七年级英语上册 Unit 5《Do you have a soccer ball》教案 人教新目标版.doc

Unit 5 Do you have a soccer ball?
Learning objectives (教学目标)

Skill
Focus
Talk about ownership.
Make suggestions.
Listen, describe and talk about interests and hobbies.
Learn to write in reply.
Learn to make suggestions using “Let’s…”
Learn to talk about how to spend a great time with your friends.
Learn to write about sports things and other things you have.

Language
Focus

功能句式
Talk about ownership.（P25）
—Do you have a ping–pong ball?
—Yes, I do. /No, I don’t.
Make suggestions.（P27）
—Let’s play soccer.
—I don’t have a soccer ball.
—Well, let’s play volleyball.
—It sounds interesting /boring /relaxing.
Talk about interests and hobbies. (P29)
Ed Smith has a great sports collection. He has 8 tennis rackets…

词汇
1. 重点词汇
have, ball, tennis, ping–pong, volleyball, basketball, let, us, play, well, sound, sport, we, many, club, more, class, interesting, boring, fun, difficult, watch, has, great, but, only, them, every, day
2. 认读词汇
soccer ball, racket, bat, does, doesn’t, let’s, relaxing, collection
3. 词组
soccer ball, tennis racket, watch TV, play sports, every day
语法
The present Simple Tense ( have /has…)

Strategy
Focus

1. Guessing by discussing with classmates and teachers.
2. Classifying by what you learn.
3. Using what you know.
Culture
Focus
1. Do you have a great sports collection?
2. How to make suggestions politely?
Analyze and rearrange teaching materials (教材分析和重组)
1. 教材分析
本单元以 “Do you have a soccer ball?” 为话题, 共设计了三个部分的内容。
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) Practice
Period 3 (Section B: 1a, 1b, 2a, 2b, 2c) Vocabulary building
Period 4 (Section B: 3a, 3b, 4) Integrating skills
Period 5 (Self Check: 1, 2, 3 & Workbook) Writing
Teaching procedures and ways (教学过程与方式)
Period One New function presenting
Language 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, counting
numbers, 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-in
Ask 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?
Sample project:
Names
Balls you have
Wang Wei
tennis
Li Hong
ping–pong
Yang Quan
soccer ball
Qu Zhii
volleyball
Liu Fang
basketball
First point to a student in the chart who has tennis.
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 Speaking
Ask 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 work
Ask 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 practise the conversation in pairs and remind them to use various objects from the illustration. As students practise, 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.
phone, 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 practise 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 new words 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. Homework
1. 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 Practice
Language 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 students 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. Revision
Before 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 Practice
Play 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 work
Look 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. Practice
Look 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, Xiao Wang!
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 practice
This 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: What’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 Jiangou. I like ping–pong ball. I’m in Class 7, Grade 7.
Have students role play the conversation between a student and coach. Walk around the class and offer help where necessary.
Step 6. Summary
Ask some students to sum up what we have learned key vocabulary and the target languages.
Step 7. Today’s homework
T: 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 vocabulary
Language 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 about different 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 study
Check the homework:
T: Last class we asked the students to make up conversations with “ownership and make suggestions” in pairs /in groups. 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 to match each picture with one of the words in section B (1a).
Ask the students to write the letter of the picture on the line next 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 goes with that picture. The answers are: 1. c; 2. d; 3. e; 4. b; 5. a.
Step 2. Guessing the words
This activity makes students practise using the vocabulary words from this unit. Point to the picture in 1a and review the words.
T: Now please draw pictures that show something interesting, boring, fun, difficult or relaxing. Please show your pictures to some of your classmates. Everyone tries to guess the meaning.
Step 3. Listening and word study
Before playing the recording for the first time, point out the five words in 1a above and ask a student to read them aloud to the class.
Play the recording for the first time in 2a.
T: Listen to the tape carefully and remember the four adjective words you hear.
Play the recording for the second time.
T: Listen to the conversation and put a checkmark to the left of 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 writing
T: I’ll ask a student to read the name of each activity to the class. And then I’ll play the tape