[推荐精选]Do you have a soccer ball上课学习上课学习教案

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Do;you;have;a;soccer;ball教案

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."。

Do you have a soccer ball教学设计教案

Do you have a soccer ball 教学设计-教案一、教学目标1. 知识目标：（1）让学生掌握单词：soccer ball, basketball, volleyball, baseball, basketball court, volleyball court, baseball field。

（2）让学生学会询问和描述体育用品的句型：Do you have a soccer ball? Yes,I do. / No, I don't. What about you?2. 能力目标：（1）培养学生用英语进行简单交流的能力。

（2）培养学生用英语描述和询问体育用品的能力。

3. 情感目标：激发学生对体育运动的兴趣，培养他们积极参与体育活动的习惯。

二、教学重难点1. 重点：单词：soccer ball, basketball, volleyball, baseball, basketball court, volleyball court, baseball field。

句型：Do you have a soccer ball? Yes, I do. / No, I don't. What about you?2. 难点：单词的准确发音和句型的运用。

三、教学准备1. 教具：多媒体课件、实物、图片。

2. 场地：教室。

四、教学过程1. 热身（5分钟）（1）教师与学生用英语进行简单的问候，询问学生身体状况。

（2）学生进行简单的英语自我介绍。

2. 引入（10分钟）（1）教师向学生展示不同体育用品的图片，引导学生用英语描述这些体育用品。

（2）教师询问学生是否拥有这些体育用品，引导学生用英语回答。

3. 教学新单词（10分钟）（1）教师向学生介绍新单词：soccer ball, basketball, volleyball, baseball, basketball court, volleyball court, baseball field。

Unit 5 Do you have a soccer ball 七年级上课文原文及重点

Unit 5 Do you have a soccer ball?Part 1 Words and Expressionsdo /duː/ (第三人称单数形式does /dʌz/) aux v.用于构成否定句和疑问句v.做；干have /hæv/ v.有tennis /'tenɪs/ n. 网球ball /bɔːl/ n.球ping-pong /'pɪŋpɔŋ/ n. 乒乓球bat /bæt/ n. 球棒；球拍soccer /'sɒkə(r)/ n. (英式)足球soccer ball (英式)足球volleyball /'vɒlibɔːl/ n.排球basketball /'bɑːskɪtbɔːl/ n.篮球hey /heɪ/ interj.嘿；喂let /let/ v. 允许；让us /ʌs/ pron. (we的宾格)我们let’s = let us 让我们(一起)go /gəʊ/ v.去；走we /wiː/ pron.我们late /leɪt/ adj. 迟到has /hæz/ v. (have的第三人称单数形式) 有get /get/ v.去取(或带来)；得到great /greɪt/ adj.美妙的；伟大的play /pleɪ/ v. 参加(比赛或运动)；玩耍sound /saʊnd/ v.听起来好像interesting /'ɪntrəstɪŋ/ adj.有趣的boring /'bɔːrɪŋ/adj.没趣的；令人厌倦的fun /fʌn/ adj.有趣的；使人快乐的n.乐趣；快乐difficult /'dɪfɪkəlt/ adj. 困难的relaxing /rɪ'læksɪŋ/ adj.轻松的；令人放松的watch /wɒtʃ/ v.注视；观看TV /,tiː'viː/ n. (=television /'telɪvɪʒn/)电视；电视机watch TV看电视same /seɪm/ adj. 相同的love /lʌv/ v. & n. 爱；喜爱with /wɪð/ prep.和……在一起；带有；使用sport /spɔː(r)t/ n. 体育运动them /ðəm/ pron. (they的宾格) 他(她、它)们only /'əʊnli/ adv.只；仅like /laɪk/ v. 喜欢；喜爱easy /'iːzi/ adj.容易的；不费力的after /'ɑːftə(r)/prep. & conj.在……之后class /klɑːs/ n.班级；课classmate /'klɑːsmeɪt/ n.同班同学Bill /bɪl/比尔(男名)Part 2：Texts课文（一）Cindy:Hey, Helen, let’s go! We’re late!Helen: OK.Cindy: Do you have the baseball?Helen: Yes, I do. It’s in my bag.Cindy: And where’s our baseball bat?Helen: Bill has it.Cindy: Oh, yeah. And do you have your jacket?Helen: Oh, no, I don’t. It’s on the chair. Let me get it. Cindy: And your hat, too!Helen: OK, I have my jacket and hat. Let’s go!Structure1. Do you have a baseball?Yes, I do./No, I don’t. I have a volleyball.2. Do you have a ping-pong bat?Yes, I do./No, I don’t. I have a ping-pong ball.3. Does she have a tennis ball?Yes, she does./No, she doesn’t. She has a baseball.4. Does he have a soccer ball?Yes, he does./No. he doesn’t. He has two ping-pong bats. 5. Do they have a basketball?句型：—Do/Does sb. have…？—Yes, sb. do / does.—No, sb. don’t / doesn’t.Write each word in the correct place in the chart.将方框中的单词填入表格中正确的位置。

七年级英语上册Unit5-Do-you-have-a-soccer-ball优秀教案

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) 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。

Do you have a soccer ball 精品教案

Unit 5 Do you have a soccer ball?Section A 1a-2c教学重难点本课分析本课是七年级上册Unit5SectionA1a-2c的教学内容，本课是一节听说课。

该课分两部分，第一部分为1a-1c,是本单元所学内容的基础。

该课时首先通过主题图呈现本单元的基本词汇和句型；在详尽情境中呈现了与球类运动有关的词汇，以及“Do you have ---?Yes,I do./No,I don’t”等句型。

2a-2c通过听力训练和口语训练来巩固本单元的句型，并引入“Doeshehave---?Yes,hedoes/No,hedoesn’t.”等有更高要求的综合性的语言运用。

本课是本单元的第一课时，在整个单元中起着话题导入的作用。

该课时内容贴近学生生活实际，而且所含功能句中首次出现行为动词，因此，课堂认为应尽可能多地提供真实情境，引导学生理解、模仿，侧重培养学生的语言运用能力。

学情分析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，简易激发学生学习英语的欲望和兴趣，使学生乐于参与各种实践活动。

本节课通过听说技能的训练,使学生能正确运用助动词do,does以及实意动词have 询问某人是否拥有某物。

因为学生已经掌握了含有be动词的句型，在使用do,does的时候会有一定的影响，教师在导入时，要谆谆善诱，以免造成不良影响。

整体设计【教学目标】：1.认知生词tennis racket, baseball bat, soccer ball, volleyball, basketball, have.2.掌握句型: Do yo u have….? Yes, I do. No, I don’t.3.根据场景会烂熟运用Do you have….?进行询问且能正确的肯定和否定回答,并扩展到运用Do I/wehave….? Do they have….?进行问答.语法：have的大凡疑问句用法（用于第一、二人称和第三人称的复数）及其肯定和否定回答4.能基本听懂含有本课重点词汇和目标语言的听力材料。

《Do you have a soccer ball》PPT精选教学课件11

三、单项选择。
B
B
C
B
11.______ they have a soccer ______？
A．Do，balls
B．Do，ball PPT模板：/moban/ PPT背景：/beijing/ PPT下载：/xiazai/ 资料下载：/ziliao/ 试卷下载：/shiti/ PPT论坛：语文课件：/kejian/yuw en/ 英语课件：/kejian/ying yu/ 科学课件：/kejian/kexu e/ 化学课件：/kejian/huaxue/
(3)含有have的句子变否定句要在have前加don't。含有has的句子变否定句要在has前加doesn't，has变为have。 2．—Do you have a pingpong bat？你有一个乒乓球拍吗？ —Yes，I do.是的，我有。句型Do you have…？用来询问对方是否拥有某物。回答用Yes ，I do./No，I don't.若要了解第三方是否拥有某物，可用Does he/she have…？来询问。回答用Yes，he/she does./No，he/she doesn't.
一、根据句意及首字母或图片提示写单词。 1．_D__o_ you know him? 2．I __h_a_v_e_ a pingpong bat. 3．—Where is my soccer_b_a_l_l_? —It's under the bed. 4．She has a__v_o_ll_e_y_b_a_ll___
5．They have two_b_a_s_k_e_tb_a_l_ls_
二、用do的适当形式填空。 6．—__D_o_ you have a tennis ball? —Yes，I _d_o_． 7．—__D__o_es_ Jim have a pingpong bat? —No，he _d_o_e_s_n_'_t ． 8．—__D_o_e_s_ your brother have an MP4? —Yes，he __d_o_e_s_． 9．—__D_o_ they have a new TV? —Yes，they _d_o_． 10．—__D_o_ you have a computer? —No, we _d_o_n_'_t_．

unit 5 Do you have a soccer ball全单元教学课件

A: Let’s play soccer. B: That sounds good.
A: Let’s play soccer. B: I don’t have a soccer ball. A: Well, let’s play volleyball. B: That sounds good.
Do you like the sport?
But I don’t I have … have …
I have a job. I have a brother. I have a sister. I have a computer.
But I don’t have a car.
She has a cat. She has some beautiful clothes. She has … But she doesn’t have…
play basketball play baseball play volleyball
play tennis play soccer
play ping-pong
1a Match the words with the things in the picture.
1. tennis ball ___ a c 3. soccer ball ___ d 5. basketball ___
A: Do you have a soccer ball? B: Yes. I do. A: Where is the soccer ball? B: It’s on the floor.
Let’s survey!
We want to have a ball game. What kind of balls do you have?

Unit-5---Do-you-have-a-soccer-ball(1)知识点

Unit 5 Do you have a soccer ball ?一、重点单词、词组1、play “玩，耍” ，在句中要灵活翻译。

ping—pong 打乒乓球tennis 打网球soccor 踢英式足球球类名词前面不用play volleyball 打排球冠词the a anbasketball 打篮球sports 参加体育运动2、Let’s = Let us . “让我们” 。

Let’s + V原。

常用来提出一个建议，表示“让我们干……吧” 。

（1）、Let’s play tennis .让我们打网球吧。

（2）、Let’s play computer games . 让我们玩电脑游戏吧。

（3）、Let’s watch TV . 让我们看电视吧。

3、That sounds good . “这个听起来好。

” 该句型常用来肯定对方== interesting 提出的建议。

== fun4、It’s boring / relaxing . 它是无聊的/ 轻松地。

5、sports “ 运动” ，修书名时，它常用复数形式。

sport s club 运动俱乐部sport s collection 运动收藏品本块习题：1、补全对话A：Let’s ______TV . B：That sounds ______ . I don’t like watching TV .A：______ you have a ping—pong hat ? B：Yes , I doA：Let’s______ ping—pong . B：That sounds ______. Let’s go .2、改错(1)、Let’s play the basketball . (2)、Let’s play a volleyball .A B C A B C(3)、Let’s watches TV . (4)、That sound interesting .A B A B(5)、I have a great sport collection . (6)、He has many sports club .A B C A B C二、重点句型：Let's play soccer.That sounds good.Do you have a soccer ball?No, I don't.I have two tennis rackets.let's play tennis.I think he has a ping-pong ball.That sounds interesting.Let's play soccer.I don’t have a soccer ball.We play it at school with our friends.It’s relaxing.I love sports,but I don’t play them,I only watch them on TV.After class, I play ping-pong with my classmate.I don’t have a baseball,but I have a soccer ball.三、一般现在时：（1、现在的状态。

Do;you;have;a;soccer;ball教案

“Do You Have a Soccer Ball?”教案
一、教学目标
1. 让学生能够用英语询问和回答是否拥有足球。
2. 让学生能够听懂、说唱英语儿歌关于足球的部分。
3. 培养学生的团队合作精神和对足球运动的兴趣。
二、教学内容
1. 单词：soccer ball, have, yes, no
2. 句型：Do you have a soccer ball? Yes, I do. No, I don't.
2. 注重团队合作，培养学生的协作精神和团队意识。
3. 教师应具备一定的足球知识，以便在游戏中给予学生指导。
4. 定期组织足球比赛，让学生在实战中提高球技。
十、课程表
1. 课程名称：Do You Have a Soccer Ball?
2. 课时：15分钟
3. 上课日期：2024年2月24日
4. 上课地点：教室
2.2 学生跟读单词和句型，教师纠正发音。
3. 课堂活动（10分钟）
3.1 学生分成小组，进行角色扮演，用英语询问和回答是否拥有足球。
3.2 教师巡回指导，纠正学生的语言错误。
4. 游戏时间（10分钟）
4.1 教师组织学生进行足球比赛，让学生在游戏中运用所学英语。
4.2 学生分组进行比赛，教师担任裁判。
5. 教学内容：复习单词和句型，进行角色扮演和足球游戏。
6. 教学目标：让学生在实际操作中运用所学英语，提高口语表达能力。
十一、教学评价
1. 观察学生在课堂上的表现，包括参与度、口语表达和团队合作能力。
2. 评估学生在角色扮演和足球比赛中的语言运用和球技表现。
3. 收集并评估学据学生的反馈和表现，调整教学方法和难度，以更好地满足学生的学习需求。

Unit 5 Do you have a soccer ball_教案

Moral attitude
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.

unit5doyouhaveasoccerball说课稿

人教版七年级上Unit 5 Do you have a soccer ball?说课稿Unit 5 Do you have a soccer ball?Section A(1a-2c)说课稿今天我说课的内容是人教版新目标英语七年级上册的第五单元的第一课时内容。

下面我将从说教材、说学生、说教法学法、说教学过程、说板书设计、说教学反思六个方面展开。

第一大块：说教材一、教材分析本节课是Go for it!七年级上册Unit 5的1a-1c的内容。

它以Do you have a soccer ball?为题介绍了日常生活中常见的一些体育用品名称。

如：have, soccer ball ，ping-pong ball ，baseball , basketball ，tennis ，ping-pong bat ，tennis racket 等，围绕球类名称，通过I have a/an… I don’t have a/an…A: Do you have a /an…?B: Yes，I do./ No，I don’t. 和拓展句型A: Do they /…have a /an…？B: Yes，they do./ No，they don’t.句型的操练，学习动词have的一般现在时用法。

为本单元后面话题“与朋友共度时光”做好铺垫而开展的教学活动。

在已学习Is this your pencil?确认物品所属的基础上，进一步对物品的所属进行问答，培养学生运用知识的能力，通过这些英语交流以促进学生努力提高自己的听、说、读、写的能力。

二、教学目标1. 知识目标（1）词汇：have, soccer ball ，ping-pong ball ，basketball baseball ，tennis ，ping-pong bat ，tennis racket.（2）句型：I have a/an… I don’t have a/an…A: Do you have a /an…?B: Yes，I do./ No，I don’t.A: Do they/… have a /an…?B: Yes，they do./ No，they don’t.2. 能力目标:（1）掌握所给的有关体育词汇，运用所属关系句型：Do you have a soccer ball?进行问答，并能把它们运用到生活中去。

初中英语_ Do you have a soccer ball教学设计学情分析教材分析课后反思

课题Unit 5Do you have a soccer ball?课型new 第1课时总第课时课标要求依据课程标准主要体现面向全体学生，采取"任务型"教学法。

设计贴近学生生活实际的教学活动，吸引和组织学生参与，激发学生学习的热情与积极性，完成学习任务。

学情分析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。

教学目标知识目标important words:do，have，tennis，ball，ping-pong，bat，soccer，volleyball，basketball，let，us，go，we，late，has，get Important phrases：soccer ball，tennis ball，baseball bat，let's＝let us Important sentences：1.—Do you have a ping-pong bat？—Yes，I do./No，I don't.2.Let me get it.（重点）能力目标1.学会用have对物品所属进行提问以及应答。

2.学会使用do和does引导的一般疑问句。

3.学会用Let's…提建议。

（难点）情感目标:利用学生喜爱运动的心理，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。

在小组活动中，培养学生团结协作精神。

教学准备收集课文中所涉及的或学生常见的球类运动器材或有关的教学幻灯片或图片；设计课后巩固练习的幻灯片；制作1a部分的插图和人物对话的课件，将听力部分的内容插人，通过询问对方的所属以及回答来引入新课。

教学过程个人备课集体研究（红笔标注）一、激趣导入足球或放映幻灯片或出示图片进行演示：I have a footba11．Do I have a football? 自己回答：Yes，I d0．再问：Do I have a basketball? 自己回答：No，I don’t．再使用其它物体询问.二、基础积累（一）英汉互译：soccer ball________ tennis racket________有______球________排球____________篮球____________网球____________乒乓球_________球拍（二）根据句意及首字母补全单词（1）Is that her e________（2）This is a pencil c_______（3）What's this ? It's a r______（4）E______me. Is this your pencil?三、组织学习(突出自主合作探究学习方法)1．出示实物或图片或放映幻灯片，引导学生进行pairwork (活动，复习前一部分所学的单词。

《Do you have a soccer ball》知识学习

《Do you have a soccer ball》知识学习《Do you have a soccer ball》知识学习【学习目标】：1.重点单词: interesting, boring, fun, difficult, relaxing, watch, sport same love with them only like easy after class classmate2 重点短语: be interesting go to school watch TV play computer games the same …. With sb on TV after class3 重点句型： (1)Lets play computer games That soundsinteresting(2)Its easy for me(3)I play ping-pong with my classmates【学习重点】：1.学会使用描述性形容词对事物做出评价如:interesting/boring/difficult/relaxing/TV等2.熟练掌握Lets--句型 3 熟练掌握单词短语【学习难点】：(1) Its easy for me (2) the same【教学方法】：杨思教学法【学习过程】Step 1 昨日重现：1、复习球类词 (并完成你有的球和你没有的球类)2、翻译重点短语和句子;Step 2 ：自主学习：(一)这些词你会读写了吗?让我们比比看：1 轻松的 2有趣的 3困难的4 无聊的5 令人快乐的(二)新词语反馈练习：(根据句意首字母提示完成单词)1、Playing computer games is very i2、Math is d I dont like it3 Lets play guessing(猜)games That sounds f4 Lets go to the beach (沙滩) That sounds r5 Lets play volleyball No， its b(三) 1、finish 1b 1c (听力部分)2、Dialogue in pairs(根据1c 内容)Step 3 合作学习：(一)Fast reading2b (1分)：Who has a soccer ball?(二)Share happiness1、找出你课下预习本课文不懂的单词短语以及句子质疑2、学生解决3 教师点拨(三)Disscussion：1、Reading 2b(伴随听力 )finish 2c2、 Reading again 2b (伴随听力)answer the following questions：(1)、Does Franks brother have a soccer ball?(2)、Where does Frank play soccer ?(3)、How many volleyballs does Gina Smith ?(4)、Does Gina play sports?(5)、Is soccer easy for Wang Wei?(6)、Who does Wang Wei play ping-pong with?3、教师领读课文，分小组学生读课文，之后找学生复述课文，评选最佳语言奖Step4 有效练习：(一) 根据汉语提示完成下列句子：1、 Jenny likes to play (体育运动)2、 Cindy and her sister like the (相同的)color3、 Lets play baseball (在以后)school4、 The two girls are (同班同学)and good friends5、 Those boys dont know what to do Lets help (他们)(二) 连词成句：1 tennis ， I ， ball ， dont ， a ， have2、same， the， they ，in ，class， are3、play ，doesnt， ping-pong， she4、is， volleyball ，relaxing ，playing5、on ， only ， my， TV ，father ，watches ，sports6.difficult ,is math me for .Homework：(1)复习sectionB 短文准备复述(2)准备selfcheck1.2(3)复习本单元单词短语和重点句子。

Do you have a soccer ball教学设计教案

Do you have a soccer ball 教学设计-教案一、教学目标：1. 知识目标：学生能够理解并运用目标句型"Do you have a soccer ball?" 进行询问。

学生能够听懂、会说、会读目标句型"I have a soccer ball."。

2. 能力目标：培养学生用英语进行简单的日常交流和描述的能力。

培养学生合作、探究、创新的能力。

3. 情感目标：激发学生学习英语的兴趣，培养积极的学习态度。

培养学生热爱体育运动，增强体质的意识。

二、教学内容：1. 教材内容：人教版《新目标英语》第四册Module 3 Unit 2。

2. 教学重点：目标句型"Do you have a soccer ball?" 的运用。

3. 教学难点：目标句型"I have a soccer ball." 的运用。

三、教学方法：1. 任务型教学法：通过设定任务，引导学生参与实践活动，培养学生的语言运用能力。

2. 情境教学法：创设情境，让学生在真实的环境中感受、体验目标句型的运用。

3. 游戏教学法：通过趣味游戏，激发学生的学习兴趣，提高学生的学习积极性。

四、教学步骤：Step 1: 热身（5分钟）1. 教师与学生用英语进行简单的问候，营造轻松的课堂氛围。

2. 引导学生谈论他们喜欢的体育运动，激发学生的学习兴趣。

Step 2: 呈现目标句型（10分钟）1. 教师展示足球图片，引导学生用英语描述足球。

2. 教师示范目标句型"Do you have a soccer ball?"，并引导学生模仿。

3. 学生分组练习目标句型，教师巡回指导。

Step 3: 实践活动（10分钟）1. 教师设定情境：学生扮演足球运动员，用目标句型询问同学是否有。

2. 学生分组进行实践活动，教师巡回指导。

3. 学生展示实践活动成果，教师点评并给予鼓励。

doyouhaveasoccerball说课稿

doyouhaveasoccerball说课稿尊敬的各位评委老师：大家好！今天我说课的内容是《Do you have a soccer ball》。

下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。

一、教材分析《Do you have a soccer ball》是初中英语教材中的一个重要单元。

本单元的主题是围绕体育运动器材的拥有情况展开，通过学习与交流，让学生能够熟练运用“have”的一般疑问句形式及相关回答，同时也能掌握一些常见的体育用品词汇。

本单元的教材内容贴近学生的生活实际，容易引起学生的兴趣和共鸣。

在语法结构上，逐步引导学生掌握一般疑问句的构成和用法，为后续的英语学习打下基础。

在语言功能上，注重培养学生的交流能力和语言运用能力，使学生能够在实际情境中运用所学知识进行有效的沟通。

二、学情分析我所教授的学生是初中年级的学生，他们经过一段时间的英语学习，已经具备了一定的英语基础知识和语言技能。

但在语法的理解和运用上，还存在一些困难，需要通过更多的练习和实践来巩固和提高。

这个阶段的学生活泼好动，对新鲜事物充满好奇心，喜欢参与各种活动。

因此，在教学过程中，我将采用多样化的教学方法和活动，激发学生的学习兴趣，提高他们的学习积极性和主动性。

三、教学目标1、知识目标（1）学生能够掌握本单元的重点词汇，如 soccer ball, basketball, volleyball 等。

（2）学生能够熟练运用“Do you have？” 这一一般疑问句形式及其肯定和否定回答。

2、能力目标（1）能够运用所学的词汇和句型，进行关于体育用品拥有情况的交流。

（2）提高学生的听、说、读、写综合语言运用能力。

3、情感目标（1）培养学生对体育运动的热爱，鼓励他们积极参与体育活动。

（2）通过小组合作学习，培养学生的团队合作精神和沟通能力。

四、教学重难点1、教学重点（1）掌握重点词汇和句型。

《Do you have a soccer ball》教学设计

《Do you have a soccer ball》教学设计一、教学目标1、语言知识目标（1）学生能够掌握单词：soccer, ball, have, do （does)，以及短语：soccer ball。

（2）学生能够理解并正确运用句型：Do you have a soccer ball? Yes,I do ／ No, I don't2、语言技能目标（1）能够听懂关于拥有足球的相关对话。

（2）能够用所学句型进行关于物品拥有情况的交流。

3、情感态度目标（1）培养学生对体育运动的兴趣和热爱。

（2）鼓励学生积极参与课堂活动，提高合作学习的能力。

4、学习策略目标（1）通过情景创设，培养学生的语言感知能力和运用能力。

（2）引导学生学会归纳总结所学知识，提高自主学习能力。

二、教学重难点1、教学重点（1）掌握重点词汇和句型的正确发音和用法。

（2）能够熟练运用句型“ Do you have a soccer ball?”及其回答进行交流。

2、教学难点（1）助动词 do 和 does 的正确使用及人称的变化。

（2）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情景，让学生在情景中感受和理解语言的运用。

2、任务驱动法布置相关任务，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活动，增加课堂的趣味性，提高学生的学习积极性。

四、教学过程1、导入（5 分钟）（1）通过展示一段足球比赛的视频或图片，引起学生的兴趣，导入本节课的主题“soccer ball”。

（2）提问学生是否喜欢足球，是否拥有足球，从而引出句型“Do you have a soccer ball?”2、词汇学习（10 分钟）（1）展示单词卡片，教授单词“soccer, ball, have”，并通过领读、跟读、个别读等方式让学生掌握单词的发音。

（2）结合图片和实物，让学生理解“soccer ball”的含义。

Do;you;have;a;soccer;ball教案

Do You Have a Soccer Ball?一、教学目标：1. 让学生能够理解和使用简单的英语句子进行日常交流。

2. 让学生掌握单词：soccer, ball, do, you, have。

3. 培养学生对足球运动的兴趣和热情。

二、教学内容：1. 单词：soccer, ball, do, you, have。

2. 句型：Do you have a soccer ball? Yes, I do./ No, I don't.3. 情景对话：询问和回答是否拥有足球。

三、教学重点与难点：1. 重点：单词soccer, ball, do, you, have的拼写和用法。

2. 难点：句型Do you have a soccer ball?的理解和运用。

四、教学方法：1. 情境教学法：通过设置足球场景，让学生在实际情境中学习单词和句型。

2. 互动教学法：引导学生进行小组讨论和角色扮演，提高口语表达能力。

五、教学步骤：1. 热身活动（5分钟）：引导学生进行简单的足球热身活动，激发学生对足球的兴趣。

2. 单词教学（10分钟）：教授单词soccer, ball, do, you, have，让学生跟读并模仿。

3. 句型教学（10分钟）：讲解句型Do you have a soccer ball? Yes, I do./ No,I don't. 的用法，让学生进行分组练习。

4. 情景对话（10分钟）：设置足球场景，让学生分组进行角色扮演，练习询问和回答是否拥有足球。

5. 课堂活动（10分钟）：组织学生进行足球比赛，让学生在实践中运用所学单词和句型。

6. 总结与反馈（5分钟）：对本节课所学内容进行简要回顾，解答学生疑问，收集学生反馈。

7. 作业布置：要求学生课后与家长进行英语足球话题的交流，巩固所学知识。

六、教学评估：1. 观察学生在课堂上的参与程度，以及他们对单词和句型的掌握情况。

2. 记录学生在角色扮演和足球比赛中的表现，以评估他们的口语表达能力和实际应用能力。

Do;you;have;a;soccer;ball教案

Do You Have a Soccer Ball?教案章节：第一章至第五章第一章：课程介绍1.1 教学目标：让学生掌握基本的足球知识。

让学生了解足球运动的历史和发展。

1.2 教学内容：足球的基本规则。

足球运动的发展历程。

1.3 教学活动：观看足球比赛视频，让学生了解足球比赛的基本流程。

讲解足球规则，让学生熟悉比赛中的判罚。

第二章：足球技巧训练2.1 教学目标：让学生掌握足球基本技巧。

培养学生团队合作精神。

2.2 教学内容：传球、停球、射门等基本技巧。

团队配合训练。

2.3 教学活动：进行传球、停球练习，让学生熟练掌握基本技巧。

分组进行团队配合训练，培养学生的团队合作能力。

第三章：足球比赛策略3.1 教学目标：让学生了解足球比赛策略。

培养学生战术思维。

3.2 教学内容：防守、进攻、中场控制等比赛策略。

常用战术分析。

3.3 教学活动：分析经典足球比赛，让学生了解比赛策略。

让学生分组进行战术讨论，培养学生的战术思维。

第四章：足球比赛裁判4.1 教学目标：让学生了解足球比赛裁判职责。

让学生熟悉比赛中的判罚。

4.2 教学内容：裁判员的职责和权限。

比赛中的常见犯规和判罚。

4.3 教学活动：讲解裁判员的职责和权限，让学生了解裁判工作。

分析比赛中的犯规案例，让学生熟悉判罚。

第五章：足球运动损伤预防5.1 教学目标：让学生了解足球运动损伤类型。

让学生掌握损伤预防方法。

5.2 教学内容：足球运动中常见的损伤类型。

损伤预防方法和训练注意事项。

5.3 教学活动：讲解足球运动损伤类型，让学生了解损伤原因。

教授损伤预防方法，让学生掌握自我保护技巧。

第六章：足球队战术配合6.1 教学目标：让学生理解足球队战术配合的重要性。

培养学生团队协作和战术执行能力。

6.2 教学内容：不同位置球员的战术角色。

球队进攻和防守战术配合。

6.3 教学活动：通过团队对抗练习，让学生体验不同位置的战术角色。

分析成功球队的战术配合案例，让学生学习并模仿。

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