七年级上册《Unit 5 Do you have a soccer ball》教案

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) 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:

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?

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