听后环节第一步进一步练习听力和语音，并要求学生注意本节课的语音重点：重读；第二步是让学生能理解感叹词在对话中的使用；第三步帮助学生理解真实对话内容的逻辑性、合理性。 Step6 1d You are Paul. Your partner is Paul’s friend Jenny. Talk about the activities in 1c. 设计意图：让学生表演对话内容，并能根据所提供的评价表做更真实而流畅的对话，同时能利用评价表对同伴的表演进行合理评价。 Step7 Homework 1. Read the talk in 1b&1c smoothly. 2. Finish the exercise in the work sheet.