Unit 5 Fun Clubs Section A1a-2d教学设计人教版（2024）七年级英语上册

Unit 5 Section A 1a - 2d 教学设计
I. Teaching Aims
1. Knowledge Aims
Students can master the following new words and phrases: do (does), have, tennis, ball, ping - pong, bat, soccer, soccer ball, basketball, let, us, let's, go, we, late, has, get.
Students are able to use the sentence patterns: “Do you have a... Yes, I do. / No, I don't.”, “Does she / he have a... Yes, she / he does. / No, she / he doesn't.”, “Let's... ” correctly.
2. Ability Aims
Develop students' listening skills to catch specific information about the ownership of sports items, such as who has what.
Improve students' speaking skills by enabling them to have conversations about whether they or others have certain sports items and making invitations to play sports.
Train students' ability to use the target language in real - life situations, like asking friends about sports equipment before playing sports.
3. Emotional Aims
Arouse students' interest in learning English through the topic of sports, which they are usually interested in.
Cultivate students' awareness of teamwork and cooperation when they play sports together, and enhance their sense of sharing and communication.
II. Teaching Key Points and Difficult Points
1. Teaching Key Points
Master the new vocabulary related to sports items.
Grasp the usage of the sentence patterns for asking about the ownership of items with “do” and “does”, and the structure of making suggestions with “Let's... ”.
2. Teaching Difficult Points
Differentiate the correct usage of “do” and “does” in general questions, especially when dealing with the third - person - singular subjects.
Use the target language fluently and spontaneously in real - life scenarios to talk about the ownership of items and make invitations.
III. Teaching Methods
Communicative Teaching Method: Create real - life communication situations, such as a sports club registration or inviting friends to play sports, to encourage students to use English to express themselves.
Task - based Teaching Method: Design tasks like a sports - item survey, role - playing a conversation between sports - loving friends, and making a sports - activity plan. Students need to complete these tasks through cooperation and practice, which helps them internalize the language knowledge.
Audio - visual Teaching Method: Utilize multimedia resources, including pictures of various sports items, short video clips of sports games, and relevant audio materials for listening. These resources can make the teaching more vivid and engaging, and help students better understand the language in context.
IV. Teaching Aids
Multimedia courseware with pictures of sports items, short video clips of sports games, and audio materials for listening.
Real objects or pictures of sports items, such as a small model of a soccer ball, a picture of a tennis racket, etc.
Cards with new words, sentence patterns, and some simple dialogues for students to practice.
A survey form for each student to fill in during the group - work activity.
V. Teaching Procedures
Step 1: Warming - up (5 minutes)
Greet the students as usual: “Good morning/afternoon, class! How are you today ”
Show a short video clip of exciting sports games, like the Olympics or a local school sports meet. After watching, ask students: “Do you like sports What sports do you like ”引导学生分享自己喜欢的运动项目，自然引出本节课关于运动物品所属的话题。
Step 2: Revision (5 minutes)
Review some words of school things learned before by playing a quick - recall game. The teacher says a category, like “stationery”, and students quickly call out the English words, such as “pen”, “pencil”, “eraser” and so on.
Review the sentence patterns for asking about ownership learned in previous units. Point to some objects in the classroom and ask students questions like “Is this your book Are these your rulers ”引导学生用 “Yes, it is./Yes, they are.” or “No, it isn't./No, they aren't.”来回答。
Step 3: Presentation (10 minutes)
New Words Teaching
Show pictures of new sports items one by one on the PPT: tennis ball, ping - pong ball, ping - pong bat, soccer ball, basketball. Read the words aloud, stressing the correct pronunciation, and let students repeat. For example, when teaching “ping - pong bat”, point to the picture and say, “This is a ping - pong bat. We use it to play ping - pong. P - I - N - G, ping; P - O - N - G, pong; B - A - T, bat.”
Do some word - learning activities. For instance, play a word - matching game. Write the new words on one set of cards and draw the corresponding objects on another set, and ask students to match them in pairs.
Sentence Pattern Teaching
Use the real objects or pictures. Hold up a basketball and ask a student, “Do you have a basketball ” Guide the student to answer, “Yes, I do.” or “No, I don't.” Do the same with other objects and different students.
Write the sentence patterns “Do you have a... Yes, I do. / No, I don't.” on the blackboard and explain the usage. Then, change the subject to “he” or “she”. For example, show a picture of a boy with a soccer ball and ask, “Does he have a soccer ball ” Teach students to answer, “Yes, he does.” or “No, he doesn't.” Explain that when the subject is the third - person - singular (he, she, it), we use “does” in the question.
Do substitution drills. Point to different objects and ask different students these questions,让学生熟练掌握这个句型的运用。
Introduce the sentence pattern “Let's... ”. For example, say, “It's sunny today. Let's play basketball.” Explain that we use “Let's” to make a suggestion. Ask students to make some suggestions using “Let's” with the sports items they have learned.
Step 4: Pre - listening (5 minutes)
Work on 1a. Let students look at the pictures in 1a on page 25 of the textbook. Ask them to match the words with the things in the pictures.
Check the answers together. Then, ask students to discuss in pairs: “If you want to play these sports, what do you need Do you have them ”
Step 5: While - listening (10 minutes)
1b Listening
Tell students they will listen to a conversation between two students. Before listening, let them look at the words in the box in 1b and predict what items they will hear.
Play the recording for the first time. Students listen and circle the words they hear.
Play the recording again. This time, students listen carefully and pay attention to the pronunciation and intonation, especially the sentences about asking and answering the ownership of items. Check the answers together.
2a & 2b Listening
Let students look at the pictures in 2a. Explain that they will listen to some conversations and number the pictures.
Play the recording for the first time. Students listen and number the pictures [1 - 4].
Play the recording again for 2b. Students listen and match the pictures in 2a with the balls.
Check the answers and explain some difficult points in the conversations if necessary.
Step 6: Post - listening (10 minutes)
Pair Work
Ask students to work in pairs. One student asks about the ownership of an item in the pictures of 2a using “Do you have... ” or “Does he/she have... ”, and the other answers. They can also make invitations using “Let's... ”. Walk around the classroom to offer help and guidance.
After a few minutes, ask several pairs to come to the front of the class and act out their conversations.
Group Work
Divide the students into groups of four. Each group makes a survey about the sports items that group members have. They use the sentence patterns they have learned. Then, each group makes a report to the class, for example, “In our group, Tom has a basketball, but he doesn't have a soccer ball. Lucy has a ping - pong bat...”
Select one or two groups to share their reports with the whole class. After the report, let other students give comments and ask questions.
Step 7: Role - playing (10 minutes)
Present the dialogue in 2d. Let students read it in pairs and understand the meaning. Explain some new expressions, such as “come on” and “let's go”.
Ask students to role - play the conversation. They can change the names and the sports items according to their own ideas. Some students can act as Tom and his friends, and some can create their own roles.
After the role - playing, ask some pairs to show their performances to the class. Encourage other students to listen carefully and give feedback.
Step 8: Summary (5 minutes)
Summarize the new words and sentence patterns learned in this class with the students. Write the key points on the blackboard again, including the new words related to sports items, the sentence patterns for asking about ownership and making suggestions, and the usage of “do” and “does”.
Ask students to share what they have learned and what they think is the most difficult part in this class.
Step 9: Homework (布置作业环节)
Ask students to write a short passage about the sports items they have and the sports they like to play. They need to use the sentence patterns “Do you have... Yes, I do. / No, I don't.” and “Let's... ”.
Encourage students to talk with their family members or friends in English about the sports items they have and the sports they want to play.