Unit5 Do you have a soccer ball reading Section B 2a-2c教学设计（表格式）人教版七年级英语上册

教 学 设 计
课题名称 Do You Have a Soccer Ball
单元名称 Unit5 Do you have a soccer ball
教材版本 人民教育出版社
授课年级 七年级上
课 型 阅读课（Section B 2a-2c）
I. Overall Design Idea (整体设计思路)
本堂课的文本来自人教新目标Go for it七年级上册第5单元，围绕三个主人公所有的球类进行说明并进而谈论三人对于运动的喜好的阅读课。教师根据文本特点及当前学段学生已有的英语知识与能力，把课堂重点放在文本信息的获取、解读和初步的运用体验上，从信息的输入到输出，努力实现对学生在语言能力、思维品质、文化意识和学习能力等核心素养的培养和提升，力求打造一节“基于文本——深入文本——走出文本”的英语阅读教学课。本堂课将主要围绕以下教学活动来展开：
(
Post-reading
Pre-reading
Getting information from the
passages
.
While-reading
Stimulating
the
students’ interest in reading.
Paying attention to the key elements and the
simple
tense.
Reflecting and expressing.
)
II. Analysis of contents (文本分析)
【WHAT】
七年级上册第五单元，其主题为“Do you have a soccer ball ”，给予学生足够的空间和机会，去描述他们生活中对于运动球类及运动喜好，学会运用一般现在时谈论个人对运动的喜好和感受。本堂课Section B 的2a～2c部分，主要是，讲述三个学生Frank Brown, Gina Smith, 和Wang Wei所有的运动器材类型，对某类运动的喜好与感受。
【HOW】
在文本内容的整合上，本节课的课型是阅读课，因此将目标定位在“阅读”上，课中内容涉及2a至2c。
在文本教学方式的处理上，突出阅读课型，解决读中的主要问题，适当地为“写”作出铺垫：一方面，帮助学生通过略读和细读的方式去获取文中信息，并设计时间轴和思维导图，利用思维导图中的逻辑架构，帮助学生理清思路、捕捉文本中的关键要素，另一方面，引导学生关注文体中常用的时态——一般过现在时态，并尝试在新的语篇中，用正确的时态表达个人对于球类喜爱的描述，实现从输入到输出、由读到写的自然过渡。
III. Analysis of learners (学情分析)
七年级学生大都还未具备一定的英语阅读素养，但能在老师的引导下对阅读材料进行简单的归纳和分析，能用英语简单表达他们对于运动的看法，本单元课题贴近学生的生活，阅读材料是他们感兴趣的运动话题，因此可以设计符合学生认知水平和语言能力的课堂活动，激发他们的课堂参与积极性，引发思考，促进合作，完成教学目标。
Teaching Objectives At the end of this class, the students will be able to 1. Learn to use the words and the phrases: same, love, with, sport, them, only, like, easy, after, class, classmate, after, class ,on TV, the same school, play ping-pong ,with my classmates. 2. Learn to use the sentences: (1) I don’t have a soccer ball, but my brother Alan does. (2) We go to the same school and we love soccer. (3) I don’t play them ---- I only watch them on TV. 3. Use the words and sentences you learned to: (1)Talk about ownership by using “have”: I have two soccer balls. I don’t have a soccer ball. (2)My brother has a soccer ball but I don’t. (3)Write about your favorite balls. 4. Guide the students to master the reading and writing skills. Learn to understand the survey results in the school magazine.
Key and Difficult Points To help the students improve their ability of reading through reading and express their ideas about sports.
Teaching Aids Multimedia, cards
Teaching Procedure
Steps Classroom Activities Design Ideas
Step 1 Warming-up and leading-in Greetings Teacher ask questions with a soccer ball ： Q1: What is this in English Q2:What other sports things do you know？ Review the sports things in this unit through chanting. 以亲切的问候和交流拉近师生间的距离，让学生快速进入良好学习状态；并用实物道具以及唱歌的方式导入来进行球类运动的复习不同种类的球类活动。活跃气氛，调动学生课堂参与的积极性。引发学生对本课题的阅读兴趣
Step 2 Pre-reading T: What kinds of balls do you have Can you tell us Please look at 2a. Write the sports words in the correct column and then report. Things I haveThings I have
(2)They may report like this: S1: I have a soccer ball but I don’t have a basketball. T: He has a soccer ball but he he doesn’t have a basketball. Yes S2: I have a….. but I don’t have…… T: well, does he have a … 2.通过观察与思考，找出问题答案，解决下文中会出现的生词和短语，复习单元重点句型，为下一步阅读扫清障碍。
Step 3 While-reading T: Well done. We have talked about our sports things. Do you want to know something about Frank Brown, Gina Smith and Wang Wei T: Look at the pictures, can you predict the general idea of the passage 1)Do you have a soccer ball 2)Do Frank Brown, Gina Smith and Wang Wei have a soccer ball 3)What sports things do they have Fast Reading. Get the students to skim the passages and answer the question. ﹒Who has a soccer ball 通过快速阅读，要求学生快速找出相关问题的关键词，把握文本的大意，培养学生快速反应能力和分析推断能力。
2. Careful Reading. First, get the students to read the first passage more carefully. And answer the questions. Then read the second passage carefully and finish the mind map. In the end, read the last passage carefully and tell T (for true) or F(false) . 运用时间轴和思维导图，帮助学生通过细读，对文章细节进一步了解，理清思路，把握脉络；引导他们在完成不同任务的过程中提升对语言理解、转化和表达能力。
Further reading Memory challenge Who do you think says these sentences 1. I play ping-pong with my classmates after class. 2. I have soccer balls, basketballs, volleyballs and baseballs. 3. My brother has a soccer ball but I don’t. 4.I only watch sports on TV. 5. Soccer is not easy for me. 6. My brother and I are in the same school. 首先通过再读文章，抓住文中的关键信息，进一步熟悉文章内容。
Step 4 Post-reading Task1 2C Who do you think says these sentences Check (√) F for Frank, G for Gina or W for Wang Wei. Task2 Structure Help the students to find out the key elements of passages. Task3 Retelling Get the students to retell the three passages, according to the mind map. Task4 Group work Teacher give each student a card with some school items on it. T: Interview your partners and introduce him or her to us. 通过思维导图梳理文章的架构，让学生根据思维导图复述文本，使其将所学内容转化为能力，培养学生思维能力和语言表达能力。同时也通过两两合作方式培养合作意识。让学生模仿阅读内容进行采访并写出采访报告，达到学以致用的目的。
Step 5 Summary Help the students to recall what they’ve learnt in this class and have them realize the importance of doing sports. 总结回顾，同时渗透正确的情感态度和价值观教育，让学生知道生命在于运动，养成我运动，我建康，我快乐的意识，要坚持运动。