2019-2020年七年級(jí)英語上冊(cè) Go for it Unit 5 Do you have a soccer ball教案 人教新目標(biāo)版.doc

《2019-2020年七年級(jí)英語上冊(cè) Go for it Unit 5 Do you have a soccer ball教案 人教新目標(biāo)版.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《2019-2020年七年級(jí)英語上冊(cè) Go for it Unit 5 Do you have a soccer ball教案 人教新目標(biāo)版.doc（14頁珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年七年級(jí)英語上冊(cè) Go for it Unit 5 Do you have a soccer ball教案 人教新目標(biāo)版 ● 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 “l(fā)et’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 prehension and reading ability. ● Emotional goals: 1) Plants a love of sports. 2) Students learn to express opinions about things. They talk about how to spending a happy time with friends, during which they promote their friendship. Ⅱ.Teaching focus 1. -- 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, petition, 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 sports 2) 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, petition 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-task 1) 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-task 1) T: (take the soccer ball) I have a soccer ball. I don’t have a basketball. T: (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 plete 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. Summary 1) ---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. 9. Blackboard design: Unit 5 Do you have a soccer ball? Sports: 1. -- Do you have a soccer ball? soccer ball -- Yes, I do./No, I don’t. basketball 2.I have a soccer ball. I don’ have a basket ball. ping-pong ball volleyball tennis racket 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 e 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-task 1) 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. Summary 1) ---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. 1. --Do you have a soccer ball --Yes, I do. / No, I don’t. 2. ---Does he have a soccer ball/ --- Yes, he does. /No, he doesn’t. 3. He has a soccer ball. He doesn’t have a basketball. 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 goals Student’s learn to make suggestions by using let’s do sth. And learn to reply. ● Emotional goals Students learn to make suggestions. They talk about spending a happy time with friends. And in this way they promote their friendship. Ⅱ.Teaching focus Make suggestions and answer. Adjectives to describe things. Ⅲ.Difficult points Let’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. Revision T: 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-pong with 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-task 1) 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 task 1) 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 4 ⑴read the Ad. Explain the phrase sports club. And basketball club, ping-pong club, soccer club, the words, many, more, class ⑵Read the Ad and then make the card. 5. Post-task Students 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 e to your club. Collect the form from those who’d like to join your party. 8. Blackboard design Play sports ----Let’s play soccer. Play soccer ----No, I don’t have a soccer ball. Play basketball ----Let’s play basketball. Play tennis -----That sounds good. Play ping pong Play volleyball Sports club Soccer club many, more Period 3 (Section B 1a—2c) Ⅰ.Teaching goals: ●Language goals: 1) Words and expressions: interesting, fun, relaxing, boring, difficult 2) ---Let’s play soccer. ---That sounds interesting. ●Ability goals: 1) Students improve their listening prehension. 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 points 1. The adjectives 2. That sounds…. Ⅳ.Teaching methods: 1) Listen to the tape and do tasks 2) Imitate and guess 3) Work in groups Ⅴ.Teaching steps: 1. Revision T: 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-in Bring three balls. And try to play jig-jog. Teach the Ss: “It’s interesting.” 3. Pre-task 1) 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 puter. A: That sounds interesting. 4. While-task 1) 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: Let’s play puter 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 design Interesting ---Let’s play soccer. Fun ---That sounds boring./boring/difficult/relaxing/fun. Relaxing Boring Difficult Period 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 students’ reading prehension ● 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 skills Ⅲ.Difficult points 1. Has a great sports collection 2. 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 plete the passage. 3) Work in groups. Ⅴ.Teaching steps: 1. Revision T: 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-in Show 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-reading Look at the picture. And answer questions 1) Who is this boy? 2) Does he have many balls? 3) Guess why he has so many balls. 4. While –reading 1) Read the text with the following questions ⑴ What does Ed Smith collect? ⑵ What does Ed have and how many balls does he have? Fill in the blanks after reading it. Tennis rackets baseballs Soccer balls 9 7 5 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 balls 3) 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. Homework 1) Read, listen and recite 3a 2) Write a short passage about what you collect. 6. Blackboard design Tennis rackets baseballs Soccer balls 9 5 I have 7 balls. Has a great sports collection He has 7 balls. Watch TV/ watch them on T Peiod 5 Self-Check Ⅰ. 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 points 1) Have has, do does 2) 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 in T: 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 answering T: 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。我沒有籃球。 ⑵ 你有一只籃球嗎？ 沒有。 ⑶ 你有棒球嗎？ 有。 ⑷我們玩電腦吧。 不，那聽上去很無聊。 那我們打籃球吧。 聽上去很有趣。 2)用 have, has, do, does填空 ⑴ Tom ____(have) a pen. He _____( not have) a pencil. ⑵ _____ you have a basketball? Yes, I _____. ⑶ I _____ a volleyball, but I_____( not have) a tennis racket. ⑷ Lily _____ (not have) a backpack. Jane _____one. ⑴ 9. Summary What have we learned in this unit. Have a summary. 10. Homework: 1) Review the new words and expressions in this unit. 2) Finish the unit test. 11. Blackboard design.. 1. I have a soccer ball. I don’t have a basketball. interesting He has a soccer ball. He doesn’t have a basketball. fun 2. Do you have a basketball? Yes, I do. No, I don’t. difficult Does he have a soccer ball? Yes, he does. No, he doesn’t. boring 3. Let’s watch TV. --- That sounds interesting. relaxing