Unit 5 Do you have a soccer ball？教学实用教案3 人教新目标版七年级上

(完整word版)Unit5 Do you have a soccer ball 教案(完整word版)Unit5 Do you have a soccer ball 教案Unit 5 Do you have a soccer ball?教学目标1.Skill Focus:Talk about ownershies.S2: That sounds interesting but…S1: …S2: …1.Let some in the correct column.1.Make a reagazine made a survey about se studentssay their answer and say why?(指导：在读短文时，应重点抓住soccer ball，通过对比文中的信息，从而轻松地就能知道答案。

)VII. Reading1.Now let's work on 2c.Who do you think says these sentences? Check (√) F for Frank, G for Gina or W for Wang Wei.1.Read the y brother Alan does.我没有足球，但是我哥哥艾伦有。

句中的does是do的第三人称单数形式。

此处用do来代替上文出现过的动词或动词词组,以避免重复。

在本句中，does代替上文出现过的have a soccer ball。

如：Jack doesn’t other. 他爱他的母亲。

Love me, love my dog. (谚)爱屋及乌。

2.watch ... on TV 表示“在电视上看…… (节目)”, 其中watch是“观看; 注视”, 强调“观看”其行为动作, 跟踪其运动目标, 有“监视”之意, 侧重于场面过程。

on TV是固定短语, 意为“在电视上”。

如:She often watches football matches on TV. 她经常在电视上看足球比赛。

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。

《Do you have a soccer ball》教学设计一、教学目标1、语言知识目标学生能够正确认读和理解单词：soccer ball, tennis ball, pingpong bat, volleyball 等。

掌握句型：Do you have a？ Yes, I do ／ No, I don't2、语言技能目标学生能够运用所学句型询问他人是否拥有某种物品，并能做出相应回答。

能够听懂关于物品拥有情况的对话，并能进行简单的交流。

3、情感态度目标培养学生对体育运动的兴趣，鼓励他们积极参与体育活动。

通过小组合作学习，增强学生的团队合作意识和交流能力。

4、学习策略目标引导学生通过观察、模仿、实践等方式学习英语。

培养学生自主学习和合作学习的能力。

二、教学重难点1、教学重点掌握与球类和运动器材相关的词汇。

熟练运用句型 Do you have a？及其回答。

2、教学难点一般疑问句的语调及回答方式。

如何引导学生在实际情境中灵活运用所学句型进行交流。

三、教学方法1、情景教学法：通过创设真实的语言环境，让学生在情境中感受和学习语言。

2、任务驱动法：布置任务，让学生在完成任务的过程中提高语言运用能力。

3、游戏教学法：通过游戏激发学生的学习兴趣，巩固所学知识。

四、教学过程1、导入（5 分钟）播放一段有关足球比赛的视频，引出主题“soccer ball”。

提问学生：“What can you see in the video?” 引导学生回答“soccer ball”。

2、词汇学习（10 分钟）展示图片，依次教授单词“soccer ball, tennis ball, pingpong bat, volleyball”等。

带领学生朗读单词，纠正发音。

进行单词游戏，如“单词接龙”“快速认读”等，巩固所学单词。

3、句型学习（10 分钟）呈现句型“Do you have a soccer ball?” 并解释其意思和用法。

Do You Have a Soccer Ball?一、教学目标1. 让学生能够听懂并正确回答问题"Do you have a soccer ball?"。

2. 让学生能够用英语描述自己是否有足球。

3. 培养学生的听说能力和团队协作精神。

二、教学内容1. 单词：soccer ball, have, yes, no2. 句型：Do you have a soccer ball? Yes, I do. / No, I don't.三、教学步骤1. 热身活动（5分钟）老师与学生进行简单的英语对话，如问候、介绍自己等。

学生进行小组活动，用英语介绍自己的兴趣爱好。

2. 引入新单词（10分钟）老师向学生介绍单词"soccer ball" 和"have"。

学生跟读单词，并尝试用英语描述自己是否有足球。

3. 学习句型（10分钟）老师向学生介绍句型"Do you have a soccer ball? Yes, I do. / No, I don't."。

学生进行角色扮演，模拟对话场景，练习使用句型。

4. 小组活动（10分钟）学生分成小组，用英语进行对话，询问组员是否拥有足球。

鼓励学生创造性地使用所学句型，进行交流和互动。

5. 总结与作业（5分钟）老师与学生一起回顾所学内容，巩固单词和句型。

布置作业：让学生写一篇小短文，描述自己是否拥有足球，并运用所学句型。

四、教学评价1. 观察学生在课堂上的参与程度和听说能力。

2. 评估学生在角色扮演和小组活动中的表现。

3. 检查学生作业的完成情况，巩固所学知识。

五、教学资源1. 单词卡片：soccer ball, have2. 足球道具：用于直观展示单词和句型3. 角色扮演道具：如球衣、足球等4. 作业纸：用于布置作业教学反思：本教案通过听说活动和小组互动，让学生掌握单词"soccer ball" 和句型"Do you have a soccer ball? Yes, I do. / No, I don't."。

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

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

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

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

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

Unit5 SectionA (1a-1c) 教案教学目标：1)语言知识:在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句;会用一般疑问句来向对方提出建议.2)语言技能:学会用句询问某人是否有某物;3)学习策略:通过与同学讨论,做出猜测;4)情感态度:通过有关运动的对话，使学生更加热爱体育活动并培养-种适合自己的体育爱好;在小组活动中，培养学生团结协作精神.教学重点、难点:学会就有关人与物之间所属关系进行问答的句子;教学过程（Teaching Procedures）:Step1：Greetings and talking1．教师向学生表示友好的问候，并复习之前所学到的问候语。

2．采用多种自由交际方式，创设浓厚的英语学习氛围与学生进行Step2：Presentation1.Show some pictures and let students do “Look and say” to learn new words.2.让学生做“Guessing games (Touch and say)” 来巩固生词3.Listening：(1b)Let students listen and circle the words you hear.4.Finish 1a:Let students do “match the words with the thingsin the picture”.5.Show some pictures and let students do “Look and say” to learn new sentences:A: Do you have a/an ... ?B:Yes, I do. / No, I don’t.6.Summary归纳总结有助动词do构成的一般疑问句：Do +主语（非单三）+动词原形+... ?7.Pairwork让学生两人一组进行生生互动练习巩固新句型：A: Do you have a/an ... ?B:Yes, I do. / No, I don’t.8.展示图片进行师生操练由助动词does 构成的一般疑问句和答语：A: Does he/she have a/an...?B: Yes, he/she does. / No, he/she doesn’t.9.Summary归纳总结有助动词does构成的一般疑问句：Does +主语（单数）+动词原形+... ?10.Pairwork让学生两人一组进行生生互动练习巩固新句型：A: Does he/she have a/an ... ?B:Yes, he/she does. / No, he/she doesn’t.11.Summary展示图片跟学生一起回顾本节课所上的生词和新句型。

Unit 5 Do you have a soccer ball?(新目标版七年级英语上册教案教学设计)一、单元教学内容分析本单元的核心语言项目是ask and answer questions about ownership, 以及make suggestions。

主要话题是spending time with friends，学习邀请朋友运动以及谈论自己对某项运动的感觉等。

从Section A的sports things, 从have 的句型运用到语篇中的综合运用，循序渐进，逐步扩展。

二、教学目标1、能力目标（1）对所属关系进行问答，如：Do you have a soccer ball?（2）提出建议，发出邀请。

如：Let’s play soccer.（3）谈论自己的感受。

如：That sounds good.2、知识目标（1）have 的一般现在时用法（2）一些体育用品名称（3）表达感受的几个形容词（4）提出建议的句型：Let’s… .3、情感态度目标（1）由于该单元话题贴近学生生活，符合他们热爱运动的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。

（2）谈论与朋友共度时光，培养同学间团结，友爱的精神。

（3）谈论自己的感受，同时使学生在英语交流中注意并理解他们的情感。

三、教学重点难点1、教学重点Drill: Do you/they have…?Does he/she have…?I don’t have…?He/She doesn’t have… .Let’s… .That sounds… .2、教学难点have 在一般现在时中的肯定，否定，一般疑问等形式。

尤其当主语为第三人称单数时。

四、课时安排1、Section A 1a. 1b. 1c. 2a. 2b2、Section A 2c. 3a. 3b. 43、Section B 1a. 1b. 2a. 2b. 2c4、Section B 3a. 3b. 3c. 4Period One Section A 1a-2b一、教学目标1、单词：soccer ball ,tennis racket ,ping-pong ball ,volleyball ,TV2、句型：Do you have a… ?Yes, I do./No, I don’t.二、教学重点:掌握关于运动物品的名词三、教学难点:学会使用句型Do you have a… ? Yes, I do./No, I don’t.四、教学设计Step1 Warming up:使用所学句型进行快速问答,激发学生快速反应和应变能力.What’s this in English? It’s a pen.What colour is it? I t’s black.Is this your pen? Yes, it is.Where is it? It’s on the table.Step2 Pre-task:1. Saying: This is my pen.Do you have a watch?Help the Ss answer:Yes, I do./ No, I don’t.T: Do you have an English book?S1: Yes, I doT: Do you have a computer?S2: No, I don’t.2.Ask and answer “Do you have…?”（from the things in bedrooms to school things.）Step3 Show a picture to Ss and say:This is Peter’s bedroom.What can you see?We can see a lot of sports thingsTeach the new words.T: Do you have a soccer ball/tennis racket/ping-pongball/volleyball/basketball/ping-pong bat?Do the pair work :1cStep4 Guessing game:What do I have in my hand ?（ask a S to come to the front and hold sth.in hand and let other Ss guess. After guessing , T: Do you have a computer?S1: No, I don’t.T: Do you have a volleyball?S2: Yes, I do.T: OK, let’s play. … （chain work）Step5 Tasks1. SB 1a. Match the words with things in the picture.2. SB 1b. Listen and circle the words you hear.3. SB 1c. practise the conversation in students’ own words.4. SB 2a,2b. Listen to the conversations. Number the pictures 1-4 and match the people with the balls.Step6 Creative workMake up dialogues ,using the patterns and words learned so far. Like:What’s this in English? Do you have a…?Whe re is it/are they? ect.Step7 Homework1）Write a dialogue as above.2）.Do exercises in exercise books.Period Two Section A 2c-4一、教学目标1、单词：does, doesn’t, let’s, play, well, sound, good, sport, we, many, club, more, class2、句型：Does he /she have a soccer ball?Yes, he/she does. No, he/she doesn’t.I don’t have a soccer. Let’s play soccer.That sounds good.二、教学重点:掌握当主语为第三人称单数时have的用法三、教学难点:学会使用句型Does he/she have a…?Yes,he/she does.No,he/she doesn’t.Let’s … .I don’t have a… .That sounds good.四、教学设计Step1 Warming up:1. A flash about soccer2. Revision of “Do you have a…?”（chain work）Then do the pair work 2cStep2 Pre-task1）Look at 2c ,this is Jim’s bedroom. He has many things. What does he have? He has …2）Look at the picture and answer questions by Ss with “Does he have…?”（先观察图片然后隐去图片中的物品，再让学生回忆他们看到的物品，用Yes, he does/No, he doesn’t.回答。

Unit5Doyouhaveasoccerball教案一、教学分析（一）教学内容分析本文学习的内容是询问物体的所有权，并以运动器材为载体，学习了各种球类的说法，学习了助动词do和does，以及实义动词have。

（二）学生分析本课的学生是针对七年级基础中等的学生设计的。

（三）教学目标让学生询问物体的主人了解do和does分别在什么情况下使用感受实义动词have 的用法掌握各种球类的说法（四）教学重点和难点重点：1. Do，does 的用法2. 实义动词have 的意思和用法3. 球类的说法难点：1. does的用法2. has 的用法3. 助动词开头的一般疑问句的问法及回答（五）教学设计思路1. 备课思维过程这节课主要是通过对询问运动器材的所有权来学习助动词开头的疑问句，因此本课设计的思路主要依靠一条操练do、does一般疑问句的主线来进行，同时，为了使课程的脉络更加清晰，更吸引学生，本课也另外贯穿了一条关于爱好的主线，来拓展话题，通过询问球类到询问其他物品的过渡。

2. 课堂教学活动要求学生自带各种所收藏的球类，并通过这种所属感通过小组活动来感知Do you have …?和Does he/ she have…? 的含义，并学会运用。

3. 教学内容调整本课所教授的学生基础在中等水平，因此要根据学生在课中的反应进行调整。

二、教学过程1. 通过图片引入话题通过几张关于体育明星的照片，引出关于球类的话题。

2. 词汇输入请七位学生到讲台前边展示自己的球类，边教授全班该球类的单词，包括语音及拼写。

3. 单词输出通过书本1a部分的的练习来巩固单词。

4. 快速反应通过球类的图片快闪，进行一个叫Quick response 的游戏，请知道如何拼读球类单词的学生进行迅速起立大声说出，学生在这个游戏中锻炼了反应能力，并且提高了相互竞争的意识，同时最重要的是操练了词汇的拼读。

5. 引出主线回顾之前的运动明星，他们的爱好就是职业，再通过爱好，引出我的家庭成员，展示一张我的全家福，并且请学生猜测人物关系，以及猜测响应的人物所拥有的爱好。

【人教版】七上英语：Unit 5 Do you have a soccer ball单元教学设计一. 教材分析本单元的主题是询问是否拥有足球，主要涉及到一般现在时的肯定句和否定句的构成。

通过本单元的学习，学生能够掌握一般现在时的构成，能够运用一般现在时进行简单的交流。

二. 学情分析七年级的学生已经掌握了基本的英语语法知识，对一般现在时有一定的了解。

但是，学生在实际运用中还存在一定的困难，特别是对于一般现在时的否定句的构成和运用。

因此，在教学过程中，需要注重学生的实际操作和练习。

三. 教学目标1.能够听懂、会说、会读本单元的生词和短语。

2.能够掌握一般现在时的肯定句和否定句的构成。

3.能够在实际情景中运用一般现在时进行简单的交流。

四. 教学重难点1.一般现在时的肯定句和否定句的构成。

2.一般现在时在实际情景中的运用。

五. 教学方法1.任务型教学法：通过设定各种任务，让学生在实际操作中掌握一般现在时的构成和运用。

2.情境教学法：创设各种情境，让学生在实际情景中运用一般现在时。

3.游戏教学法：通过各种游戏，让学生在轻松愉快的氛围中学习英语。

六. 教学准备1.教学课件：制作本单元的教学课件，包括单词、短语、例句等。

2.教学素材：准备一些与足球相关的图片和视频，用于导入和呈现。

3.练习题：准备一些练习题，用于巩固和拓展学生的知识。

七. 教学过程1.导入（5分钟）利用足球比赛的视频或图片，引导学生谈论足球，激发学生的学习兴趣。

然后，引入本单元的主题，询问学生是否拥有足球。

2.呈现（10分钟）呈现本单元的生词和短语，让学生听懂、会说、会读。

同时，讲解一般现在时的肯定句和否定句的构成。

3.操练（10分钟）分组进行角色扮演，让学生运用一般现在时进行问答。

教师巡回指导，纠正学生的错误。

4.巩固（10分钟）让学生完成一些练习题，巩固所学知识。

教师批改并及时给予反馈。

5.拓展（10分钟）让学生运用一般现在时描述自己的日常生活，引导学生进行实际运用。