Unit 5 Do you have a soccer英文表格教案

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?The First PeriodSection A (1a-2d)Ⅰ.Teaching aims:1.Knowledge aims:(1)Keywords:do,have,tennis,ball,soccer,volleyball,basketball,let,us,go,we,late,has,ge t(2)Key phrases:soccer ball,let’s go,be late(3)Important sentences:A:Do you have a ping-pong bat?B:Yes,I do.A:Do you have a ping-pong ball?B:No,I don’t.2.Ability aims:Talk about different kinds of balls.3.Emotion aims:Make students fall in love with ball sports.II.Important points:Train students’ listening and speaking skills.III.Difficult points:Ask and answer questions using “do” or “does”.IV.Teaching processStep 1 Warming up1.Show a volleyball to the class.T:What’s this in English?Ss:It’s a volleyball.T:Yes,you are right.How do you spell it?Ss:V-O-L-L-E-Y-B-A-L-L,volleyball.Show students other objects,such as basketball,tennis ball,soccerball ,baseball,ping-pongbat...Teach students new words in the same way.2.Work on 1a.①Please look at the picture in 1a.There are some balls in it.Do you know what kindof balls theyare?Match the words with the things in the picture.②Teacher checks the answers.③Look at the key structure.—Do you have a ping-pong bat?—Yes,I do.—Do you have a ping-pong ball?—No,I don’t.Read the words and dialogue after the teacher and then read it together.Step 2 ListeningWork on 1b,2a,2b.1.Play the recording for the first time.Students only listen.2.Play the recording again and ask students to do 1b,2a,2b.3.Check the answers in 1b,2a,2b.Step 3 PairworkWork on 1c.Practice the conversation with your partner. Then ask and answer questions about the things in 1a.A: Do you have a ping-pong bat?B: Yes,I do.A: Do you have a ping-pong ball?B: No,I don’t.Work on 2c.Ask and answer questions about the people in 2a.A:Does Jane have a tennis ball?B:No,she doesn’t.Ask some pairs to act out their conversation.Step 4 Role-playWork on 2d.Let students read the conversation after the teacher,and then practice the conversation with theirpartners.Teacher asks some pairs to act out the conversation in front of the class.Language points1.have的用法（1）have为实义动词，意为“有”，常用句型为sb. have/has +sth.，表示“某人有某物”，当主语为第三人称单数时，have用其单三形式has。

Unit 5 Do you have a soccer ball?The Second PeriodSection A (Grammar Focus-3c)Ⅰ.Teaching aims:1.Knowledge aims:(1)Key words:great,play,sound(2)Key phrases:play basketball(3)Important sentences:①—Do you have a baseball?—Yes,I do./No,I don’t.I have a volleyball.②—Does she have a table tennis ball?—Yes,she does./No,she doesn’t.She has a baseball.③—Do they have a basketball?—Yes,they do./No,they don’t.They have a volleyball.2.Ability aims:Talk about ownership with “do” or “does”.3.Emotion aims:Make students fall in love with ball sports.II.Important points:Learn to ask “do” or “does” questions and short answers.III.Difficult points:Grasp the correct usage of “do” or “does”.IV.Teaching processStep 1 RevisionChoose several pairs to act out 2d.Step 2 Read and sayWork on Grammar Focus.Ask students to read the sentences in the grammar box by themselves.Pay attention to the changeof “have” and focus on the key structure.Focus on the shortening words.Try to read and recite them.Step 3 Grammar exerciseWork on 3a,3b.1.Write each word in the correct place in the chart.Check the answers with students.2.Fill in the blanks with do or does. Then practice the conversations with your partner.Teacher checks the answers with students,and then let students practice the conversations withtheir partner.Then teacher asks some pairs to act out their conversations.Step 4 Group work1.Remember the things in Bob’s room. Then close your books and ask and answer questions witha partner.A:Does Bob have a soccer ball?B:Yes,he does.语法拓展一、一般现在时中have的用法一般现在时的谓语动词可以由be动词（前面已学过）或实义动词来充当。

Unit 5 Do you have a soccer ball?教学内容：本单元主要学习动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成以及简单回答。

以“和朋友一起欢度时光”为话题：列举所学的运动项目，从中挑选出各自喜欢的体育项目，目的是巩固并新学一些体育项目的名词；并让学生互相询问所爱好的运动，并根据情况发出邀请，掌握用do和does引导的一般疑问句的构成及使用，了解用Let‟s提建议的句型。

教学目标学会用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，并且能运用本单元所学的句型和体育项目名称写篇文章。

以达到进一步复习复习和巩固的目标。

教学重难点行为动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成和使用。

词汇Have，soccer，ball, tennis, racket, ping—pong, volleyball, basketball, bat, dose, doesn‟t , let, us let‟s play, well, sound, good, sport, we, many, club, more, class, interesting, boring, fun, difficult, relaxing, watch, watch TV, great, collection, but, play sports, only, them, every, day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.Let‟s play soccer. I don‟t have a soccer ball.Well, let‟s play volleyball. That sounds good.教学设备：多媒体、投影机教学方法：任务型、活动型教学教学过程：5课时第一课时教学目标 1掌握有关单词2掌握用have进行提问及回答3掌握does的用法教学重点掌握有关单词及用have进行提问及回答教学难点do和does的区别教学设备多媒体、投影机教学步骤Step 1:复习Practice 运用图片练习句型A . What‟s this?B It‟s a ---A. Where is …? B It‟s on/in /under….Step 2: 观看图片，利用多媒体形象教习球类，及球拍的单词。

Unit 5 Do you have a soccer ball? Learning objectives (教学目标)Analyze and rearrange teaching materials (教材分析和重组)1. 教材分析本单元以“Do you have a soccer ball?”为话题, 共设计了三个部分的内容。

Section A该部分有4个模块：第一模块围绕“Do you have a soccer ball?”这一话题展开词汇学(1a)、听力（1b）、口语（1c）训练；第二模块继续围绕“Do /Does… have a…?”进行听力（2a-2b）、口语训练（2c）；第三模块围绕“Make suggestions.”这一话题展开训练，训练形式为单词填空（3a）和角色表演谈论图画为训练形式（3b）；第四模块就“Complete the forms according to the sports club you like.”以结对活动形式进行介绍。

Section B该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块仍然围绕(1a-1b) 的词汇进行听力训练（2a-2b）、围绕提建议进行口语训练（2c）；第三模块继续围绕“Ownership”这一话题展开有关收藏品阅读（3a）, 写作训练(3b-3c)；第四模块仍就“Ownership”这一话题以口语训练形式展开全班活动。

Self Check该部分有3个模块：第一模块以填空形式对所学词汇进行训练；第二模块以默写已学过的五个单词的形式对所学的词汇继续巩固复习; 第三模块围绕有关ownership和suggestions对话开展口语训练和写作训练。

教材重组和课时分配Period 1 (Section A: 1a, 1b, 1c) New function presenting Period 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4) PracticePeriod 3 (Section B: 1a, 1b, 2a, 2b, 2c) V ocabulary building Period 4 (Section B: 3a, 3b, 4) Integrating skillsPeriod 5 (Self Check: 1, 2, 3 & Workbook) Self CheckPeriod 6 WritingTeaching procedures and ways (教学过程与方式)Period One New function presentingLanguage goals (语言目标)1. Words & expressions: have, soccer ball, tennis, racket, tennis racket,ping–pong, volleyball, basketball, bat (P25)2.Key sentences: Do you have a ping–pong ball?Yes, I do. No, I don’t. (P25)Ability goals (能力目标)Enable the students to understand and talk about ownership and make suggestions.Emotion & attitude goals (情感和态度目标)Enable the students to form positive attitude toward sports collection and love sports, keep healthy and learn to make suggestions politely. Strategy goals (策略目标)To understand the target language by reading pictures, drawing pictures, countingnumbers, drawing a chart.Culture awareness goals (文化意识目标)People’s attitude toward sports collections is different in English speaking countries.Teaching important points (教学重点)Talk about ownership and make suggestions.Teaching procedures & ways (教学过程和方式)Step 1. Revision and Lead-inAsk one or more students to show their homework.T: In the last unit, I ask you to do a project about filling in the chart because we want to have a ball game. But we don’t know what kind of balls you have. Please ask your classmates in the group what balls he /she has. Then write down the information in the chart. Now who wants to display your project on the blackboard?T: Do you have tennis? S: Yes, I do.Second point to the others in the classroom.T: Does Wang Wei have tennis? S: Yes, he does.Third point to Li Hong in the classroom who has ping–pong ball, but no tennis.T: Do you have tennis?S: No, I don’t.T: Do you have a ping–pong ball?S: Yes, I do.T: Does Li Hong have tennis?Ss: No, she doesn’t.T: Does Li Hong have a ping–pong ball?Ss: Yes, she does.T: Today we are going to learn how to talk about ownership and make suggestions.Step 2. Listing and SpeakingAsk the students to read the picture on Page 25.T: What can you see in the picture?Ss: We can see a ping–pong ball, a ping–pong bat, a tennis racket, a soccer ball, volleyball, a basketball, a TV, a computer game.T: Ask the students to match the words with the things in the picture.Ss: Say, Number 1 is (C), tennis racket. Number 2 is (a), ping–pong ball…After checking the answers in 1a, ask the students to read aloud the new words again and again, ask and answer about them in pairs. And then play the recording again. This time students listen to conversation and circle the words they hear. And then check the answers. Students circle ping–pong bat and computer game.Step 3. Pair workAsk the students to read the example conversation. Have students repeat. And then point to the television in the illustration and substitute that word in the conversation. Have students repeat again. And then ask students to practice the conversation in pairs and remind them to use various objects from the illustration. As students practice, move around the classroom to check progress and help with pronunciation.Ask for more ideas from the students and write their ideas on the blackboard.p hone, cars, pencil case, eraser, pen, book, dictionary, watch, key, notebook, ring, sister , brother, chair, bookcase, CD, video tape, hat, desk, dresser…Show the following to the students and then ask them to practice in pairs.—Do you have a phone?—Yes, I do.—Do you have a CD?—No, I don’t.T: Now work in pairs, make conversations with the newwords in 1a and act it out around the students.Sample conversations:1. S1: Do you have a ping–pong bat?S2: Yes, I do.S1: Do you have a ping–pong bat?S2: No, I don’t.2. S3: Do you have volleyball?S4: Yes, I do.S3: Do you have a basketball?S4: No, I don’t.3. S5: Do you have a tennis racket?S6: Yes, I do.S5: Do you have a TV?S6: No, I don’t.Step 4. Homework1. Ask the students to do more practice as required in 1 c on Page 25.2. Ask the students to prepare the next period. Think about the usage of “Does she /he have…?”Period Two PracticeLanguage goals (语言目标)1. Words & expressions: does, doesn’t, let, us, let’s, play, well, sound,good, sport, we, many, club, more, class (P26)2. Key sentences:—Let’s play volleyball.—That sounds good. (P26)Ability goals (能力目标)Enable the students to make suggestions politely.Emotion & attitude goals (情感和态度目标)Train the Ss to make suggestions politely and take activity part in school sports club and keep healthy.Strategy goals (策略目标)Enable the students to match the problems and worries.Culture awareness goals (文化意识目标)Learn to how to make suggestions politely.Teaching important points (教学重点)Talk about making suggestions.Teaching procedures & ways (教学过程和方式)Step 1. RevisionBefore class, let’s have a revision. First make up a conversation with “Do you have…?”about ownership, and then in threes make up a conversation with “Do you have…? Does she /he have…?”Sample dialogues:1. S1: Do you have a soccer ball? S2: Yes, I do.S1: Do you have a basketball? S2: No, I don’t.2. S1: Do you have a computer game? S2: No, I don’t.S1: Do you have a ping–pong bat? S2: Yes, I do.S3: Does he have a computer game? S1: No, he doesn’t.S3: Does he have a ping–pong bat? S1: Yes, he does.Step 2. Listening PracticePlay the recording for the first time.T: Listen to the tape. You only listen.Play the recording for the second time. Then check the answers.T: You’ll hear the same conversation again in the picture. This time please listen for the names in the pictures, and then number the pictures (1-4).After that ask a few students to say out their answers in 2a.S1: The answers are 3, 1, 4, 2.S2: Number the pictures: 3, 1, 4, 2.Play the recording for the third time.T: You will hear the conversations for the third time. You are to match the people from activity 2a to the balls in the recording for the fourth time and then correct the answers.T: You listen to the tape and write the numbers from the pictures in 2b next to the correct balls.After doing listening, talk about the dialogue about 2b, and then ask some students to say out their answers in 2b.S3: The answers are 3, 2, 1, 4.S4: They are 3, 2, 1, 4.Step 3. Pair workLook at the things in the picture. Ask your partner if he /she has the things in 2c.Ask the students to act out the conversation in pairs.Sample conversations:1. S1: Do you have a dictionary? S2: Yes, I do.S1: Do you have an eraser? S2: No, I don’t.2. S3: Do you have a baseball? S4: No, I don’t.S3: Do you have a football? S4: Yes, I do.3. S5: Does Tom have volleyball? S6: Yes, he does.S6: Does Mike have a pen? S5: No, he doesn’t.Step 4. PracticeLook at 3a, point out the words in the box and then ask a student to read aloud the four words to the class.T: Fill in the blanks with the words from the box alone. I’m sure you’ll fill in the correct answers. And now who’ll tell me the answers? Please hand up if you know the answers. Oh, thank you, --------!S1: The answers are: 1. don’t，2. Let’s，3; have，4. soccer.T: You are right. Thank you. Now let’s practise reading aloud the conversations in pairs and act them out. And then tell the students how to make suggestions politely using “Let’s…!”For example:T: Let’s play ping–pong ball./ Let’s play tennis./ Let’s play volleyball…S: That sounds good.After finishing practising the conversations in 3a, ask the students to make conversations with their partners according to the pictures below in 3b. Ask the students to point to each one and describe each object. Show the students how to use the pairs of pictures as substitutes in the conversation.For example:T: Let’s play basketball.S: I don’t have a basketball.T: Well, let’s play football.S: That sounds good.Ask pairs of students to perform the conversation for the class and tell them how to make suggestions politely in 3b.Step 5. Writing and practiceThis activity gives students a chance to role play a conversation about sports. Students review the language of introductions, and then complete the form, introduce themselves to the coach.T: What sports do you like to play? Who are your favorite sportsmen and sports women? What sports are available at school?S1: I like to play football. My favorite sports man is Liu Xiang. Basketball and volleyball are available at our school.T: Our school has a sports Club with all the sport that you would like to play. If you would like to join the school sports club, please fill in the form with your personal information. When students have completed filling in the form, divide them into pairs.T: Wha t’s your first name? What’s your last name? What sports do you like? Do you like…? What class are you in?S: My first name is Li. My last name is . I like ping–pong ball. I’m in Class 4, Grade 7.Have students role play the conversation between a student and coach. Walk around the class and offer help where necessary.Step 6. SummaryAsk some students to sum up what we have learned key vocabulary and the target languages.Step 7. Today’s homeworkT: First make up dialogues with “ownership and make suggestions” in pairs /in groups. Next class I’ll ask you to act them out. Second, prepare for the next class P 28 (1a, 1b, 2a, 2b, 2c).Period Three New vocabularyLanguage goals (语言目标)1.Words & expressions:interesting, boring, fun, difficult,relaxing, watch, watch TV (P28)2. Key sentences: (1) Let’s play computer games.(2) That sounds interesting. (P28)Ability goals (能力目标)Enable the students to learn to make suggestions politely and responses.Emotion & attitude goals (情感和态度目标)Enable the students to learn to express their feelings about different suggestions.Strategy goals (策略目标)Enable the students to know how to express their feelings aboutdifferent suggestions.Culture awareness goals (文化意识目标)Different countries, different suggestions.Teaching important points (教学重点)Learn to how to express different suggestions and responses. Teaching procedures & ways (教学过程和方式)Step 1. Revision and word studyCheck the homework:T: Last class we asked the students to make up conversationswith “ownership and make suggestions”in pairs /ingroups. Now we’ll ask you to act them out.Point to the five words and ask the students to repeat each one,and then point to the five pictures and ask the students tomatch each picture with one of the words in section B (1a).Ask the students to write the letter of the picture on the linenext to each word.Ask the students to say out the answers. Go around the room,asking students to point to a picture and say the word that goeswith that picture. The answers are: 1. c; 2. d; 3. e; 4. b; 5. a.Step 2. Guessing the wordsThis activity makes students practise using the vocabularywords from this unit. Point to the picture in 1a and reviewthe words.T: Now please draw pictures that show somethinginteresting, boring, fun, difficult or relaxing. Please showyour pictures to some of your classmates. Everyone triesto guess the meaning.Step 3. Listening and word studyBefore playing the recording for the first time, point out thefive words in 1a above and ask a student to read them aloudto the class.Play the recording for the first time in 2a.T: Listen to the tape carefully and remember the fouradjective words you hear.Play the recording for the second time.T: Listen to the conversation and put a checkmark to the leftof each word in 1a that you hear.Ask the two students to say out their answers.Ss: The answers are: a. interesting; b. boring; c. fun;d. difficult;e. relaxing.Step 4. Listening and writingT: I’ll ask a student to read the name of each activity to theclass. And then I’ll play the tape. Listen to the tapecarefully for the first time and remember what Tony saysabout these activities. I’ll play the recording again. Thistime listen to the conversation and write the word in theblank.After listening to the tape for the second time, ask somestudents to read the same example to the class.Ss: The answers are: 1. interesting; 2. difficult; 3. boring; 4. fun.Step 5. Practice and actingBefore asking the two students to read the dialogues, listthese activities on the blackboard: play computer games,play volleyball, watch TV, play basketball.T: I’ll ask the two students to act out the dialogues, talkingabout the activities in 2b.One acts as Jenny, the other acts as Tony, move around theclassroom offering languages support and checkingprogress when the students talk about the activities. Ask afew pairs of students to perform their conversations for theclass.Sample dialogues:1. S1: Let’s play volleyball.S2: That sounds fun.2. S3: Let’s watch TV.S4: That sounds boring.Step 6. Summary1. This class we have learned how to make suggestions andresponses politely. We also have learned how to use somedescription adjectives.2. Prepare for the next class.Step 7. Today’s homework1. Make up dialogues about “Make suggestions and responses”.2. Prepare for the next lesson.Period Four Integrating skillsLanguage goals (语言目标)1. Words & expressions:has, great, collection, but, play sports,only,them, a great sports collection, tennis racket, soccer ball, onTV, everyday (P29)2.Key sentences: (1) Ed Smith has a great collection.(2) But he doesn’t play sports—he only watches them on TV.Ability goals (能力目标)Train the ability of the students about reading and writing.Emotion & attitude goals (情感和态度目标)Enable students to form wide interests and hobbies.Strategy goals (策略目标)Enable students to collect what they like.Culture awareness goals (文化意识目标)Enable students to understand different people have different interests and hobbies.Teaching important & difficult points (教学重点和教学难点)1. The plural form of noun.2. The Present Simple TenseTeaching procedures & ways (教学过程与方式)Step 1. RevisionFirst check the homework, and then ask a few pairs to act out the conversation about: Making suggestions and responses.T: Who can make up a dialogue about making suggestions and responses in pairs?S1: Let’s play football.S2: That sounds fun, but I don’t have a football.S1: Well, do you have a basketball?S2: Yes, I do.S1: Then let’s play basketball.S2: Oh, basketball is so different.S1: OK. Let’s play ping–pong ball.S2: That sounds boring. Let’s play computer game! Do you havea computer?S1: Yes, I do.S2: That sounds interesting.Step 2. ReadingBefore reading this magazine article, ask students to name everything they see in the picture (3a).T: Read the article by yourself, and then circle the vocabulary words that are about sports activities.Give examples such as a stamps collection or a coin collection.T: Please close your books, look at the overhead projector, listen to me carefully, and then fill in the blanks with the sports things in 3a. Please tell the students the answers.S1: 1. tennis racket; 2. basketball; 3. baseball; 4. soccer ball; 5. volleyballT: Y ou’re right. OK. Thank you! Pay attention to the usage of thePresent Simple Tense and the plural form of noun.Explain the usage of the grammar and some key sentences, ask the students to retell the text next class.Step 3. Reading and writingBefore reading this article, ask students to name everything they see in the picture (3b). And then read the article to the class. Ask students to look at the picture and fill in the blanks by themselves. After that, let the students correct the answers in pairs. Ask three students to write their answers on the blackboard. (The answers are: 1. baseball; 2. basketball; 3. tennis rackets; 4. volleyball.)After finishing filling in the blanks, explain the usage of the Present Simple Tense, the plural form of noun and some key words, key sentences. Ask students to recite the text (3b).Step 4. Writing and SpeakingT: After finishing learning the articles about 3a and 3b, now you write about yourself. Talk about your hobbies and interests such as:What sports do you play?What sports things do you have?What other things do you do? And so on.After a while I’ll ask some students to read their stories to the class.S1: I collect coins. I have ten American coins, five Russian coins.S2: I have a great toy cars collection. I have two Chinese toy cars, threeJapanese toy cars, four British toy cars. I play them every day.Step 5. Spoken English and writingNow look at 4 Survey, write “have,you, an alarm clock, do”on the blackboard.T: Please say the words in the correct order to make a question. Come tothe blackboard, Wang Fei.S1: Do you have an alarm clock?T: OK, you’re right. Thank you. Please write a student’s name under thequestion on the blackboard. Who can do it? OK, Yang Fan, please.S2: Li Gang.T: OK, Li Gang, please come to the blackboard. Do you have an alarm clock?Guide him to answer “Yes, I do. /No, I don’t.”S3: Yes, I do.T: Now, please write four questions like this. After that ask students to say other things they might ask. As the students complete the questions, move around the classroom checking progress and offering suggestions as needed, at the same time ask students to move around the room, asking their questions and writing in names. In this way the students learn the target language easily. Step 6. Today’s homework1. Write a story about your /his /her collection.2. Make up dialogue with “Do you have…?”3. Finish off all the exercises on the small blackboard.Period FiveLanguage goals (语言目标)1. Words & expressions: basketball, tennis racket, baseball bat, ping–pong ball,soccer ball, volleyball, interesting, boring, run, difficult, relaxing, TV2. Key sentences: (1) Do you have a ball? Yes, I do.(2) —Let’s play soccer.—That sounds good./It’s boring.Ability goals (能力目标)Train students’ writing abilities.Emotion & attitude goals (情感和态度目标)Learn to talk about ownership and make suggestions.Strategy goals (策略目标)Enable students to form wide interests and hobbies.Culture awareness goals (文化意识目标)Enable students to understand the different countries have different suggestions and hobbies.Teaching important & difficult points (教学重点和教学难点)Learn to how to talk about ownership and make suggestions. Teaching procedures & ways (教学过程与方式)Step 1. RevisionBefore class ask a few students to read aloud the stories about themselves, and then have some pairs act out dialogues about ownership. Also give students three minutes to have a free talk.Step 2. Words checkingThis activity provides a comprehensive review of key vocabulary presented in this unit.T: Now let’s go over key vocabulary in this unit. I speak Chinese, you speak English. First answer my questions one by one, and then answer my questions together. OK let’s begin.有趣的，无聊的，休闲的……篮球，网球球拍……Ss: Interesting , boring, relaxing…T: OK, so much for this. Now take out your English exercises books, write five new words in it, and then share your lists with your groups.Step 3. Reading and writingThis activity focuses on students understanding of the target language in the unit.T: Please read aloud the following sentences in 3a, and then number the sentences to make a conversation that follows the situations in the pictures by yourself.After a while, check the students’ answers. The answers are: 5, 1, 4, 2, 3, 6, 7.After checking the answers, ask the students to act out the dialogue and recite it.T: Now look at the chart on the blackboard with the names of five activities and five words at the top: interesting, boring, fun, difficult, relaxing. And then make up a dialogue talking about ownership and makingAsk two students to act out the dialogue.S1: Let’s play baseball!S2: That sounds interesting, but I don’t have a baseball.S1: …S2: …Step 4. Group workT: The class ball games will be held soon. The students in the class are training recently. Please give suggestions to your group and ask them to train after class.As you make up conversations, please use the drills “Do you have a…? /Yes, I do. /No, I don’t / Let’s… /No, it’s boring.”Step 5. Homework1. Finish off all he exercises in the workbook.2. Talk about your friends’hobbies. (play basketball /soccer ball /ping–pong ball /watch TV /play computer games /play sports every day)Period Six Writing(ppt展示)Teaching Resources (教学资源库)1.语法：(1) 名词复数的构成及读音规律：特别提醒：名词复数的不规则变化是：①只变元音字母，如：man—men, woman —women, foot—feet, policeman—policemen ②单复数形式一样，如：a fish—some fish, a Japanese —some Japanese ③其它变化，如：child—children等。

Unit 5 Do you have a soccer ball?● Language goals:1) Students learn to ask and answer questions about ownership. The usage of the notional verb “have” and “has”. The positive sentences, negative sentences, general questions and short answers.2) Learn to make suggestions by using “let’s do sth”.3) Talk about sports,● Ability goals:1) Students learn to ask and answer questions about ownership.2) Learn to make suggestions.3) Students improve their listening comprehension and reading ability.● Emotional goals:1) Plants a love of sports.2) Students learn to express opinions about things. They talk about how to spendinga happy time with friends, during which they promote their friendship.Ⅱ.Teaching focus1. -- Do you have a ball? --Yes, I do. /No, I don’t.--Does he have a ball? -- Yes, he does. /No, he doesn’t.2. Let’s do sth.3. That sounds interesting.Ⅲ. Difficult points:The use of the notional verb “have, has” and the modal verb “do, does.Ⅳ.Teaching methods:Listening, reading pictures, competition, make a survey and report, group work.Period 1 ( Section A 1a—2c)Ⅰ.Teaching goals:● Language goals:1) Names of different sports: soccer, basketball, volleyball etc.2) Ask and answer questions about ownership---Do you have a soccer ball?---Yes, I do. / No, I don’t.:●Ability goals:1) Students learn to listen to the teacher and the tape. Learn to listen to materials and do certain tasks.2) Students improve their speaking ability. Try to express themselves freely.● Emotional goals:1) Plants a love of sports2) Students learn to co-operate with other students.Ⅱ.Teaching focus:--Do you have a soccer ball?--Yes, I do. / No, I don’t.Ⅲ.Difficult points :The use of modal verb “do”.Ⅳ.Teaching methods: Listening, competition among small groups, work in groups. Ⅴ.Teaching Steps:1. Revision:T: Where’s my book?Ss: It’s on the desk.T: Where are my pens?Ss: They’re on in your bag.Ask pairs to ask and answer by using the objects around them. Eg. pens, pencils, books, keys etc.2. Leading-in:Teacher Li takes out a soccer ball and asks the students: What’s this? Help the students answer, “It’s a ball. It’s a soccer ball.”T: I have many balls here. Do you want to have a look?Ss: Yes.3. Pre-task1) Show the balls to the students and encourage the Ss to name the balls or other sporting goods. Write the words on the Blackboard one bye one after learning each tool. Then read the words several times.2) Play a game.Put the balls on the desk. Ask two groups of students to stand by. Teacher calls a sporting tool. The students go to get it as quickly as possible. The one who gets it first wins. The group which gets the most balls wins. Then the whole class read the words again.3) T: This is my soccer ball. I have a soccer ball.Put the ball into A’s hands. T (to A),“Do you have a soccer ball?” Help him answer,” Yes, I do.” Then put the ball into another student’s hands and ask and answer like this. Do it with several students.Put the ball on the teacher’s desk. Walk to B, Ask him,” Do you have a soccer ball?” Help him answer “No, I don’t.” Practice with several other students. Write the sentence pattern on the Bb:----Do you have a soccer ball?’----Yes, I do. / No, I don’t.Ask the Ss to read after the teacher several times.T: Do you have a basketball?C: Yes, I do.T: Do you have a volleyball?D: No, I don’t.Practice like this with several students.4. While task:1) Students work in twos and practice and then act it out. They can make short dialogues by using what they’ve learned in the previous units.2) Students’ book, page 25, do activity 1a. Match the words with the pictures.3) Listening practice. Activity1b. Listen and circle. And then check the answers.5. Post-task1) T: (take the soccer ball) I have．．．．． a basketball.．．．． a soccer ball. I don．．．’．t haveT: (to A) Do you have a soccer ball?A: Yes, I do. I have a soccer ball.T: Do you have a basketball?A: No, I don’t. I don’t have a soccer ball.Help him answer with complete sentences “ I have a…” or “ I don’t have a…”Write the sentence pattern on the Bb.“I have a soccer ball. I don’t have a basketball.”2) Ask pairs to practice and then act it out.7. Summary1) ---Do you have a soccer ball?---Yes, I do. /No, I don’t.2) I have a…I don’t have a…8. Homework.1. Memorize the new words.2. Recite the dialogues of 1b.3. Finish the workbook of this unit.Period 2 ( Section A 2a—2c)Ⅰ.Teaching goals:● Language goal:1) ---Does he have a soccer ball?---Yes, he does. / No, he doesn’t.2) He has a soccer ball. He doesn’t have a basketball.● Ability goals:1) Learn to ask and answer questions about ownership. The use of third person singular “has” and “does”.●Emotional goals:1) Students get to know classmates better by asking answering questions about ownership. Learn to get information about friends by asking and answering.2) Learn to co-operate with other students.Ⅱ.Teaching focus:---Does he have a soccer ball?---Yes, he does. / No he doesn’t.Ⅲ.Difficult points:The use of third person singular “has” and “does”.Ⅳ.Teaching methods:1) Listening to the tape and do tasks.2) Look at pictures and ask and answer questions.3) Work in groups and give sports.Ⅴ.Teaching Steps:1. Revision:1) Review the sporting goods learned in the last period.Teacher imitates playing basketball, have the students guess what sport it is. Then ask several students to come to the front and act, the other Ss guess. Review all the sporting goods learned.2) Review the sentence pattern.T: Do you have a soccer ball?S1: Yes, I do.T: Do you have a basketball?S2: No, I don’t.T: Do you have a map?S3: Yes, I do.Ask pairs to ask and answer.2. Leading-in:Teacher holds A’s pencil-case and ask him to make dialogues with the teacher. T: Do you have a pencil case?A: Yes, I do.T: (to class) Does A have a pencil-case?Help the Ss answer, “ Yes, he does.”Learn “No, he doesn’t ” in the same way.3. Pre-task1) Ask the class if a certain student has something.e.g. T: Does A have a pencil-case?Ss: Yes, he does.T: Does he have a pencil sharpener?Ss: No, he doesn’t.Students practice in twos.4. While task:1) Students work in twos and practice the sentence pattern and then act it out. A: Does C have a pen?B: Yes, he does. / No he doesn’t.2).(multi-media) Show pictures of several sportsmen playing sports. Eg. Yao Ming with a basketball. Zhang Yining with a ping-pong ball etc.T: Does Yao Ming have a soccer ball?Ss: No, he doesn’t.T: Does he have a basketball?Ss: Yes, he does.Then ask the students to work in pairs and talk about the pictures on the big screen. And then act it out.2) Students’ Book, page 25, do activity 2a. Listen and number the pictures. Do and check answers.3) Activity 2b. Listen, match the people with balls. Do and check answers.4) Work in fours. Ask and answer questions like this:A: --- Do you have a soccer ball?B: --- Yes, I do.A: --- Does B have a soccer ball?C: --- Yes, he does.Practice and act it out.5. Post-task.T: (to A) Do you have a basketball?A: Yes, I do.T: Do you have a pencil?A: No, I don’t.T: (to all) A has a soccer ball. He doesn’t have a basketball.Write the sentence pattern on the Bb and have students make sentences like this.6. Summary1) ---Do you have a soccer ball?---Yes, I do./No, I don’t.---Does he have a soccer ball?-----Yes, he does. /No he doesn’t.2) He has a soccer ball. He doesn’t have a basketball.7. Homework.1. Memorize the words and expressions.2. Recite the dialogues.3. Do a survey and make a report. E.g. “ Sandy has a ping-pong ball. He doesn’t have a basketball. Jane has a tennis.”9. Blackboard design.Period 3 Section A 3a—4)Ⅰ.Teaching goals:● Language goals:---Let’s play ping-pong.---That sounds good.---No, I don’t have a ping-pong ball.● Ability goalsStudent’s learn to make suggestions by using let’s do sth. And learn to reply.● Emotional goalsStudents learn to make suggestions. They talk about spending a happy time with friends. And in this way they promote their friendship.Ⅱ.Teaching focusMake suggestions and answer.Adjectives to describe things.Ⅲ.Difficult pointsLet’s do sth. Positive and negative answers.Ⅳ. Teaching methods:1) Watch the pictures, fill in the blanks.2) Watch the pictures and make dialogues.3) Work in groups.Ⅴ.Teaching Steps:1. RevisionT: Do you have a soccer ball?S1: Yes, I do.T: Do you have a basketball?S2: No, I don’t.Ask pairs to stand up and make dialogues.2. Leading-in:Bring two ping-pong bats and a ping-pong ball. Invite a student to play ping-pongwith the teacher.T: A. Let’s play ping-pong ball. OK?A: OK.Help Ss to answer,” That sounds good.”Take a basketball and invite another student.T: Let’s play basketball.B: That sounds good.3. Pre-task1) T: Let’s play ping-pong.Ss: That sounds good.Ask a student to invite the teacher.S: Let’s play ping-pong.T: Sorry, I don’t have a ping-pong ball. ( with gestures)S: Then let’s play basketball.T: That sounds good.2) T: I play ping pong ball. What about you?T: (to A): Do you play ping-pong?A: Yes, I do.(to B): Do you play tennis?B: No, I don’t.4. While task1) Practice the sentence pattern and then act it out. ( They can go to anyone in the classroom and invite them.)-----Let’s play basketball.-----No, I don’t have a basketball.-----Let’s play volleyball.-----That sounds good.2) Activity 3a. Fill in the blanks. do and check answers.3) Activity 3b. Work in pairs, make conversations about the pictures.4) Activity 4⑴read the Ad. Explain the phrase sports club. And basketball club, ping-pong club, soccer club, the words, many, more, class⑵Read the Ad and then make the card.5. Post-taskStudents stand up to introduce themselves like this:My first name is Tom. My last name is Green. I’m in class 8. I play ping-pong, basketball, and soccer.6. Summary: Today we learned: ---let’s do sth.--- No, I don’t have a soccer ball.---That sounds good.7. Homework.1. Memorize the words and expressions.2. Recite the conversations of 3a.3. Make an Ad. Invite friends to come to your club. Collect the form from those who’dlike to join your party.Period 3 (Section B 1a—2c)Ⅰ.Teaching goals:●Language goals:1) Words and expressions: interesting, fun, relaxing, boring, difficult2) ---Let’s play soccer.---That sounds interesting.●Ability goals:1) Students improve their listening comprehension.2) Learn to describe things by using adjectives.●Emotional goals:Students learn to make suggestions. And learn to judge and give their own opinions upon different activities.Ⅱ.Teaching focus:1. The usage of adj. interesting, fun, relaxing, boring, difficult.2. That sounds interesting/fun/relaxing/ difficult.Ⅲ.Difficult points1. The adjectives2. That sounds….Ⅳ.Teaching methods:1) Listen to the tape and do tasks2) Imitate and guess3) Work in groupsⅤ.Teaching steps:1. RevisionT: Do you have a soccer ball?S1: Yes. I do.T: Do you have a basketball?S2: No, I don’t.T: Let’s play basketball.S3: No. I don’t have a basketball.T: Let’s play soccer.S3: That sounds good.2. Leading-inBring three balls. And try to play jig-jog. Teach the Ss: “It’s interesting.”3. Pre-task1) Teach the other adjectives by using facial expression. Like jaws while teaching “boring”, scratch head while teaching “ difficult” etc.Then read the adjectives several times altogether.2) The teacher says the adjectives and the students do the actions.Make dialogues with students to give examples.T: Hi, A. Let’s play soccer.A: That sounds boring.T: Let’s play computer.A: That sounds interesting.4. While-task1) Activity 1a. Match the words with the pictures. Do and check the answers.2) Activity 2a. Listen and check the words they hear. Then check answers.3) Activity 2b. Listen. Fill in the blanks and then check the answers.4) Work in groups and act out the sentence patterns: (They can walk around and invite anyone in the classroom)A: Le t’s play computer games.B: Oh. That sounds boring.A: Let’s play soccer.B: That sounds interesting.5. Homework:1) Invite your friend to do something with you. And write down the conversation.2) Finish the workbook of this period.6. Blackboard designPeriod 4 (Section B 3a-4)Ⅰ.Teaching goals:●language goals:Words and expressions: has a great sports collection, doesn’t play sports. Only watch them on TV.He has 8 tennis rackets.●Ability goals:To train the student s’ reading comprehension● Emotional goals.:1) To plant a love of sports and the habit of collecting things.2) Students learn to share their experiences with others.Ⅱ.Teaching focus:The basical reading skillsⅢ.Difficult points1. Has a great sports collection2. He doesn’t play sports.3. He only watches them on TV.Ⅳ. Teaching methods:1) Reading skills: Pre-reading. While reading. Post reading.2) Read the picture and complete the passage.3) Work in groups.Ⅴ.Teaching steps:1. RevisionT: Do you have a soccer ball?S1: Yes. I do.T: let’s play soccer.S1: That sounds fun.Ask pairs to make conversations and act it out.2. leading-inShow students some color pencils and say, “I have many pencils. I have 8 red pencils. 5 blue pencils, and 2 white pencils. I have “a great pencil collection.”. Write it on the Bb.3. Pre-readingLook at the picture. And answer questions1) Who is this boy?2) Does he have many balls?3) Guess why he has so many balls.4. While –reading1) Read the text with the following questions⑴ What does Ed Smith collect?⑵ What does Ed have and how many balls does he have? Fill in the blanks after reading it.3) Does Ed play sport?2. Students read and try to answer the questions above.Work in groups and check answers. Then the teacher gives answers.3. Explain some words and expressions.1) Have/has a great sports collection, have a book collection, have a stamp collection etc.2) I have 7 balls. She has 7 balls3) He doesn’t play sports. He only watches them on TV.4) Listen to the tape and repeat.4. Post-task.1) Activity 3b. Watch the picture of 3b and fill in the blanks. Then check answers. Listen read the text together.2) Talk about their own collection. Eg. I have a book collection. I have 7 cartoons.5 story books and 2 English books.Students prepare and talk about it.3) Activity 4 Do a survey. Ask classmates questions and fill in the form. And then report it.5. Homework1) Read, listen and recite 3a2) Write a short passage about what you collect.6. Blackboard designPeiod 5 Self-CheckⅠ. Teaching goals● language goals:Review what we learned in this unit.●Ability goals:1) Students learn to make summaries about what they’ve learned.2) Students learn to value their learning condition.Ⅱ.Teaching focus and difficult points1) Have has, do does2) Let’s do sth.3) That sounds interesting.Ⅲ.Teaching methods: Summary, self-check, and co-operate with others.Ⅳ.Teaching Steps:1. Revision:T: Do you have a sports collection?S1: Yes, I do.T: How many soccer balls do you have?S1: I have 3 soccer balls.…2. Leading inT: I have a book. I don’t have a pen. Please make sentences like this.S1: I have a ping-pong ball. I don’t have a basketball.3. T: He has a ping-pong ball. He doesn’t have a basketball. Make sentences like this.Write the sentence pattern on the Bb.I have a…I don’t have a…He has a …He doesn’t have a …4. Review asking and answeringT: Do you have a ping-pong bat?S1: Yes, I do. / No, I don’t.T: Does he have a ping-pong bat?Ss: Yes, he does. / No, he doesn’t.Write the sentence patter on the Bb.Note the usage of have, has, and do does.5. T: Let’s play soccer.S1: That sounds interesting.Review the adj. learned in this unit. Interesting , fun, difficult. Etc. Review how to make suggestions and give answers.5. Book .page30. Activity 1: Circle the words they know.6. Book. Page30. Activity2: Write down the new words they’ve learned.7.Activiy 3. Do and then check answers in small groups. Then the teacher gives answers.8. Practice.1.) Translate the following sentences.⑴我有一只排球。

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。

教案Unit 5 Do you have a soccer ball?你有个足球吗？教学内容：本节课是第5单元的第一节课Section A部分。

在这一单元中，学生要学会就有关人与物之间所属关系进行问答的句子。

本单元大量引用有关运动的名词，要求学生彼此询问有关此类物品，并做出相应的回答。

而今天的内容主要包括一些球类名词( basketball soccer ball volleyball tennis racket ping-ping ball bat ..)和询问对方是否有某物的一般疑问句Do you have a / an…?及其肯定回答：Yes, I do. 和否定的回答：No, I don’t.教学目标：A.掌握一些球类名词如：baseball basketball soccer ballvolleyball tennis racket ping-ping ball bat …B.在询问对方是否有某物的对话中学会使用do引导的一般疑问句。

C.通过游戏激发学生学习英语的兴趣和对生活的热爱。

教学重难点：掌握询问对方是否有某物的一般疑问句：Do you have a / an…?肯定回答：Yes, I do. 否定回答：No, I don’t.教学步骤：Step 1 Warming up （课前热身）Number song 数字歌带领学生一起唱数字歌，意在活跃课堂气氛，加深学生对基本知识点的熟悉和掌握。

Stet 2 Leadin（导入）通过一段小视频引入今天的话题。

Step 3 New words （新单词）1、Present the new words and read （呈现新单词并会读）通过幻灯片播放各种球类运动的图片来认识和学习这些新的名词。

（baseball棒球basketball篮球soccer ball 足球volleyball排球ping-pong ball/bat乒乓球/拍tennis网球racket拍）2、practice（练习）课文中1a 和1b部分练习。

Unit5 Do you have a soccer 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 ________.。

Unit5 Do you have a soccer ball教学设计课题： Unit5 Do you have a soccer ball? Section A 2a-2d 课时第二课时教学设计课标要求能听懂学习活动中连续的指令和问题，并做出适当的反应。

能听懂有关熟悉话题的语段。

能在课堂活动中用简短的英语进行交际。

能在教师的指导下进行简单的角色表演。

教材及学情分析Section A主要学习球类运动的单词，学习have(has)在一般现在时中的用法，学习使用一般疑问句询问物品所属关系并做简略回答，还学习使用句型Let’s…提建议，进行有效交际。

2a-2c通过听力编号。

匹配信息，就所听内容进行问答等活动帮助学生巩固、运用新的词汇和句型，让学生继续学习实意动词have在一般现在时及其一般疑问句合作的用法，学习Let’s…句型。

2d示范对话集中呈现了I have …Do you have… ? Let’s…等句型，它涵盖了Section A所有重点语言知识，是有更高要求的综合性语言运用活动。

本单元知识的掌握程度将直接影响今后的英语学习。

学生在以前的学习中已经掌握了be动词在一般现在时中的构成和使用，在学生的头脑中也已经形成了一个模式，这种模式将直接影响学生对本单元知识内容的接受，所以教师在教学中一定要善于引导，以免学生养成不良习惯。

课时教学目标1．通过相关的语句以及练习，能学会用have对物品的所属进行提问以及应答2. 通过相关的语句以及练习学会使用do和does引导的一般疑问句;3. 通过相关的语句以及练习，学会用Let’s …提建议；重点1) 掌握球类运动器材词汇2）掌握以下重点句型：Do you／they have … ? Does he／she have …? Let’s play soccer．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.难点知晓并掌握do和does引导的一般疑问句的构成和使用。