Unit 5 Do you have a soccer ball教案
《Unit 5 Do you have a soccer ball教案 (省优一等奖)
Unit 5 Do you have a soccer ballPart 1: Teaching Design第一局部：教学设计(Do you have a ping-pong ball)ObjectivesTo learn to use present tense to haveTo learn to use Yes/No questions and short answersProcedures■Warming up by learning about present tense to have; Yes/No questions and short answersHi, everyone. First I like to ask you, “Do you have a brother〞 Some of you may say, “Yes, I do.〞Bur most of you may say, “No, I don’t.〞Let’s try to ask and answer as they do in the Grammar Focus on page 26.1a Matching the words with the picturesPlease look at the picture on page 25. What can you see We can see a tennis racket, a ping-pong ball, a soccer ball, a volley, a basketball, and a TV. Now match the words with the things in the picture.1b Listening and circlingYou are great! Now please look at the four words in the list and listen to the tape1c PAIRWORK 结对活动/替换活动Now please read the conversation in the box in 1c and practice it in pairs. Ask andPeriod 2: Listening, Numbering, Circling and Speaking (Page 2)(Does your brother Alan have a soccer ball)ObjectivesTo learn to use present tense to haveTo learn to use Yes/No questions and short answersProcedures■Warming up by asking and answeringHello, class. Is this your volleyball, Li Huaqing Do you have a volleyball Yes, I do. /No, I don’t. Does she, Qian Tu, have a volleyball Yes, she does./ No, she doesn’t. Where’s your volleyball Your volleyball is in the drawer. My volleyball is under the desk. His volleyball is on the floor.Now let’s go to page 26.2a Listening and numberingNow let’s go to page 26. Please look at these four pictures and listen to four conversations. Listen carefully and number the four pictures. (Keys: 3-1-4-2)2b Listening and matchingListen to the recording again and match the people with the balls. (Keys: 3-2-1-4) Now go to page 85 to read the four conversations. While reading you underline all2c PAIRWORK 结对活动/替换活动Look at the things in the picture on page 26. ask and answer if your partner andPeriod 3: Filling and Speaking (Page 27)(Let’s play ping -pong.)ObjectivesTo learn to make suggestionsTo learn to use Let’s…Procedures■Warming up by making sentences with Let’s …Good, morning. Do you know the words: Let’s… It means “让我们……〞. Now let’s make sentences with “〞 “让我们……〞.3a Reading and fillingPlease look at the pictures in 3a. What are they talking about OK, please read the conversations and fill in the blanks with the words from the box.of the conversation we have just heard and read.3b GROUPWORK 小组活动/替换活动Now please make conversations with your partner talking about the pictures on pageWhat sports do you like to play Who are your favorite sportsmen and sportswomen Please look at the poster in part 4 on Page 27. Complete the form and introduce yourselfNow let’s read the poster on page 27 again. Let’s write as they do.Period 4: Listening, Repeating, Writing, Asking, Matching, Completing and Filing (Page 4)(Let’s play computer games.)ObjectivesTo learn to make suggestionsTo learn to use Let’s…Procedures■Warming up by greeting making sentences with Let’s…Hello, class. How are you Are you FineThen look at this , “Let’s…〞 . It means“让我们……〞in Chinese. Now let’s make sentences with “Let’s…〞. OK1a Looking and MatchingHere on page 28 are five words in 1a. Read them loudly and match each picture with1b Drawing and guessingNow please draw a picture of one of the five words interesting, boring, fun, difficult or relaxing. Then let your partner see the pictures and guess what the picture means.2a Listening and checkingLook at the five words again. Next we’ll listen to a conversation and check theWhat does Tony say about each activity Listen to the conversation again and writeNow go to page 86 to read this conversation. While reading try to find all the sentences with Let’s….And also underline all the expressions. That’s grammarNow let’s try to talk by imitation.Imitation talking is using the structure of an example conversation as a form to talk about something of our own.2c PAIRWORK 结对活动/替换练习Now practice the dialogue in pairs. One student plays Tony and the other one plays Jenny, talking about the activities in 2c.Period 5: Reading, Filling and Writing (Page 29)(Ed Smith has a great sports collection.)ObjectivesTo learn to talk about ownershipTo learn to use present tense to haveProcedures■Warming up by making a listHello, class. Do you play sports What sports things do you have Now in pairs make a list of them. Let’s see who has the most sports things in our class.Look at the picture in 3a please. Can you name the sports things that Ed Smith has in the picture Good! He has a great sports collection. Read the text and circle the words of sports things. While reading remember to cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, too.Read the magazine article aloud to the recording. Let’s see who read loud the text the best.Now read the text again to turn it into a conversation.3b Reading and fillingLook at the picture and name everything you see in the picture. Read the article3c Thinking and writingNow please write about yourself. What sports do you play What sports things do you have What other things do you do4 SURVEY 调查Just now you wrote about yourselves. Do you want to know what your classmates haveOK, let’s make a survey. Look at the sample questions and read them aloud. Then write as many questions as possible like these sample ones and survey yourSection B1 1a-2e一、教学目标：2) 能掌握以下句式结构：① ─What are you going to do next year─I’m going to take guitar lessons.② Many resolutions have to do with self-improvement.③ They’re going to take up a hobby like painting.④ Sometimes the resolutions may be too difficult to keep.2. 情感态度价值观目标：每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。
Unit5 Do you have a soccer ball 教学设计-【豆丁教育百科】
Unit5 Do you have a soccer ball? 教学设计Period 1:Do you have a soccer ball?大坝电厂学校李惠波高美玲教学目标：本课时以ownership为中心话题，1b，2a，2b都是与Do you have ....?句型有关的听力，1c，2c是围绕Do you have ....展开的小组活动，根据教材安排，我将教学目标确定为：语言目标：落实单词：tennis ball soccer ball volleyball basketball tennis racketping-pong ball bat do does doesn`t重点掌握句型：Do you have a soccer ball ? Yes ,I do . (No ,I don`t.)Does he have a computer ? Yes , he does .( NO ,he doesn`t )能力目标：能让学生听懂关于Do you have 句型的对话，能对本课句型重组，自编对话。
重点，难点：助动词do does 的用法。
情感目标：培养学生在英语学习中与人合作的精神。
教学步骤：第一步：课前预习让学生预习新单词（为整体教学扫除障碍，培养学生自学能力）。
第二步：复旧引新①我和学生进行简单的问候，如：Good afternoon! / Hello/Hi/How are you?（熟悉的问候使学生放松心情，拉近师生距离，容易进入本节课的话题。
）②多媒体上展示图片，指着图片问学生：What is this in English? It`s a pencil .在复习旧单词的基础上引入新单词.T：What is this in English?S1：.It is a soccer ball.依次教会学生新单词，然后打开书边读单词，边完成1a 的任务第三步：听力，让学生打开书看1B，朗读这些单词，让后听，进一步熟悉记忆单词。
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。
Unit 5 Do you have a soccer ball_教案 (1)
Unit 5 Do you have a soccer ball?Section B 2 (2a-2c)一、教学目标：1. 语言知识目标：1) 掌握下列词汇：watch TV, student, sport, play sports, to, same, love, with,them, only, like, easy, after, class, classmate2) 阅读有关体育用品收藏的小短文，并能获得相关信息。
2.能力目标引导学生进行阅读训练，培养学生从短文中获得相关信息的能力，从而培养学生的阅读能力。
3. 情感态度价值观目标：通过阅读有关运动的文章和对话, 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。
二、教学重难点1. 教学重点：引导学生进行阅读训练，来掌握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。
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。
三、教学过程Step 1. Revision & Learning objectivesMake conversations with the information below.A:Do you have a ping-pong ball? B:Yes, I do.A:Let’s play ping-pong. B:That sounds fun.play ping-pong funplay volleyball relaxingwatch TV boringplay basketball difficultplay computer games interestingStep2.Brainstorm1.Try to list as many ball games as you can.2.2a. Find the sports words in this unit. Write them in the correct column.Step3. Pre-reading1. Make a report to your partner first.S1: I have a soccer ball, a volleyball, two tennis balls, three ping-pong bat…I don't have a basketball, a tennis bat, a baseball bat…2. Exchange the chart with your partner. Report your partner's sports collection.S2: He has a soccer ball, a volleyball, two tennis balls, three ping-pong bat…He doesn't have a basketball, a tennis bat, a baseball bat…Step4. While-ReadingFast Reading1. Our school magazine made a survey about sports collection. This is the surveyresults. Read the passage and answer the question:Do you have a soccer ball?2. Ss read the passage quickly and find the answer to the question.3. Check the answer. Let some students say their answer and say why?(指导：在读短文时，应重点抓住soccer ball，通过对比文中的信息，从而轻松地就能知道答案。
人教版英语七年级上册Unit 5 Do you have a soccer ball教学设计
人教版英语七年级上册Unit 5 Do you have a soccer ball教学设计一. 教材分析人教版英语七年级上册Unit 5主要围绕着球类运动展开，本节课将学习到关于足球的词汇和句型。
教材通过介绍不同球类运动，引导学生运用英语进行交流，提高他们的语言运用能力。
本节课的主要内容包括词汇：soccer ball, basketball, volleyball, table tennis等，以及句型：Do you have a …? Yes, I do. No, I don’t. How many … do you have?二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
他们在日常生活中对球类运动有浓厚的兴趣，因此本节课的主题能够激发他们的学习兴趣。
然而，部分学生可能在英语表达上还存在一定的困难，需要教师在课堂上给予更多的关注和引导。
三. 教学目标1.知识目标：学生能够掌握关于球类运动的词汇和句型，正确运用Doyou have a …? 和How many … do you have? 进行交流。
2.能力目标：学生能够在小组活动中用英语介绍自己的球类运动用品，提高他们的语言运用能力。
3.情感目标：培养学生对球类运动的热爱，增强他们的团队协作精神。
四. 教学重难点1.重点：学生能够掌握关于球类运动的词汇和句型。
2.难点：学生能够正确运用Do you have a …? 和How many … do youhave? 进行交流。
五. 教学方法1.任务型教学法：通过设置不同的任务，让学生在实践中运用英语，提高他们的语言能力。
2.合作学习法：通过小组活动，培养学生的团队协作精神，激发他们的学习兴趣。
3.游戏教学法：通过球类游戏，让学生在轻松愉快的氛围中学习英语。
六. 教学准备1.教师准备：提前准备球类运动的图片、词汇卡片、录音机等教学用具。
2.学生准备：带上课本、笔记本，提前预习本节课的内容。
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。
Unit5 Do you have a soccer ball教案人教版七年级英语上册
Unit5 Do you have a soccer ballPeriod1(SectionA1a-2c) Song Huirong一.T eaching aims and demands.Key words:tennis,baseball,bat,soccer,ball,volleyball,basketball,ping-pong Sentences:Do you have a soccer ball?- Yes,I do. I have a soccer ball.-No,I don’t.I don’t have a soccer ball. Does he/she have a basketball?-Yes,he/she does.He/She has a basketball.-No,he/she doesn’t.He/she doesn’t have a basketball.二.Teaching key points.\The names of sports.Ask and answer questions about ownership.三.Teaching difficult points.Ask and answer questions about ownership.四.Teaching ProceduresStep11.Greeting2.Show some picturesWhat’s that? –It’s a soccer ball.……Show out the new words:basketball,baseball,bat,soccer ball…3.Work on 1a.Match the words with the things in the picture.Step2 1. Lead out:Do you have…?Yes,I do./No,I don’t.2.Practice3.Work on 1b. Litsen and circle the words you hear.Step3 1.Lead out:Does he/she have…?Yes,he/she does./No,he/she doesn’t.2.Pairwork3.litsening(2a and 2b)Step4 Reading1.Listen and read aloud.2.Answer the questions1)1.Who has a baseball?2).2.Does Cindy have a baseball bat?3).3.Where is the baseball？4).Does Helen have a jacket and a hat?5).Where’s Helen’s jacket?Step5 Summary1. I/They have a/an...2.Do you/they have…Yes,I/they do. No,I/they don’t.3.He/She has a/an..4.Does he /she have…Yes,he/she does. No,he/she doesn’t.Step6 HomeworkSurvey: Do you have a …? Have(√) don’t have(×)Fill in the blanks with have ,has ,don’t, doesn’t1. I___ a book and he _____a pen.2. They ___a color TV. They____have a TV.3. She ____ a sister. He _____ a brother.4.I _____ have computer. Tom _____ one.5.Does he ________ a computer?No, he _________.6.-Do you _________ a backpack?-Yes, I _______.7. -Does she _________ a ruler.- Yes, she ________.。
人教版七年级英语上册第五单元unit5doyouhaveasoccerball全英教案
人教版七年级英语上册第五单元Unit 5 Do you have a soccer ball全英文教案Period One(1a-2d)Teachingaims 1) Enable students to use “have”and “has”to talk about ownership. 2) Learn the general questions begin with “do,does”and understand the personal forms and numeros.Key points1) Read and write new letters . 2) The general questions beginwith “do,does.”Difficult points 1) Learn “does” general questions and its answers.2) The usage of “has”.Languagepoints Tennis ball,ping-pong bat,soccer ball,volleyball,basketball,baseball bat.---Do you have a baseball? Yes, I do./No, I don’t.---Does she/he have a tennis ball? Yes,she does./No,she doesn’t. Ability Learn to talk about the ownership.Teaching procedures:Step 1 Warming-up1. Greetings.2. Review the letters and language structures the Ss have learnedin Unit Four.Step 2 Presentation1. Show the students other objects. Teach the new words “soccerin theball, ping-pong ball, volleyball, tennis bat, ping-pong bat” same way. --- What’s this/ tha t?---It’s …2. Look at the words in 1a and match the words with the things inthe picture.3. Present the key structure.Present these questions and answers.(Point to a student who has a pencil box.)T: Do you have a pencil box?S1: Yes, I do. (Nod your head yes) / No, I don’t. (Shake your headno)T: (Ask S2) Does she have a pencil box?S2: (Help S2 answer) Yes, she does. / No, she doesn't.Step 3 PracticeGet Ss to finish 1a.1b,1c,2a,2b,2c.Step 4 Presentation(Show a soccer ball to class.)T: Let’s play soccer ball after class, OK?S1: OK.T: We often use the drill “Let’s…”to make a suggestion. If youwant to do it, you may say “OK. / That sounds good. / All right …”If you don’t want to do it, you may say “No, I don’t have a …”Step 5 Role-play1. Cindy and Helen want to play baseball. Now read the conversation and match the things with their right places.2. Read the conversation after the teacher and practice the conversation with your partner.3. Ask some pairs to act out the dialogue in front of the class.Homework1. Recite the new words and conversations we have learned.2. Finish Exercise 1.BriefsummaryUnit5 Do you have a soccer ball?Period Two(3a-3c)Teachingaims 1) Get Ss to use have and has to talk about ownership freely. 2) Further learn the general questions begin with “do,does”andunderstand the personal forms and numeros.Key points1) The general questions begin with “do,does.” 2)The usage ofpersonal forms and numeros.Difficult points 1) How to enable students to understand ang grasp the usage of personal forms and numeros.Languagepoints Great, play, That sounds good.---Does Bob have a soccer ball? Yes,he does./No,he doesn’t.Ability understand and grasp the usage of personal forms and numeros skilfully.Teaching procedure:Step 1 Warming-up1.Greeting the Ss. Check their homework. (Let some Ss reporttheir parents' sports collection)2. Let the Ss work in groups (each group has three Ss). Reviewthe sentence structures we learned.Step 2. Grammar Focus.Get Ss to read the sentences in the chart and drawa conclusion about how to use “do” and “does.”Step 3 Practice1. 3a. Write each word in the correct place in the chart.2. 3b. Ss complete the conversations with their partner.3. Check the answers with the class. (Let some pairs readthe conversation).4. Ss practice the conversation with their partner then act outthe dialogue.Step 4 Game (Remembering game)T: Look! This is Bob's room. He has many things. Look at thethings in his room for three minutes. Then close your booksand ask and answer questions with your partner.Step 5 Homework1. Recite the new words and conversations we have learned.2. Finish Exercise 2.BriefsummaryUnit5 Do you have a soccer ball?Period Three(Section B 1a-2c )Teachingaims 1)Get Ss to grasp the new words andphrases:interesting,fun,relaxing,boring,difficult.2)Get Ss to understand the survey results:Who has a soccer ball?Key points1) Talk about Ss’ likes and dislikes with description words.2)GetSs to find the answer to the questions after they read the essay.Difficult points How to enable students to understand and grasp the new words and phrases.Languagepoints Interesting, difficult, easy,relaxing,boring,fun,love sports,after class,watch TV.---Let’s play……----That sounds…..Ability Develop Ss’ primary reading abilities.Enable them to find the answer to the questions.Teaching procedure:Step 1 Warming-up1. Greet the Ss. Check the homework. (Let some pairs read out their conversation. Correct the mistakes they make)2. Review the chart of pronouns. (Show the chart on the screen)3. Let Ss look at the picture in 3a. Ask some pairs ask and answer about the picture.Step 2. Presentation1. (Show the picture which a boy is doing an interesting thing on the screen.) Learn the new words, interesting2.(Show other pictures on the screen) learn the new words: boring, fun, difficult, relaxing, easy, in the same way3. (Show some activity pictures on the screen) Learn the new phrases: "watch TV", "go to the same school", "love soccer", "after class" and "play sports"4. (Show some pictures of students on the screen)Learn the new words "student", "classmate"5. Let Ss read the new words and phrases and try to remember them.6. Read the words in 1a. (Point to the five words in 1a and ask students to repeat each one.)Correct the answers.Step 3 Listening1. Next we’ll listen to a conversation. Here are two boys in the conversation. What do they want to do? Listen.(Play the recording the first time.) (For the first time, students only listen.)2. Listen again and check the words you hear in 1a. (Play the recording again.), after that, get Ss to finish 1c.3. Check the answers.Step 4 Pair work1. T: Act out the conversation in 1c in pairs. You are Paul. Your partner is Paul's friend, Jenny. Talk about the activities in 1c.2. Let some pairs act out the conversation in front of the class. Step 5 Presentation1. （T holds basketball and another student holds a soccer ball）T: I have a basketball, but I don't have a soccer ball.He has a soccer ball, but he doesn't have a basketball.2. Write the sentence structure on the blackboard.形为动词have的否定句的构成：①第一人称/第二人称/第三人称复数人称+ don't + have + 某物②第三人称单数形式+ doesn't + have + 某物e.g.I don't have a watch.She doesn't have a tennis ball.Step6 Writing1. Find the sports words in the unit. Write them in the correct column.2. Make a report to your partner first.S1: I have a soccer ball, a volleyball, two tennis balls, three ping-pong bat…I don't have a basketball, a tennis bat, a baseball bat…3. Exchange the chart with your partner. Report your partner's sports collection.S2: He has a soccer ball, a volleyball, two tennis balls, three ping-pong bats…He doesn't have a basketball, a tennis bat, a baseball bat…Step7 Reading1. Our school magazine made a survey about sports collection. This is the survey result. Read the passage a nd answer the question:Who has a soccer ball?2. Ss read the passage q uickly and find the answer to thequestion.3. Check the answer. Let some students say their answer andsay why?4. Now let's work on 2c.Who do you think says these sentences? C heck (√) F forFrank, G for Gina or W for Wang Wei.Homework1. Review the new words we learn in this part.2. Finish Exercise3.BriefsummaryUnit5 Do you have a soccer ball?Period Four(Section B 3a-self check )Teachingaims 1)Go on learning the general questions beginning with Do or Does and the answers.2）Go on learning don’t or doesn’t in the negative sentences，understand the usage of but.Key points1)Consolidate the usage of have in the negative and generalquestions.2)Develop Ss’ abilities of writing.Difficult points Guide Ss to write with have in the negative and general questions.Languagepoints Does your mom have a baseball bat? Tom has a baseball, but he doesn’t have a baseball bat.Ability Get Ss to use have or has to write a short passage in the real situation. Teaching procedure:Step 1 Warming-up1. Greet the Ss. Check the homework. (show the chart on thescreen.)2. Review the sports words in the unit. Then let some Ss reportthe sports things they have and the things they don't have.Step 2. Writing1. Let's work on 3a. This is a survey chart. You have to writesome more questions about sports equipment in the chart. Usingthe sentence structure "Do you have a…?".2. Ss write three or more questions about sports equipment.Step 3 SurveyNow exchange books with your partner. Answer his or herquestions in 3a.You can only check (√) of the answers.Step 4 Writing1. Look at the information in 3a. Write about yourself and yourpartner with but.Ss read the first two sentences a nd try to write their own sentences according to 3a.2. 指导：①but是一个转折连词，表示意思上的转折，常用来连接两个句子。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 5 Do you have a soccer ball ?教学设计
长林中学肖婵娟
教学内容
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。
本单元大量引入有关运动的名词，要求学生彼此询问有无此类物品，并做出相应的回答。
同时学习表示建议的句型Let’s运动的形容词。
本单元所选用的话题来自学生所喜欢的生活片段，在教学中生生交流、师生交流会更融洽，会促进师生彼此间的了解，成功的教学还会让部分学生养成良好的运动习惯和收藏习惯。
教学目标
1．语言知识：A.在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句;
B. 学会使用描述性的形容词来评价事物;
C. 学会在对话中使用名词复数;
D. 学会用祈使句来向对方提出建议.
2) 语言技能:A. 学会用祈使句询问某人是否有某物;
B. 学会向他人提出建议的句子.
3) 学习策略:A.通过与同学讨论,做出猜测;
B.对所学的知识进行分类.
4) 情感态度:
A. 在本单元中,通过阅读有关运动的文章和对话,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;
B.在小组活动中,培养学生团结协作精神.
教学重点、难点
重点:A.学会就有关人与物之间所属关系进行问答的句子;
B.学习并掌握Let’s…句型.
难点:A.学会使用描述性形容词对事物做出评价,如difficult/relaxing/collection/television 等;
B.学会使用第三人称单数的一般疑问句及回答做对话.
Period One
课前准备
教师:准备表格、铅笔、格尺或橡皮。
学生：调查。
教学设计
Step One:Learn the new words.
1. Present the key vocabulary.
(Show a basketball to the class.)
T: What’s this in English?
S1: It’s a basketball.
T: Yes,you are right. Read after me. B-A-S-K-E-T-A-B-L-L,basketball.
Ss: B-A-S-K-E-T-A-B-L-L,basketball.
(Show the students other objects. Teach the new words “tennis racket,ping-pong ball,volleyball,basketball” in the same way. And then show students the picture of television and teach it.)
T: Read the words together twice.
Ss: …
T: Ask and answer in pairs with these things. Use the drill “What’s this in English?” and “Where is the..?”
2. Look at the words in 1a and match the words with the things in the picture.
T: Number 1 is (c ) ,tennis racket. What’s Number 2 Match them.
3. Ask one student to show the answers and check them.
Step Two Present the structures.
1. Present these questions and answers.
(Point to a student who has a pen or a pencil case.)
T: Do you have a pencil case?
S1:Yes, I do. (Nod your head yes)
T: Do you have a computer game?
S1: No, I don’t. (Shake your head no)
2. Practice the drill “Do you have a …?” in pairs. You can use your school things and theseballs.Look at the model, then practice like this.
Model:
Sa: Do you have a backpack?
Sb: Yes, I do. Do you have a soccer ball?
Sa: No, I don’t. I have a volleyball.
(Students work in pairs.)
Step Three: Listening practice.
T: Look at the four items of 1b in the pictures. Listen to the conversation.
(Play the recording of 1b the first time.Students only listen.)
T: Listen to the conversation and circle the words you hear.
(Play the recording again.)
T: Check their answers.
S:…
Step Four: Practice the conversations.
1. Read the conversations in 1c.
(Ask students to repeat.)
2. Look at the picture in 1a and practice the conversation with each other in pairs.
S1:Do you have…?
S2:Yes, I do.
S1:Do yo u have a …?
S2:No, I don’t.
3. Work in groups of four and use the picture to practice the similar conversations with the new words.(television,basketball, baseball bat, soccer ball, volleyball,television)
T:Ask and answer the questions as many as you can.
S1:Do you have a … ?
S2: …
S1: …
S2: …
Step Five: Task.
T: Make a survey about “ What kind of balls do the students have?” 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.
1.Fill in the chart using the structure and models on the screen.
Names
Do you have…?
Balls you have
Structures:Do you have a …? Yes, I do./ No, I don’t.
What balls do you have?
I have a …
Example:
S1: Do you have a tennis racket, Tom?
S2: No, I don’t.
S1: What balls do you have?
S2: I have basketball and football.
S1: What about you?
S3: …
2.Choose one student from each group to report about his or her group.
Report li ke this:She or he likes… One of them has a … But two of them have…
Step Six: Homework.
Make a survey about your parents’ collection.。