新目标初一上册教案Unit 5 Do you have a soccer ball

七年级上册Unit 5 Do you have a soccer ball?写作教学案（教师使用）【话题】与朋友共度快乐时光(Spending time with friends)【写作目标】能够用have/has对物品的所属关系进行问答，并用所学语言介绍自己或朋友喜欢或不喜欢的运动项目并能够说明原因。

【课前任务】一、写出下列短语。

1、乒乓球2、打网球3、喜爱运动4、让我们5、棒球拍6、在学校7、参加体育运动或比赛8、和我的同班同学一起参考答案：1. ping-pong ball 2. play tennis 3. like/love sports 4.let us 5.baseball bat 6. at school/in the school 7.play sports 8. with my classmates二、根据汉语意思完成下列句子。

1、你有棒球吗？Do you __________ __________ ___________?2、我没有棒球。

I __________ ___________ a baseball.3、她不踢足球。

She ___________ __________ football.4、对我来说很容易。

It __________ __________ ___________ me.5、运动对我们有好处。

Sports __________ __________ ___________ us.参考答案：1. have a baseball 2. don’t have 3. doesn’t play 4. is easy for 5. are good for三、写出与本话题有关的词汇和句型。

常用词汇：have/has a …ball, play basketball, think, sports…经典句型：1、Do you have a … ball?2、Does he/she have a …?3、I don’t have a basketball.4、He/She doesn’t have a …5、Let’s play basketball.6、That sounds good.7、I only watch … on TV.8、I think it’s boring/relaxing/difficult.9、It’s important to play sports every day.【课中任务】读写结合一、A. 信息归纳阅读下面短文，然后按照项目要求填写所缺信息。

Unit 5 Do you have a soccer ball?Period plan:The First period :P25-26The Second period :P27The Third period :P29-29The Fourth period:P30 and Exercise-bookTask:Do you have ......?Yes,I do. /No,I don't.Period OneStep 11.Teach the new words in part 1A section Before the class.Prepare the pictures (Tennis racket,basekball,soccer ball,volleyball.)Teach the new words with the sentences:What's this in English ?It's a...1.Teacher :Show a tennis racket picture and ask:Where this in English?and answer: It's a tennis rccket.<The students listen>Ask again:What's this in English?Students anwer:It's tennis racket.Repeat:What's this in English?It's a tenis racket.Like this ,teach another new words.2.Read and recite the new words.Let the student match the words with things in the picture (1a)Teacher:Checks the answer and examine their spelling .3.Listen to the tape and finish 1b.Listen to the tape and repeat 2a.Study the sentences :Do you have a baseball bat ?Yes ,I do.4.Practice the conversation in Part 1c.Then ask and answer questons about the things in the picture 1a.5.Let the students listen again,repeat and finish 2b.The teacher checks the answer.Step 2. PracticeIn pairs .Look at the picture 3.practice:Do you have a ….?Yes, I do./No, I don't.Step 3.Study the Grammer:Help the students contimce the talk like this:Does he/she have……?Yes,he/she does.No,he/she does.Study: I SheWe do He doesYou ItTheyDo they have a computer? Yes, they do.Does Chen Yang have a basketball? No,he doesn't.Homework:Use the words you know make sentences<7-8>Do you have ……? Does he have……?The Second Period:P27-28Step 1 ReviewTeacher: Student:Do you have a soccer ball? Yes, I do.No,I don't.Can you spell it,please? Yes,S-O-C-C-E-R, soccor.B-A-L-L,ball.Examine the words like this.Step 2 Study the new words.Turn to the Page P113.Study the new words. In P27.by lead-reading.First,the teacher lead read.Then,let one student lead read.<Repeat 3/4 students>Ask the student read the words in groups and then ask the students do it in pairs.The teacher correct the wrong pronunciation.Step 2:Presentation1. T:Let's play baseball. Sa:No,I don't have a ball.T:Let's means let us. “Let's”2.Fill in the blacks and finish 3a.3.Practice the dialogue in pairs.Step 3 PairworkIn group the students make conversation.Like this:---Let's play soccer.----I don't have a soccer ball.----Well,let's play volleyball.----That's sound good.Ask the students act one by one group to finish 3b.At last,Choose the best group and pairs.Step 4 TaskFill in the enrollment form and introduce yourself to the coach.Let the students play as the secrety of the sports center.Other student play as the person who want to join them.Step 5 HomeworkMake a dialogue take Part 3b.The Third PeriodStep 1 Dictation the words in P25,P26,P27 and the sentences.• Do you have a computer?Yes,I do.• Does he have a soccer?No,he doesn't.• Let's play volleyball.That sound good.• Welcome to our sports center.Step 2 Study new wordsLook at the teacher:Show different expressions.----instereting ,fun,relaxing,boring,difficult.Teach the word with the correct expressions.Look at Part 1a and study them.Ask the students read in guoups.Then finish 1a.SB Can your classmates guess what the picture is?Step 4 ListiningListen to the tape and check the words that you hear in 1a to finish 2a.Listen again,finish 2b.Listen again and repeat and pratice.Step 5 PracticeTask about these activities.A:Let's play computer game.B:That sounds interesting/boring/fun……Check the students if they master these words.Step 6:Exercises.Finish 3a,3b,3c.Homework:Do a survey :Part 4.Write four questions with do you have.Find people in the class who have these things.Write their names.The Fourth PeriodStep 1 Check the homework---the survey.Dictation the words P25-,P26,P27,P28.Step 2 Study the left words in Unit 5And ask the students to unit five new words in their Vocab-buider . Step 3 Game.• Finish part 3.• Play games: Jnst for fun.Step 4 Do with the exercise book.。

第一章: Unit5 Do you have a soccer ball?教案课题学习目标一：进一步学习通过运用have对物品的所属进行提问以及应答。

学习目标二：继续学会do和does引导的一般疑问句，理解并掌握英语句子中的人称和数，掌握并熟练运用下列句型。

学习目标三：能用Let’s…句型来提建议。

Ⅰ. RevisionLet the Ss work in groups (each group has three Ss).Review the sentence structures wehave learned.S1: Do you have a basketball?S2: Yes, I do.S1: Does she have a basketball?S3: Yes, she does.S1: Do you have a tennis bat?S3: No, I don't.S1: Does he have a tennis bat?S2: No, he doesn't.(设计目的:进一步巩固前面所学内容，并检查学生是否掌握。

做游戏是为了增强课堂活力，提高学生的学习兴趣。

)课中作业Does he have a baseball?——————————Ⅰ. Grammar Focus.1. Read Grammar Focus and finish off these sentences.① 你有一个棒球吗？____ you _____ a baseball?① 是的。

___, I ____. 不，没有。

_____, I ______.① 你有一个乒乓拍吗？____ you _____ a ping-pong _____?① 没有。

我有一个乒乓球。

_____, I ______. I _____ a ping-pong _______.① 她有一个球吗？____ she _____ a tennis?① 是，她有。

Unit 5 Do you have a soccer ball？单元整体说明单元教材分析本单元主要学习动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成以及简单回答。

本单元围绕“和朋友一起欢度时光”这一话题安排了三个任务：一是列举所学的运动项目，从中挑选出各自喜欢的体育项目，并说明原因，目的是巩固并新学一些体育项目的名词；二是让学生互相询问所爱好的运动，并根据情况发出邀请，学会用have对物品的所属进行提问与回答，掌握用do和does引导的一般疑问句的构成及使用，了解用Le t’s提建议的句型；三是写作，把任务一、二的完成情况写成日记，进一步复习、巩固所学的语言目标。

Do you／they have a TV? Yes，I／they do．／No，I／they don’t.Does he／she have a soccer ball? Yes，he／she does．／No，he／she doesn’t.Let’s play soccer．I don’t have a soccer ball．／That sounds good.单元总体目标学会用have对物品的所属进行提问与回答；学会用let’s…句型提建议；能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动及原因；能够谈论怎样和自己的朋友度过一段愉快的时光重点难点1.复习词汇：baseball soccer ball, have2.词汇：tennis, racket, bat, volley, basketball, television, interesting, boring, fun, difficult, relaxing, welcome, our, sports, center, like, we, many, club, pingpong, more, join, class3.句型：Do you have a TV? Yes, I do. /No, I don’t.Do they have computer? Yes, they do. / No, they don’t.Does he /she have a soccer ball? Yes, he/she does. No, he/she doesn’t.Does Chi young have a baseball? Yes, he do es. No, he doesn’t.Let’s play soccer. I don’t have a soccer ball.Well, Let’s play volleyball. That sounds good.语法重点：行为动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成和使用。

人教版新课标英语七年级上册《Unit 5 Do you have a soccer ball Section A 》教学设计2一. 教材分析人教版新课标英语七年级上册《Unit 5 Do you have a soccer ball Section A》主要讲述了日常生活中常见的体育运动用品以及询问某人是否拥有某物的交际场景。

本节课的主要语言点是球类名词、动词短语“have”以及一般疑问句“Do you have…”的运用。

本节课内容贴近学生生活，有利于激发学生的学习兴趣，培养他们用英语进行日常交流的能力。

二. 学情分析七年级的学生已经掌握了基本的英语语法和一些日常词汇，具备了一定的听说读写能力。

但是，学生在英语口语表达方面仍有待提高，特别是在运用英语进行日常交流方面。

因此，在教学过程中，教师需要注重培养学生的口语表达能力，让他们在真实情境中运用所学知识。

三. 教学目标1.知识目标：学生能够掌握球类名词、动词短语“have”以及一般疑问句“Do you have…”的运用。

2.能力目标：学生能够在日常生活中用英语询问和描述他人是否拥有某物，并能够用英语进行简单的交流。

3.情感目标：通过本节课的学习，学生能够提高学习英语的兴趣，增强自信心，培养团队协作精神。

四. 教学重难点1.重点：球类名词、动词短语“have”以及一般疑问句“Do you have…”的运用。

2.难点：一般疑问句“Do you have…”的构成和用法。

五. 教学方法1.情境教学法：通过设定生活情境，让学生在实际语境中学习并运用所学知识。

2.任务型教学法：通过完成小组任务，培养学生的团队合作精神和口语表达能力。

3.游戏教学法：通过设计趣味游戏，激发学生的学习兴趣，提高他们的口语表达能力。

六. 教学准备1.教师准备：提前准备好教学课件、球类图片、实物球类等教学资源。

2.学生准备：预习本节课内容，了解球类名词和动词短语“have”的用法。

Unit 5 Do you have a soccer ball？Ⅰ.Programmes for the Unit1.Status and FunctionThe topic of the unit is spending time with friends.In this unit，students learn to ask and answer questions about ownership.The target language “Do you have a soccer ball？”is always answered with “Yes，I do”or “No，I don’t”.It’s never answered with “Yes，I have”or “No，I haven’t”.This is quite different from Chinese.Students must be given a lot of practice before grasping it.（1）All the activities in the first period are designed to introduce the key vocabulary，names of sports，and the target language，yes/no questions and short answers.Then students are given much listening and oral practice to grasp them.（2）In the second period，students are provided with more listening and oral practice using the target language.At the same time，students practice “Does he/she...？”questions.This is a little difficult.Students must pay attention. （3）In the third period，students learn to make suggestions using “Let’s...”to have a good time with friends. （4）In the fourth period，students learn descriptive adjectives such as boring，interesting first. Then students go on practicing making suggestions using “Let’s...”and giving responses using the adjectives.Such activities are helpful to raise learning interest of students and improve students’ spoken English.（5）Students practice reading and writing using the target language in the fifth period.The pictures accompaning the activities make the reading and writing easier.（6）In the sixth period，students are asked to put sentences in order to make a conversation.This is a reinforced practice using the target language.It’s helpful for students to better understand what they’ve learned in this unit and improve students’ reading skill.2.Teaching Aims and Demands（1）Knowledge ObjectsLearn and grasp the present tense to have.Learn and grasp yes/no questions and short answers.Learn to make suggestions using “Let’s ...”.（2）Ability ObjectsTrain students’ listening，speaking，reading and writing skills.Train students’ integrating skills.（3）Moral ObjectsHave a good time with friends in spare time.Make students know that doing sports is good for health.3.Teaching Key PointsLearn the key vocabulary.Learn the present tense to have.Learn yes/no questions and short answers.4.Teaching Difficult PointsTrain students’ communicative ability.Learn the present tense to have.5.Teaching MethodsTeach students how to send an invitation and give responses.Teach students to pay special attention to the difference between English and Chinese.Ⅱ.Teaching Guidancenguage FunctionsAsk and answer questions about ownership.Make suggestions.2.Target LanguageDo you have a basketball？/Yes，I do./No，I don’t./Does he/she have a tennis racket？/Yes，he does./No，she doesn’t./Let’s watch TV./No，that sounds boring./That sounds great.3.StructuresPresent tense to have.Let’s...Adjectives of quality.Yes/No questions and short answers.4.Key V ocabularyTV，ball，basketball，soccer，bat，tennis，racket，volleyball，interesting，boring，fun，difficult，relaxing5.Learning Strategies:Guessing.Classifying.6.The Course Extension:Art.Math.The society practices.Ⅲ.A Diagram for Topic WordsⅣ.A Diagram for Topic Thinking and Task-based ActivitiesⅤ.Teaching Time:Six periods.The First PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey vocabulary:tennis racket，baseball bat，soccer ball，volleyball，basketball，televisionTarget language:Do you have a baseball bat？Yes，I do.Do you have a baseball？No，I don’t.2.Ability ObjectsTrain students’ listening skill.Train students’ communicative competence using the key vocabulary and the target language.3.Moral Objects:Do sports in your spare time.It’s good for your health.Ⅱ.Teaching Key PointsNames of sports.Ask and answer questions about ownership.Ⅲ.Teaching Difficult PointAsk and answer questions about ownership.Ⅳ.Teaching MethodsScene teaching method.Pairwork.A game.Ⅴ.Teaching AidsA projector and a powerpoint.A tape recorder.Ⅵ.Teaching ProceduresSection AStep ⅠKey V ocabularyMake a powerpoint including the items of sports presented in this class.Show it on the screen by a projector. Point to the tennis racket and say tennis racket.Students repeat it.Point to the baseball bat and say:baseball bat.Students repeat using the same approach to teach and practice soccer ball，volleyball，basketball and television.Repeat this activity several times until the students can read these words fluently and accurately.Write the words on the blackboard.Ask:What sports do you play？Help the students answer using the key vocabulary above.（This activity introduces the key vocabulary.）Step Ⅱ1aAsk one or two students to read the words on the left of the illustration.Call students attention to the items in the illustration.Point out the sample answer.Number 1 is c，tennis racket.Match the words and the items in the picture by writing the letter of the item on the blank line after the word.Check the answers.Answers:1.tennis racket c2.baseball bat a3.soccer ball e4.volleyball f5.basketball d b（This activity introduces the key vocabulary.）Step Ⅲ1bCall attention to the list of words.Ask a student to read them aloud.We’ll listen to a conversation.Please circle the words you hear.Play the recording for the first time.Students only listen.Play the recording again.This time students listen and circle the words that they hear.Check the answers.Answers:Students circle baseball bat and computer game.Tapescript:Tony:Do you have a computer game？Chi-young:No，I don’t.Tony:Do you have a baseball bat？Chi-young:Yes，I do.（This activity provides practice recognizing the vocabulary words in spoken conversation.）Step Ⅳ1cRead the sample conversations and have students repeat.Write them on the blackboard.Then point to the volleyball in the illustration above and say the conversation in the place of baseball bat with a student.Think of another word，for example，a dictionary.Say the conversation in the place of baseball with another student.Students then practice the conversations in pairs.Ask and answer questions about the things in the picture above.Move around the room checking progress and offering pronunciation support.（This activity provides some practice using the target language.）Optional Activity:Ask one student to demonstrate a sports or other activity in the front of the class.The rest of students take turns guessing what equipment he/she is using to do the activity.Demonstrate the game by swinging an imaginary tennis racket at an imaginary tennis ball.The others in turn ask:Do you have a ...？The student answers Yes，I do.or No，I don’t.The game continues until a student guesses right.（This activity gives the students further practice using the target language.）Step ⅤSummaryIn this class，we’ve learned the names of sports and the target language.Do you have a...？Step ⅥHomeworkAfter class，students ask one another what kind of sports they like or dislike and why.The Second PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey vocabulary:does，doesn’tTarget language:Do you have a TV？Yes，I do./No，I don’t.Does he/she have a tennis racket？Yes，he does./No，she doesn’t.2.Ability ObjectsTrain students’ listening and speaking skills.Train students’ intuitive thought ability through a guessing game.3.Moral Objects:Although we have a weaker football team in China，we must give it full support.Ⅱ.Teaching Key PointTarget language.Ⅲ.Teaching Difficult PointsTarget language:Does he have a tennis racket？Yes，he does./No，he doesn’t.Ⅳ.Teaching MethodsPairwork.A game.Ⅴ.Teaching AidsA tape recorder.Pictures.Ⅵ.Teaching ProceduresStep ⅠAsk pairs of students to take turns talking about what kind of sports they like or dislike and why.（This activity trains students’ speaking skill.）Step Ⅱ2aPoint to the pictures and ask the students to look at the names in them carefully.Play the recording for the first time.Students only listen.Play the recording for a second time.This time ask students to listen to the names and write a number 1 in the box before the picture with its name mentioned first.Write a number 2 in the box before the picture with its name mentioned second and so forth.Point out the sample answer.Check the answers.Answers:3，1，4，2Tapescript:Conversation 1:A:Do you have a soccer ball，Peter？B:No，I don’t. A:Does your brother Alan have one？B:Yes，he does.Conversation 2:A:Hi，Mike.B:Hi，Ed.A:I want to paly basketball.Do you have a basketball？B:Yes，I do. A:Great!Conversation 3:A:Hi，Sally.B:Hi，Jane.A:Sally，this is my friend，June. B:Hi，June.Nice to meet you. C:Nice to meet you，Sally.B:Let’s play tennis.Do you have a tennis racket，Jane？A:Sorry，I don’t.Convesation 4:A:Do you have a volleyball，Barry？B:No，I don’t.But my brother does.Let’s go and find him.（This activity provides practice listening for special information.）Step Ⅲ2bCall students’ attention to the illustration.Ask students to name each item.Say，We’ll listen to the conversations again.You are to match the people in Activity 2a to the balls in the picture.Point the sample answer.Play the recording twice.Students listen and write the number from the pictures in Activity 2a.Correct the answers.Answers （from left to right）:3，2，1，4（This activity provides practice recognizing the key vocabulary words in natural speech.）Step Ⅳ2cFocus students’ attention on the illustration and elicit the name of each item from it.Ask the students what the things are and where they are.Ask the students:Is the room the same as yours or different from yours？Demonstrate conversations with a student like this:T:Do you have a soccer ball？S:Yes，I do.T:Do you have a baseball bat？S:No，I don’t.Students practice in pairs.Ask each other if he/she has the things in the picture.As students practice，move around the room giving them help with pronunciation and intonation as needed.（This activity provides oral practice using the target language.）Step ⅤGrammar FocusAsk students to say the questions and answers.The following are noteworthy.（1）Yes/No questions use rising intonation and the answers use falling intonation.（2）The words “do you”are often pron ounced differently from the way they are spelt.Sometimes they go together so that they sound like d’you.Sometimes “you”is shortened so that they sound like do-yuh.（3）The question，“Do you have a TV？”is always answered with “Yes，I do.”or “No，I don’t.”It’s never answered with “Yes，I have.”or “No，I haven’t.”This is quite different from Chinese.Those who have some acquaintance with spoken English usually make mistakes.（4）“Don’t”and “doesn’t”are both contractions.Their full forms are “do not”and “does not”seperately. Write some example sentences on the blackboard.Optional Activity:Ask each student to draw a picture with a boy or a girl doing a sport or other activity and some objects，such as a computer，a television or a basketball.Collect the pictures.Hold up one of them and ask a student:Does he have a basketball？The student answers either “Yes，he does.”or “No，he doesn’t.”Then students take turns coming to the front，looking at a picture without showing it to others，then placing it face down on the desk.The students tells the class if the person in the picture is a boy or a girl.Then the rest of the students take turns asking him/her Does he/she have a（TV）？The student answers Yes or No until someone guesses correctly.Place the class in several groups.Hand out the pictures among the groups.Then you can have several games going on at once.（This activity gives students further practice using the target language Does he have ...？）Step ⅥSummary and HomeworkIn this class，we’ve learned how to ask and answer questions about ownership.After class，practice more with one another，especially the structure Does he/she have...？The Third PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects:The vocabulary on Page 27.Target Language:Let’s play volleyball./That sounds good./I don’t have a soccer ball.2.Ability Objects:Train students’ writing skill.The society practices.3.Moral Object;Be active in different activities in school.Ⅱ.Teaching Key PointTarget language.Ⅲ.Teaching Difficult PointsMake suggestions using Let’s.../Negative sentences:I don’t have...Ⅳ.Teaching Methods:Pairwork.Role play.Ⅴ.Teaching Aids:Printed cards.A projector.Ⅵ.Teaching ProceduresStep ⅠBrainstorm the students with the questions as follows:（1）What kind of sports do you like？Why？（2）What kind of sports doesn’t you like？Why？（3）Do you like （basketball）？Why？（4）Do you have a computer？（5）Does he have a computer？and so forth.（This activity provides review of the key vocabulary and the target language learned before.It trains students to respond at a great speed unprepared.）Show the vocabulary on Page 27 on the screen by a projector.let’s=let usplay v.玩，打球n.剧本；戏剧；游戏；娱乐well adv.好；对；满意地interj.好吧；唉；嗯sound v.听起来good adj.良好的；令人满意的welcome adj.受欢迎的our pron.我们的；属于我们的sport n.运动；游戏center n.中心，中央like v.喜欢；n.喜欢的东西we pron.我们many adj.大量的club n.社团；俱乐部ping-pong n.乒乓球more pron.更多的；更大的join n.参加；加入class n.上课；（一节）课；班级Say the words one by one and have students repeat.（This activity introduces the vocabulary.）Step Ⅱ3aAsk a student to say the words in the box.Call attention to the cartoon story.Say the conversation in the speech bubbles aloud，saying blank each time you come to an empty line.You are to write one of the words in the box on each blank line to make a clearer conversation.Students work on their own.Encourage them to say the sentences out if that helps them decide on the correct answer.Move around the room to check progress.Ask a pair of students to say their conversation，filling in the blanks.Check the answer.Answers:1.don’t 2.Let’s 3.have 4.soccerAsk students to practice the conversation in pairs.Some time later，invite pairs of students to perform the conversation in the front.（This activity provides writing practice using the target language.）Step Ⅲ3bSay the sample conversation and have the students repeat.Have students look at the picture on the right of the conversation.Remind them of a No smoking sign.The mark on the soccer ball means don’t and the checkmark beside the volleyball means yes.Substituting the names of the items in picture 1 in the sample conversation，demonstrate a new conversation with a student.T:Let’s play volleyball.S:I don’t have a volleyball.T:Well，let’s play baseball.S:That sounds good.Write the conversation above on the blackboard.Then students make conversations with a partner.Talk about the pictures.Get pairs to act out their conversations for the class.（This activity gives students practice using the target language.）Step Ⅳ4Hand out the printed cards to the students.They look like this:FIRST NAME:_______LAST NAME:_______AGE:_______SEX:_______TEL:_______CLASS:_______SPORTS YOU PLAY:_______Imagine that your school has a school sports club.It needs new members.They give each student an enrollment form and ask students to join their clubs.Have students to fill in the enrollment form.After they have completed filling in the form，divide them into pairs.Role play a conversation between a student and a coach.The coach asks questions as follows:What’s your first name？What’s your last name？How old are you？What sports do you like？and so forth.The student answers.Walk around the class and offer help where necessary.（This activity reviews the language of introductions.Besides，it makes the class lively and interesting and raises learning interest of students.）Step ⅤSummaryIn this class，we’ve learned to make suggestions using Let’s ...and respond to the suggestions.Next class.we’ll have a further study.Step ⅥHomework（1）Who is your favourite sportsman or sportswoman？Collect as much information as possible about him/her，including some pictures.（2）Finish off the exercises on Pages 16 and 17 of the workbook.The Fourth PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey vocabulary:interesting，boring，fun，difficult，relaxing，watch TVTarget language:Let’s play computer games./That sounds interesting.2.Ability Object:Train students’ integrating skills.3.Moral Objects:All work and no play makes Jack a dull boy.So relax your mind after studying for a long time. Ⅱ.Teaching Key PointsAdjectives of quality.Make suggestions.Ⅲ.Teaching Difficult PointsTalk about the activities，such as playing computer games，playing volleyball in pairs using adjective.Ⅳ.Teaching Method:Teaching by demonstration.Ⅴ.Teaching Aids:A tape recorder.A projector.A sample chart.Ⅵ.Teaching ProceduresSection BStep ⅠAsk students questions beginning with “Do you have...？”or “Does he/she have...？”so that they can have a review of the vocabulary words and the target language learned in the previous classes.Step Ⅱ1aPointing to the words in the box，say and have students repeat each one.Write them on the blackboard.Let the students look at every picture carefully.Say，You will match the words with the pictures by writing the letter of the picture on the line after each word.Point out the sample answer.Students work on their own.Correct the answers.Answers:1.c2.d3.e4.b5.aAsk students to point to the pictures one by one and say the word that goes with that picture.（This activity introduces the adjectives of quality.）Step Ⅲ1bAsk a student to say the list of words in Activity 1a again.Show a sample picture of someone yawning with his mouth wide open as he reads a book on the screen by a projector.Ask:What do you think the picture means？Is the book interesting or boring？Help the students to answer.It’s boring.You draw a picture that shows something interesting，boring，fun，relaxing or difficult.After you finish drawing it，show it to your deskmate to see if he/she can guess what the picture is.A few minutes later，stop the activity.Invite several students to take turns holding up his/her picture.The rest guess what it is.（The activity provides practice using the key vocabulary.）Step Ⅳ2aAsk a student to say the key vocabulary in Activity 1a to the class.You’ll listen to a conversation.Please put a checkmark before the word you hear.Point out the sample answer. Play the recording for the first time.Students only listen.Play the recording again.This time，students listen and check the words that they hear.Ask a student to say his/her checked words.Check the answers with the whole class.Answers:a.interesting √b.boring √c.fun √d.difficult √e.relaxing __Tapescript:Tong:Let’s play computer games!Tony:That sounds interesting，but I don’t have a computer.Tong:Well，do you have a volleyball？Tony:Yes.Tong:Then let’s play volleyball.Tony:Oh，volleyball is so difficult...Tong:OK，let’s watch TV.Tony:That sounds boring.Hmmm...Let’s play soccer!Do you have a soccer ball？Tong:No，I don’t.Tony:Oh，well，do you have a basketball？Tong:Yes，I do.Let’s play basketball!Tony:That sounds fun!（This activity provides practice recognizing the vocabulary words in spoken conversation.）Step Ⅴ2bAsk a student to read the names of each activity to the class.Point out the sample answer.In the conversation above，Tony says playing computer games is interesting.Now listen to the conversation again.Pay attention to what Tony says about each activity.Play the recording.Students write in a word on the blank line next to each activity.If necessary，play the recording a second time so that students can check their work and disagreements.Correct the answers.Answers:（1）interesting （2）difficult （3）boring （4）fun（This activity gives students an opportunity to recognize the key vocabulary in written form.）Step Ⅵ2cHave students to say the names of the activities and the adjectives in Activity 2b aloud.Say the sample conversation and have students repeat it.Invite a pair of students to say the conversation again. Students practice in pairs.One is Jenny.The other is Tony.Talk about the activities in Activity 2b.As the students work，move around the room offering language support.Get several pairs to act out their conversations in the front.（This activity provides oral practice using the adjectives and the target language.）Step ⅦSummaryIn this class，we’ve learned the adjectives of quality and making suggestions using Let’s....Step ⅧHomeworkPut the sample chart on the blackboard with the names of five activities on the left and four students’ names at theTeacher:Let’s watch TV.Tony:That sounds interesting.Teacher:Let’s study math.Gina:That’s difficult.Ask students to draw a similar chart.They may write in different activities and students’ names.Fill in the chart by asking the students questions.The Fifth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects:Names of sports.Talk about ownership.Write a passage.2.Ability Objects:Train students’ reading skill.Train students’ writing skill.3.Moral Objects:Collecting cards is very popular with students.Do remember not to ride a hobby，otherwise it will have a bad effect on your study.Ⅱ.Teaching Key PointsRead newspaper or magazine articles using the key vocabulary and the target language.Write the vocabulary and a passage using the target language.Ⅲ.Teaching Difficult PointTrain students’ reading and writing skills.Ⅳ.Teaching MethodsIlluminative teaching method.Teaching by demonstration.Ⅴ.Teaching AidThe blackboard.Ⅵ.Teaching ProceduresStep ⅠInvite some students to hold up his/her completed chart and make conversations with the students he/she has interviewed.The student:Tony，let’s watch TV.Tony:That sounds interesting.The student:Gina，let’s study English.Gina:That’s difficult.Have some students report their surveys to the class like this:Tony likes watching TV.It’s interesting.Gina doesn’t like studying English.It’s difficult.Step Ⅱ3aFocus attention on the picture.Ask students to name each item in the picture.Ask students to read the newspaper article on the right.Answer any questions they raise.Explain that a collection isa group of things that a person saves，for example，a stamp collection，a card collection.Have students circle the sports things in the article.Ask a student to say his/her answers.Correct the answers with the whole class.Answers:These words should be circled:tennis rackets，baseballs，volleyballs，soccer balls（This activity provides reading practice.）Step Ⅲ3bCall attention to the picture.Ask a student to name each item.Read the magazine article about Sue Hall to the class.Say blank each time you come to an empty write-on line. Tell the students to look at the picture and fill in the blanks by writing in the names of sports things.Get a student to read his/her completed article to the class.Check the answers.Answers:（1）baseballs （2）basketballs（3）tennis rackets （4）volleyballs（This activity provides reading and writing practice using the vocabulary words and the target language.）Step Ⅳ3cLet students read the articles in Activities 3a and 3b again.Ask，what sports do you play？What sports things do you have？What other things do you do？What things do you have？Collect the answers on the blackboard.Now you will write about yourself.You may use the example in Activities 3a and 3b as a model and the list on the blackboard as a guide.Students write their own passages.Walk around the room checking their work and offering spelling and language support where necessary.Ask some students in turn to read his/her passage to the class.（This activity provides writing practice using the target language.）Step Ⅴ4Have students read the samples aloud.Demonstrate how to make a survey with students.Ask a student if he/she has a watch.If he/she says Yes，I do.Ask his/her to write the question on the blackboard with his/her name underneath.Ask some students the same question.When you get a yes answer，ask him/her to write his/her name on the blackboard，too.Repeat the same approach with “Do you have a bicycle？”.Every student writes four questions beginning with “Do you have...？”.Find people in the class who have these things and write their names.Then students make a survey around the class.Move around the classroom giving any help they need.（This activity provides oral and writing practice using the target language.It also provides a review of yes/no questions.）Step ⅥSummaryIn this class，we’ve learned to read an article and write a passage.We’ve also played a survey game.Step ⅦHomeworkAfter class，students draw a simple chart，ask different students questions and write in the names of balls. （The task not only gives the students further practice using the target language，but it also provides practice writing the key vocabulary.）The Sixth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects:Review all key vocabulary presented in this unit.Review making suggestions and talking about ownership.2.Ability Object:Train students’ ability of reading comprehension.3.Moral Object:Invite your friends to have a good time while on holiday.Ⅱ.Teaching Key Point:Key vocabulary.Reading comprehension.Ⅲ.Teaching Difficult Points:Train students’ ability of reading comprehension.Ⅳ.Teaching Method:Pairwork.Ⅴ.Teaching Aid:A projector.Ⅵ.Teaching ProceduresSelf checkStep ⅠAsk some students in turn to report his/her survey like this:Tony has a soccer ball.He plays soccer every day.Tommy doesn’t have a soccer ball.He has a baseball instead.But he doesn’t play baseball.He only watches baseball matches on TV.Step Ⅱ1Ask students to check all the words they know.Get students to find out the meanings of the words they don’t know by reviewing the lesson，asking you，asking classmates or looking them up in a dictionary.（This activity helps students review all key vocabulary presented in this unit.）Step Ⅲ2Ask students to write five new words in their vocab-builder.After that，exchange their books and share their lists with other students.Have a student write his/her five new words on the blackboard to share them with the whole class.（This activity helps build vocabulary.）Step Ⅳ3Call students’ attention to the pictures.Ask students to discuss the cartoon story.Then let them read the sentences.You are to number the sentences to make a conversation that follows the situations in the pictures.Students work to number the sentences on their own.Check the answers.Answers:5，1，4，2，3，6，7Students practice the conversation first.Then have pairs of students to act their conversation to the class.（This activity is designed to train students’ ability of reading comprehension.）Optional Activity:Imagine that it’s National Day tomorrow.There are no classes.Call one of your friends to invite him/her to have a good time next day.Show the sample version on the screen by a projector.Tommy:Hello!May I speak to Tony？Tony:Speaking.Tommy:Hi，Tony.This is Tommy speaking.Let’s play tennis tomorrow.Tony:That sounds good.But I don’t have a tennis racket.Tommy:Well，let’s go boating in the park.Tony:That’s relaxing.Thanks for inviting me.Goodbye.Tommy:Bye.If there isn’t enough time，treat the task as homework.Step ⅤJust for Fun!Ask students to read the conversation.Explain the meanings of some more.Invite pairs of students to act out the conversation.（This cartoon story shows the students how the target language is used in everyday situations.）Step ⅥSummary and HomeworkIn this class，we’ve mainly reviewed the key vocabulary and the target language presented in this unit.After class，finish the conversation on the phone first.Then finish off the exercises on Pages 17 to 19 of the Workbook.Materials for Preparing LessonsⅠ.知识点拨1.well和good这两个词都有“好”的意思。

人教版英语七年级上册Unit 5 Do you have a soccer ball教学设计一. 教材分析人教版英语七年级上册Unit 5主要围绕着球类运动展开，本节课将学习到关于足球的词汇和句型。

教材通过介绍不同球类运动，引导学生运用英语进行交流，提高他们的语言运用能力。

本节课的主要内容包括词汇：soccer ball, basketball, volleyball, table tennis等，以及句型：Do you have a …? Yes, I do. No, I don’t. How many … do you have?二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

他们在日常生活中对球类运动有浓厚的兴趣，因此本节课的主题能够激发他们的学习兴趣。

然而，部分学生可能在英语表达上还存在一定的困难，需要教师在课堂上给予更多的关注和引导。

三. 教学目标1.知识目标：学生能够掌握关于球类运动的词汇和句型，正确运用Doyou have a …? 和How many … do you have? 进行交流。

2.能力目标：学生能够在小组活动中用英语介绍自己的球类运动用品，提高他们的语言运用能力。

3.情感目标：培养学生对球类运动的热爱，增强他们的团队协作精神。

四. 教学重难点1.重点：学生能够掌握关于球类运动的词汇和句型。

2.难点：学生能够正确运用Do you have a …? 和How many … do youhave? 进行交流。

五. 教学方法1.任务型教学法：通过设置不同的任务，让学生在实践中运用英语，提高他们的语言能力。

2.合作学习法：通过小组活动，培养学生的团队协作精神，激发他们的学习兴趣。

3.游戏教学法：通过球类游戏，让学生在轻松愉快的氛围中学习英语。

六. 教学准备1.教师准备：提前准备球类运动的图片、词汇卡片、录音机等教学用具。

2.学生准备：带上课本、笔记本，提前预习本节课的内容。

Unit 5 Do you have a soccer ball?Period 1 (Section A 1a–2d)【教学目标】●知识目标1. Master the new words and useful expressions.2. Master the target language.3. Master the use of “have/has”.●能力目标1. Be able to make conversations using the target language.2. Be able to talk about ownership using have.●情感目标Lead students to love and enjoy sports.【教学重难点】●重点1. Master the new words and useful expressions.Words: do, does, have, tennis, ball, ping-pong, bat, soccer, volleyball, basketball, let, us, let’s, go, we, late, has, getExpression: soccer ball2. Master the use of “have/has”.①—Do you/they have a TV? —Yes, I/they do. No, I/they don’t.②—Does he/she have a soccer ball? —Yes, he/she does. No, he/she doesn’t.3. Improve students’ listening and speaking skills.●难点Be able to talk about the ownership using have.【教学准备】A tape recorder, some pictures of balls and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: GreetingsGreeting the students.T: Good morning! /Hello!/ Hi! ...Ss: Good morning! /Hello!/ Hi! ...Step 2: Lead-inT: Last week, we finished Unit 4. Today we are going to study a new unit, Unit 5.Ask and answerT: Can you tell me what the title of Unit 5 is? Yes, it’s “Do you have a soccer ball?” What do you think the unit is about?Ss:...T: Great! In this unit, we are going to learn to talk about ownership and some sports words. “Ownership” means “物品的所有者”.Step 3: Presentation1. Teach activity 1aT: First, please open your books to page 25 and look at activity 1a.(1) Look and findT: Please look at the picture in activity 1a. There are some balls in it. Do you know what kind of balls they are?(2) Match and discussT: Would you please match the words with the things in the picture? How many words do you know? Can you share the words you know with your partners? Please discuss with your partners and check whether your answers are the same.(3) Check the answersT: Let’s check the answers together.Answers: 2．f 3．c 4．e 5．d 6．b(4) ReadFirst, ask the students to read the words after the teacher, then read the words one by one again together.2. Teach activity 1b(1) Listen and circleT: Listen to the recording for the first time. Circle the words when you listen to it for the second time.(2) Check the answersAnswers: circled items: ping-pong bat, ping-pong ball3. Teach activity 1c(1) Lead students to read the conversations in 1a. Ask them to pay attention to the pronunciation and intonation.(2) Explain the languages points in the conversations.(3) Ask students to read the sample conversation in 1c. Encourage them to make their own conversations using the given words in the box.(4) Leave them several minutes to do this task in pairs.(5) Invite some pairs to act out their conversations for the whole class.Step 4: Practice1. Teach activities 2a(1) Go through the instruction in 2a with the class.(2) Look at the pictures in 2a.(3) Play the recording for the first time. Students listen and number the pictures.(4) Play the recording for the second time. Let students check the questions they hear, then check the answers.Answers: 3, 1, 4, 22. Teach activities 2b(1) Go through the instruction in 2b with the class.(2) Look at the pictures in 2b carefully.(3) Play the recording for the first time and tell students to only listen to them carefully.(4) Play the recording for the second time. Ask students to find the things in 2a and match them in the picture.Ask them to do it individually.(5) Then check the answers.Answers: 3, 2, 1, 4(6) Play the recording for the third time. And let students listen and repeat.3. Teach activity 2c(1) Ask the students to read through the conversations in pairs.(2) Give them three minutes to practice reading it.As students work, walk around the room, offering help if necessary. Correct pronunciation mistakes if any.(3) Ask several pairs to act out their conversations.Step 5: ConsolidationTeach activity 2d1. Ask students to read the conversation by themselves to get the main idea.2. Lead students to read the conversation sentence by sentence, and explain some languagepoints at the same time.3. Play the recording, and ask students to listen and repeat. Then ask them to role-play theconversation in pairs. Move around the classroom to check the progress.4. Invite several pairs to role-play the conversation for the whole class.【课堂小结】In this period, we’ve learned the use of have. And we’ve also learned how to talk about the ownership of things.【课后作业】1. Review the new words and useful expressions in this period.2. Practice the conversation in 2d in pairs and recite it.3. Finish the exercises in the workbook.4. Preview the next period.Unit 5 Do you have a soccer ball?Period 2 (Grammar Focus–3c)【教学目标】●知识目标Consolidate the target language learned in the last period.●能力目标1. Master the use of do and does.2. Develop students’ speaking and writing skills.●情感目标Try to cultivate students’ team spirit.【教学重难点】●重点1.Consolidate the target language learned in the last period.①—Do you/they have a TV? —Yes, I/they do. No, I/they don’t.②—Does he/she have a soccer ball? —Yes, he/she does. No, he/she doesn’t.2. Master the use of do and does.●难点1. Improve students’ speaking and writing skills.2. Master the use of do and does.【教学准备】The text book, some pictures and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Greetings and revision1.Greetings.T: Good morning/ afternoon, boys and girls.Ss: Good morning/ afternoon, teacher. How are you?T: Fine, thanks. And you?Ss: I’m OK....2.Revision.(1) Check their homework.(2) Ask students to read the conversation in 2d together. Then invite some pairs to role-play the conversation.Step 2: Lead-inPlay a game.Show the students the pictures of some balls, and ask students to make conversations like this:T: Do you have a basketball?Ss:Yes, we do./ No, we don’t.A student can guess twice. If he/she is right, he/she may get 10 points, but if he/she is wrong, he/she gets no points.Step 3: Presentation1.Teach Grammar Focus(1)Ask students to read the sentences in the box in Grammar Focus.(2)Explain the grammar points to the students.(3)Ask students to make conversations in turn like this:S1: Do you have a baseball?S2:Yes,..../No,...S1: Do you have a ping-pong bat?S2:Yes,..../No,...S1: Does she have a tennis ball?S2:Yes,..../No,...(5) Leave students several minutes to do this work.(6) As they work, move around the room, checking progress and offering help as needed.(7) Invite some pairs to act out for the whole class.2. Teach activity 3a(1)Write each word in the correct place in the chart.T: Have you finished? Please check your answers with your partners.(3)Translate into ChineseT: Would you please translate the words into Chinese with your partners? Who would like to translate them into Chinese for us?(4)Read. First ask students to read the words together. Then ask some students to read them to the class.Step 4: PracticeTeach activities 3b(1) Fill in the blanks with do or does. Then practice the conversations with your partner.T: Let’s move to activity 3b. Please look at the conversations and read them together.(2)Then ask students to read them in pairs.T: Who would like to read them to the class? I will invite some pairs to read them to the class.(3) PairworkT: Can you make conversations like the ones given? Let’s make conversations in pairs. Who would like to present their conversations to the class?(4) Check the answersAnswers:Do; doDoes; do esn’t; Does; doesDo; do(5) Explain some language points.Step 5: ConsolidationTeach activity 3c(1) Ask students to look at the picture carefully in 3c and find out the things in Bob’s room.(2) Ask students to close their books. Read the sample conversation so that they can know how to do this activity.(3) Ask students to work in pairs to make conversations like the sample conversation.(4) Leave students several minutes to do this activity.(5) As they work, move around the classroom, checking progress and offering help as needed.(6) Ask some volunteers to act out their conversations.【课堂小结】In this period, we’ve consolidated the use of do and does through some writing and speaking practice. And we’ve also learned some language points.【课后作业】1. Read the sentences in Grammar Focus.2. Make some conversations by yourself.3. Preview the next period.Unit 5 Do you have a soccer ball?Period 3 (Section B 1a–1d)【教学目标】●知识目标1. Master the new words and useful expressions.2. Master the target language.●能力目标1. Be able to master the target language.2. Develop students’ listening and speaking skills.●情感目标Try to educate students to express their feelings properly.【教学重难点】●重点1. Master the new words and useful expressions.Words: interesting, boring, fun, difficult, relaxing, watch, TVPhrases: watch TV2. Master the target language:3. Improve students’ listening and speaking skills.●难点1. Improve students’ listening and speaking skills.2. The usage of target language.【教学准备】A tape recorder, some pictures and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Greetings and revision1. Greeting the Ss. Check the homework.2. Review what we’ve learned in Section A.(1) Put up some pictures of balls such as football, basketball, volleyball, baseball, ping-pong ball, tennis on the blackboard. Ask students to have a conversation after the model.S1: Let’s play soccer.S2: I don’t have a soccer ball.S1: Well, let’s play volleyball.S2: That sounds good.(2) After three minutes, ask a few pairs to act out the conversations using the pictures on the blackboard.…Step 2: Lead-in(1) Teach the new words, show the students the pictures of Charles Chaplin and ask students, “Who is that? Do you l ike him? Are the pictures interesting?” Then write the word interesting on the blackboard.(2) Ask students to repeat.(3) Ask two students to act out out relaxing, fun, boring ...Step 3: PresentationTeach activity 1a(1) Point to the five words and ask students to repeat each one.(2) Then point to the five pictures and ask students to match each picture with one of the words.(3) Have them write the letter of the picture on the line next to each word.(4)Then correct the answer.Step 4: Practice1. Teach activity 1b(1) Draw a pictureT: Look at the pictures in 1a for one minute and try to draw your own pictures to describe the wordsin the box in 1a.(2) Show and guessT: Some of you have finished drawing. Could you please show your pictures to your partner and let him/her have a guess what the picture means?(3) Listen and checkT: Let’s move to activity 1b now. It is a list ening exercise. For the first time, I would like you to listen only. For the second time, please listen to the recording again and check the words you hear in 1a.(4) Check the answersT: I think most of you have finished. Let’s check th e answers together.Answers: checked items: interesting, boring, fun, difficult2. Teach activities 1c(1) ListenT: Listen to the recording again.(2) Listen and writeT: Listen to the recording again and write a word from 1a that Paul uses to talk about each activity. And then listen to the recording one more time and check the answers by yourselves.(3) Check the answersT: Let’s check the answers together. Who would like to tell u s what you wrote?Answers: 1．interesting 2．difficult 3．boring 4．funStep 5: ConsolidationTeach activity 1d(1) First, read through the sample conversations so that they can know how to do this activity.(2) Talk about the activities in 1c in pairs.(3) Leave students several minutes to do this activity.(4) As they work, move around the room, offering help if necessary.(5) Invite some pairs to act out their conversations for the whole class.【课堂小结】In this p eriod, we’ve mainly leaned some descriptive words and known how to express our feelings about things. And we’ve also improved our listening and speaking skills through the practice.【课后作业】1. Practice the target language.2. Copy the mains words and try to recite them.3. Preview the next period.Unit 5 Do you have a soccer ball?Period 4 (Section B 2a–Self Check)【教学目标】●知识目标1. Master the new words and useful expressions.2. Master the target language.●能力目标1. Be able to grasp the main idea of the article.2. Be able to express one’s feelings.3. Develop students’ writing competence.●情感目标Educate students to express their own feelings.【教学重难点】●重点1. Master the new words and useful expressions.Words: student, sport, to, same, love, with, them, only, like, easy, after, class, classmateExpression: play sports2. Be able to grasp the main idea of the article.3. Be able to express o ne’s feelings.●难点Consolidate the use of have/has.【教学准备】The text book and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Greetings and revision1. GreetingsT: Good morning, everyone.Ss: Good morning, teacher. How are you?T: Fine, thanks. And you?Ss: I’m OK.2. RevisionReview what we learned in the last period.Step 2: Lead-inT: We have finished most of Unit 5. And in this period, we will continue to finish Section B. But before that, I would like you to review what we learned before.Step 3: Presentation1. Teach activity 2a(1) T: First, read through the instruction of this activity so that you can know how to do this activity.(2) Then find the sports words in this unit. Write them in the correct columns. Ask them to do it individually.(3) Leave the students three minutes to do this activity, and check the answers later.2. Teach activity 2b(1) T: Now. Read through the instruction so that you can know how to do this activity.(2) Read the passage and answer the question: Who has a soccer ball?T: Let’s move to the activity 2b. Would you please look read the passage and answer the two questions?(3) Check the answers.T: I think most of you have finished. Please read the passage with your partners and check your answers together.Answers: Alan has a soccer ball.Gina Smith has two soccer balls.(4) Read. First, ask the students to read the passage together. Then, invite some of them to read it for the class.3. Teach activity 2c(1) Ask students to read through the instruction of this activity so that they can know how to do it.(2) Leave students two minutes to do this task individually. Move around the classroom to check the progress and give some help if necessary.(3) Invite some pairs to check their answers.Step 4: Practice1. Teach activities 3a(1) T: Let’s work on 3a. First, have a quick look at the instruction and the chart in 3a so that you can know how to do this activity.(2) Ask students to write more questions about sports equipment.T: Review the words and phrases from the unit. Then write some more questions about sports equipment for the survey.(3) Leave students several minutes to do it.2. Teach activity 3b(1) Exchange books with a partner. Answer his or her questions in 3a.T: Do you have any other words you don’t know? Please write them in your notebook. Please ask your friends for help. Looking up words in a dictionary is also a good way to study English. I hope you can get more from dictionaries. Please exchange books with a partner and do the survey.(2) Leave students several minutes to do this task.(3) As they work, move around the room, checking progress and offering help as needed.3. Teach activity 3c(1) T: Go over the sports survey you did in 3a. How many sports do you have? And how many sports does your partner have?(2) Ask the students to write them down like the sample sentences.(3) Leave the students several minutes to do it. Collect the answers later.(4) Check mistakes if there is any.Step 5: ConsolidationTeach Self Check1. Self Check 1(1) T: We’ve learned many words about sports. Can you speak out?(2) Invite some students to list them on the blackboard. Ask and answer like this:T: Do you have a volleyball?S: Yes, I do./ No, I don’t.T: Can you play it?S: Yes, I can. It’s fun./ Sorry, I can’t. It’s difficult for me....(3) Ask students to talk about them in pairs like this.2. Self Check 2(1)T: First, have a quick look at the instruction and conversations so that you can know how to do this activity.(2) Ask students to do it individually or in pairs.(3) Check the answers.Answers: 1.Does your mom have a baseball bat?2.Yes, I do./ No, I don’t.3.Does your father have a soccer ball?4.Does your teacher have a soccer ball/ basketball/ volleyball/ baseball?(4) Ask students to read the complete conversation together.(5) Pay attention to the pronunciation and intonation.【课堂小结】In this period, we’ve learned how to make survey reports through some reading and writing practice. And we’ve also consolidated the grammar we have learned in this unit through some activities.【课后作业】1. Review the new words and useful expressions in this period.2. Read the messages again and again in 2b.3. Finish the exercises on the workbook.4. Preview the next unit.。

人教版新目标版七年级英语上册Unit5Doyouhaveasoccerball教案Unit 5 Do you have a soccer ball1．知识与能力目标:1).能预习并说出这单元的主要内容。

2).能运用目标语言询问并描述物品所属关系。

.2．过程与方法目标：通过运用本单元的目标语言，反复练习句型“Do you have a soccer ball? ”“Yes,I do.”“No,I don’t.”从而掌握本单元的重点句型和词组。

3．情感态度与价值观：本单元通过运用过去完成时态，让同学们学会与朋友共度快乐的时光。

Section A第一课时一、课型：新课二、教学重难点：1）.Do引导的一般疑问句及其回答。

2）do 和have的意义及用法3）学习有关物品的新单词：tennis、ping-p ong、soccer ball 、volley ball、basketball、baseball、bat。

三、教学准备：多媒体，录音机四．教学过程：1.课前预习回顾上单元所学内容，引出本单元新句型：T：Where’s my book?S: It’s on your desk.T: Where are my pens？S：They’re in your box.T: Yes,thank you! I have a pen,do yo u have a pen？S：Yes，I do./No,I don’t.2.正课教授（1）引入①观察25页图片，引入新单词的学习。

②学习do引导的一般疑问句及其肯定回答和否定回答。

have的用法:①have为实义动词，意为“有”，常用句型sb.have/has+sth.表示某人有某物。

当主语为第三人称单数时，have用其第三人称单数形式。

②have还有“吃、喝”的意思，如：have breakfast。

③含有have的句子变否定句要在have前加don’t；含有has的句子变否定句要在h as前加doesn’t，has变为have。

Unit 5 Do you have a soccer ball？单元教材分析本单元是《英语（新目标）》七年级上册第5单元。

本单元的中心话题是如何和朋友一起欢度时光，具体涉及了谈论自己喜欢或不喜欢哪些体育娱乐活动及原因等。

语言技能和语言知识基本上都是围绕介绍中心话题设计的。

Section A部分的活动设计侧重本单元基本的目标语的学习和操练。

1a和1b的活动设计是通过让学生看图引出表达不同体育娱乐用品和设施的词语；1c 的活动是在对话中操练这些词语。

2a、2b和2c部分的设计是帮助学生练习如何询问对方所拥有物品情况的目标语言，为下一步根据拥有物品提出娱乐建议的对话做好准备。

3a的活动设计为通过阅读图片及对话练习引出本单元“Let’s…”这一提建议的目标语；3b的活动为看图对话练习，目的是通过口语操练表达体育用品的词语和“Let’s...”这一提建议的句型。

Activity 4部分的设计是一个自我展示，目的是使学生在学完Section A部分后，在愉悦的活动中巩固与提升所学习的语言。

Section B部分的活动设计侧重本单元目标语的进一步学习和运用。

1a的设计是通过让学生看图引出新的词语；1b是在游戏中操练新学的词语。

2a、2b和2c部分提供了听说练习来巩固目标语。

3a、3b和3c部分提供了阅读短文和写作任务，目的是帮助学生在语言综合运用中巩固本单元的目标语。

Activity 4部分设计了一个较高层次、有一定开放性的“调查”任务，目的是让学生在使用目标语的过程中巩固本单元所学习的内容。

单元目标1．知识目标：1) 核心词汇：TV, ball, basket ball, soccer, bat, tennis racket, volleyball, interesting, boring, fun, difficult, relaxing2) 功能：谈论物品的拥有及就如何度过课余生活提出建议。

3) 语言结构：Do you have …?4) 句型：— Do you have a basketball?— Yes, I do. / No, I don’t.—Let’s watch TV.— No, that sounds boring. / That sounds great.2．语言技能：1) 听：能听懂本课学习活动中的问题，并做出较得体的回答。

Unit5 Do you have a soccer ball?(SectionB2a~2c)Ⅰ.教学整体设计思路本课主要采用任务型教学模式，利用多媒体（PPT）以及畅言系统中的电子白板设计一些阅读任务，通过略读、细读、跳读等阅读策略快速获取信息，从而达到读懂叙述运动和体育用品的短文。

Ⅱ.教学背景分析教材分析本课是一节阅读课。

活动2a~2c的内容是一个整体：2a 巩固词汇，为下一步的阅读做好铺垫，要求学生根据自己所拥有的体育用品的情况，将单元中出现的有关词汇进行分类巩固句型I have…。

2b~2c要求学生阅读校刊上一则有关体育用品调查报告，并完成不同的阅读任务。

这要求学生能够根据图意预测文章大意，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.在教学过程中,注意对学生阅读技巧和语篇分析能力的培养。

学情分析在本课阅读前，学生通过对SectionA和SectionB的部分学习，对表达自己拥有体育用品情况的词汇和句型已经比较熟悉。

因此学生在朗读短文前，会比较容易预测篇章的大意，为学生理解文章奠定基础。

文章中有个别新词汇或语言结构，会造成学生理解上的障碍。

另外，本课也出现了许多名词复数,在口头训练时要提醒学生注意词尾加s。

在读前设计适当的任务，为阅读理解扫除障碍。

本课2c的设计也是为巩固第三人称单数时的陈述句要注意动词变成三单形式，对学生来说，也是很大难点。

但该部分学习内容很容易引起学生们的共鸣，极易引起学生表达的欲望。

Ⅲ.教学目标分析nguage goals:(1)Key words and phrases:正确理解和使用词汇：same, but, with, sports, them, only, like, easy, after , classmates , 并了解词组go to the same school, with our friends, watch… on TV, after class, play ping-pong的意义.(2)Key sentences：I don’t have a soccer ball, but my brother Alan does.I have two soccer balls, three volleyballs, four basketballs and five baseballs and bats.2.Ability goals:通过略读、细读、跳读等阅读策略快速获取信息，完成相关的阅读任务，能够读懂叙述运动和体育用品的短文。

人教版义务教育教科书◎英语七年级上册Unit 5 Do you have a soccer ball?教材解读本单元主要讨论物品所属关系以及提建议；认识一些表示运动项目的名词，通过阅读有关运动的文章和对话,使我们更加热爱体育活动并培养一种适合自己的体育爱好；谈论自己喜欢哪些球类运动，不喜欢哪些球类运动及原因；学会在生活中互相询问所爱好的运动，并根据情况发出邀请。

运用所学的知识来谈论自己所拥有的体育用品和其他物品。

与朋友谈论共度时光，培养同学间团结、友爱的精神。

单元目标一、知识与技能1. 掌握本单元重点词汇：tennis ball、ping-pong bat、soccer ball、baseball bat、volleyball、get、play、sound、interesting、boring、fun、difficult、relaxing、sport、like、easy、classmate、great。

2. 掌握重点句子：(1)Do you have a ...?(2)Yes, I do./No, I don’t.(3)Does he/she have a ...?(4)Yes, he/she does./No, he/she doesn’t.(5)That sounds good.(6)I don’t have a ... , but my brother does.(7)I have two soccer balls.(8)Let’s play ...3. 掌握本单元语法：询问物品所属关系。

二、过程与方法通过听说读写等任务型活动，熟练应用所学单词和动词词组。

掌握重点句型和语法。

三、情感态度与价值观热爱体育活动并培养一种适合自己的体育爱好；在小组活动中,培养团结协作精神；学会在生活中互相询问所爱好的运动，并根据情况发出邀请。

与朋友谈论共度时光，培养同学间团结、友爱的精神。

教法导航11. 利用图片和实物调动学生的兴趣和积极性。

Unit 5 Do you have a soccer ball? Learning objectives (教学目标)Skill Focus Talk about ownership.Make suggestions.Listen, describe and talk about interests and hobbies.Learn to write in reply.Learn to make suggestions using “Let’s…”Learn to talk about how to spend a great time with your friends. Learn to write about sports things and other things you have.Language Focus 功能句式Talk about ownership.（P25）—Do you have a ping–pong ball?—Yes, I do. /No, I don’t.Make suggestions.（P27）—Let’s pla y soccer.—I don’t have a soccer ball.—Well, let’s play volleyball.—It sounds interesting /boring /relaxing.Talk about interests and hobbies. (P29)Ed Smith has a great sports collection. He has 8 tennis rackets…词汇1.重点词汇have, ball, tennis, ping–pong, volleyball, basketball, let,us, play, well, sound, sport, we, many, club, more, class,interesting, boring, fun, difficult, watch, has, great, but,only, them, every, day2. 认读词汇soccer ball, racket, bat, does, doesn’t, let’s, relaxing, collection3. 词组soccer ball, tennis racket, watch TV, play sports, every day 语法The present Simple Tense ( have /has…)Strategy Focus 1. Guessing by discussing with classmates and teachers.2. Classifying by what you learn.3. Using what you know.Culture Focus 1. Do you have a great sports collection?2. How to make suggestions politely?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。

Unit5 SectionB (1a-1d) 教案1.语言知识目标:1) 掌握下列词汇：interesting，boring，fun，difficult，relaxing，watch TV2) 会用句型Let's… 来提建议。

3) 能用所学的形容词来表达自己对某项运动项目的看法。

That sounds …2. 情感态度价值观目标：通过听有关运动的对话，使学生更加热爱体育活动并培养一种适合自己的体育爱好1.教学重点:1. 教学重点：1) 学会用Let’s… 提建议，并能够谈论自己对某球类运动的简单看法2) 引导学生进行听力和口语交际训练，来逐步学会用Let’s… 提建议2.教学难点:行为动词一般现在时的肯定句、否定句的结构||，尤其是单三形式的变化。

教学过程（Teaching Procedures）:Step1：Greetings and talking1．教师向学生表示友好的问候，并复习之前所学到的问候语。

2．采用多种自由交际方式，创设浓厚的英语学习氛围与学生进行Step2: Review1.展示图片让学生做“Best Eye”来复习球类单词。

2. 展示图片进行师生互动复习句型：__ Do you have a/an... ?__ Yes, I do./ No, I don’t.__ Does he/ she have a/an... ?__ Yes, he/she does./ No, he/ she doesn’t.__ Do they have a /an...?__ Yes, they do./ No, they don’t.Step3: Lead inLet students enjoy an video “Let’s do things” to lead in the new lesson.Step4：Presentation1.展示图片学习生词。

2.Finish1aLet students match the words with the picture.3.Show some pictures to review the phrases “play + 球类名称”4.展示图片进行师生互动来操练Let’s… 提建议句型和答语。