一、教材内容分析

 

This unit is the fifth unit in the first volume of Grade 7. This unit mainly focuses on the communicative function of “talking about the sport”, and takes the auxiliary verbs “have” as an example to further learn the usage of verbs in the present tense.

This unit is about the use of the simple present tense of the verb “have”. Does he do it? Does he do it? This unit is about “having fun with friends”this topic arranged three tasks: First, list the sports that have learned, choose each one like sports, and explain the reason, in order to consolidate and learn some new sports noun. Second, Let the students ask each other about their favorite sports, and make an invitation according to the situation. Learn to ask and answer questions about the ownership of things with “have”, master the formation and use of general questions with “do” and “does”, and understand the sentence pattern with “Let's” to make suggestions. The third is writing, the task one, two of the completion of the diary, further review, consolidate the language goals.

In Section A, students are supposed to use the noun like to ask if others like balls by learning affirmative sentences, negative sentences and general questions in the present tense. This part also presents some sports, so that students can further summarize the rules of the countable nouns and uncountable nouns formation and use of plural nouns. Section B introduces more vocabulary about relaxing sports. Listening and speaking activities, reading activities and collaborative activities are all centered on sports and feelings. Students can further talk about people’s preferences for different things and understand the concepts of adjective, and, reflect on different occasions, and explore the issue of healthy lifestyle. The reading material for this unit is an interview with a sports star by a reporter. Sports star talks about her eating habits of three meals a day. The post-reading activities enable students to reproduce the information in the text through sentence-making, which can not only deepen the understanding of the article, but also prepare for the writing later. So the topic of “talking about eating preferences” is close to students’ life, and can easily arouse students' interest in learning and make them willing to participate in relevant activities. 

 

课时教学设计

一、教材内容分析

二、学习者特征分析

三、单元教学目标

四、单元重点、难点

五、单元教学安排

六、教学环境及资源准备

七、单元教学过程

八、教学反思