人教版初中英语七年级上册Unit 5 Do you have a soccer ball全单元4课时教学设计
Unit 5 Do you have a soccer ball ? 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. 课时安排 第一课时 Section A 1a-1c 第二课时 Section A 2a-4 第三课时 Section B 1a-2c 第四课时 Section B 3a-4 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 these balls.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 you 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 1 2 3 4 5 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 like 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. Name collection Mother father
Unit 5 Do you have a soccer ball ? Period Two 课前准备 教师:设计表格，准备录音机及多媒体课件。 学生：准备卧室照片。 教学设计 Step One:Warming up. 1. Present the new structures. T: Do you have a tennis racket? S1:Yes, I do. T: Do you have a baseball bat? S2:No, I don’t. T: Does she have a tennis racket? (Point to the first student) S3:Yes, she does. T:Does he have a baseball bat? (Pint to the second student) S4:No,he doesn’t. 2. Practice the drill. T:Practice in groups of four. The first two students must use the drill “Do you have a …?” The other two students ask and answer according to their conversation and use the drill “Does he/ she have a …?” S1:Do you have a …? S2:Yes, I do. Do you have a …? S1:No, I don’t. S3:Does she have a …? S4:Yes, she does. Does he have a …? S3:No, he doesn’t. Step Two: Listening. T:Look at the pictures in 2b and name them. What are these? (Point at the baseball, basketball,volleyball,football.) Ss:They are… T:There are four children in the conversations. Who are they? Please listen and find the answer. (Play the recorder for the first time.)
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。
人教版七年级上册英语unit5教案
Unit 5 Do you have a soccerball?主备课人：冉宏文第1课时Section A 1a—2c【学习目标】：1、掌握本节课的9个单词和2个短语2、学会句型Do you have -----?以及其回答Yes, I do. /No, I don't.【学习重点】：学会就有关人与物所属关系进行问答的句子。
【教学用具】：A tape recorder 、A tape【学习过程】：一、自主学习（教师寄语：Where there is a will, there is a way.）学习任务一: 熟练掌握本节课的9个词汇和2个短语。
过程：（1）个人试读，组内相互纠正发音。
（2）教师领读，学生纠正自己的发音（3）自己读并记住汉语意思，组内检查。
（4）小组竞赛，看谁记的快而多。
学习任务二:（1）认真观察1a的图画，将单词与图中物品搭配，小组讨论并核对答（2）听录音，完成1b，小组核对答案学习任务三: 熟练运用询问人与物所属关系的句型Do you have ----?及回答Yes, I do. /No, I don't.1、看图片1a，引入A:Do you have a pingpong ball?B:Yes, I do. /No, I don't.2、利用1a中物品来练习句型Do youhave----?Yes,I do.No, I don't.3、小组竞赛看谁练的快而多。
二、合作共建（教师寄语：Many hands make light work. ）小组讨论：Do you have a soccer ball?中的you能否替换为he？三、系统总结（教师寄语：No man can do two things at once.）（1）这节课你学会了哪些表示球类的词。
（2）总结一下询问人与物所属关系的句型。
四、诊断评价（教师寄语：It's easier said than done.)（一）英汉互译：soccer ball_____________ tennisracket_____________有_____________球________排球____________篮球____________网球____________乒乓球_________球拍_________（二）选择:1、根据句意及首字母补全单词（1）Is that her e________(2)This is a pencil c_______(3)What's this ? It's a r______(4)E______me. Is this your pencil?2、选择(1)—Is this your eraser?—__________A.Yes, it's .B. Yes,it is.C.Yes,is.D.It is.(2)Is that ______ pencil sharpener?A.heB. himC. hisD.you(3)This is _____ bag.A. meB. IC. my.D.you(4) ----Is that his case? -----__________.A.Yes, that is .B.Yes, it isn't.C. No, it is.D.No, it isn't.3、完成下列句子(1)—______ _______(这是) your pencil?—______ , ________ ________(是，它是)(2)—_______ _______(那是)his book?—______, it _____(不，它不是).It is_______(我的)book.4、翻译下列句子（1）这是你的字典吗？不，它不是。
Unit5 Do you have a soccer ball教学设计
Unit5 Do you have a soccer ball?Section B 2 (2a-2c)一、教学目标：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。
3. 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Ⅰ. RevisionMake conversations.play computer games interestingplay volleyball boringwatch TV relaxingplay basketball difficultfunⅡ. BrainstormTry to list as many ball games as you can.Ⅲ. 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 yourpartner'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, abaseball bat…Ⅳ. Reading1. Our school magazine made a survey about sports collection. This is the survey results. Read the passageand 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。
人教版七年级英语(上册)Unit 5 Do you have a soccer ball(五)教案
Background (背景)
To help students make friends, Paul’s class plans to have an outdoor activity (户外活动) this Saturday. His teacher asks him to collect students’ ideas online.
Tina
Wow. That’s great!
Paul
CLASS 6
Hello, everyone! We are going to have an outdoor activity this Saturday.
Do you have any good ideas about where to go and what to do?
Paul
Q1. What does Paul want everyone to do?
CLASS 6
Hello, everyone! We are going to have an outdoor activity this Saturday.
Do you have any good ideas about where to go and what to do?
CLASS 6
Hello, everyone! We are going to have an outdoor activity this Saturday.
Do you have any good ideas about where to go and what to do?
Tina
Wow. That’s great!
Paul
Hooray! I can bring a basketball.
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。
人教版英语七年级上册Unit 5 Do you have a soccer ball教案
人教版（新目标）初中七上Unit 5 Do you have a soccer ball?教案Period OneTeaching aims（教学目标）1.能够听、说、写单词：have ,soccer, ball, tennis, ping-pong ,volleyball ,basketball, bat2.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。
3.能够完成1a 、1b中的任务Language points（语言点）1．要求掌握以下句式：Do you have…？Yes, I do. / No, I don’t.2、要求掌握以下单词：have ,soccer, ball, tennis, racket, ping-pong ,volleyball ,basketball, bat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。
Teaching steps（教学步骤）1. 复习（Review）教师运用教室中的实物询问，Where’s the…?复习Unit 4 中的内容。
实物的运用，直观形象，也使对话贴近生活。
2. Presentation（呈现新知识）出示踢足球的幻灯片，引出新单元主题：T：What’s this in English?Ss：It’s a ball.T：What ball is it?S1：It’s a soc cer ball.出示basketball的图片，呈现新单词：T：What’s this in English?Ss：It’s a basketball，书写并拼读basketball.以同样的方法教学soccer, ball, volleyball, tennis, tennis racket ,bat,ping-pong, 朗读单词并记忆图片，可采用集体读,小组或个别读的形式.。
初中英语七年级上册Unit 5 Do you have a soccer ball 教案
Unit5 SectionA (1a-1c) 教案教学目标：1)语言知识: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;会用一般疑问句来向对方提出建议.2)语言技能:学会用句询问某人是否有某物;3)学习策略:通过与同学讨论,做出猜测;4)情感态度:通过有关运动的对话，使学生更加热爱体育活动并培养-种适合自己的体育爱好;在小组活动中，培养学生团结协作精神.教学重点、难点:学会就有关人与物之间所属关系进行问答的句子;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：Presentation1.Show some pictures and let students do “Look and say” to learn new words.2.让学生做“Guessing games (Touch and say)” 来巩固生词3.Listening：(1b)Let students listen and circle the words you hear.4.Finish 1a:Let students do “match the words with the thingsin the picture”.5.Show some pictures and let students do “Look and say” to learn new sentences:A: Do you have a/an ... ?B:Yes, I do. / No, I don’t.6.Summary归纳总结有助动词do构成的一般疑问句：Do +主语（非单三）+动词原形+... ?7.Pairwork让学生两人一组进行生生互动练习巩固新句型：A: Do you have a/an ... ?B:Yes, I do. / No, I don’t.8.展示图片进行师生操练由助动词does 构成的一般疑问句和答语：A: Does he/she have a/an...?B: Yes, he/she does. / No, he/she doesn’t.9.Summary归纳总结有助动词does构成的一般疑问句：Does +主语（单数）+动词原形+... ?10.Pairwork让学生两人一组进行生生互动练习巩固新句型：A: Does he/she have a/an ... ?B:Yes, he/she does. / No, he/she doesn’t.11.Summary展示图片跟学生一起回顾本节课所上的生词和新句型。
初中英语_Do you have a soccer ball教学设计学情分析教材分析课后反思
Section B1 (2a-2c)一、教学目标：1. 语言知识目标：1) 掌握下列词汇：interesting, boring, fun, difficult, relaxing, watch TV, student,sport, play sports, to, same, love, with, them, only, like, easy, after, class, classmate2) 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 …4) 阅读有关体育用品收藏的小短文，并能获得相关信息。
2. 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：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。
3) 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Ⅰ. RevisionReview the expressions and sentence structures we have learned.Ⅱ. Presentation1. (Show the picture which a boy is doing an interesting thing on the screen.)Learn the new words, interesting(Show other pictures on the screen) learn the new words: boring, fun, difficult, relaxing, easy, in the same way2. (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"3. (Show some pictures of students on the screen)Learn the new words "student", "classmate"4. Let Ss read the new words and phrases and try to remember them.5. Read the words in 1a. (Point to the five words in 1a and ask students to repeateach one.)Ss: interesting, fun, relaxing, boring, difficult.(Let some Ss explain the Chinese meaning of them.)Then match each picture with one of the words.(Point to the five pictures and ask students to match them.)Check the answers.Ⅲ. Reading1. Our school magazine made a survey about sports collection. This is the surveyresults. Read the passage and answer the question:Who has 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。
人教版七年级英语上册英语教案：Unit 5 Do you have a soccer ballSec
Section A(2d-3c)
let, us, go, we, late, has, get, great,play,sound.
Do you have ...?Yes,Ido. No,Idon’t.
Does he/shehave ...?Yes, he/she does./No, he/she doesn’t.
Read and learn the new words.
Students listen to theteacher'sreading. And then read the dialoguebythemselves.
Read theGrammar focusand memorize keysentence patterns.
教学难点
The use of have's generalinterrogative sentence (applicable to the third person singular) and the affirmative and negative answer
教学设想
In this class, I plan to let the students master the new words and further deepen the students' understanding of the key sentence pattern throughreading practice.
审阅人
教学过程
教师活动
学生活动
设计意图
Step I: Greetings
Step II: Revision