新目标七年级英语上册Unit5Doyouhaveasoccerball说课稿
Unit5 Do you have a soccer ball?
各位老师：
下午好!今天我说课的内容是人教版新目标七年级上册第5单元“Do you hav e a soccer ball?”的Section A部分。
下面我将从教材、学生、教法、学法、教学程序、板书设计等几个方面进行说课。
一、教材分析
1、教学内容
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，进一步复习、巩固所学的语言目标。
2、教材的地位及其作用
本单元教学主要内容是：学习have的一般现在时的疑问式的肯定和否定回答，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，有利于提高学生的综合能力，特别是说的能力。
本单元仍在继续学习一般现在时，一般现在时作为新课程标准要求学生重点掌握的时态，在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。
3、教学目标：
✓知识目标：A、掌握相关的词汇
B. 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;
C. 学会使用描述性的形容词来评价事物;;
D. 学会用祈使句来向对方提出建议.
✓能力目标: A. 学会用询问某人是否有某物;
B. 学会向他人提出建议的句子.
✓情感目标: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.
4、教学重点
学会就有关人与物之间所属关系进行问答的句子;
5、教学难点
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。
二、学生分析
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，所以我要在教学中通过合适的方法引导，以免学生养成不良习惯。
通过本节课的学习，培养学生口语表达、听力能力和团队合作精神。
三、教学方法
采用Discussion and guess和Classifying的学习策略，利用教学图片、幻灯片等来展开课堂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；语法教学——总结规律、模仿操练。
四、学法指导
1、合作学习：合作学习是指学生通过分工合作共同达成学习目标的一种学习方式。
本节课将在课堂活动中把学生分成两人一小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
2、创设情景和有意义的任务活动，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的主观能动性，把被动的学习变为主动学习。
五、教学程序设计
Step1、情景创设，导入新课
1、我用幻灯片出示本单元所涉及到的球类运动器材图片进行演示来学习
新单词及句型，提高学生学习兴趣，对新单词及句型进行强化记忆。
2、学生进行Pairwork对话练习，运用所学知识进行互动交流。
Step2 师生互动，学习探究
1、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.
2、引导学生展开Pairwork活动，以小组竞赛形式完成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，采用师生互动带动生生互动的交
流方式。
Step3、合作交流，巩固提高
1、学生巩固练习活动，完成课堂练习和总结及笔头练习的教学任务。
2、总结本课的主要内容。
Step4、结课
和学生一起回忆、总结本节课所学的新知识。
六、板书设计
Unit 5 Do you have a soccer ball
Section A
Words：tennis, racket, bat, volleyball, basketball, television, welcome, our, sports,
center, like, we, many, club, ping-pong, more, join, class…
Important sentences: 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’t grammar：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。
新目标英语七年级上unit_5_Do_you_have_a_soccer_ball(全课件)
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Let’s play sports! Do you play tennis? Do you play volleyball? We have many sports clubs: basketball, ping-pong, soccer, and more!
1) play sports
B: That sounds good.
A: Let’s(让咱们) play volleyball. B: I don’t have a volleyball. A: Well, let’s play soccer. B: That sounds good/interesting/fun…
Do you have a basketball?
Does he have a/an…? Yes, he does. No, he doesn’t.
Does she have a …? Yes, she does. No, she doesn’t .
Does he have a …? Yes, he does.
No, he doesn’t.
Let’s play soccer. I don’t have a soccer ball. Let’s play … That sounds good.
Let’s play basketball.
Let’s play ping-pong. Let’s play tennis.
Let’s play baseball.
A: Let’s play basketball. (let’s=let us) B: I don’t have a basketball. A: Well, let’s play ping-pong.
最新人教新目标英语七年级上册Unit 5 Do you have a soccer ballPeriod 4公开课教学设计
(1) Ed Sm ith has a great collection.
(2) But he doesn’t play sports—he only watches them on TV.
Ability Object s：
Train the ability of the students about reading and writing.
S1: 1. tennis racket; 2. basketball; 3. baseball; 4. soccer ball; 5. volleyball
Explain the usage of the grammar and some key sentences, ask the students to retell the text next class.
Step 3.Readingand writing
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 4. volleyball.)
Unit 5 Do you have a soccer ball？
Title
Unit 5 Do you have a soccer ball？
The type
Of lessons
New lesson
Number of sections
Analysis of the Teaching Material
七年级英语上册Unit5Doyouhaveasoccerball教案新版人教新目标版
Unit 5 Do you have a soccer ball?The First PeriodSection A (1a-2d)Ⅰ.Teaching aims:1.Knowledge aims:(1)Keywords:do,have,tennis,ball,soccer,volleyball,basketball,let,us,go,we,late,has,ge t(2)Key phrases:soccer ball,let’s go,be late(3)Important sentences:A:Do you have a ping-pong bat?B:Yes,I do.A:Do you have a ping-pong ball?B:No,I don’t.2.Ability aims:Talk about different kinds of balls.3.Emotion aims:Make students fall in love with ball sports.II.Important points:Train students’ listening and speaking skills.III.Difficult points:Ask and answer questions using “do” or “does”.IV.Teaching processStep 1 Warming up1.Show a volleyball to the class.T:What’s this in English?Ss:It’s a volleyball.T:Yes,you are right.How do you spell it?Ss:V-O-L-L-E-Y-B-A-L-L,volleyball.Show students other objects,such as basketball,tennis ball,soccerball ,baseball,ping-pongbat...Teach students new words in the same way.2.Work on 1a.①Please look at the picture in 1a.There are some balls in it.Do you know what kindof balls theyare?Match the words with the things in the picture.②Teacher checks the answers.③Look at the key structure.—Do you have a ping-pong bat?—Yes,I do.—Do you have a ping-pong ball?—No,I don’t.Read the words and dialogue after the teacher and then read it together.Step 2 ListeningWork on 1b,2a,2b.1.Play the recording for the first time.Students only listen.2.Play the recording again and ask students to do 1b,2a,2b.3.Check the answers in 1b,2a,2b.Step 3 PairworkWork on 1c.Practice the conversation with your partner. Then ask and answer questions about the things in 1a.A: Do you have a ping-pong bat?B: Yes,I do.A: Do you have a ping-pong ball?B: No,I don’t.Work on 2c.Ask and answer questions about the people in 2a.A:Does Jane have a tennis ball?B:No,she doesn’t.Ask some pairs to act out their conversation.Step 4 Role-playWork on 2d.Let students read the conversation after the teacher,and then practice the conversation with theirpartners.Teacher asks some pairs to act out the conversation in front of the class.Language points1.have的用法（1）have为实义动词，意为“有”，常用句型为sb. have/has +sth.，表示“某人有某物”，当主语为第三人称单数时，have用其单三形式has。
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。
Unit5 Do you have a soccer ball说课稿
Unit5：Do you have a soccer ball?(SectionA)说课稿各位老师大家好：整个说课我将分四大部分来讲一：教材分析二：学情分析三：教学过程四：教学反思一：教材分析（一）教材的地位及作用：本单元的教学主要内容是：学习have的一般现在时的疑问式的肯定和否定回答，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。
这是一个生活中离不开的时态，也是最基本的一个时态。
新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。
（二）教学目标：结合本单元的教学内容，我将本单元的教学目标设计如下：（1）知识目标1.词汇：重点掌握表示有关各类运动球内的名词：如：basketball baseball volleyball……2.句型：Do you have a baseball? Yes, I do. No, I don’t.Does he have a baseball? Yes, he does. No, he doesn’t.（2）能力目标运用所学语言谈论物品所属关系。
（3）情感目标了解运动的重要性，爱运动，爱生活。
（三）教学重难点（1）重点：学会使用句型Do you have a baseball? Yes, I do. No, I don’t.Does he have a baseball? Yes, he does. No, he doesn’t.（2）难点：当主语是第三人称单数的时候，含有实意动词的一般疑问句以及它的句型转换。
突破方法：多举例，让学生自己观察规律和不同点。
多做题目训练。
二：学情分析：我带的初一的学生属于中等稍偏下的类型，对英语学习的态度不冷不热。
本单元属于学生比较喜欢的一个话题，再加上前面学生已经学习过含有be动词的一般疑问句，我想学习本单元应该不是太难。
人教版英语七年级上册Unit5DoyouhaveasoccerballSectionB2a2c说课稿
（1）通过课堂活动，培养学生与他人合作、交流的能力。
（2）通过小组讨论，培养学生观察、分析和解决问题的能力。
（3）通过角色扮演，提高学生的口语表达能力和交际能力。
3.情感态度与价值观目标：
（1）培养学生热爱运动、积极参与体育活动的情感。
（2）培养学生在生活中运用英语进行交际的兴趣。
（二）媒体资源
我将使用以下教具和多媒体资源来辅助教学：图片、实物模型、PPT、电子白板和音频播放器。图片和实物模型可以帮助学生直观地理解词汇和句型，PPT和电子白板用于展示课程内容，使信息呈现更为清晰有序。音频播放器可以播放标准发音，帮助学生纠正发音并提高听力理解能力。这些媒体资源在教学中的作用是丰富教学手段，提供多样化的学习材料，以及增强学生的学习体验。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.利用学生喜欢的球类运动作为教学情境，通过图片和实物展示，激发学生的学习兴趣。
2.设计互动性强的课堂活动，如小组竞赛和角色扮演，让学生在实际语境中练习目标语言，增强学习的趣味性。
3.创设轻松愉快的学习氛围，鼓励学生大胆开口，减少他们的紧张感。
3.鼓励学生在家中用英语与家人或朋友进行简单的对话练习，将所学应用于实际生活中。
五、板书设计与教学反思
（一）板书设计
我的板书设计注重布局合理、内容精炼和风格清晰。板书分为三个部分：标题、知识点和示例。标题部分位于黑板顶部，清晰地标明本节课的主题。知识点部分列出本节课的主要句型和词汇，采用列表形式，便于学生快速记忆。示例部分则展示一些典型对话，帮助学生理解知识点的应用。在教学过程中，板书起到梳理知识结构、强化记忆和引导思维的作用。为了确保板书清晰简洁，我会提前规划板书内容，避免过度拥挤，并使用不同颜色的粉笔突出重点。
unit5doyouhaveasoccerball全英说课稿
Unit 5 Do you have a soccer ball讲课稿Goodmorning, everyone. My nameisXXX. I ’ m from It ’ s my great honor to have this chance to talk about my teaching ideas. My topic is Section A of Unit 5 Do you have a soccer ball I prepare to say it from3parts.I. Analysis of teaching material:My speech is Section A , Unit 5 Do you have a soccer ball This isan important lesson in Book One. And it is the first lesson of this unit,it talks about recognizing objects(mainly about balls) and the simplequestion. We all know that the simple question is a kind of importantstructure. If the students can learn it well, it will be helpful to makethe students learn the special question. And it’ s related to our dailylife closely, so it’s very useful.New words: basketball,soccer ball,volleyball,ping-pong ball, ping-pong bat, tennis, tennis racket.Structure:Do you have a Yes, I do. No, I don’t.Teaching aims:Aims on the knowledge:To study the words about balls by showing the objects and the pictures.To make the students know how to ask whether others have somethingor not, and how to answer it.Aims on the abilities:To develop the students’ability of listening,speaking,reading and writing.To train the students’ability of communication.Aims on the emotion:To make the students be interestedin good cooperation and competition.To make the students love sports, love life.Teaching key points and difficult points：To master the words and sentences of the lesson.To understand the usage of the simple question.Howto makethe students understand the new language items naturally.How to make dialogues and act them out.II. Teaching Methods1.“Communicative”teaching method.2.“Task- based”teaching method.Everyone knows that the main aims of learning English in middle schoolreading is to cultivate the students ’ abilities of listening, speaking, and writing,and their good sense of the English language. So, in thislesson,I ’ll use the above methods. I think it’ s helpful to develop the students ’ abilities.That is to say, I ’ ll let the students have a better understanding of the key structures.III. Teaching ProceduresThere are 5 steps in my teaching procedures.Step 1. Lead-in.Step 2. PresentationStep 3. PracticeStep 4. SummaryStep 5. Blackboard designNow let ’s watch the first step of the lesson.First, in order to lead in the lesson, I am playing a guessing gamewith the students by using different kinds of balls. I think the ballscan attract the attention of the students and activate the studentsto regard the topic of the lesson.Step 2, Presentation. There are 5 parts in this step.Step 1 Learning new wordsWith the help of the PPT and Whiteboard, they can provide a realsituation to understand the meaning of the words, not by presenting thenew words one by one and telling them the Chinese meaning. So the students can remember the words quickly and naturally.Part 2 Interesting readingIn this part, I'll show students many interesting ways to read thenew words. These ways can arouse the students' learning interest.And they can also help the students master the new words.Part 3 A memory gameThe purpose of my design is to make the new knowledge permanent and makethe class full of fun. Meanwhile, through group works, cultivate the spirit of cooperation.Part4 Self-studyThrough pair works, ask students to learn by themselves. At the same time, encourage students to communicate with each other. By reading and listening, improve their skills. Have a further step to practice thetarget languages.Part 5 Show the knowledge structureThe purpose of my design is to enhance the understanding and mastering of the new knowledge. Meanwhile, It is also in preparation for the following exercise.Step 3 Practice. This step, I'll provide the students somesituations, and then ask them to make conversations. At the same time, by doing someexercises, the students can master the new knowledge. In class, I am aguide, while the students are the center. I just join them,giving suggestions, and offering help when they need.Step 4, Summary. Ask the students to sum up by themselves in orderto train the skill of summary and the cooperation consciousness.Step 5, Blackboard design. I'll ask the students to write the new words and sentences on the blackboard. On one hand, it can check the studentseffects of learning, on the other hand, It can present the knowledgestructure. The design will emphasize the key points of the lesson. Andthen, show the homework to the students, meanwhile encourage them to take exercises in order to keep healthy.Above all is my hope you can give me some suggestions. Thanks foryour listening.。
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。
新目标英语七年级上Unit 5 Do you have a soccer ball.说课稿
新目标英语七年级上Unit 5 Do you have a soccer ball?第三课时说课稿南坪中学中学张培明尊敬的各位领导、各位老师：大家好，我说课的内容是新目标英语七年级上Unit 5 Do you have a soccer ball? 的第三课时。
下面我从说教材、说学生、说教法学法、说教学程序、说板书设计五大块来说。
第一大块：说教材一、教材分析：本课是改版后的新目标英语七年级上第五单元第一课时，Section B主要是本单元需要掌握的几个重要形容词，学习have/has 在一般现在时中的用法，学习使用一般疑问句询问物品所属关系并作简略回答，还学习使用句型let's...提建议，进行有效交际。
1a-1b 是Section B所学内容的基础。
本部分通过主题图呈现本单元的基本词汇和句型。
这是整个单元话题开展的基础。
2a-2c通过听力编号、信息匹配、就所听内容进行问答等活动帮助学生巩固、运用新的单词和句型，让学生继续学习实义动词have在一班现在时及其一般疑问句中的用法，学习let's句型。
2d示范对话集中呈现了I have...Do you have...?Let's...等句型，它涵盖了Section B所有的重点语言知识，是有更高要求的综合性的语言运用活动。
二、本课在本单元中的地位和作用：本课是本单元中的第三课，对本课掌握的好坏直接影响着整个单元的学习，所以本课在整个单元中起着重要的引领作用。
三、教学目标：1.知识目标：掌握本课的单词、短语和句型。
2.能力目标：A.能够正确使用have的一般现在时用法。
B.能够正确使用一般疑问句询问物品所属关系并作简略回答。
3、情感态度价值观：（1）通过谈论球类运动，让孩子们体会与朋友共度快乐时光的愉悦心情。
（2）通过对本单元的小组活动，培养学生互相帮助、团结合作的学习习惯，激发他们对学习英语的兴趣和热情；通过小组之间的竞争培养学生的竞争意识。
Unit 5 Do you have a soccer ball说课稿
Unit 5 Do you have a soccer ball?说课稿一、教材分析本教材倡导语言教学的交互性和实用性，为学生提出了自然的、有意义的语言环境，本单元主要是学习动词have 的一般现在时的用法，一般现在时是第五第六两个单元的重难点、学会第三人称单数形式的灵活使用，同时也复习了第三单元名词复数的变化规则，谈论对各种球类运动的看法，从而引出形容词的用法，用层层递进的方式，逐步扩大和加深，具有很强的逻辑性，整体感。
鉴于以上的分析，为更好地实现目标教学，进而提高课堂效益，我结合教材特点及学生实际情况为这一节课拟定了以下目标。
1知识目标帮助学生掌握单词如have soccer ball tennis racket＝bat ping-pong volleyball basketball does 让学生掌握句型的灵活运用2、能力目标让学习形成良好的听说习惯，同时让学生了解一些与球类运动相关的信息3、让学生热爱运动、热爱祖国、激发学生的爱国荣誉感。
教学重点本课的第一部分是一幅展示新功能在实际生活中运用的图画，图中引出了本课在操练新知识所需用到的重点单词，新的句型也呈现在人物头上的气泡中，本课的重点是让学生学会使用Do you have……的句型。
教学难点句型Do you have……的肯定回答及否定回答二、教法分析根据教材需要，采取多种教学方法交互使用权用，精讲巧练，由浅入深、由易到难，提高学生的学习兴趣，展开循序渐进地深化教学内容，展开以教师为主导、以学生为主体师生双边活动，主要以直观教学、交际性教学和任务型教学，贯穿整个教学过程，增加了直观性和趣味性，激发学生兴趣，活跃课堂气氛，提高教学效果。
三、学法指导我所采用的教法有助于学生掌握以下学法1、科学地储备大量的学生感兴趣的课外知识，学生掌握了感受兴趣的丰富的课外知识才能进行良好、积极的语言交流。
2、掌握大量的语法知识、学生要交流就必须了解语言规律，丰富词汇、熟悉语法规则，学会由各个话题而展开的交际内容，这样学生的知识才记得深刻，灵活度大3、及时巩固、反复记忆教师在课堂上所讲的语言难点、重点、学生应及时整理、再次认识并积极使用。