Unit5Do you have a soccer ball 教学案
《Unit 5 Do you have a soccer ball教案 (省优一等奖)
Unit 5 Do you have a soccer ballPart 1: Teaching Design第一局部：教学设计(Do you have a ping-pong ball)ObjectivesTo learn to use present tense to haveTo learn to use Yes/No questions and short answersProcedures■Warming up by learning about present tense to have; Yes/No questions and short answersHi, everyone. First I like to ask you, “Do you have a brother〞 Some of you may say, “Yes, I do.〞Bur most of you may say, “No, I don’t.〞Let’s try to ask and answer as they do in the Grammar Focus on page 26.1a Matching the words with the picturesPlease look at the picture on page 25. What can you see We can see a tennis racket, a ping-pong ball, a soccer ball, a volley, a basketball, and a TV. Now match the words with the things in the picture.1b Listening and circlingYou are great! Now please look at the four words in the list and listen to the tape1c PAIRWORK 结对活动/替换活动Now please read the conversation in the box in 1c and practice it in pairs. Ask andPeriod 2: Listening, Numbering, Circling and Speaking (Page 2)(Does your brother Alan have a soccer ball)ObjectivesTo learn to use present tense to haveTo learn to use Yes/No questions and short answersProcedures■Warming up by asking and answeringHello, class. Is this your volleyball, Li Huaqing Do you have a volleyball Yes, I do. /No, I don’t. Does she, Qian Tu, have a volleyball Yes, she does./ No, she doesn’t. Where’s your volleyball Your volleyball is in the drawer. My volleyball is under the desk. His volleyball is on the floor.Now let’s go to page 26.2a Listening and numberingNow let’s go to page 26. Please look at these four pictures and listen to four conversations. Listen carefully and number the four pictures. (Keys: 3-1-4-2)2b Listening and matchingListen to the recording again and match the people with the balls. (Keys: 3-2-1-4) Now go to page 85 to read the four conversations. While reading you underline all2c PAIRWORK 结对活动/替换活动Look at the things in the picture on page 26. ask and answer if your partner andPeriod 3: Filling and Speaking (Page 27)(Let’s play ping -pong.)ObjectivesTo learn to make suggestionsTo learn to use Let’s…Procedures■Warming up by making sentences with Let’s …Good, morning. Do you know the words: Let’s… It means “让我们……〞. Now let’s make sentences with “〞 “让我们……〞.3a Reading and fillingPlease look at the pictures in 3a. What are they talking about OK, please read the conversations and fill in the blanks with the words from the box.of the conversation we have just heard and read.3b GROUPWORK 小组活动/替换活动Now please make conversations with your partner talking about the pictures on pageWhat sports do you like to play Who are your favorite sportsmen and sportswomen Please look at the poster in part 4 on Page 27. Complete the form and introduce yourselfNow let’s read the poster on page 27 again. Let’s write as they do.Period 4: Listening, Repeating, Writing, Asking, Matching, Completing and Filing (Page 4)(Let’s play computer games.)ObjectivesTo learn to make suggestionsTo learn to use Let’s…Procedures■Warming up by greeting making sentences with Let’s…Hello, class. How are you Are you FineThen look at this , “Let’s…〞 . It means“让我们……〞in Chinese. Now let’s make sentences with “Let’s…〞. OK1a Looking and MatchingHere on page 28 are five words in 1a. Read them loudly and match each picture with1b Drawing and guessingNow please draw a picture of one of the five words interesting, boring, fun, difficult or relaxing. Then let your partner see the pictures and guess what the picture means.2a Listening and checkingLook at the five words again. Next we’ll listen to a conversation and check theWhat does Tony say about each activity Listen to the conversation again and writeNow go to page 86 to read this conversation. While reading try to find all the sentences with Let’s….And also underline all the expressions. That’s grammarNow let’s try to talk by imitation.Imitation talking is using the structure of an example conversation as a form to talk about something of our own.2c PAIRWORK 结对活动/替换练习Now practice the dialogue in pairs. One student plays Tony and the other one plays Jenny, talking about the activities in 2c.Period 5: Reading, Filling and Writing (Page 29)(Ed Smith has a great sports collection.)ObjectivesTo learn to talk about ownershipTo learn to use present tense to haveProcedures■Warming up by making a listHello, class. Do you play sports What sports things do you have Now in pairs make a list of them. Let’s see who has the most sports things in our class.Look at the picture in 3a please. Can you name the sports things that Ed Smith has in the picture Good! He has a great sports collection. Read the text and circle the words of sports things. While reading remember to cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, too.Read the magazine article aloud to the recording. Let’s see who read loud the text the best.Now read the text again to turn it into a conversation.3b Reading and fillingLook at the picture and name everything you see in the picture. Read the article3c Thinking and writingNow please write about yourself. What sports do you play What sports things do you have What other things do you do4 SURVEY 调查Just now you wrote about yourselves. Do you want to know what your classmates haveOK, let’s make a survey. Look at the sample questions and read them aloud. Then write as many questions as possible like these sample ones and survey yourSection B1 1a-2e一、教学目标：2) 能掌握以下句式结构：① ─What are you going to do next year─I’m going to take guitar lessons.② Many resolutions have to do with self-improvement.③ They’re going to take up a hobby like painting.④ Sometimes the resolutions may be too difficult to keep.2. 情感态度价值观目标：每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。
人教版新课标英语七年级上册《Unit 5 Do you have a soccer ball Sec
人教版新课标英语七年级上册《Unit 5 Do you have a soccer ball Section A 》教学设计2一. 教材分析人教版新课标英语七年级上册《Unit 5 Do you have a soccer ball Section A》主要讲述了日常生活中常见的体育运动用品以及询问某人是否拥有某物的交际场景。
本节课的主要语言点是球类名词、动词短语“have”以及一般疑问句“Do you have…”的运用。
本节课内容贴近学生生活，有利于激发学生的学习兴趣，培养他们用英语进行日常交流的能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法和一些日常词汇，具备了一定的听说读写能力。
但是，学生在英语口语表达方面仍有待提高，特别是在运用英语进行日常交流方面。
因此，在教学过程中，教师需要注重培养学生的口语表达能力，让他们在真实情境中运用所学知识。
三. 教学目标1.知识目标：学生能够掌握球类名词、动词短语“have”以及一般疑问句“Do you have…”的运用。
2.能力目标：学生能够在日常生活中用英语询问和描述他人是否拥有某物，并能够用英语进行简单的交流。
3.情感目标：通过本节课的学习，学生能够提高学习英语的兴趣，增强自信心，培养团队协作精神。
四. 教学重难点1.重点：球类名词、动词短语“have”以及一般疑问句“Do you have…”的运用。
2.难点：一般疑问句“Do you have…”的构成和用法。
五. 教学方法1.情境教学法：通过设定生活情境，让学生在实际语境中学习并运用所学知识。
2.任务型教学法：通过完成小组任务，培养学生的团队合作精神和口语表达能力。
3.游戏教学法：通过设计趣味游戏，激发学生的学习兴趣，提高他们的口语表达能力。
六. 教学准备1.教师准备：提前准备好教学课件、球类图片、实物球类等教学资源。
2.学生准备：预习本节课内容，了解球类名词和动词短语“have”的用法。
Unit5 Do you have a soccer ball 教学设计-【豆丁教育百科】
Unit5 Do you have a soccer ball? 教学设计Period 1:Do you have a soccer ball?大坝电厂学校李惠波高美玲教学目标：本课时以ownership为中心话题，1b，2a，2b都是与Do you have ....?句型有关的听力，1c，2c是围绕Do you have ....展开的小组活动，根据教材安排，我将教学目标确定为：语言目标：落实单词：tennis ball soccer ball volleyball basketball tennis racketping-pong ball bat do does doesn`t重点掌握句型：Do you have a soccer ball ? Yes ,I do . (No ,I don`t.)Does he have a computer ? Yes , he does .( NO ,he doesn`t )能力目标：能让学生听懂关于Do you have 句型的对话，能对本课句型重组，自编对话。
重点，难点：助动词do does 的用法。
情感目标：培养学生在英语学习中与人合作的精神。
教学步骤：第一步：课前预习让学生预习新单词（为整体教学扫除障碍，培养学生自学能力）。
第二步：复旧引新①我和学生进行简单的问候，如：Good afternoon! / Hello/Hi/How are you?（熟悉的问候使学生放松心情，拉近师生距离，容易进入本节课的话题。
）②多媒体上展示图片，指着图片问学生：What is this in English? It`s a pencil .在复习旧单词的基础上引入新单词.T：What is this in English?S1：.It is a soccer ball.依次教会学生新单词，然后打开书边读单词，边完成1a 的任务第三步：听力，让学生打开书看1B，朗读这些单词，让后听，进一步熟悉记忆单词。
do you have a soccer ball教案
一、学习目标 1.词汇:do ,have， let, tennis, ball, ping-pong, bat, soccer, soccer ball, volleyball, basketball 2.句型: I/We/They have a/an…. He/she has a/an….. --Do you have…?—Yes,I do. /No, I don’t. --Does she/he have…?---Yes,she/he does. No,she/ he doesn’t. 3.巩固第三单元重点句型 where’s …并掌握如何礼貌提出建议。 二、重难点 正确使用一般疑问句询问物品所属关系并作简略回答。 三、学习过程 教师活动 学生活动 ㈠、导入 利用玩偶 Mary 创设情境， 激发学生 用以前学过知识和 Mary 打招呼 兴趣，为后来学会提建议做铺垫 ㈡、呈现 1、单词： ⑴利用实物或图片，学习新单词 ⑵竞赛 拿出实物，检查对新单词的读 音。 幻灯片呈现单词，检查拼写。 ⑶让学生根据自己手中的运动物品，回答 What do you have? 使学生学会使用新单词 have 的用法， 并 且在新句型中使用本课重点单词。 ⑷书上练习 1a、1b
Yes,he does./No,he doesn’t. ⑵多媒体呈现不同球类图片，要 疑 问 求学生用新句型练习 句 ⑶小组活动，根据发到手的球类 或自己有的学习物品运用句型回答 ㈢练习 1、领读并让学生分别分角色读 2D 小短文 2、要求学生在情境中运用本课目标 句型以及学会提出建议 3、学生小组探究 let 的固定搭配 4、通过对玩偶 Mary 提出建议，巩 固本课所学知识 ㈣作业 1、记忆 2d 2、练习册 3、 有能力的同学编写一段和自己小伙 伴关于一起去运动的对话
Unit 5 Do you have a soccer ball 教学设计
Unit 5 Do you have a soccer ball ? 教学设计一、教学内容分析本课主要学习球类单词和句型Do you have....?教会学生能够根据场景熟练运用do you have....?进行询问，且能正确的使用肯定和否定回答，并拓展到do I have / we have进行回答，在讲解句型之前，先让学生认知单词，可采用图片和实物等方法进行教学。
二、教学目标1.能掌握本课重点词汇:do,have,ball,tennis,soccer,volleyball,basketball2.能初步口头运用Do you have...?Does he/she have...?等句型询问物品的所属关系,并能作出相应回答。
3.能基本听懂含有本课重点词汇和目标语言的听力材料。
4.能通过谈论体育运动,增加同学间的了解和对体育运动的热爱。
三、学习者特征分析学生在掌握了介绍自己和介绍家人的句型后，在第4 单元能够谈论具体物品的位置，在前四个单元的词汇量输入之后，在第五单元能通过谈论体育运动,增加同学间的了解和对体育运动的热爱。
三、教学策略选择与设计采用 ask and answer role-play联想教学法、情景交际法、自主学习与合作学习相结合加上适当PPT展示的学习策略。
四、教学重点及难点重点：学会运用Do you have...? Does he/she have...?句型询问物品的所属关系，并能作出相应回答。
难点：恰当使用助动词do/don’t和does/doesn’t；初步了妥have和has的用法。
会用祈使句来向对方提出建议。
五、教学过程教师活动1.让学生观看球类运动的视频，输入关于球类的相关单词。
2.展示各种各样球类的图片，学习新单词并朗读。
3.问题导入Do you have a soccer ball ?Do you like soccer ball ? Why ?4.展示出描述球类运动的形容词，为什么喜欢这个球类运动以及为什么不喜欢，引出单词interesting，fun boring relaxing 等。
人教版英语七年级上册Unit 5 Do you have a soccer ball教学设计
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。
Unit5Doyouhaveasoccerball教案
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。
Unit 5 Do you have a soccer ball教案
教案Unit 5 Do you have a soccer ball?你有个足球吗？教学内容：本节课是第5单元的第一节课Section A部分。
在这一单元中，学生要学会就有关人与物之间所属关系进行问答的句子。
本单元大量引用有关运动的名词，要求学生彼此询问有关此类物品，并做出相应的回答。
而今天的内容主要包括一些球类名词( basketball soccer ball volleyball tennis racket ping-ping ball bat ..)和询问对方是否有某物的一般疑问句Do you have a / an…?及其肯定回答：Yes, I do. 和否定的回答：No, I don’t.教学目标：A.掌握一些球类名词如：baseball basketball soccer ballvolleyball tennis racket ping-ping ball bat …B.在询问对方是否有某物的对话中学会使用do引导的一般疑问句。
C.通过游戏激发学生学习英语的兴趣和对生活的热爱。
教学重难点：掌握询问对方是否有某物的一般疑问句：Do you have a / an…?肯定回答：Yes, I do. 否定回答：No, I don’t.教学步骤：Step 1 Warming up （课前热身）Number song 数字歌带领学生一起唱数字歌，意在活跃课堂气氛，加深学生对基本知识点的熟悉和掌握。
Stet 2 Leadin（导入）通过一段小视频引入今天的话题。
Step 3 New words （新单词）1、Present the new words and read （呈现新单词并会读）通过幻灯片播放各种球类运动的图片来认识和学习这些新的名词。
（baseball棒球basketball篮球soccer ball 足球volleyball排球ping-pong ball/bat乒乓球/拍tennis网球racket拍）2、practice（练习）课文中1a 和1b部分练习。
人教版七年级英语上Unit5DoyouhaveasoccerballSectionA1a2d教学设计
8.关注情感态度：在教学过程中，教师要关注学生的情感需求，营造轻松愉快的学习氛围。对于不敢开口的学生，教师要给予鼓励和支持，帮助他们树立自信心，勇于表达。
3.教学内容：教师强调本节课的重点和难点，提醒学生注意发音和语法问题。
4.教学目标：通过总结归纳，帮助学生巩固所学知识，提高他们的英语水平。
在教学过程中，教师应关注学生的个体差异，给予每个学生充分的关注和指导，确保他们在课堂上学有所得。同时，注重培养学生的学习兴趣和自主学习能力，为他们的终身学习奠定基础。
4.情感态度：学生对英语学习兴趣浓厚，但部分学生可能因为性格内向、自信心不足等原因，不敢开口表达。因此，在教学过程中，要关注学生的情感需求，创造轻松、愉快的学习氛围，帮助他们树立自信心。
5.学习方法：学生已经具备了一定的合作学习和探究学习能力，但仍有待提高。在本节课的教学中，应继续引导学生运用小组合作、角色扮演等方法，提高他们的英语综合运用能力。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于掌握核心词汇和句型，如soccer, basketball, ping-pong, volleyball, tennis, play, have以及一般疑问句“Do you have...?”和回答“Yes, I do./ No, I don't.”。此外，还需关注学生在实际语境中运用这些词汇和句型进行交流的能力。
3.教学内容：练习题涉及本节课的核心词汇和句型，以及一般疑问句的构成和回答。
4.教学目标：通过课堂练习，提高学生对词汇和句型的掌握程度，培养他们的英语综合运用能力。
Unit5 Do you have a soccer ball教学案
Unit5 Do you have a soccer ball教学案Unit 5 Do you have a soccer ball?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. 2 b2、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? It’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: N o, 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…?Where 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。
Unit 5 Do you have a soccer ball 单元教案 (5课时)
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?
Teaching Aims and Demands
Knowledge Objects：
—Do you have a ping–pong ball?
—Yes, I do. /No, I don’t.
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
Teaching Key Points
And Teaching Difficult Points
Teaching Key Points
Talk about ownership and make suggestions.
Teaching Difficult Points
—Do you have a ping–pong ball?
Unit 5 Do you have a soccer ball？
Title
Unit 5 Do you have a soccerball?
Unit 5 Do you have a soccer ball 教案
Unit 5 Do you have a soccer ball?一、单元教材分析本单元主要学习动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成以及简单回答。
本单元围绕“和朋友一起欢度时光”这一话题安排了三个任务：一是列举所学的运动项目，从中挑选出各自喜欢的体育项目，并说明原因，目的是巩固并新学一些体育项目的名词；二是让学生互相询问所爱好的运动，并根据情况发出邀请，学会用have对物品的所属进行提问与回答，掌握用do和does引导的一般疑问句的构成及使用，了解用Let’s提建议的句型；三是写作，把任务一、二的完成情况写成日记，进一步复习、巩固所学的语言目标。
通过本单元的学习，学会用have对物品的所属进行提问与回答；学会用let’s…句型提建议；能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动及原因；能够谈论怎样和自己的朋友度过一段愉快的时光。
二、单元学情分析本单元的主题是使用have对物品的所属进行提问及回答，以掌握行为动词在一般现在时中的构成和使用；同时引导学生使用所学的句型谈论自己在球类运动中的喜好。
行为动词在一般现在时的肯定句、否定句和一般疑问句中的构成和使用是初中英语教学中非常重要的内容，本单元知识的掌握程度将直接影响今后的英语学习。
学生在以前的学习中已经掌握了be动词在一般现在时中的构成和使用，在学生的头脑中也已经形成了一个模式，这种模式将直接影响学生对本单元知识内容的接受，所以教师在教学中一定要善于引导，以免学生养成不良习惯。
该部分学习内容贴近学生的生活，谈论的主题是符合学生喜爱运动的心理，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。
三、单元教学建议利用教学图片、幻灯片、画纸和蜡笔等来展开课堂Pair work问答式的口语交际活动和小组活动，使用have对物品的所属进行提问及回答。
本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取演示讲解的方式进行教学，让学生进行情景操练、反复使用；口语教学——采取pair work问答式的口语交际活动互相操练练习；阅读教学——让学生学会抓住主要词汇和句型；听力教学——采取图文配对和对话选择的方式；写作教学——以填空、造词为主；语法教学——总结规律、模仿操练。
Unit 5 Do you have a soccer ball_教案
41’09’’---
41’22’’
Help the Ss set a correct attitude.
Sports make us healthy! Playing sports with friends make us happy!
Ss conclude and try to feel and getthecorrect moral attitude.
利用电子白板清晰标注标题问句及每段第一句话中的关键词，帮助学生迅速得出答案。用图片表达猜测与事实不符合的惊讶，引起学生好奇。利用电子白板圈出三个孩子不只是回答了标题的问句，还各自有阐述。为后文做铺垫
2b
While-reading (Scanning)
12’04’’--
19’19’’
Guide the Ss to understand the reading passage well.
A: Do you have a …?
B: Yes, I do. I have a…/No, I don’t . I don’t have a…
Ask and answer.
利用电子白板展示很多学生学习过的球类名词图片，激发学生的学习兴趣，使教学环境更加真实生动。
Free talk
2’56’’---
利用电子白板对比标注指令中的中英文，学生能很快理解老师的指令，帮助其消除学习新课的紧张。
Situation Presentation
6’18’’---
6’34’’
To set a big situation for the whole lessonand lead in 2b, the reading material naturally.
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Unit 5 Do you have a soccer ball?Period One学习目标1.掌握下列生词和短语New words:have soccer ball tennis racket ping-pong volleyball basketball bat does doesn’t=does notKey phrases: soccer ball tennis racket2.掌握重点句型:Do you have a … ?Yes ,I do. No,I don’t.Does he/she have a …?Yes,he/she does.No,he/she doesn’t.3．掌握do &does的用法快乐自学1． I can read.（我会读）我会大声读学习目标1中的新单词和短语，并记忆。
2．I can say.（我会说）我会用所学新单词说句子。
3．I can write.（我会写）我能完成1a的任务，并和同桌检查答案。
我能写出单词和短语。
有英式足球球英式足球网球（网球）球拍乒乓球网球拍排球篮球（乒乓）球拍5．I can act.(我会表演)我会和同桌用1a 和 2c图片中的物品练习类似的对话。
Example:Do you have a TV?Yes ,I do.No,I don’t.Does he have a soccer ball?Yes,he does.No,he doesn’t.6．I can listen.(我会听)我会一边听录音，一边完成1b,2a 和 2b的任务。
7．I can recite.(我会)我会和同桌一起大声GRAMMER 中的句子。
合作探究I am Gina.Are you Gina?This is my pencil.Is this your pencil?These are my brothers.Are these your brothers?I have a soccer ball.Do you have a soccer ball?They have a computer.Do they have a computer?He has a tennis racket.Does he have a tennis racket?She has a soccer ball.Does she have a soccet ball?小组讨论：含有be动词的句子变一般疑问句时，把放到句首，而含 have或 has的句子变一般疑问句，要加助动词，其结构为：助动词 +主语+ +其他？肯定回答:Yes,主语+ ，否定回答:NO,主语+ 。
如果主语是第三人称单数（、、等），助动词用。
课堂小结I’ve learned in this class(本节课我学习了)：Words(单词):Phrases(短语):Sentences(句子):达标检测2.我能连词成句they,parents,your,are?do, have , you ,soccer, a ,ball?he, a, tennis, have, racket, does?they, computer, a, do, have?a,she,have,does,volleyball?3.我能改写句子）These are my new books.new books?My sisters have a basketball.your sisters a basketball? She has a volleyball.(变一般疑问句并作否定回答)she a volleyball?,she .学习反思Unit 5 Do you have a soccer ball?四川省绵阳市赵学成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 buildingPeriod 4 (Section B: 3a, 3b, 4) Integrating skillsPeriod 5 (Self Check: 1, 2, 3 & Workbook) 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 andlove 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 chartbecause we want to have a ball game. But we don’t know whatkind of balls you have. Please ask your classmates in the groupwhat balls he /she has. Then write down the information in thechart. Now who wants to display your project on the blackboard?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–pongball, 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 andmake 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, asoccer 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 thenew words again and again, ask and answer about them in pairs. Andthen play the recording again. This time students listen toconversation and circle the words they hear. And then check theanswers. Students circle ping–pong bat and computer game.Step 3. Pair workAsk the students to read the example conversation. Have studentsrepeat. And then point to the television in the illustration andsubstitute that word in the conversation. Have students repeat again.And then ask students to practise the conversation in pairs andremind them to use various objects from the illustration. As studentspractise, move around the classroom to check progress and help withpronunciation.Ask for more ideas from the students and write their ideas on theblackboard.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. 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 students to make suggestions politely and take activity part inschoolsports 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 conversationwith “Do you have…?” about ownership, and then in threes makeup 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 timeplease listen for the names in the pictures, and then number thepictures (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 tomatch the people from activity 2a to the balls in the recording forthe fourth time and then correct the answers.T: You listen to the tape and write the numbers from the pictures in2b next to the correct balls.After doing listening, talk about the dialogue about 2b, and thenask 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 thethings 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 toread aloud the four words to the class.T: Fill in the blanks with the words from the box alone. I’m sureyou’ll fill in the correct answers. And now who’ll tell me theanswers? Please hand up if you know the answers. Oh, thankyou, 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 thestudents 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 studentsto make conversations with their partners according to the picturesbelow in 3b. Ask the students to point to each one and describeeach object. Show the students how to use the pairs of pictures assubstitutes 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 andtell them how to make suggestions politely in 3b.Step 5. Writing and practiceThis activity gives students a chance to role play a conversationabout sports. Students review the language of introductions, andthen complete the form, introduce themselves to the coach.T: What sports do you like to play? Who are your favoritesportsmen and sports women? What sports are available atschool?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 wouldlike to play. If you would like to join the school sports club,please fill in the form with your personal information. Whenstudents have completed filling in the form, divide them intopairs.T: What’s your first name? What’s your last name? What sports doyou like? Do you like…? What class are you in?S: My first name is Li. My last name is Jiangou. I like ping–pongball. I’m in Class 7, Grade 7.Have students role play the conversation between a student andcoach. Walk around the class and offer help where necessary.Step 6. SummaryAsk some students to sum up what we have learned key vocabularyand 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 about differentsuggestions.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 conversations with“ownership and make suggestions”in pairs /in groups. Nowwe’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 wordsThis activity makes students practise using the vocabulary wordsfrom 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 tosome of your classmates. Everyone tries to guess the meaning. Step 3. Listening and word studyBefore playing the recording for the first time, point out the fivewords 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 adjectivewords you hear.Play the recording for the second time.T: Listen to the conversation and put a checkmark to the left ofeach 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 the class.And then I’ll play the tape. Listen to the tape carefully for thefirst time and remember what Tony says about these activities.I’ll play the recording again. This time listen to the conversationand write the word in the blank.After listening to the tape for the second time, ask some students toread 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, list theseactivities on the blackboard: play computer games, play volleyball,watch TV, play basketball.T: I’ll ask the two students to act out the dialogues, talking aboutthe activities in 2b.One acts as Jenny, the other acts as Tony, move around theclassroom offering languages support and checking progress whenthe students talk about the activities. Ask a few pairs of students toperform their conversations for the class.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, on TV, 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 theconversation about: Making suggestions and responses.T: Who can make up a dialogue about making suggestions andresponses 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 have acomputer?S1: Yes, I do.S2: That sounds interesting.Step 2. ReadingBefore reading this magazine article, ask students to nameeverything they see in the picture (3a).T: Read the article by yourself, and then circle the vocabularywords 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 tome carefully, and then fill in the blanks with the sports things in3a. Please tell the students the answers.S1: 1. tennis racket; 2. basketball; 3. baseball; 4. soccer ball; 5. volleyballT: You’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 thestudents to retell the text next class.Step 3. Reading and writingBefore reading this article, ask students to name everything theysee in the picture (3b). And then read the article to the class. Askstudents to look at the picture and fill in the blanks by themselves.After that, let the students correct the answers in pairs. Ask threestudents 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 PresentSimple Tense, the plural form of noun and some key words, keysentences. Ask students to recite the text (3b).Step 4. Writing and SpeakingT: After finishing learning the articles about 3a and 3b, now you write aboutyourself. 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 theblackboard.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 analarm 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 askstudents to say other things they might ask. As the studentscomplete the questions, move around the classroom checkingprogress and offering suggestions as needed, at the same timeask students to move around the room, asking their questionsand writing in names. In this way the students learn the targetlanguage 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 Five WritingLanguage 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 differentsuggestions 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 givestudents three minutes to have a free talk.Step 2. Words checkingThis activity provides a comprehensive review of key vocabularypresented 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, andthen 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 exercisesbooks, write five new words in it, and then share your lists withyour groups.Step 3. Reading and writingThis activity focuses on students understanding of the targetlanguage in the unit.T: Please read aloud the following sentences in 3a, and then numberthe sentences to make a conversation that follows the situationsin 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 dialogueand recite it.T: Now look at the chart on the blackboard with the names of fiveactivities and five words at the top: interesting, boring, fun,difficult, relaxing. And then make up a dialogue talking aboutownership and making suggestions.Ask 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 classare training recently. Please give suggestions to your group andask them to train after class.As you make up conversations, please use the drills “Do you havea…? /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 sportsevery day)Teaching Resources (教学资源库)1.语法：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。