七年级英语教案unit5Do you have a soccer ball新目标
Unit5 Do you have a soccer ball教案
Unit 5 do you have a soccer ball ？单元目标与要求1、能够学会用have 对物品的所属进行提问与回答， 如:Do you have a soccer ball? Yes ， I do 。
/ No, I don’t 。
Does he have a tennis racket ？ Yes, he does. / No ， he doesn’t 。
2、能够学会用L et’s …提建议.如L et’s play ping -pong 。
3、能够运用所学词汇来谈论自己喜欢的球类运动、不 喜欢的球类运动及其原因。
4、能够谈论怎样和自己的朋友度过一段愉快的时光。
5、能够听、说读写本单元重点单词。
6、能够掌握have 在一般现在时中的运用,特别注意当 主语为第三人称单数时的用法，以及Let’s 开头的祈使句，一 些形容词的用法。
A 第一课时（附课件）○○教学内容1a Match the words with the things in the picture. 1b Listen and circle the words you hear. 1c Pairwork ○○教学目标a. 能够听、说、写单词：have soccer ball tennis racket ping —pong volleyball basketball batb. 能够听、说、认读句子：Do you have …？Yes ， I do 。
/ No ， I don’t. 并能在实际情景中运用。
c 。
能够完成1a 、1b 中的任务 ○○教学重难点1、重点：能听说读写单词:have soccer ball tennis racket ping-pong volleyball basketball bat 句子：Do you have …？ Yes, I do. / No ， I don't.2、难点：有关球类词汇的发音,以及助动词do 的运用. ○○课前准备1、学生常见的球类运动器材或有关的教学幻灯片或图片。
七年级英语上册 Unit 5 Do you have a soccer ball(第1课时)教案 (新版)人教新目标版
Do you have a soccer ball?
have v. 有
的第三人称单数形
ping-pong bat n.
oes. /No, she doesn’t. She has a baseball. 是的，她有。
令人厌倦的
them pron.
play
3. It’s easy for me.
放学后，我跟同
5. My brother and I are in the same school.
知识目标掌握一般现在时态中
【课时建议】本单元建议5课时
Section A （1a~2d）………………………………………………………………1课时
Section A （3a~3c）………………………………………………………………1课时
Section A （1a~1d）………………………………………………………………1课时
Section B （2a~2c）……………………………………………………………1课时
Section B （3a~selfcheck ）………………………………………………………1课时
词汇短语：主要采用图片、归纳及在实际操作中运用的方法。
基本句子：采用多媒体展示和交际法。
语法：歌词助记have 的用法。
Section A 第1课时（1a~2d ）
ping-pong bat, soccer ball, tennis ba
）
Jane and B
questions
English and math classes on Monday m orning.
布置作业：教师引导学生课后完成本课时对应练习，并预习下一课时内容。
七年级英语教案unit5Doyouhaveasoccerball新目标
七年级英语教案unit5Do you have a soccer ball新目标单元整体说明单元教材分析本单元主要学习动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成以及简单回答。
本单元围绕“和朋友一起欢度时光”这一话题安排了三个任务：一是列举所学的运动项目，从中挑选出各自喜欢的体育项目，并说明原因，目的是巩固并新学一些体育项目的名词；二是让学生互相询问所爱好的运动，并根据情况发出邀请，学会用have对物品的所属进行提问与回答，掌握用do和does引导的一般疑问句的构成及使用，了解用Let’s 提建议的句型；三是写作，把任务一、二的完成情况写成日记，进一步复习、巩固所学的语言目标。
Do you／they have a TV?Yes，I／they do．／No，I／they don’t.Does he／she have a soccer ball?Yes，he／she does．／No，he／she doesn’t.Let’s play soccer．I don’t have a soccer ball．／That sounds good.单元总体目标学会用have对物品的所属进行提问与回答；学会用let’s…句型提建议；能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动及原因；能够谈论怎样和自己的朋友度过一段愉快的时光重点难点1.复习词汇：baseball soccer ball, have2.词汇：tennis, racket, bat, volley, basketball, television, interesting, boring, fun, difficult, relaxing, welco me, our, sports, center, like, we, many, club, pingpong, more, join, class3.句型：Do you have a TV? Yes, I do. /No, I don’t.Do they have computer? Yes, they do. / No, they don’t.Does he /she have a soccer ball? Yes, he/she does. No, he/she doesn’t.Does Chi young have a baseball? Yes, he does. No, he doesn’t.Let’s play soccer. I don’t have a soccer ball.Well, Let’s play volleyball. That sounds good.语法重点：行为动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成和使用。
人教版新课标英语七年级上册《Unit 5 Do you have a soccer ball Sec
人教版新课标英语七年级上册《Unit 5 Do you have a soccer ball Section A 》教学设计2一. 教材分析人教版新课标英语七年级上册《Unit 5 Do you have a soccer ball Section A》主要讲述了日常生活中常见的体育运动用品以及询问某人是否拥有某物的交际场景。
本节课的主要语言点是球类名词、动词短语“have”以及一般疑问句“Do you have…”的运用。
本节课内容贴近学生生活，有利于激发学生的学习兴趣，培养他们用英语进行日常交流的能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法和一些日常词汇，具备了一定的听说读写能力。
但是，学生在英语口语表达方面仍有待提高，特别是在运用英语进行日常交流方面。
因此，在教学过程中，教师需要注重培养学生的口语表达能力，让他们在真实情境中运用所学知识。
三. 教学目标1.知识目标：学生能够掌握球类名词、动词短语“have”以及一般疑问句“Do you have…”的运用。
2.能力目标：学生能够在日常生活中用英语询问和描述他人是否拥有某物，并能够用英语进行简单的交流。
3.情感目标：通过本节课的学习，学生能够提高学习英语的兴趣，增强自信心，培养团队协作精神。
四. 教学重难点1.重点：球类名词、动词短语“have”以及一般疑问句“Do you have…”的运用。
2.难点：一般疑问句“Do you have…”的构成和用法。
五. 教学方法1.情境教学法：通过设定生活情境，让学生在实际语境中学习并运用所学知识。
2.任务型教学法：通过完成小组任务，培养学生的团队合作精神和口语表达能力。
3.游戏教学法：通过设计趣味游戏，激发学生的学习兴趣，提高他们的口语表达能力。
六. 教学准备1.教师准备：提前准备好教学课件、球类图片、实物球类等教学资源。
2.学生准备：预习本节课内容，了解球类名词和动词短语“have”的用法。
人教新目标版七年级上英语Unit 5 Do you have a soccer ball教案
Unit 5 Do you have a soccer ball？Ⅰ.Programmes for the Unit1.Status and FunctionThe topic of the unit is spending time with friends.In this unit，students learn to ask and answer questions about ownership.The target language “Do you have a soccer ball？”is always answered with “Yes，I do”or “No，I don’t”.It’s never answered with “Yes，I have”or “No，I haven’t”.This is quite different from Chinese.Students must be given a lot of practice before grasping it.（1）All the activities in the first period are designed to introduce the key vocabulary，names of sports，and the target language，yes/no questions and short answers.Then students are given much listening and oral practice to grasp them.（2）In the second period，students are provided with more listening and oral practice using the target language.At the same time，students practice “Does he/she...？”questions.This is a little difficult.Students must pay attention. （3）In the third period，students learn to make suggestions using “Let’s...”to have a good time with friends. （4）In the fourth period，students learn descriptive adjectives such as boring，interesting first. Then students go on practicing making suggestions using “Let’s...”and giving responses using the adjectives.Such activities are helpful to raise learning interest of students and improve students’ spoken English.（5）Students practice reading and writing using the target language in the fifth period.The pictures accompaning the activities make the reading and writing easier.（6）In the sixth period，students are asked to put sentences in order to make a conversation.This is a reinforced practice using the target language.It’s helpful for students to better understand what they’ve learned in this unit and improve students’ reading skill.2.Teaching Aims and Demands（1）Knowledge ObjectsLearn and grasp the present tense to have.Learn and grasp yes/no questions and short answers.Learn to make suggestions using “Let’s ...”.（2）Ability ObjectsTrain students’ listening，speaking，reading and writing skills.Train students’ integrating skills.（3）Moral ObjectsHave a good time with friends in spare time.Make students know that doing sports is good for health.3.Teaching Key PointsLearn the key vocabulary.Learn the present tense to have.Learn yes/no questions and short answers.4.Teaching Difficult PointsTrain students’ communicative ability.Learn the present tense to have.5.Teaching MethodsTeach students how to send an invitation and give responses.Teach students to pay special attention to the difference between English and Chinese.Ⅱ.Teaching Guidancenguage FunctionsAsk and answer questions about ownership.Make suggestions.2.Target LanguageDo you have a basketball？/Yes，I do./No，I don’t./Does he/she have a tennis racket？/Yes，he does./No，she doesn’t./Let’s watch TV./No，that sounds boring./That sounds great.3.StructuresPresent tense to have.Let’s...Adjectives of quality.Yes/No questions and short answers.4.Key V ocabularyTV，ball，basketball，soccer，bat，tennis，racket，volleyball，interesting，boring，fun，difficult，relaxing5.Learning Strategies:Guessing.Classifying.6.The Course Extension:Art.Math.The society practices.Ⅲ.A Diagram for Topic WordsⅣ.A Diagram for Topic Thinking and Task-based ActivitiesⅤ.Teaching Time:Six periods.The First PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey vocabulary:tennis racket，baseball bat，soccer ball，volleyball，basketball，televisionTarget language:Do you have a baseball bat？Yes，I do.Do you have a baseball？No，I don’t.2.Ability ObjectsTrain students’ listening skill.Train students’ communicative competence using the key vocabulary and the target language.3.Moral Objects:Do sports in your spare time.It’s good for your health.Ⅱ.Teaching Key PointsNames of sports.Ask and answer questions about ownership.Ⅲ.Teaching Difficult PointAsk and answer questions about ownership.Ⅳ.Teaching MethodsScene teaching method.Pairwork.A game.Ⅴ.Teaching AidsA projector and a powerpoint.A tape recorder.Ⅵ.Teaching ProceduresSection AStep ⅠKey V ocabularyMake a powerpoint including the items of sports presented in this class.Show it on the screen by a projector. Point to the tennis racket and say tennis racket.Students repeat it.Point to the baseball bat and say:baseball bat.Students repeat using the same approach to teach and practice soccer ball，volleyball，basketball and television.Repeat this activity several times until the students can read these words fluently and accurately.Write the words on the blackboard.Ask:What sports do you play？Help the students answer using the key vocabulary above.（This activity introduces the key vocabulary.）Step Ⅱ1aAsk one or two students to read the words on the left of the illustration.Call students attention to the items in the illustration.Point out the sample answer.Number 1 is c，tennis racket.Match the words and the items in the picture by writing the letter of the item on the blank line after the word.Check the answers.Answers:1.tennis racket c2.baseball bat a3.soccer ball e4.volleyball f5.basketball d b（This activity introduces the key vocabulary.）Step Ⅲ1bCall attention to the list of words.Ask a student to read them aloud.We’ll listen to a conversation.Please circle the words you hear.Play the recording for the first time.Students only listen.Play the recording again.This time students listen and circle the words that they hear.Check the answers.Answers:Students circle baseball bat and computer game.Tapescript:Tony:Do you have a computer game？Chi-young:No，I don’t.Tony:Do you have a baseball bat？Chi-young:Yes，I do.（This activity provides practice recognizing the vocabulary words in spoken conversation.）Step Ⅳ1cRead the sample conversations and have students repeat.Write them on the blackboard.Then point to the volleyball in the illustration above and say the conversation in the place of baseball bat with a student.Think of another word，for example，a dictionary.Say the conversation in the place of baseball with another student.Students then practice the conversations in pairs.Ask and answer questions about the things in the picture above.Move around the room checking progress and offering pronunciation support.（This activity provides some practice using the target language.）Optional Activity:Ask one student to demonstrate a sports or other activity in the front of the class.The rest of students take turns guessing what equipment he/she is using to do the activity.Demonstrate the game by swinging an imaginary tennis racket at an imaginary tennis ball.The others in turn ask:Do you have a ...？The student answers Yes，I do.or No，I don’t.The game continues until a student guesses right.（This activity gives the students further practice using the target language.）Step ⅤSummaryIn this class，we’ve learned the names of sports and the target language.Do you have a...？Step ⅥHomeworkAfter class，students ask one another what kind of sports they like or dislike and why.The Second PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey vocabulary:does，doesn’tTarget language:Do you have a TV？Yes，I do./No，I don’t.Does he/she have a tennis racket？Yes，he does./No，she doesn’t.2.Ability ObjectsTrain students’ listening and speaking skills.Train students’ intuitive thought ability through a guessing game.3.Moral Objects:Although we have a weaker football team in China，we must give it full support.Ⅱ.Teaching Key PointTarget language.Ⅲ.Teaching Difficult PointsTarget language:Does he have a tennis racket？Yes，he does./No，he doesn’t.Ⅳ.Teaching MethodsPairwork.A game.Ⅴ.Teaching AidsA tape recorder.Pictures.Ⅵ.Teaching ProceduresStep ⅠAsk pairs of students to take turns talking about what kind of sports they like or dislike and why.（This activity trains students’ speaking skill.）Step Ⅱ2aPoint to the pictures and ask the students to look at the names in them carefully.Play the recording for the first time.Students only listen.Play the recording for a second time.This time ask students to listen to the names and write a number 1 in the box before the picture with its name mentioned first.Write a number 2 in the box before the picture with its name mentioned second and so forth.Point out the sample answer.Check the answers.Answers:3，1，4，2Tapescript:Conversation 1:A:Do you have a soccer ball，Peter？B:No，I don’t. A:Does your brother Alan have one？B:Yes，he does.Conversation 2:A:Hi，Mike.B:Hi，Ed.A:I want to paly basketball.Do you have a basketball？B:Yes，I do. A:Great!Conversation 3:A:Hi，Sally.B:Hi，Jane.A:Sally，this is my friend，June. B:Hi，June.Nice to meet you. C:Nice to meet you，Sally.B:Let’s play tennis.Do you have a tennis racket，Jane？A:Sorry，I don’t.Convesation 4:A:Do you have a volleyball，Barry？B:No，I don’t.But my brother does.Let’s go and find him.（This activity provides practice listening for special information.）Step Ⅲ2bCall students’ attention to the illustration.Ask students to name each item.Say，We’ll listen to the conversations again.You are to match the people in Activity 2a to the balls in the picture.Point the sample answer.Play the recording twice.Students listen and write the number from the pictures in Activity 2a.Correct the answers.Answers （from left to right）:3，2，1，4（This activity provides practice recognizing the key vocabulary words in natural speech.）Step Ⅳ2cFocus students’ attention on the illustration and elicit the name of each item from it.Ask the students what the things are and where they are.Ask the students:Is the room the same as yours or different from yours？Demonstrate conversations with a student like this:T:Do you have a soccer ball？S:Yes，I do.T:Do you have a baseball bat？S:No，I don’t.Students practice in pairs.Ask each other if he/she has the things in the picture.As students practice，move around the room giving them help with pronunciation and intonation as needed.（This activity provides oral practice using the target language.）Step ⅤGrammar FocusAsk students to say the questions and answers.The following are noteworthy.（1）Yes/No questions use rising intonation and the answers use falling intonation.（2）The words “do you”are often pron ounced differently from the way they are spelt.Sometimes they go together so that they sound like d’you.Sometimes “you”is shortened so that they sound like do-yuh.（3）The question，“Do you have a TV？”is always answered with “Yes，I do.”or “No，I don’t.”It’s never answered with “Yes，I have.”or “No，I haven’t.”This is quite different from Chinese.Those who have some acquaintance with spoken English usually make mistakes.（4）“Don’t”and “doesn’t”are both contractions.Their full forms are “do not”and “does not”seperately. Write some example sentences on the blackboard.Optional Activity:Ask each student to draw a picture with a boy or a girl doing a sport or other activity and some objects，such as a computer，a television or a basketball.Collect the pictures.Hold up one of them and ask a student:Does he have a basketball？The student answers either “Yes，he does.”or “No，he doesn’t.”Then students take turns coming to the front，looking at a picture without showing it to others，then placing it face down on the desk.The students tells the class if the person in the picture is a boy or a girl.Then the rest of the students take turns asking him/her Does he/she have a（TV）？The student answers Yes or No until someone guesses correctly.Place the class in several groups.Hand out the pictures among the groups.Then you can have several games going on at once.（This activity gives students further practice using the target language Does he have ...？）Step ⅥSummary and HomeworkIn this class，we’ve learned how to ask and answer questions about ownership.After class，practice more with one another，especially the structure Does he/she have...？The Third PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects:The vocabulary on Page 27.Target Language:Let’s play volleyball./That sounds good./I don’t have a soccer ball.2.Ability Objects:Train students’ writing skill.The society practices.3.Moral Object;Be active in different activities in school.Ⅱ.Teaching Key PointTarget language.Ⅲ.Teaching Difficult PointsMake suggestions using Let’s.../Negative sentences:I don’t have...Ⅳ.Teaching Methods:Pairwork.Role play.Ⅴ.Teaching Aids:Printed cards.A projector.Ⅵ.Teaching ProceduresStep ⅠBrainstorm the students with the questions as follows:（1）What kind of sports do you like？Why？（2）What kind of sports doesn’t you like？Why？（3）Do you like （basketball）？Why？（4）Do you have a computer？（5）Does he have a computer？and so forth.（This activity provides review of the key vocabulary and the target language learned before.It trains students to respond at a great speed unprepared.）Show the vocabulary on Page 27 on the screen by a projector.let’s=let usplay v.玩，打球n.剧本；戏剧；游戏；娱乐well adv.好；对；满意地interj.好吧；唉；嗯sound v.听起来good adj.良好的；令人满意的welcome adj.受欢迎的our pron.我们的；属于我们的sport n.运动；游戏center n.中心，中央like v.喜欢；n.喜欢的东西we pron.我们many adj.大量的club n.社团；俱乐部ping-pong n.乒乓球more pron.更多的；更大的join n.参加；加入class n.上课；（一节）课；班级Say the words one by one and have students repeat.（This activity introduces the vocabulary.）Step Ⅱ3aAsk a student to say the words in the box.Call attention to the cartoon story.Say the conversation in the speech bubbles aloud，saying blank each time you come to an empty line.You are to write one of the words in the box on each blank line to make a clearer conversation.Students work on their own.Encourage them to say the sentences out if that helps them decide on the correct answer.Move around the room to check progress.Ask a pair of students to say their conversation，filling in the blanks.Check the answer.Answers:1.don’t 2.Let’s 3.have 4.soccerAsk students to practice the conversation in pairs.Some time later，invite pairs of students to perform the conversation in the front.（This activity provides writing practice using the target language.）Step Ⅲ3bSay the sample conversation and have the students repeat.Have students look at the picture on the right of the conversation.Remind them of a No smoking sign.The mark on the soccer ball means don’t and the checkmark beside the volleyball means yes.Substituting the names of the items in picture 1 in the sample conversation，demonstrate a new conversation with a student.T:Let’s play volleyball.S:I don’t have a volleyball.T:Well，let’s play baseball.S:That sounds good.Write the conversation above on the blackboard.Then students make conversations with a partner.Talk about the pictures.Get pairs to act out their conversations for the class.（This activity gives students practice using the target language.）Step Ⅳ4Hand out the printed cards to the students.They look like this:FIRST NAME:_______LAST NAME:_______AGE:_______SEX:_______TEL:_______CLASS:_______SPORTS YOU PLAY:_______Imagine that your school has a school sports club.It needs new members.They give each student an enrollment form and ask students to join their clubs.Have students to fill in the enrollment form.After they have completed filling in the form，divide them into pairs.Role play a conversation between a student and a coach.The coach asks questions as follows:What’s your first name？What’s your last name？How old are you？What sports do you like？and so forth.The student answers.Walk around the class and offer help where necessary.（This activity reviews the language of introductions.Besides，it makes the class lively and interesting and raises learning interest of students.）Step ⅤSummaryIn this class，we’ve learned to make suggestions using Let’s ...and respond to the suggestions.Next class.we’ll have a further study.Step ⅥHomework（1）Who is your favourite sportsman or sportswoman？Collect as much information as possible about him/her，including some pictures.（2）Finish off the exercises on Pages 16 and 17 of the workbook.The Fourth PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey vocabulary:interesting，boring，fun，difficult，relaxing，watch TVTarget language:Let’s play computer games./That sounds interesting.2.Ability Object:Train students’ integrating skills.3.Moral Objects:All work and no play makes Jack a dull boy.So relax your mind after studying for a long time. Ⅱ.Teaching Key PointsAdjectives of quality.Make suggestions.Ⅲ.Teaching Difficult PointsTalk about the activities，such as playing computer games，playing volleyball in pairs using adjective.Ⅳ.Teaching Method:Teaching by demonstration.Ⅴ.Teaching Aids:A tape recorder.A projector.A sample chart.Ⅵ.Teaching ProceduresSection BStep ⅠAsk students questions beginning with “Do you have...？”or “Does he/she have...？”so that they can have a review of the vocabulary words and the target language learned in the previous classes.Step Ⅱ1aPointing to the words in the box，say and have students repeat each one.Write them on the blackboard.Let the students look at every picture carefully.Say，You will match the words with the pictures by writing the letter of the picture on the line after each word.Point out the sample answer.Students work on their own.Correct the answers.Answers:1.c2.d3.e4.b5.aAsk students to point to the pictures one by one and say the word that goes with that picture.（This activity introduces the adjectives of quality.）Step Ⅲ1bAsk a student to say the list of words in Activity 1a again.Show a sample picture of someone yawning with his mouth wide open as he reads a book on the screen by a projector.Ask:What do you think the picture means？Is the book interesting or boring？Help the students to answer.It’s boring.You draw a picture that shows something interesting，boring，fun，relaxing or difficult.After you finish drawing it，show it to your deskmate to see if he/she can guess what the picture is.A few minutes later，stop the activity.Invite several students to take turns holding up his/her picture.The rest guess what it is.（The activity provides practice using the key vocabulary.）Step Ⅳ2aAsk a student to say the key vocabulary in Activity 1a to the class.You’ll listen to a conversation.Please put a checkmark before the word you hear.Point out the sample answer. Play the recording for the first time.Students only listen.Play the recording again.This time，students listen and check the words that they hear.Ask a student to say his/her checked words.Check the answers with the whole class.Answers:a.interesting √b.boring √c.fun √d.difficult √e.relaxing __Tapescript:Tong:Let’s play computer games!Tony:That sounds interesting，but I don’t have a computer.Tong:Well，do you have a volleyball？Tony:Yes.Tong:Then let’s play volleyball.Tony:Oh，volleyball is so difficult...Tong:OK，let’s watch TV.Tony:That sounds boring.Hmmm...Let’s play soccer!Do you have a soccer ball？Tong:No，I don’t.Tony:Oh，well，do you have a basketball？Tong:Yes，I do.Let’s play basketball!Tony:That sounds fun!（This activity provides practice recognizing the vocabulary words in spoken conversation.）Step Ⅴ2bAsk a student to read the names of each activity to the class.Point out the sample answer.In the conversation above，Tony says playing computer games is interesting.Now listen to the conversation again.Pay attention to what Tony says about each activity.Play the recording.Students write in a word on the blank line next to each activity.If necessary，play the recording a second time so that students can check their work and disagreements.Correct the answers.Answers:（1）interesting （2）difficult （3）boring （4）fun（This activity gives students an opportunity to recognize the key vocabulary in written form.）Step Ⅵ2cHave students to say the names of the activities and the adjectives in Activity 2b aloud.Say the sample conversation and have students repeat it.Invite a pair of students to say the conversation again. Students practice in pairs.One is Jenny.The other is Tony.Talk about the activities in Activity 2b.As the students work，move around the room offering language support.Get several pairs to act out their conversations in the front.（This activity provides oral practice using the adjectives and the target language.）Step ⅦSummaryIn this class，we’ve learned the adjectives of quality and making suggestions using Let’s....Step ⅧHomeworkPut the sample chart on the blackboard with the names of five activities on the left and four students’ names at theTeacher:Let’s watch TV.Tony:That sounds interesting.Teacher:Let’s study math.Gina:That’s difficult.Ask students to draw a similar chart.They may write in different activities and students’ names.Fill in the chart by asking the students questions.The Fifth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects:Names of sports.Talk about ownership.Write a passage.2.Ability Objects:Train students’ reading skill.Train students’ writing skill.3.Moral Objects:Collecting cards is very popular with students.Do remember not to ride a hobby，otherwise it will have a bad effect on your study.Ⅱ.Teaching Key PointsRead newspaper or magazine articles using the key vocabulary and the target language.Write the vocabulary and a passage using the target language.Ⅲ.Teaching Difficult PointTrain students’ reading and writing skills.Ⅳ.Teaching MethodsIlluminative teaching method.Teaching by demonstration.Ⅴ.Teaching AidThe blackboard.Ⅵ.Teaching ProceduresStep ⅠInvite some students to hold up his/her completed chart and make conversations with the students he/she has interviewed.The student:Tony，let’s watch TV.Tony:That sounds interesting.The student:Gina，let’s study English.Gina:That’s difficult.Have some students report their surveys to the class like this:Tony likes watching TV.It’s interesting.Gina doesn’t like studying English.It’s difficult.Step Ⅱ3aFocus attention on the picture.Ask students to name each item in the picture.Ask students to read the newspaper article on the right.Answer any questions they raise.Explain that a collection isa group of things that a person saves，for example，a stamp collection，a card collection.Have students circle the sports things in the article.Ask a student to say his/her answers.Correct the answers with the whole class.Answers:These words should be circled:tennis rackets，baseballs，volleyballs，soccer balls（This activity provides reading practice.）Step Ⅲ3bCall attention to the picture.Ask a student to name each item.Read the magazine article about Sue Hall to the class.Say blank each time you come to an empty write-on line. Tell the students to look at the picture and fill in the blanks by writing in the names of sports things.Get a student to read his/her completed article to the class.Check the answers.Answers:（1）baseballs （2）basketballs（3）tennis rackets （4）volleyballs（This activity provides reading and writing practice using the vocabulary words and the target language.）Step Ⅳ3cLet students read the articles in Activities 3a and 3b again.Ask，what sports do you play？What sports things do you have？What other things do you do？What things do you have？Collect the answers on the blackboard.Now you will write about yourself.You may use the example in Activities 3a and 3b as a model and the list on the blackboard as a guide.Students write their own passages.Walk around the room checking their work and offering spelling and language support where necessary.Ask some students in turn to read his/her passage to the class.（This activity provides writing practice using the target language.）Step Ⅴ4Have students read the samples aloud.Demonstrate how to make a survey with students.Ask a student if he/she has a watch.If he/she says Yes，I do.Ask his/her to write the question on the blackboard with his/her name underneath.Ask some students the same question.When you get a yes answer，ask him/her to write his/her name on the blackboard，too.Repeat the same approach with “Do you have a bicycle？”.Every student writes four questions beginning with “Do you have...？”.Find people in the class who have these things and write their names.Then students make a survey around the class.Move around the classroom giving any help they need.（This activity provides oral and writing practice using the target language.It also provides a review of yes/no questions.）Step ⅥSummaryIn this class，we’ve learned to read an article and write a passage.We’ve also played a survey game.Step ⅦHomeworkAfter class，students draw a simple chart，ask different students questions and write in the names of balls. （The task not only gives the students further practice using the target language，but it also provides practice writing the key vocabulary.）The Sixth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects:Review all key vocabulary presented in this unit.Review making suggestions and talking about ownership.2.Ability Object:Train students’ ability of reading comprehension.3.Moral Object:Invite your friends to have a good time while on holiday.Ⅱ.Teaching Key Point:Key vocabulary.Reading comprehension.Ⅲ.Teaching Difficult Points:Train students’ ability of reading comprehension.Ⅳ.Teaching Method:Pairwork.Ⅴ.Teaching Aid:A projector.Ⅵ.Teaching ProceduresSelf checkStep ⅠAsk some students in turn to report his/her survey like this:Tony has a soccer ball.He plays soccer every day.Tommy doesn’t have a soccer ball.He has a baseball instead.But he doesn’t play baseball.He only watches baseball matches on TV.Step Ⅱ1Ask students to check all the words they know.Get students to find out the meanings of the words they don’t know by reviewing the lesson，asking you，asking classmates or looking them up in a dictionary.（This activity helps students review all key vocabulary presented in this unit.）Step Ⅲ2Ask students to write five new words in their vocab-builder.After that，exchange their books and share their lists with other students.Have a student write his/her five new words on the blackboard to share them with the whole class.（This activity helps build vocabulary.）Step Ⅳ3Call students’ attention to the pictures.Ask students to discuss the cartoon story.Then let them read the sentences.You are to number the sentences to make a conversation that follows the situations in the pictures.Students work to number the sentences on their own.Check the answers.Answers:5，1，4，2，3，6，7Students practice the conversation first.Then have pairs of students to act their conversation to the class.（This activity is designed to train students’ ability of reading comprehension.）Optional Activity:Imagine that it’s National Day tomorrow.There are no classes.Call one of your friends to invite him/her to have a good time next day.Show the sample version on the screen by a projector.Tommy:Hello!May I speak to Tony？Tony:Speaking.Tommy:Hi，Tony.This is Tommy speaking.Let’s play tennis tomorrow.Tony:That sounds good.But I don’t have a tennis racket.Tommy:Well，let’s go boating in the park.Tony:That’s relaxing.Thanks for inviting me.Goodbye.Tommy:Bye.If there isn’t enough time，treat the task as homework.Step ⅤJust for Fun!Ask students to read the conversation.Explain the meanings of some more.Invite pairs of students to act out the conversation.（This cartoon story shows the students how the target language is used in everyday situations.）Step ⅥSummary and HomeworkIn this class，we’ve mainly reviewed the key vocabulary and the target language presented in this unit.After class，finish the conversation on the phone first.Then finish off the exercises on Pages 17 to 19 of the Workbook.Materials for Preparing LessonsⅠ.知识点拨1.well和good这两个词都有“好”的意思。
七年级英语上册Unit5-Do-you-have-a-soccer-ball优秀教案
Unit 5 Do you have a soccer ball? Learning objectives (教学目标)Analyze and rearrange teaching materials (教材分析和重组)1. 教材分析本单元以“Do you have a soccer ball?”为话题, 共设计了三个部分的内容。
Section A该部分有4个模块：第一模块围绕“Do you have a soccer ball?”这一话题展开词汇学(1a)、听力（1b）、口语（1c）训练；第二模块继续围绕“Do /Does… have a…?”进行听力（2a-2b）、口语训练（2c）；第三模块围绕“Make suggestions.”这一话题展开训练，训练形式为单词填空（3a）和角色表演谈论图画为训练形式（3b）；第四模块就“Complete the forms according to the sports club you like.”以结对活动形式进行介绍。
Section B该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块仍然围绕(1a-1b) 的词汇进行听力训练（2a-2b）、围绕提建议进行口语训练（2c）；第三模块继续围绕“Ownership”这一话题展开有关收藏品阅读（3a）, 写作训练(3b-3c)；第四模块仍就“Ownership”这一话题以口语训练形式展开全班活动。
Self Check该部分有3个模块：第一模块以填空形式对所学词汇进行训练；第二模块以默写已学过的五个单词的形式对所学的词汇继续巩固复习; 第三模块围绕有关ownership和suggestions对话开展口语训练和写作训练。
教材重组和课时分配Period 1 (Section A: 1a, 1b, 1c) New function presenting Period 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4) PracticePeriod 3 (Section B: 1a, 1b, 2a, 2b, 2c) V ocabulary building Period 4 (Section B: 3a, 3b, 4) Integrating skillsPeriod 5 (Self Check: 1, 2, 3 & Workbook) Self CheckPeriod 6 WritingTeaching procedures and ways (教学过程与方式)Period One New function presentingLanguage goals (语言目标)1. Words & expressions: have, soccer ball, tennis, racket, tennis racket,ping–pong, volleyball, basketball, bat (P25)2.Key sentences: Do you have a ping–pong ball?Yes, I do. No, I don’t. (P25)Ability goals (能力目标)Enable the students to understand and talk about ownership and make suggestions.Emotion & attitude goals (情感和态度目标)Enable the students to form positive attitude toward sports collection and love sports, keep healthy and learn to make suggestions politely. Strategy goals (策略目标)To understand the target language by reading pictures, drawing pictures, countingnumbers, drawing a chart.Culture awareness goals (文化意识目标)People’s attitude toward sports collections is different in English speaking countries.Teaching important points (教学重点)Talk about ownership and make suggestions.Teaching procedures & ways (教学过程和方式)Step 1. Revision and Lead-inAsk one or more students to show their homework.T: In the last unit, I ask you to do a project about filling in the chart because we want to have a ball game. But we don’t know what kind of balls you have. Please ask your classmates in the group what balls he /she has. Then write down the information in the chart. Now who wants to display your project on the blackboard?T: Do you have tennis? S: Yes, I do.Second point to the others in the classroom.T: Does Wang Wei have tennis? S: Yes, he does.Third point to Li Hong in the classroom who has ping–pong ball, but no tennis.T: Do you have tennis?S: No, I don’t.T: Do you have a ping–pong ball?S: Yes, I do.T: Does Li Hong have tennis?Ss: No, she doesn’t.T: Does Li Hong have a ping–pong ball?Ss: Yes, she does.T: Today we are going to learn how to talk about ownership and make suggestions.Step 2. Listing and SpeakingAsk the students to read the picture on Page 25.T: What can you see in the picture?Ss: We can see a ping–pong ball, a ping–pong bat, a tennis racket, a soccer ball, volleyball, a basketball, a TV, a computer game.T: Ask the students to match the words with the things in the picture.Ss: Say, Number 1 is (C), tennis racket. Number 2 is (a), ping–pong ball…After checking the answers in 1a, ask the students to read aloud the new words again and again, ask and answer about them in pairs. And then play the recording again. This time students listen to conversation and circle the words they hear. And then check the answers. Students circle ping–pong bat and computer game.Step 3. Pair workAsk the students to read the example conversation. Have students repeat. And then point to the television in the illustration and substitute that word in the conversation. Have students repeat again. And then ask students to practice the conversation in pairs and remind them to use various objects from the illustration. As students practice, move around the classroom to check progress and help with pronunciation.Ask for more ideas from the students and write their ideas on the blackboard.p hone, cars, pencil case, eraser, pen, book, dictionary, watch, key, notebook, ring, sister , brother, chair, bookcase, CD, video tape, hat, desk, dresser…Show the following to the students and then ask them to practice in pairs.—Do you have a phone?—Yes, I do.—Do you have a CD?—No, I don’t.T: Now work in pairs, make conversations with the newwords in 1a and act it out around the students.Sample conversations:1. S1: Do you have a ping–pong bat?S2: Yes, I do.S1: Do you have a ping–pong bat?S2: No, I don’t.2. S3: Do you have volleyball?S4: Yes, I do.S3: Do you have a basketball?S4: No, I don’t.3. S5: Do you have a tennis racket?S6: Yes, I do.S5: Do you have a TV?S6: No, I don’t.Step 4. Homework1. Ask the students to do more practice as required in 1 c on Page 25.2. Ask the students to prepare the next period. Think about the usage of “Does she /he have…?”Period Two PracticeLanguage goals (语言目标)1. Words & expressions: does, doesn’t, let, us, let’s, play, well, sound,good, sport, we, many, club, more, class (P26)2. Key sentences:—Let’s play volleyball.—That sounds good. (P26)Ability goals (能力目标)Enable the students to make suggestions politely.Emotion & attitude goals (情感和态度目标)Train the Ss to make suggestions politely and take activity part in school sports club and keep healthy.Strategy goals (策略目标)Enable the students to match the problems and worries.Culture awareness goals (文化意识目标)Learn to how to make suggestions politely.Teaching important points (教学重点)Talk about making suggestions.Teaching procedures & ways (教学过程和方式)Step 1. RevisionBefore class, let’s have a revision. First make up a conversation with “Do you have…?”about ownership, and then in threes make up a conversation with “Do you have…? Does she /he have…?”Sample dialogues:1. S1: Do you have a soccer ball? S2: Yes, I do.S1: Do you have a basketball? S2: No, I don’t.2. S1: Do you have a computer game? S2: No, I don’t.S1: Do you have a ping–pong bat? S2: Yes, I do.S3: Does he have a computer game? S1: No, he doesn’t.S3: Does he have a ping–pong bat? S1: Yes, he does.Step 2. Listening PracticePlay the recording for the first time.T: Listen to the tape. You only listen.Play the recording for the second time. Then check the answers.T: You’ll hear the same conversation again in the picture. This time please listen for the names in the pictures, and then number the pictures (1-4).After that ask a few students to say out their answers in 2a.S1: The answers are 3, 1, 4, 2.S2: Number the pictures: 3, 1, 4, 2.Play the recording for the third time.T: You will hear the conversations for the third time. You are to match the people from activity 2a to the balls in the recording for the fourth time and then correct the answers.T: You listen to the tape and write the numbers from the pictures in 2b next to the correct balls.After doing listening, talk about the dialogue about 2b, and then ask some students to say out their answers in 2b.S3: The answers are 3, 2, 1, 4.S4: They are 3, 2, 1, 4.Step 3. Pair workLook at the things in the picture. Ask your partner if he /she has the things in 2c.Ask the students to act out the conversation in pairs.Sample conversations:1. S1: Do you have a dictionary? S2: Yes, I do.S1: Do you have an eraser? S2: No, I don’t.2. S3: Do you have a baseball? S4: No, I don’t.S3: Do you have a football? S4: Yes, I do.3. S5: Does Tom have volleyball? S6: Yes, he does.S6: Does Mike have a pen? S5: No, he doesn’t.Step 4. PracticeLook at 3a, point out the words in the box and then ask a student to read aloud the four words to the class.T: Fill in the blanks with the words from the box alone. I’m sure you’ll fill in the correct answers. And now who’ll tell me the answers? Please hand up if you know the answers. Oh, thank you, --------!S1: The answers are: 1. don’t，2. Let’s，3; have，4. soccer.T: You are right. Thank you. Now let’s practise reading aloud the conversations in pairs and act them out. And then tell the students how to make suggestions politely using “Let’s…!”For example:T: Let’s play ping–pong ball./ Let’s play tennis./ Let’s play volleyball…S: That sounds good.After finishing practising the conversations in 3a, ask the students to make conversations with their partners according to the pictures below in 3b. Ask the students to point to each one and describe each object. Show the students how to use the pairs of pictures as substitutes in the conversation.For example:T: Let’s play basketball.S: I don’t have a basketball.T: Well, let’s play football.S: That sounds good.Ask pairs of students to perform the conversation for the class and tell them how to make suggestions politely in 3b.Step 5. Writing and practiceThis activity gives students a chance to role play a conversation about sports. Students review the language of introductions, and then complete the form, introduce themselves to the coach.T: What sports do you like to play? Who are your favorite sportsmen and sports women? What sports are available at school?S1: I like to play football. My favorite sports man is Liu Xiang. Basketball and volleyball are available at our school.T: Our school has a sports Club with all the sport that you would like to play. If you would like to join the school sports club, please fill in the form with your personal information. When students have completed filling in the form, divide them into pairs.T: Wha t’s your first name? What’s your last name? What sports do you like? Do you like…? What class are you in?S: My first name is Li. My last name is . I like ping–pong ball. I’m in Class 4, Grade 7.Have students role play the conversation between a student and coach. Walk around the class and offer help where necessary.Step 6. SummaryAsk some students to sum up what we have learned key vocabulary and the target languages.Step 7. Today’s homeworkT: First make up dialogues with “ownership and make suggestions” in pairs /in groups. Next class I’ll ask you to act them out. Second, prepare for the next class P 28 (1a, 1b, 2a, 2b, 2c).Period Three New vocabularyLanguage goals (语言目标)1.Words & expressions:interesting, boring, fun, difficult,relaxing, watch, watch TV (P28)2. Key sentences: (1) Let’s play computer games.(2) That sounds interesting. (P28)Ability goals (能力目标)Enable the students to learn to make suggestions politely and responses.Emotion & attitude goals (情感和态度目标)Enable the students to learn to express their feelings about different suggestions.Strategy goals (策略目标)Enable the students to know how to express their feelings aboutdifferent suggestions.Culture awareness goals (文化意识目标)Different countries, different suggestions.Teaching important points (教学重点)Learn to how to express different suggestions and responses. Teaching procedures & ways (教学过程和方式)Step 1. Revision and word studyCheck the homework:T: Last class we asked the students to make up conversationswith “ownership and make suggestions”in pairs /ingroups. Now we’ll ask you to act them out.Point to the five words and ask the students to repeat each one,and then point to the five pictures and ask the students tomatch each picture with one of the words in section B (1a).Ask the students to write the letter of the picture on the linenext to each word.Ask the students to say out the answers. Go around the room,asking students to point to a picture and say the word that goeswith that picture. The answers are: 1. c; 2. d; 3. e; 4. b; 5. a.Step 2. Guessing the wordsThis activity makes students practise using the vocabularywords from this unit. Point to the picture in 1a and reviewthe words.T: Now please draw pictures that show somethinginteresting, boring, fun, difficult or relaxing. Please showyour pictures to some of your classmates. Everyone triesto guess the meaning.Step 3. Listening and word studyBefore playing the recording for the first time, point out thefive words in 1a above and ask a student to read them aloudto the class.Play the recording for the first time in 2a.T: Listen to the tape carefully and remember the fouradjective words you hear.Play the recording for the second time.T: Listen to the conversation and put a checkmark to the leftof each word in 1a that you hear.Ask the two students to say out their answers.Ss: The answers are: a. interesting; b. boring; c. fun;d. difficult;e. relaxing.Step 4. Listening and writingT: I’ll ask a student to read the name of each activity to theclass. And then I’ll play the tape. Listen to the tapecarefully for the first time and remember what Tony saysabout these activities. I’ll play the recording again. Thistime listen to the conversation and write the word in theblank.After listening to the tape for the second time, ask somestudents to read the same example to the class.Ss: The answers are: 1. interesting; 2. difficult; 3. boring; 4. fun.Step 5. Practice and actingBefore asking the two students to read the dialogues, listthese activities on the blackboard: play computer games,play volleyball, watch TV, play basketball.T: I’ll ask the two students to act out the dialogues, talkingabout the activities in 2b.One acts as Jenny, the other acts as Tony, move around theclassroom offering languages support and checkingprogress when the students talk about the activities. Ask afew pairs of students to perform their conversations for theclass.Sample dialogues:1. S1: Let’s play volleyball.S2: That sounds fun.2. S3: Let’s watch TV.S4: That sounds boring.Step 6. Summary1. This class we have learned how to make suggestions andresponses politely. We also have learned how to use somedescription adjectives.2. Prepare for the next class.Step 7. Today’s homework1. Make up dialogues about “Make suggestions and responses”.2. Prepare for the next lesson.Period Four Integrating skillsLanguage goals (语言目标)1. Words & expressions:has, great, collection, but, play sports,only,them, a great sports collection, tennis racket, soccer ball, onTV, everyday (P29)2.Key sentences: (1) Ed Smith has a great collection.(2) But he doesn’t play sports—he only watches them on TV.Ability goals (能力目标)Train the ability of the students about reading and writing.Emotion & attitude goals (情感和态度目标)Enable students to form wide interests and hobbies.Strategy goals (策略目标)Enable students to collect what they like.Culture awareness goals (文化意识目标)Enable students to understand different people have different interests and hobbies.Teaching important & difficult points (教学重点和教学难点)1. The plural form of noun.2. The Present Simple TenseTeaching procedures & ways (教学过程与方式)Step 1. RevisionFirst check the homework, and then ask a few pairs to act out the conversation about: Making suggestions and responses.T: Who can make up a dialogue about making suggestions and responses in pairs?S1: Let’s play football.S2: That sounds fun, but I don’t have a football.S1: Well, do you have a basketball?S2: Yes, I do.S1: Then let’s play basketball.S2: Oh, basketball is so different.S1: OK. Let’s play ping–pong ball.S2: That sounds boring. Let’s play computer game! Do you havea computer?S1: Yes, I do.S2: That sounds interesting.Step 2. ReadingBefore reading this magazine article, ask students to name everything they see in the picture (3a).T: Read the article by yourself, and then circle the vocabulary words that are about sports activities.Give examples such as a stamps collection or a coin collection.T: Please close your books, look at the overhead projector, listen to me carefully, and then fill in the blanks with the sports things in 3a. Please tell the students the answers.S1: 1. tennis racket; 2. basketball; 3. baseball; 4. soccer ball; 5. volleyballT: Y ou’re right. OK. Thank you! Pay attention to the usage of thePresent Simple Tense and the plural form of noun.Explain the usage of the grammar and some key sentences, ask the students to retell the text next class.Step 3. Reading and writingBefore reading this article, ask students to name everything they see in the picture (3b). And then read the article to the class. Ask students to look at the picture and fill in the blanks by themselves. After that, let the students correct the answers in pairs. Ask three students to write their answers on the blackboard. (The answers are: 1. baseball; 2. basketball; 3. tennis rackets; 4. volleyball.)After finishing filling in the blanks, explain the usage of the Present Simple Tense, the plural form of noun and some key words, key sentences. Ask students to recite the text (3b).Step 4. Writing and SpeakingT: After finishing learning the articles about 3a and 3b, now you write about yourself. Talk about your hobbies and interests such as:What sports do you play?What sports things do you have?What other things do you do? And so on.After a while I’ll ask some students to read their stories to the class.S1: I collect coins. I have ten American coins, five Russian coins.S2: I have a great toy cars collection. I have two Chinese toy cars, threeJapanese toy cars, four British toy cars. I play them every day.Step 5. Spoken English and writingNow look at 4 Survey, write “have,you, an alarm clock, do”on the blackboard.T: Please say the words in the correct order to make a question. Come tothe blackboard, Wang Fei.S1: Do you have an alarm clock?T: OK, you’re right. Thank you. Please write a student’s name under thequestion on the blackboard. Who can do it? OK, Yang Fan, please.S2: Li Gang.T: OK, Li Gang, please come to the blackboard. Do you have an alarm clock?Guide him to answer “Yes, I do. /No, I don’t.”S3: Yes, I do.T: Now, please write four questions like this. After that ask students to say other things they might ask. As the students complete the questions, move around the classroom checking progress and offering suggestions as needed, at the same time ask students to move around the room, asking their questions and writing in names. In this way the students learn the target language easily. Step 6. Today’s homework1. Write a story about your /his /her collection.2. Make up dialogue with “Do you have…?”3. Finish off all the exercises on the small blackboard.Period FiveLanguage goals (语言目标)1. Words & expressions: basketball, tennis racket, baseball bat, ping–pong ball,soccer ball, volleyball, interesting, boring, run, difficult, relaxing, TV2. Key sentences: (1) Do you have a ball? Yes, I do.(2) —Let’s play soccer.—That sounds good./It’s boring.Ability goals (能力目标)Train students’ writing abilities.Emotion & attitude goals (情感和态度目标)Learn to talk about ownership and make suggestions.Strategy goals (策略目标)Enable students to form wide interests and hobbies.Culture awareness goals (文化意识目标)Enable students to understand the different countries have different suggestions and hobbies.Teaching important & difficult points (教学重点和教学难点)Learn to how to talk about ownership and make suggestions. Teaching procedures & ways (教学过程与方式)Step 1. RevisionBefore class ask a few students to read aloud the stories about themselves, and then have some pairs act out dialogues about ownership. Also give students three minutes to have a free talk.Step 2. Words checkingThis activity provides a comprehensive review of key vocabulary presented in this unit.T: Now let’s go over key vocabulary in this unit. I speak Chinese, you speak English. First answer my questions one by one, and then answer my questions together. OK let’s begin.有趣的，无聊的，休闲的……篮球，网球球拍……Ss: Interesting , boring, relaxing…T: OK, so much for this. Now take out your English exercises books, write five new words in it, and then share your lists with your groups.Step 3. Reading and writingThis activity focuses on students understanding of the target language in the unit.T: Please read aloud the following sentences in 3a, and then number the sentences to make a conversation that follows the situations in the pictures by yourself.After a while, check the students’ answers. The answers are: 5, 1, 4, 2, 3, 6, 7.After checking the answers, ask the students to act out the dialogue and recite it.T: Now look at the chart on the blackboard with the names of five activities and five words at the top: interesting, boring, fun, difficult, relaxing. And then make up a dialogue talking about ownership and makingAsk two students to act out the dialogue.S1: Let’s play baseball!S2: That sounds interesting, but I don’t have a baseball.S1: …S2: …Step 4. Group workT: The class ball games will be held soon. The students in the class are training recently. Please give suggestions to your group and ask them to train after class.As you make up conversations, please use the drills “Do you have a…? /Yes, I do. /No, I don’t / Let’s… /No, it’s boring.”Step 5. Homework1. Finish off all he exercises in the workbook.2. Talk about your friends’hobbies. (play basketball /soccer ball /ping–pong ball /watch TV /play computer games /play sports every day)Period Six Writing(ppt展示)Teaching Resources (教学资源库)1.语法：(1) 名词复数的构成及读音规律：特别提醒：名词复数的不规则变化是：①只变元音字母，如：man—men, woman —women, foot—feet, policeman—policemen ②单复数形式一样，如：a fish—some fish, a Japanese —some Japanese ③其它变化，如：child—children等。
初中英语七年级上册Unit 5 Do you have a soccer ball 教案
Unit5 SectionB (1a-1d) 教案1.语言知识目标:1) 掌握下列词汇：interesting，boring，fun，difficult，relaxing，watch TV2) 会用句型Let's… 来提建议。
3) 能用所学的形容词来表达自己对某项运动项目的看法。
That sounds …2. 情感态度价值观目标：通过听有关运动的对话，使学生更加热爱体育活动并培养一种适合自己的体育爱好1.教学重点:1. 教学重点：1) 学会用Let’s… 提建议，并能够谈论自己对某球类运动的简单看法2) 引导学生进行听力和口语交际训练，来逐步学会用Let’s… 提建议2.教学难点:行为动词一般现在时的肯定句、否定句的结构||，尤其是单三形式的变化。
教学过程（Teaching Procedures）:Step1：Greetings and talking1．教师向学生表示友好的问候，并复习之前所学到的问候语。
2．采用多种自由交际方式，创设浓厚的英语学习氛围与学生进行Step2: Review1.展示图片让学生做“Best Eye”来复习球类单词。
2. 展示图片进行师生互动复习句型：__ Do you have a/an... ?__ Yes, I do./ No, I don’t.__ Does he/ she have a/an... ?__ Yes, he/she does./ No, he/ she doesn’t.__ Do they have a /an...?__ Yes, they do./ No, they don’t.Step3: Lead inLet students enjoy an video “Let’s do things” to lead in the new lesson.Step4：Presentation1.展示图片学习生词。
2.Finish1aLet students match the words with the picture.3.Show some pictures to review the phrases “play + 球类名称”4.展示图片进行师生互动来操练Let’s… 提建议句型和答语。
Unit 5 Do you have a soccer ball教案
教案Unit 5 Do you have a soccer ball?你有个足球吗？教学内容：本节课是第5单元的第一节课Section A部分。
在这一单元中，学生要学会就有关人与物之间所属关系进行问答的句子。
本单元大量引用有关运动的名词，要求学生彼此询问有关此类物品，并做出相应的回答。
而今天的内容主要包括一些球类名词( basketball soccer ball volleyball tennis racket ping-ping ball bat ..)和询问对方是否有某物的一般疑问句Do you have a / an…?及其肯定回答：Yes, I do. 和否定的回答：No, I don’t.教学目标：A.掌握一些球类名词如：baseball basketball soccer ballvolleyball tennis racket ping-ping ball bat …B.在询问对方是否有某物的对话中学会使用do引导的一般疑问句。
C.通过游戏激发学生学习英语的兴趣和对生活的热爱。
教学重难点：掌握询问对方是否有某物的一般疑问句：Do you have a / an…?肯定回答：Yes, I do. 否定回答：No, I don’t.教学步骤：Step 1 Warming up （课前热身）Number song 数字歌带领学生一起唱数字歌，意在活跃课堂气氛，加深学生对基本知识点的熟悉和掌握。
Stet 2 Leadin（导入）通过一段小视频引入今天的话题。
Step 3 New words （新单词）1、Present the new words and read （呈现新单词并会读）通过幻灯片播放各种球类运动的图片来认识和学习这些新的名词。
（baseball棒球basketball篮球soccer ball 足球volleyball排球ping-pong ball/bat乒乓球/拍tennis网球racket拍）2、practice（练习）课文中1a 和1b部分练习。
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七年级英语教案unit5Do you have a soccer ball新目标单元整体说明单元教材分析本单元主要学习动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成以及简单回答。
本单元围绕“和朋友一起欢度时光”这一话题安排了三个任务：一是列举所学的运动项目，从中挑选出各自喜欢的体育项目，并说明原因，目的是巩固并新学一些体育项目的名词；二是让学生互相询问所爱好的运动，并根据情况发出邀请，学会用have对物品的所属进行提问与回答，掌握用do和does引导的一般疑问句的构成及使用，了解用Let’s 提建议的句型；三是写作，把任务一、二的完成情况写成日记，进一步复习、巩固所学的语言目标。
Do you／they have a TV?Yes，I／they do．／No，I／they don’t.Does he／she have a soccer ball?Yes，he／she does．／No，he／she doesn’t.Let’s play soccer．I don’t have a soccer ball．／That sounds good.单元总体目标学会用have对物品的所属进行提问与回答；学会用let’s…句型提建议；能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动及原因；能够谈论怎样和自己的朋友度过一段愉快的时光重点难点1.复习词汇：baseball soccer ball, have2.词汇：tennis, racket, bat, volley, basketball, television, interesting, boring, fun, difficult, relaxing, welco me, our, sports, center, like, we, many, club, pingpong, more, join, class3.句型：Do you have a TV? Yes, I do. /No, I don’t.Do they have computer? Yes, they do. / No, they don’t.Does he /she have a soccer ball? Yes, he/she does. No, he/she doesn’t.Does Chi young have a baseball? Yes, he does. No, he doesn’t.Let’s play soccer. I don’t have a soccer ball.Well, Let’s play volleyball. That sounds good.语法重点：行为动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成和使用。
单元学情分析本单元的主题是使用have对物品的所属进行提问及回答，以掌握行为动词在一般现在时中的构成和使用；同时引导学生使用所学的句型谈论自己在球类运动中的喜好。
行为动词在一般现在时的肯定句、否定句和一般疑问句中的构成和使用是初中英语教学中非常重要的内容，本单元知识的掌握程度将直接影响今后的英语学习。
学生在以前的学习中已经掌握了be动词在一般现在时中的构成和使用，在学生的头脑中也已经形成了一个模式，这种模式将直接影响学生对本单元知识内容的接受，所以教师在教学中一定要善于引导，以免学生养成不良习惯。
单元教学建议采用Discussion and guess和Classifying的学习策略，利用教学图片、幻灯片、画纸和蜡笔等来展开课堂Pair work问答式的口语交际活动和小组活动，使用have对物品的所属进行提问及回答。
本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取演示讲解的方式进行教学，让学生进行情景操练、反复使用；口语教学——采取pair work问答式的口语交际活动互相操练练习；阅读教学——让学生学会抓住主要词汇和句型；听力教学——采取图文配对和对话选择的方式；写作教学——以填空、造词为主；语法教学——总结规律、模仿操练。
单元课时分配本单元用3课时教学Section A部分用1课时Section B部分用1课时Self Check用1课时Section A教学内容Section A(教材P25—27)教学目标知识与能力Section A的主要内容是学会用have对物品的所属进行提问以及应答，学会使用do和does 引导的一般疑问句，学会用Let’s…提建议。
能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动。
过程与方法采用Discussion and guess和Classifying的学习策略，利用实物、教学幻灯片、图片等来展开课堂Pair work问答式的口语交际活动，使用have对物品的所属进行提问及回答。
情感态度价值观该部分学习内容贴近学生的生活，谈论的主题是符合学生喜爱运动的心理，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。
教学重、难点及教学突破重点学习运用重点句型Do you／they have… ? Does he／she have…?Let’s play soccer．等；语法难点行为动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成和使用。
教学突破Section A重在通过使用动词have对物品的所属进行提问和回答的交流式口语活动，学习由助动词do或does引导的一般疑问句的构成以及回答。
教师要善于引导学生比较行为动词的疑问句和be动词的疑问句在构成和回答上的区别，通过大量和反复地操练以达到运用自如教学准备教师准备收集课文中所涉及的或学生常见的球类运动器材或有关的教学幻灯片或图片；设计课后巩固练习的幻灯片；制作1a部分的插图和人物对话的课件，将听力部分的内容插人，通过询问对方的所属以及回答来引入新课。
学生准备搜集自己所了解的或曾经见过的球类运动器材的名称，并通过询问老师、同学或上网查询的方式了解各种运动的竞赛方法。
教学步骤(1课时)一、第一教学环节：情景创设，导入新课教师活动学生活动Section A主要内容是通过使用have对物品的所属进行提问和应答，来学会使用do和does 引导的一般疑问句。
所以在教学中可采取问答式导人法：1．教学一些球类运动器材名词，教师拿出一个足球或放映幻灯片或出示图片进行演示：I have a footba11．Do I have a football? 自己回答：Yes，I d0．再问：Do I have a basketball? 自己回答：No，I don’t．再使用其它物体询问学生：Do I have…?询问学生：Do you have…?询问学生：Does he／she have…?询问学生：Do they have…?1．学生回答：Yes，you do．№，you don’t．学生回答：Yes，I do．No，I don’t．学生回答：Yes，he／she does．No，he／she doesn’t．学生回答：Yes, they do．No，they don’t．2．学生进行Pairwork对话练习，运用所学知识进行互动交流。
二、第二教学环节：师生互动，学习探究教师活动学生活动1．播放lb部分的录音让学生听，引导学生圈出所听到的单词，并能画出相应的图片，完成lb部分的教学任务。
2．引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用助动词do进行问答，可采用师生互动带动学生互动的交流方式：Do you have…? Yes，I do．/No，I don’t．1．听lb部分的录音，圈出所听到的单词，并画出相应的图片，完成1b部分的学习任务。
2．Pairwork活动，完成lc部分口语交际的学习任务，学会运用助动词do进行问答。
3．播放2a部分的录音，引导学生选出他们所听到的对话并标明顺序，完成2a部分的教学任务.4．重新播放2a部分的录音，要求学生将对话中所提到的球类和人物对应起来，并标明顺序，完成2b部分中的听力训练任务。
5．引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。
让学生根据图画内容运用动词have进行询问所属，以练习由助动词do／does引导的一般疑问句结构，可采用师生互动带动生生互动的交流方式：Do you have…?Yes，I do．／No．I don’t．Does he／she…?Yes．he／she does．／No，he ／she doesn’t．。
6．引导学生观察3a部分的图画和对话内容，并根据示例捕捉相关信息，从方框内选择合适的词填空。
7．引导学生展开Pairwork活动，完成3b部分口语交际的教学任务。
要求学生学会使用Let’s…句型表示“提建议”。
可采用师生互动带动生生互动的交流方式：Let’s play soccer．I don’t have a soccer ball．Well，let’s play volleyball．That sounds good．。
3．听2a部分的录音，选出他们所听到的对话并标明顺序，完成2a部分的学习任务。
4．重听2a部分的录音，将对话中所提到的球类和人物对应起来，并标明顺序，完成2b部分中的听力训练任务。
5．Pairwork活动，完成2c部分口语交际的学习任务。
根据图画内容运用动词have进行询问所属，以练习由助动词do／does引导的一般疑问句结构。
6．观察3a部分的图画和对话内容，并根据示例捕捉相关信息，从方框内选择合适的词填空。
7．Pairwork活动，完成3b部分口语交际的学习任务。
学会使用Let’s…句型表示“提建议”。
三、第三教学环节：合作交流，巩固提高教师活动学生活动引导学生展开Pairwork活动，完成4部分口语交际和笔头练习的教学任务。
要求学生阅读第4部分的短文，并根据短文内容，填写表格，然后互相介绍自己的信息。
Pairwork活动，完成4部分口语交际和笔头练习的学习任务。
阅读第4部分的短文，并根据短文内容，填写表格，然后互相介绍自己的信息。
本课总结本课采用了Discussion and guess和Classifying的学习策略，利用实物、教学幻灯片或图片等来展开课堂Pairwork问答式的口语交际活动，通过使用have对物品的所属进行提问及回答，使学生学会使用do和does引导的一般疑问句，同时学会使用Let’s…提建议。
通过本课的学习使学生能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动。
本课重在对学生进行听力和口语交际能力的训练。
板书设计Unit 5 Do you have a soccer ballSection AWords：tennis, racket, bat, volleyball, basketball, television, welcome, our, sports, center, like, we, many, c lub, ping-pong, more, join, class…重点句型: Do you have a TV? Yes, I do. /No. I don’t.Do they have a computer? Yes, they do. /No, I don’t.Does he/she have a soccer ball? Yes, he/she does. /No, he/she doesn’tLet’s play soccer. I don’t have a soccer ball. /That sounds good.语法重点：由do/does引导的一般疑问句的构成以及回答Do you/they have a TV ? Yes, I/they do. No, I/they don’tDoes he/she have a soccer ball? Yes, he/she does. No, he/she doesn’t问题探究与拓展活动动词的第三人称单数形式：当句子的主语是“第三人称单数”时，即：不是I，不是you 的其它单数形式时，谓语动词必须改变形式，也就是在词尾加一s或一es (同名词的复数形式)，我们可以简称为“三单形式”。