新人教版七年级英语上册Unit5-5 Do you have a soccer ball 学案

Unit5 Do you have a soccer ball?一、重点词汇及拓展1. have v.(1) 有e.g. I have a pen. 我有一只钢笔。

(2) 吃；喝e.g. I have breakfast every day. 我每天吃早饭。

(3) 经历e.g. have a good time 玩得开心；过得愉快(4) 上课e.g. We have English lessons every day. 我们每天上英语课。

(5) 举办e.g. Mark has a party. 马克举办了一个派对。

(6) 得…病e.g. He has a cold and a headache. 他感冒和头疼。

2. let v.允许；让let’s = let us 让我们let sb. do sth. 让某人做某事let sb. not do sth. 让某人不要做某事e.g. Let’s have a party tonight! 让我们今晚举办一个派对吧！make sb. do sth. 使某人做某事e.g. The movie makes me miss my mother. 这部电影使我怀念我的妈妈。

3. go v.去；走go to +地点去某地go to school 去学校go here/there/home 去这儿/去那/回家go shopping 去购物go swimming 去游泳go hiking 去远足go skating 去轮滑go boating 去划船4. lateadj. 迟的；晚的be late for school 上学迟到be late for class 上课迟到1be late for work 上班迟到adv. 迟地；晚地later adv. 后来；以后e.g. Three days later, he found his father. (句中有段时间+later，句子用一般过去时)三天后，他找到了他的爸爸。

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。

人教版新目标七上英语单元知识点归纳Unit 5 Do you have a soccer ball?重点词汇tennis/'tenis/ n. 网球bat /bæt/ n. 球棒；球拍soccer ball (英式)足球volleyball/'vɔlibɔ:l/ n. 排球basketball/'ba:skitbɔ:l/ n. 篮球late/leit/ adj. 迟到great/greit/ adj. 美妙的；伟大的play/plei/ v. 参加（比赛或运动）；玩耍sound/saund/ v. 听起来好像interesting/'intrəstiŋ/ adj. 有趣的boring/'bɔ:riŋ/ adj. 没趣的；令人厌倦的fun/fʌn/ adj. 有趣的；使人快乐的n.乐趣；快乐difficult/'difikəlt/ adj. 困难的relaxing/ri'læksiŋ/ adj. 轻松的；令人放松的watch/wɔtʃ/ v. 注视；观看same/seim/ adj. 相同的easy/'i:zi/ adj. 容易的；不费力的class/kla:s/ n. 班级；课classmate/'kla:smeit/ n. 同班同学重点短语：a tennis bat 一个网球拍play basketball 打篮球baseball bat 棒球棒have a soccer ball 有一个足球play soccer 踢足球with our friends 和我们的朋友一起have a ping-pong ball 有一个乒乓球play ping-pong 打乒乓球have a volleyball 有一个排球play volleyball 打排球at school 在校，上学play sports 做运动watch TV 看电视in my bag 在我的包里be late 迟到on TV 电视上必背典句：1. Do you have a soccer ball? 你有一个足球吗？2. Does he/she have a ping-pong ball？他/她有一个乒乓球吗？3. Do you play sports with your classmates? 你和你的同学一起做运动吗？4. Let’s play soccer together! 我们一起踢足球吧！5. How many sports do you like？你喜欢多少种运动？6. I like playing soccer and basketball. 我喜欢踢足球和打篮球。

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？一、词汇与短语● 重点单词A部分1.have v. 有2.has v. （have的第三人称单数形式）有3.ball n. 球te adj. 迟到5.ping-pong n. 乒乓球6.tennis n. 网球7.soccer n. （英式）足球8.get v. 去取（或带来）；得到9.volleyball n. 排球10.great adj. 美妙的；伟大的11.basketball n. 篮球12.play v. 参加（比赛或运动）；玩耍13.let v. 允许;让14.sound v. 听起来好像 pron. （we的宾格）我们16.bat n. 球棒；球拍17.go v. 去;走18.hey interj. 嘿；喂19.we pron. 我们20.do （第三人称单数形式does）aux v.&v.用于构成否定句和疑问句；做；干B部分1.interesting adj. 有趣的2.boring adj. 没趣的；令人厌倦的3.fun adj.有趣的;使人快乐的n. 乐趣;快乐4.difficult adj. 困难的5.relaxing adj. 轻松的;令人放松的6.watch v. 注视；观看 n.（= television）电视；电视机8.same adj. 相同的9.love v.&n. 爱；喜爱10.sport n. 体育运动11.with prep. 和……在一起；带有；使用12.only adv. 只；仅13.them pron. (they的宾格) 他(她、它)们14.like v. 喜欢；喜爱15.easy adj. 容易的；不费力的16.after prep.&conj. 在……以后17.class n. 班级；课18.classmate n. 同班同学● 重点短语A部分1.a ping-pong bat 一个乒乓球拍2.a baseball bat 一个棒球棒3.play basketball 打篮球4.sounds good 听起来不错5.be late 迟到6.play tennis 打网球7.play volleyball 打排球8.play soccer 踢足球9.play ping-pong 打乒乓球B部分1.play computer games 玩电脑游戏2.play volleyball 打排球3.go to the same school 上同一所学校4.watch TV 看电视5.sound interesting 听起来很有趣6.at school 在学校7.with them 和他们一起8.with our friends 和我们的朋友9.watch them on TV 在电视上看它们10.after class 下课后11.watch sports 看体育运动12.in the same school 在同一所学校13.play sth. with sb. 和某人玩某物14.love sports 喜爱运动● 重点句子A部分1.--Do you have a ping-pong bat? --No, I don't.你有一个乒乓球拍吗？不，我没有。

人教版七年级上册英语Unit5 Do you have a soccer ball一. 教材分析人教版七年级上册英语Unit5的主题是“Do you have a soccer ball?”，本节课主要围绕球类运动展开，通过学习球类运动的名称和询问是否拥有某项球类运动的对话，让学生掌握球类运动的名称以及如何用英语询问和回答是否拥有某项球类运动。

二. 学情分析七年级的学生已经具备了一定的英语基础，对于基本的日常对话和简单的问题已经能够进行回答。

但是对于球类运动的名称和如何用英语询问和回答是否拥有某项球类运动还比较陌生，因此需要通过本节课的学习来掌握。

三. 说教学目标1.知识目标：学生能够掌握球类运动的名称，如：soccer, basketball,volleyball, table tennis等。

2.能力目标：学生能够用英语询问和回答是否拥有某项球类运动，如：“Do you have a soccer ball?”“Yes, I do.”“No, I don’t.”3.情感目标：通过本节课的学习，学生能够对球类运动产生浓厚的兴趣，增强学生的运动意识。

四. 说教学重难点1.重点：球类运动的名称和如何用英语询问和回答是否拥有某项球类运动。

2.难点：如何用英语询问和回答是否拥有某项球类运动，以及球类运动的名称的掌握。

五. 说教学方法与手段本节课采用任务型教学法，通过学生自主探究、小组合作、角色扮演等方式进行学习。

同时，利用多媒体教学手段，如图片、视频等，帮助学生更好地理解和掌握知识。

六. 说教学过程1.导入：通过展示球类运动的图片，引导学生谈论球类运动，激发学生的学习兴趣。

2.新课呈现：教师展示球类运动的名称和图片，引导学生学习和掌握球类运动的名称。

3.对话练习：学生两人一组，模拟对话场景，练习如何用英语询问和回答是否拥有某项球类运动。

4.小组活动：学生分成小组，进行角色扮演，模拟真实场景，运用所学知识进行对话。

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。

新人教版七年级英语上册Unit 5 Do you have a soccer ball 教学反思n on Teaching Unit 5: Do you have a soccer ball?This week。

we covered Unit 5.which focused on vocabulary related to some sports and adjectives。

The key grammar points we covered were:1.Correct usage of the simple present tense with "have"2.Correct XXX and give brief answers3.Correct usage of adjectives to express basic ns4.Correct XXX "but"XXX was helping students understand the correct usage of the third person XXX。

In us units。

yes/no ns were based on the verb "to be," but in this unit。

they were based on the auxiliary verbs "do" and "does," which made it more challenging。

To help students better understand and apply this。

we summarized a rule that all yes/no ns can only be answered with "yes" or "no." nally。

人教版七年级英语上册第五单元Unit 5 Do you have a soccer ball全英文教案Period One(1a-2d)Teachingaims 1) Enable students to use “have”and “has”to talk about ownership. 2) Learn the general questions begin with “do,does”and understand the personal forms and numeros.Key points1) Read and write new letters . 2) The general questions beginwith “do,does.”Difficult points 1) Learn “does” general questions and its answers.2) The usage of “has”.Languagepoints Tennis ball,ping-pong bat,soccer ball,volleyball,basketball,baseball bat.---Do you have a baseball? Yes, I do./No, I don’t.---Does she/he have a tennis ball? Yes,she does./No,she doesn’t. Ability Learn to talk about the ownership.Teaching procedures:Step 1 Warming-up1. Greetings.2. Review the letters and language structures the Ss have learnedin Unit Four.Step 2 Presentation1. Show the students other objects. Teach the new words “soccerin theball, ping-pong ball, volleyball, tennis bat, ping-pong bat”　same way. --- What’s this/ tha t?---It’s …2. Look at the words in 1a and match the words with the things inthe picture.3. Present the key structure.Present these questions and answers.(Point to a student who has a pencil box.)T: Do you have a pencil box?S1: Yes, I do. (Nod your head yes) / No, I don’t. (Shake your headno)T: (Ask S2) Does she have a pencil box?S2: (Help S2 answer) Yes, she does. / No, she doesn't.Step 3 PracticeGet Ss to finish 1a.1b,1c,2a,2b,2c.Step 4 Presentation(Show a soccer ball to class.)T: Let’s play soccer ball after class, OK?S1: OK.T: We often use the drill “Let’s…”to make a suggestion. If youwant to do it, you may say “OK. / That sounds good. / All right …”If you don’t want to do it, you may say “No, I don’t have a …”Step 5 Role-play1. Cindy and Helen want to play baseball. Now read the conversation and match the things with their right places.2. Read the conversation after the teacher and practice the conversation with your partner.3. Ask some pairs to act out the dialogue in front of the class.Homework1. Recite the new words and conversations we have learned.2. Finish Exercise 1.BriefsummaryUnit5 Do you have a soccer ball?Period Two(3a-3c)Teachingaims 1) Get Ss to use have and has to talk about ownership freely. 2) Further learn the general questions begin with “do,does”andunderstand the personal forms and numeros.Key points1) The general questions begin with “do,does.” 2)The usage ofpersonal forms and numeros.Difficult points 1) How to enable students to understand ang grasp the usage of personal forms and numeros.Languagepoints Great, play, That sounds good.---Does Bob have a soccer ball? Yes,he does./No,he doesn’t.Ability understand and grasp the usage of personal forms and numeros skilfully.Teaching procedure:Step 1 Warming-up1.Greeting the Ss. Check their homework. (Let some Ss reporttheir parents' sports collection)2. Let the Ss work in groups (each group has three Ss). Reviewthe sentence structures we learned.Step 2. Grammar Focus.Get Ss to read the sentences in the chart and drawa conclusion about how to use “do” and “does.”Step 3 Practice1. 3a. Write each word in the correct place in the chart.2. 3b. Ss complete the conversations with their partner.3. Check the answers with the class. (Let some pairs readthe conversation).4. Ss practice the conversation with their partner then act outthe dialogue.Step 4 Game (Remembering game)T: Look! This is Bob's room. He has many things. Look at thethings in his room for three minutes. Then close your booksand ask and answer questions with your partner.Step 5 Homework1. Recite the new words and conversations we have learned.2. Finish Exercise 2.BriefsummaryUnit5 Do you have a soccer ball?Period Three(Section B 1a-2c )Teachingaims 1)Get Ss to grasp the new words andphrases:interesting,fun,relaxing,boring,difficult.2)Get Ss to understand the survey results:Who has a soccer ball?Key points1) Talk about Ss’ likes and dislikes with description words.2)GetSs to find the answer to the questions after they read the essay.Difficult points How to enable students to understand and grasp the new words and phrases.Languagepoints Interesting, difficult, easy,relaxing,boring,fun,love sports,after class,watch TV.---Let’s play……----That sounds…..Ability Develop Ss’ primary reading abilities.Enable them to find the answer to the questions.Teaching procedure:Step 1 Warming-up1. Greet the Ss. Check the homework. (Let some pairs read out their conversation. Correct the mistakes they make)2. Review the chart of pronouns. (Show the chart on the screen)3. Let Ss look at the picture in 3a. Ask some pairs ask and answer about the picture.Step 2. Presentation1. (Show the picture which a boy is doing an interesting thing on the screen.) Learn the new words, interesting2.(Show other pictures on the screen) learn the new words: boring, fun, difficult, relaxing, easy, in the same way3. (Show some activity pictures on the screen) Learn the new phrases: "watch TV", "go to the same school", "love soccer", "after class" and "play sports"4. (Show some pictures of students on the screen)Learn the new words "student", "classmate"5. Let Ss read the new words and phrases and try to remember them.6. Read the words in 1a. (Point to the five words in 1a and ask students to repeat each one.)Correct the answers.Step 3 Listening1. Next we’ll listen to a conversation. Here are two boys in the conversation. What do they want to do? Listen.(Play the recording the first time.) (For the first time, students only listen.)2. Listen again and check the words you hear in 1a. (Play the recording again.), after that, get Ss to finish 1c.3. Check the answers.Step 4 Pair work1. T: Act out the conversation in 1c in pairs. You are Paul. Your partner is Paul's friend, Jenny. Talk about the activities in 1c.2. Let some pairs act out the conversation in front of the class. Step 5 Presentation1. （T holds basketball and another student holds a soccer ball）T: I have a basketball, but I don't have a soccer ball.He has a soccer ball, but he doesn't have a basketball.2. Write the sentence structure on the blackboard.形为动词have的否定句的构成：①第一人称/第二人称/第三人称复数人称+ don't + have + 某物②第三人称单数形式+ doesn't + have + 某物e.g.I don't have a watch.She doesn't have a tennis ball.Step6 Writing1. Find the sports words in the unit. Write them in the correct column.2. Make a report to your partner first.S1: I have a soccer ball, a volleyball, two tennis balls, three ping-pong bat…I don't have a basketball, a tennis bat, a baseball bat…3. Exchange the chart with your partner. Report your partner's sports collection.S2: He has a soccer ball, a volleyball, two tennis balls, three ping-pong bats…He doesn't have a basketball, a tennis bat, a baseball bat…Step7 Reading1. Our school magazine made a survey about sports collection. This is the survey result. Read the passage a nd answer the question:Who has a soccer ball?2. Ss read the passage q uickly and find the answer to thequestion.3. Check the answer. Let some students say their answer andsay why?4. Now let's work on 2c.Who do you think says these sentences? C heck (√) F forFrank, G for Gina or W for Wang Wei.Homework1. Review the new words we learn in this part.2. Finish Exercise3.BriefsummaryUnit5 Do you have a soccer ball?Period Four(Section B 3a-self check )Teachingaims 1)Go on learning the general questions beginning with Do or Does and the answers.2）Go on learning don’t or doesn’t in the negative sentences，understand the usage of but.Key points1)Consolidate the usage of have in the negative and generalquestions.2)Develop Ss’ abilities of writing.Difficult points Guide Ss to write with have in the negative and general questions.Languagepoints Does your mom have a baseball bat? Tom has a baseball, but he doesn’t have a baseball bat.Ability Get Ss to use have or has to write a short passage in the real situation. Teaching procedure:Step 1 Warming-up1. Greet the Ss. Check the homework. (show the chart on thescreen.)2. Review the sports words in the unit. Then let some Ss reportthe sports things they have and the things they don't have.Step 2. Writing1. Let's work on 3a. This is a survey chart. You have to writesome more questions about sports equipment in the chart. Usingthe sentence structure "Do you have a…?".2. Ss write three or more questions about sports equipment.Step 3 SurveyNow exchange books with your partner. Answer his or herquestions in 3a.You can only check (√) of the answers.Step 4 Writing1. Look at the information in 3a. Write about yourself and yourpartner with but.Ss read the first two sentences a nd try to write their own sentences according to 3a.2. 指导：①but是一个转折连词，表示意思上的转折，常用来连接两个句子。