Unit5 Do you have a soccer ball教案
矿产资源开发利用方案编写内容要求及审查大纲
矿产资源开发利用方案编写内容要求及《矿产资源开发利用方案》审查大纲一、概述
㈠矿区位置、隶属关系和企业性质。
如为改扩建矿山, 应说明矿山现状、
特点及存在的主要问题。
㈡编制依据
(1简述项目前期工作进展情况及与有关方面对项目的意向性协议情况。
(2 列出开发利用方案编制所依据的主要基础性资料的名称。
如经储量管理部门认定的矿区地质勘探报告、选矿试验报告、加工利用试验报告、工程地质初评资料、矿区水文资料和供水资料等。
对改、扩建矿山应有生产实际资料, 如矿山总平面现状图、矿床开拓系统图、采场现状图和主要采选设备清单等。
二、矿产品需求现状和预测
㈠该矿产在国内需求情况和市场供应情况
1、矿产品现状及加工利用趋向。
2、国内近、远期的需求量及主要销向预测。
㈡产品价格分析
1、国内矿产品价格现状。
2、矿产品价格稳定性及变化趋势。
三、矿产资源概况
㈠矿区总体概况
1、矿区总体规划情况。
2、矿区矿产资源概况。
3、该设计与矿区总体开发的关系。
㈡该设计项目的资源概况
1、矿床地质及构造特征。
2、矿床开采技术条件及水文地质条件。
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。
《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。
《Do you have a soccer ball》 教学设计
《Do you have a soccer ball》教学设计一、教学目标1、语言知识目标学生能够正确认读和理解单词：soccer ball, tennis ball, pingpong bat, volleyball 等。
掌握句型：Do you have a？ Yes, I do ／ No, I don't2、语言技能目标学生能够运用所学句型询问他人是否拥有某种物品，并能做出相应回答。
能够听懂关于物品拥有情况的对话，并能进行简单的交流。
3、情感态度目标培养学生对体育运动的兴趣，鼓励他们积极参与体育活动。
通过小组合作学习，增强学生的团队合作意识和交流能力。
4、学习策略目标引导学生通过观察、模仿、实践等方式学习英语。
培养学生自主学习和合作学习的能力。
二、教学重难点1、教学重点掌握与球类和运动器材相关的词汇。
熟练运用句型 Do you have a？及其回答。
2、教学难点一般疑问句的语调及回答方式。
如何引导学生在实际情境中灵活运用所学句型进行交流。
三、教学方法1、情景教学法：通过创设真实的语言环境，让学生在情境中感受和学习语言。
2、任务驱动法：布置任务，让学生在完成任务的过程中提高语言运用能力。
3、游戏教学法：通过游戏激发学生的学习兴趣，巩固所学知识。
四、教学过程1、导入（5 分钟）播放一段有关足球比赛的视频，引出主题“soccer ball”。
提问学生：“What can you see in the video?” 引导学生回答“soccer ball”。
2、词汇学习（10 分钟）展示图片，依次教授单词“soccer ball, tennis ball, pingpong bat, volleyball”等。
带领学生朗读单词，纠正发音。
进行单词游戏，如“单词接龙”“快速认读”等，巩固所学单词。
3、句型学习（10 分钟）呈现句型“Do you have a soccer ball?” 并解释其意思和用法。
七年级英语上册Unit5-Do-you-have-a-soccer-ball优秀教案
Unit 5 Do you have a soccer ball? Learning objectives (教学目标)Analyze and rearrange teaching materials (教材分析和重组)1. 教材分析本单元以“Do you have a soccer ball?”为话题, 共设计了三个部分的内容。
Section A该部分有4个模块：第一模块围绕“Do you have a soccer ball?”这一话题展开词汇学(1a)、听力（1b）、口语（1c）训练；第二模块继续围绕“Do /Does… have a…?”进行听力（2a-2b）、口语训练（2c）；第三模块围绕“Make suggestions.”这一话题展开训练，训练形式为单词填空（3a）和角色表演谈论图画为训练形式（3b）；第四模块就“Complete the forms according to the sports club you like.”以结对活动形式进行介绍。
Section B该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块仍然围绕(1a-1b) 的词汇进行听力训练（2a-2b）、围绕提建议进行口语训练（2c）；第三模块继续围绕“Ownership”这一话题展开有关收藏品阅读（3a）, 写作训练(3b-3c)；第四模块仍就“Ownership”这一话题以口语训练形式展开全班活动。
Self Check该部分有3个模块：第一模块以填空形式对所学词汇进行训练；第二模块以默写已学过的五个单词的形式对所学的词汇继续巩固复习; 第三模块围绕有关ownership和suggestions对话开展口语训练和写作训练。
教材重组和课时分配Period 1 (Section A: 1a, 1b, 1c) New function presenting Period 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4) PracticePeriod 3 (Section B: 1a, 1b, 2a, 2b, 2c) V ocabulary building Period 4 (Section B: 3a, 3b, 4) Integrating skillsPeriod 5 (Self Check: 1, 2, 3 & Workbook) Self CheckPeriod 6 WritingTeaching procedures and ways (教学过程与方式)Period One New function presentingLanguage goals (语言目标)1. Words & expressions: have, soccer ball, tennis, racket, tennis racket,ping–pong, volleyball, basketball, bat (P25)2.Key sentences: Do you have a ping–pong ball?Yes, I do. No, I don’t. (P25)Ability goals (能力目标)Enable the students to understand and talk about ownership and make suggestions.Emotion & attitude goals (情感和态度目标)Enable the students to form positive attitude toward sports collection and love sports, keep healthy and learn to make suggestions politely. Strategy goals (策略目标)To understand the target language by reading pictures, drawing pictures, countingnumbers, drawing a chart.Culture awareness goals (文化意识目标)People’s attitude toward sports collections is different in English speaking countries.Teaching important points (教学重点)Talk about ownership and make suggestions.Teaching procedures & ways (教学过程和方式)Step 1. Revision and Lead-inAsk one or more students to show their homework.T: In the last unit, I ask you to do a project about filling in the chart because we want to have a ball game. But we don’t know what kind of balls you have. Please ask your classmates in the group what balls he /she has. Then write down the information in the chart. Now who wants to display your project on the blackboard?T: Do you have tennis? S: Yes, I do.Second point to the others in the classroom.T: Does Wang Wei have tennis? S: Yes, he does.Third point to Li Hong in the classroom who has ping–pong ball, but no tennis.T: Do you have tennis?S: No, I don’t.T: Do you have a ping–pong ball?S: Yes, I do.T: Does Li Hong have tennis?Ss: No, she doesn’t.T: Does Li Hong have a ping–pong ball?Ss: Yes, she does.T: Today we are going to learn how to talk about ownership and make suggestions.Step 2. Listing and SpeakingAsk the students to read the picture on Page 25.T: What can you see in the picture?Ss: We can see a ping–pong ball, a ping–pong bat, a tennis racket, a soccer ball, volleyball, a basketball, a TV, a computer game.T: Ask the students to match the words with the things in the picture.Ss: Say, Number 1 is (C), tennis racket. Number 2 is (a), ping–pong ball…After checking the answers in 1a, ask the students to read aloud the new words again and again, ask and answer about them in pairs. And then play the recording again. This time students listen to conversation and circle the words they hear. And then check the answers. Students circle ping–pong bat and computer game.Step 3. Pair workAsk the students to read the example conversation. Have students repeat. And then point to the television in the illustration and substitute that word in the conversation. Have students repeat again. And then ask students to practice the conversation in pairs and remind them to use various objects from the illustration. As students practice, move around the classroom to check progress and help with pronunciation.Ask for more ideas from the students and write their ideas on the blackboard.p hone, cars, pencil case, eraser, pen, book, dictionary, watch, key, notebook, ring, sister , brother, chair, bookcase, CD, video tape, hat, desk, dresser…Show the following to the students and then ask them to practice in pairs.—Do you have a phone?—Yes, I do.—Do you have a CD?—No, I don’t.T: Now work in pairs, make conversations with the newwords in 1a and act it out around the students.Sample conversations:1. S1: Do you have a ping–pong bat?S2: Yes, I do.S1: Do you have a ping–pong bat?S2: No, I don’t.2. S3: Do you have volleyball?S4: Yes, I do.S3: Do you have a basketball?S4: No, I don’t.3. S5: Do you have a tennis racket?S6: Yes, I do.S5: Do you have a TV?S6: No, I don’t.Step 4. Homework1. Ask the students to do more practice as required in 1 c on Page 25.2. Ask the students to prepare the next period. Think about the usage of “Does she /he have…?”Period Two PracticeLanguage goals (语言目标)1. Words & expressions: does, doesn’t, let, us, let’s, play, well, sound,good, sport, we, many, club, more, class (P26)2. Key sentences:—Let’s play volleyball.—That sounds good. (P26)Ability goals (能力目标)Enable the students to make suggestions politely.Emotion & attitude goals (情感和态度目标)Train the Ss to make suggestions politely and take activity part in school sports club and keep healthy.Strategy goals (策略目标)Enable the students to match the problems and worries.Culture awareness goals (文化意识目标)Learn to how to make suggestions politely.Teaching important points (教学重点)Talk about making suggestions.Teaching procedures & ways (教学过程和方式)Step 1. RevisionBefore class, let’s have a revision. First make up a conversation with “Do you have…?”about ownership, and then in threes make up a conversation with “Do you have…? Does she /he have…?”Sample dialogues:1. S1: Do you have a soccer ball? S2: Yes, I do.S1: Do you have a basketball? S2: No, I don’t.2. S1: Do you have a computer game? S2: No, I don’t.S1: Do you have a ping–pong bat? S2: Yes, I do.S3: Does he have a computer game? S1: No, he doesn’t.S3: Does he have a ping–pong bat? S1: Yes, he does.Step 2. Listening PracticePlay the recording for the first time.T: Listen to the tape. You only listen.Play the recording for the second time. Then check the answers.T: You’ll hear the same conversation again in the picture. This time please listen for the names in the pictures, and then number the pictures (1-4).After that ask a few students to say out their answers in 2a.S1: The answers are 3, 1, 4, 2.S2: Number the pictures: 3, 1, 4, 2.Play the recording for the third time.T: You will hear the conversations for the third time. You are to match the people from activity 2a to the balls in the recording for the fourth time and then correct the answers.T: You listen to the tape and write the numbers from the pictures in 2b next to the correct balls.After doing listening, talk about the dialogue about 2b, and then ask some students to say out their answers in 2b.S3: The answers are 3, 2, 1, 4.S4: They are 3, 2, 1, 4.Step 3. Pair workLook at the things in the picture. Ask your partner if he /she has the things in 2c.Ask the students to act out the conversation in pairs.Sample conversations:1. S1: Do you have a dictionary? S2: Yes, I do.S1: Do you have an eraser? S2: No, I don’t.2. S3: Do you have a baseball? S4: No, I don’t.S3: Do you have a football? S4: Yes, I do.3. S5: Does Tom have volleyball? S6: Yes, he does.S6: Does Mike have a pen? S5: No, he doesn’t.Step 4. PracticeLook at 3a, point out the words in the box and then ask a student to read aloud the four words to the class.T: Fill in the blanks with the words from the box alone. I’m sure you’ll fill in the correct answers. And now who’ll tell me the answers? Please hand up if you know the answers. Oh, thank you, --------!S1: The answers are: 1. don’t，2. Let’s，3; have，4. soccer.T: You are right. Thank you. Now let’s practise reading aloud the conversations in pairs and act them out. And then tell the students how to make suggestions politely using “Let’s…!”For example:T: Let’s play ping–pong ball./ Let’s play tennis./ Let’s play volleyball…S: That sounds good.After finishing practising the conversations in 3a, ask the students to make conversations with their partners according to the pictures below in 3b. Ask the students to point to each one and describe each object. Show the students how to use the pairs of pictures as substitutes in the conversation.For example:T: Let’s play basketball.S: I don’t have a basketball.T: Well, let’s play football.S: That sounds good.Ask pairs of students to perform the conversation for the class and tell them how to make suggestions politely in 3b.Step 5. Writing and practiceThis activity gives students a chance to role play a conversation about sports. Students review the language of introductions, and then complete the form, introduce themselves to the coach.T: What sports do you like to play? Who are your favorite sportsmen and sports women? What sports are available at school?S1: I like to play football. My favorite sports man is Liu Xiang. Basketball and volleyball are available at our school.T: Our school has a sports Club with all the sport that you would like to play. If you would like to join the school sports club, please fill in the form with your personal information. When students have completed filling in the form, divide them into pairs.T: Wha t’s your first name? What’s your last name? What sports do you like? Do you like…? What class are you in?S: My first name is Li. My last name is . I like ping–pong ball. I’m in Class 4, Grade 7.Have students role play the conversation between a student and coach. Walk around the class and offer help where necessary.Step 6. SummaryAsk some students to sum up what we have learned key vocabulary and the target languages.Step 7. Today’s homeworkT: First make up dialogues with “ownership and make suggestions” in pairs /in groups. Next class I’ll ask you to act them out. Second, prepare for the next class P 28 (1a, 1b, 2a, 2b, 2c).Period Three New vocabularyLanguage goals (语言目标)1.Words & expressions:interesting, boring, fun, difficult,relaxing, watch, watch TV (P28)2. Key sentences: (1) Let’s play computer games.(2) That sounds interesting. (P28)Ability goals (能力目标)Enable the students to learn to make suggestions politely and responses.Emotion & attitude goals (情感和态度目标)Enable the students to learn to express their feelings about different suggestions.Strategy goals (策略目标)Enable the students to know how to express their feelings aboutdifferent suggestions.Culture awareness goals (文化意识目标)Different countries, different suggestions.Teaching important points (教学重点)Learn to how to express different suggestions and responses. Teaching procedures & ways (教学过程和方式)Step 1. Revision and word studyCheck the homework:T: Last class we asked the students to make up conversationswith “ownership and make suggestions”in pairs /ingroups. Now we’ll ask you to act them out.Point to the five words and ask the students to repeat each one,and then point to the five pictures and ask the students tomatch each picture with one of the words in section B (1a).Ask the students to write the letter of the picture on the linenext to each word.Ask the students to say out the answers. Go around the room,asking students to point to a picture and say the word that goeswith that picture. The answers are: 1. c; 2. d; 3. e; 4. b; 5. a.Step 2. Guessing the wordsThis activity makes students practise using the vocabularywords from this unit. Point to the picture in 1a and reviewthe words.T: Now please draw pictures that show somethinginteresting, boring, fun, difficult or relaxing. Please showyour pictures to some of your classmates. Everyone triesto guess the meaning.Step 3. Listening and word studyBefore playing the recording for the first time, point out thefive words in 1a above and ask a student to read them aloudto the class.Play the recording for the first time in 2a.T: Listen to the tape carefully and remember the fouradjective words you hear.Play the recording for the second time.T: Listen to the conversation and put a checkmark to the leftof each word in 1a that you hear.Ask the two students to say out their answers.Ss: The answers are: a. interesting; b. boring; c. fun;d. difficult;e. relaxing.Step 4. Listening and writingT: I’ll ask a student to read the name of each activity to theclass. And then I’ll play the tape. Listen to the tapecarefully for the first time and remember what Tony saysabout these activities. I’ll play the recording again. Thistime listen to the conversation and write the word in theblank.After listening to the tape for the second time, ask somestudents to read the same example to the class.Ss: The answers are: 1. interesting; 2. difficult; 3. boring; 4. fun.Step 5. Practice and actingBefore asking the two students to read the dialogues, listthese activities on the blackboard: play computer games,play volleyball, watch TV, play basketball.T: I’ll ask the two students to act out the dialogues, talkingabout the activities in 2b.One acts as Jenny, the other acts as Tony, move around theclassroom offering languages support and checkingprogress when the students talk about the activities. Ask afew pairs of students to perform their conversations for theclass.Sample dialogues:1. S1: Let’s play volleyball.S2: That sounds fun.2. S3: Let’s watch TV.S4: That sounds boring.Step 6. Summary1. This class we have learned how to make suggestions andresponses politely. We also have learned how to use somedescription adjectives.2. Prepare for the next class.Step 7. Today’s homework1. Make up dialogues about “Make suggestions and responses”.2. Prepare for the next lesson.Period Four Integrating skillsLanguage goals (语言目标)1. Words & expressions:has, great, collection, but, play sports,only,them, a great sports collection, tennis racket, soccer ball, onTV, everyday (P29)2.Key sentences: (1) Ed Smith has a great collection.(2) But he doesn’t play sports—he only watches them on TV.Ability goals (能力目标)Train the ability of the students about reading and writing.Emotion & attitude goals (情感和态度目标)Enable students to form wide interests and hobbies.Strategy goals (策略目标)Enable students to collect what they like.Culture awareness goals (文化意识目标)Enable students to understand different people have different interests and hobbies.Teaching important & difficult points (教学重点和教学难点)1. The plural form of noun.2. The Present Simple TenseTeaching procedures & ways (教学过程与方式)Step 1. RevisionFirst check the homework, and then ask a few pairs to act out the conversation about: Making suggestions and responses.T: Who can make up a dialogue about making suggestions and responses in pairs?S1: Let’s play football.S2: That sounds fun, but I don’t have a football.S1: Well, do you have a basketball?S2: Yes, I do.S1: Then let’s play basketball.S2: Oh, basketball is so different.S1: OK. Let’s play ping–pong ball.S2: That sounds boring. Let’s play computer game! Do you havea computer?S1: Yes, I do.S2: That sounds interesting.Step 2. ReadingBefore reading this magazine article, ask students to name everything they see in the picture (3a).T: Read the article by yourself, and then circle the vocabulary words that are about sports activities.Give examples such as a stamps collection or a coin collection.T: Please close your books, look at the overhead projector, listen to me carefully, and then fill in the blanks with the sports things in 3a. Please tell the students the answers.S1: 1. tennis racket; 2. basketball; 3. baseball; 4. soccer ball; 5. volleyballT: Y ou’re right. OK. Thank you! Pay attention to the usage of thePresent Simple Tense and the plural form of noun.Explain the usage of the grammar and some key sentences, ask the students to retell the text next class.Step 3. Reading and writingBefore reading this article, ask students to name everything they see in the picture (3b). And then read the article to the class. Ask students to look at the picture and fill in the blanks by themselves. After that, let the students correct the answers in pairs. Ask three students to write their answers on the blackboard. (The answers are: 1. baseball; 2. basketball; 3. tennis rackets; 4. volleyball.)After finishing filling in the blanks, explain the usage of the Present Simple Tense, the plural form of noun and some key words, key sentences. Ask students to recite the text (3b).Step 4. Writing and SpeakingT: After finishing learning the articles about 3a and 3b, now you write about yourself. Talk about your hobbies and interests such as:What sports do you play?What sports things do you have?What other things do you do? And so on.After a while I’ll ask some students to read their stories to the class.S1: I collect coins. I have ten American coins, five Russian coins.S2: I have a great toy cars collection. I have two Chinese toy cars, threeJapanese toy cars, four British toy cars. I play them every day.Step 5. Spoken English and writingNow look at 4 Survey, write “have,you, an alarm clock, do”on the blackboard.T: Please say the words in the correct order to make a question. Come tothe blackboard, Wang Fei.S1: Do you have an alarm clock?T: OK, you’re right. Thank you. Please write a student’s name under thequestion on the blackboard. Who can do it? OK, Yang Fan, please.S2: Li Gang.T: OK, Li Gang, please come to the blackboard. Do you have an alarm clock?Guide him to answer “Yes, I do. /No, I don’t.”S3: Yes, I do.T: Now, please write four questions like this. After that ask students to say other things they might ask. As the students complete the questions, move around the classroom checking progress and offering suggestions as needed, at the same time ask students to move around the room, asking their questions and writing in names. In this way the students learn the target language easily. Step 6. Today’s homework1. Write a story about your /his /her collection.2. Make up dialogue with “Do you have…?”3. Finish off all the exercises on the small blackboard.Period FiveLanguage goals (语言目标)1. Words & expressions: basketball, tennis racket, baseball bat, ping–pong ball,soccer ball, volleyball, interesting, boring, run, difficult, relaxing, TV2. Key sentences: (1) Do you have a ball? Yes, I do.(2) —Let’s play soccer.—That sounds good./It’s boring.Ability goals (能力目标)Train students’ writing abilities.Emotion & attitude goals (情感和态度目标)Learn to talk about ownership and make suggestions.Strategy goals (策略目标)Enable students to form wide interests and hobbies.Culture awareness goals (文化意识目标)Enable students to understand the different countries have different suggestions and hobbies.Teaching important & difficult points (教学重点和教学难点)Learn to how to talk about ownership and make suggestions. Teaching procedures & ways (教学过程与方式)Step 1. RevisionBefore class ask a few students to read aloud the stories about themselves, and then have some pairs act out dialogues about ownership. Also give students three minutes to have a free talk.Step 2. Words checkingThis activity provides a comprehensive review of key vocabulary presented in this unit.T: Now let’s go over key vocabulary in this unit. I speak Chinese, you speak English. First answer my questions one by one, and then answer my questions together. OK let’s begin.有趣的，无聊的，休闲的……篮球，网球球拍……Ss: Interesting , boring, relaxing…T: OK, so much for this. Now take out your English exercises books, write five new words in it, and then share your lists with your groups.Step 3. Reading and writingThis activity focuses on students understanding of the target language in the unit.T: Please read aloud the following sentences in 3a, and then number the sentences to make a conversation that follows the situations in the pictures by yourself.After a while, check the students’ answers. The answers are: 5, 1, 4, 2, 3, 6, 7.After checking the answers, ask the students to act out the dialogue and recite it.T: Now look at the chart on the blackboard with the names of five activities and five words at the top: interesting, boring, fun, difficult, relaxing. And then make up a dialogue talking about ownership and makingAsk two students to act out the dialogue.S1: Let’s play baseball!S2: That sounds interesting, but I don’t have a baseball.S1: …S2: …Step 4. Group workT: The class ball games will be held soon. The students in the class are training recently. Please give suggestions to your group and ask them to train after class.As you make up conversations, please use the drills “Do you have a…? /Yes, I do. /No, I don’t / Let’s… /No, it’s boring.”Step 5. Homework1. Finish off all he exercises in the workbook.2. Talk about your friends’hobbies. (play basketball /soccer ball /ping–pong ball /watch TV /play computer games /play sports every day)Period Six Writing(ppt展示)Teaching Resources (教学资源库)1.语法：(1) 名词复数的构成及读音规律：特别提醒：名词复数的不规则变化是：①只变元音字母，如：man—men, woman —women, foot—feet, policeman—policemen ②单复数形式一样，如：a fish—some fish, a Japanese —some Japanese ③其它变化，如：child—children等。
初中英语七年级上册Unit 5 Do you have a soccer ball 教案
Unit5 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。
Unit5Doyouhaveasoccerball教案
Unit5Doyouhaveasoccerball教案一、教学分析（一）教学内容分析本文学习的内容是询问物体的所有权，并以运动器材为载体，学习了各种球类的说法，学习了助动词do和does，以及实义动词have。
（二）学生分析本课的学生是针对七年级基础中等的学生设计的。
（三）教学目标让学生询问物体的主人了解do和does分别在什么情况下使用感受实义动词have 的用法掌握各种球类的说法（四）教学重点和难点重点：1. Do，does 的用法2. 实义动词have 的意思和用法3. 球类的说法难点：1. does的用法2. has 的用法3. 助动词开头的一般疑问句的问法及回答（五）教学设计思路1. 备课思维过程这节课主要是通过对询问运动器材的所有权来学习助动词开头的疑问句，因此本课设计的思路主要依靠一条操练do、does一般疑问句的主线来进行，同时，为了使课程的脉络更加清晰，更吸引学生，本课也另外贯穿了一条关于爱好的主线，来拓展话题，通过询问球类到询问其他物品的过渡。
2. 课堂教学活动要求学生自带各种所收藏的球类，并通过这种所属感通过小组活动来感知Do you have …?和Does he/ she have…? 的含义，并学会运用。
3. 教学内容调整本课所教授的学生基础在中等水平，因此要根据学生在课中的反应进行调整。
二、教学过程1. 通过图片引入话题通过几张关于体育明星的照片，引出关于球类的话题。
2. 词汇输入请七位学生到讲台前边展示自己的球类，边教授全班该球类的单词，包括语音及拼写。
3. 单词输出通过书本1a部分的的练习来巩固单词。
4. 快速反应通过球类的图片快闪，进行一个叫Quick response 的游戏，请知道如何拼读球类单词的学生进行迅速起立大声说出，学生在这个游戏中锻炼了反应能力，并且提高了相互竞争的意识，同时最重要的是操练了词汇的拼读。
5. 引出主线回顾之前的运动明星，他们的爱好就是职业，再通过爱好，引出我的家庭成员，展示一张我的全家福，并且请学生猜测人物关系，以及猜测响应的人物所拥有的爱好。
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 ________.。
《Do you have a soccer ball？》 说课稿
《Do you have a soccer ball？》说课稿尊敬的各位评委老师：大家好！今天我说课的内容是《Do you have a soccer ball？》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析《Do you have a soccer ball？》是人教版七年级上册的内容。
本单元的主题是围绕“体育运动”展开，通过学习与球类运动相关的词汇和句型，让学生能够谈论自己拥有的体育用品以及对体育运动的喜好。
这一单元的学习不仅能够丰富学生的词汇量，提高他们的语言表达能力，还能引导学生关注健康的生活方式，培养他们对体育运动的兴趣。
教材中的对话和短文贴近学生的日常生活，语言生动、简洁，容易引起学生的共鸣。
同时，教材中的练习形式多样，包括听力、口语、阅读和写作等，能够全面地锻炼学生的语言技能。
二、学情分析我所授课的对象是七年级的学生。
他们经过小学阶段的英语学习，已经具备了一定的英语基础知识和语言运用能力。
然而，这个阶段的学生在语言表达上还不够准确和流畅，对于一些较复杂的语法结构和词汇的掌握还需要进一步加强。
同时，七年级的学生正处于好奇心强、好动、喜欢表现自己的年龄阶段。
在教学中，我们可以充分利用他们的这些特点，设计多样化的教学活动，激发他们的学习兴趣，提高他们的学习积极性。
三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标（1）学生能够掌握与球类运动相关的词汇，如 soccer ball, basketball, volleyball 等。
（2）学生能够熟练运用句型“Do you have a？”及其肯定和否定回答“Yes, I do ／No, I don't”2、能力目标（1）能够听懂关于询问和谈论体育用品的对话。
（2）能够用所学句型进行简单的交流，表达自己拥有或不拥有某种体育用品。
（3）能够阅读与体育运动相关的短文，并理解其主要内容。
人教版英语七年级上册 Unit 5 Section A 教案
Unit 5 Do you have a soccer ball ?Section A (1a-2d)Unit 5 Do you have a soccer ball? Section A (Grammar Focus-3c)B: Yes, he does.A: Where is it?B: It's on the table.Step 4 Language Points1.great adj. 美妙的；伟大的great独立成句，常用于口语中，表示说话人的喜悦之情，通常意为“太好了”。
2.play v.参加（比赛或运动）; 玩耍1) play在此处是及物动词，后接表示球类运动的名词时，play 与球类运动名词之间不加冠词。
2) play作动词还可意为“玩耍”，play with sb./sth.表示“和某人一起玩/玩……”。
3) play作动词，还可意为“演奏；弹奏”，后接表示乐器的名词时，乐器名词前要加定冠词the。
3. sound v.听起来好像sound在此处作连系动词, 也是感观动词，后常接形容词作表语。
常见的感官动词：Step 5 Exercises & HomeworkExercisesAsk Ss to do the exercises on P30-P32.Ask Ss to make a summary about language points they learned today.Homework1. Preview the new words and phrases in Section B(1a-1d).2. Do the exercises in students’ book.Teaching I didn’t do well in explaining the grammar part. Well, the third singular form of verbs was a little complicated, so the students didn't fully understand it, especially the B-level。
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。