Do you have a soccer ball说课稿3篇

Do you have a soccerball Section A说课稿一

各位评委老师：

你们好！今天我说课的内容是新目标英语（Go for it !）Do you have a soccer ball? 第一课时。

一．说教材。

1、教学内容

1)、词汇：have ，soccer，ball，tennis racket，ping-pong ball，volleyball，basketball, sport ， bat。

2)、语言运用：Do you have a ping-pong ball？Yes，I do.Do you have a ping-pong bat？No，I don’t.

2、教材的作用：

本课时的教学主要内容是：引用大量的球类运动词汇和体育活动学习have疑问句以及两种回答，该话题与学生的日常生活紧密联系在一起，学生的学习兴趣浓，能更进一步提高学生的听说能力。

二、说教学目标

1、知识目标

词汇：重点掌握各种运动球类的名词, 如basketball, soccerball，等。

句型： Do you have a/an...?Yes，I do．／No，I don’t.

2、语言目标

1）、能看着图片和实物说；Do you have a/an...?Yes，I do．/ No，I don’t.

2）、学生能利用球类词语及相关的物品编对话。并且能互相交流。

3、情感目标

1）带领学生欣赏本单元中的卡通画，并通过让学生完成教材中的任务性内容，使学生体会到学习和成长的快乐。

2）通过各小组的对话练习培养学生的合作精神。

3）教会学生之间互相有无的主要句式。

4、重点难点

1）、重点词汇：have以及球类词soccer ballbasketball等等。

2）、Have的一般现在时的疑问句，及其肯定和否定回答。

三、理念、思路与教法

1）采用最简单的卡片、多媒体、实物、课本以及肢体语言进行直观教学。

2）学生在课堂教学过程中听,说,读,写应成为课时教学的重点内容。

3）生活情景展示能进一步提高学生的兴趣和听说能力。

四、说学生现状

1．我们学校的学生语言实践机会少，程度不一，整体教学中很难兼顾到具体对象。因此，通过各种合作学习的活动，可以照顾学习英语有困难的学生，尽可能多地为他们创造语言实践的机会，促使学生互助互学。

2．我们学校的大部分学生学英语起步晚，底子薄，怕犯错，不敢开口，在教学中关注学生的情感，营造轻松、愉快的教学氛围，尊重每个学生，积极鼓励他们大胆尝试，保护他们的自尊心和积极性。

3.学生现有的能力与已掌握的知识：通过前面四个单元的学习。学生已经积累了一定的词汇和句型。具备了一定的听说读写能力。

五、教学流程

Step1 Warming up

⑴Greetings.

⑵复习What’s this ? It’s a pen.通过复习旧知识的同时，引出I have a pen.Do you have a pen ?为新课做好铺垫。

Step2：Presentation

（1）通过实物（篮球，足球，乒乓球，及球拍等）和图片教新单词。这样学生能更好的掌握单词。激活学生对新单词的兴趣。同时穿插句型——Do you have a/an..?——Yes,I do. No,I don’t.

（2）复习单词。让学生用卡片或实物当小老师来提问，其他同学回答。在这种轻松的氛围中复习单词。

（3）句子新授。

（4）巩固新句型，快速抢答（用实物和图片），互问互答。

A.在紧张激烈的比赛中，以组为单位进行抢答。看哪一组得到的篮球和足球贴最多。这样大量的输入了新句型。降低了学习的难度，使学生的积极性更加高涨。

B.生活情境展示：这部分是学生课外体育活动中的对话录像。录像内容与basketball、soccer ball、pingpong有关。通过多媒体方式把语言知识Do you have a…? Yes ,I do. No,I don’t。放在特定的情境中进行操练，体现语言运用的真实性。

Step3：Workbook

引导学生看书上的卡通片。完成1a的内容。并让学生主动积极地回答问题。这一环节叫一些成绩弱的学生回答。这样可以提高困难生对英语学习的兴趣。觉得学习英语很轻松快乐。有成功感。

Step4: Listening

Playthe recording for the first time.Students only listen. And then play it asecond time.然后叫学生说出答案。给予表扬，并及时纠正错误。

Step5: Pairwork

这一环节主要培养学生的合作精神。让学生利用实物或者卡片围绕新句型制作对话。以四个人为一组。然后叫学生上台表演。体现学生的主导性。并给与表扬和鼓励。

Step6: Homework

Preview the next period .

Step7 Blackboard Dsign

Do you have a soccer ball ?

have ----Do you have a ping-pongbat?

soccer ball-----Yes, I do.

Ball ----- No, I don’t.

basketball

Tennis racket

ping-pong

volleyball

bat

Do you have a soccerball? Section A说课稿（英文版）

Good morning, ladies and gentlemen:

Nice to meet you here. Id like to sayits a good chance for me to learn from you .Here, my speech contains 4 parts.I would like to introduce them here with your great help.

I. The analysis of teaching material:

My speech is Section A , Unit 5. Do youhave a soccer ball This is an important lesson in Book One. And it is the firstlesson of this unit, it talks about recognizing objects(mainly about balls) andthe simple question. .The students have already known to answerit"Yes" or "No" in ,but in this unit, its different. Weknow, simple question is a kind of important structure. If the students canlearn it well, it will be helpful to make the students to learn the specialquestion. And its related to our daily life closely, so its very useful.

New words: basketball, soccer ball,volleyball, ping-pong ball, ping-pong bat, tennis, tennis racket.

Structure: Do you have Does he /she have

Teachingaims:

Aimson the knowledge:

To study the words about balls by showingthe pictures.

To make the students know how to askwhether others have something or not, and how to answer it.

Aimson the abilities:

To develop the students ability oflistening ,speaking, reading and writing.

To train the students ability of communication.

Aimson the emotion:

⑴.To make thestudents be interested in good co-operation and competition.

⑵To make thestudents lovesports ,love life.

Teaching key points and difficult points:

How to make the students understand thenew language items naturally.

How to make the students work well withtheir partners.

How to arouse their interest in learningEnglish.

How to make dialogues and act them out.

Ⅱ.Teaching methods I will take.

1."Communicative" teachingmethod.

2. "Task-based" teaching method.

Everyone knows that the main aims oflearning English in middle school is to cultivate the students basic abilitiesof listening, speaking, reading and writing, and their good sense of theEnglish language.

Ⅲ. Learning methods.

Firstly, Look, listen, and say to gainlanguage competence.

Secondly, Teamwork, exploration andparticipation to reach the goal.

Thirdly, Cultivate skills in listening,speaking, reading and expressing.

Fourthly, Students-centered andteacher-guided learning strategies. Im not a teacher but a guider. Im readyto give them help whenever they need and re-correct the mistakes while talking.

Ⅳ.Teaching procedure design.

Step1.Warm-up.

Ask the students some easy questions tocheck if they have remembered the contents they had learned before. Forexample: Whats this Spell it, please. What color is it Is this your pen Isthat your backpack and so on.

Step2.Presentation.

1. Take out a ping-pong ball and ask thestudents:Whats this Why I take out a ping-pong ball here I think its theeasiest and the most popular in our country.

2. Leading in new words : here I will playsome short plays, they are soccer game,volleyball game, ping-pong competitionand an advertisiment, there is a basketball in it.

The reason of my design: I think thestudents can learn the words easily and directly in this way. And I also thinkit can draw the students attention and arouse their interest in learningEnglish. With the help of the CAI, it can provide a real situation tounderstand the meaning of the words, not by presenting the new words one by oneand telling them the Chinese meaning. So the students can remember the wordsquickly and naturally.

How to help the students remember the newword, I think I will do it like this: When the word appears under the picture,there may be some students know the word and they will read it out loudly, thistime, you may need to correct the pronunciation and teach it, after one or twotimes, I will ask the students to spell it by themselves. Why I must ask themto spell it themselves, I think it can make them have a general impression ofthe word. Usually, when you teach them read, most of the students just followyou, they dont look at the word at all. Perhaps, you have taught ten times andthey can read it very well following you , but after you teach some more wordsand ask them to read it again ,they may not be able to.

3.Teaching the dialogue:

Make a sample dialogue with a student.Show him or her the ping-pong ball and do it like this:

T: I have a ping-pong ball. Do you have aping-pong ball (Here, you may help him answer "Yes, I do." or"No, I dont.")

S: Yes, I do.

Make the dialogue with some more students,andwrite it on the blackboard. Make sure they can read and understand the meaning.Next, ask a student if he has a ping-pong ball, then ask the others: "Doeshe have a ping-pong ball "Here, you must help them answer: "Yes, hedoes." Or "No, he doesnt." Write it on the blackboard. Teachthe dialogue and make sure they can read it and understand the meaning.

4. Practice: Read the dialogue by roleplay. But you must tell them how to do it clearly, make them to ask their partnerswhat kind of balls they have. This time ,they must use the sentence "Doyou have a "

5. Groupworking and competition: Dividethe students into groups of three.Give them an example first :

A: Do you have a basketball

B: Yes ,I do.

A: Does he have a basketball

C : Yes, he does.

Ask them to make a similar dialogue andtell them that it s also a competition, after they act it out you will choosea best group at the end.

The reason of having a competition: Ithink it can encourage them to try their best and cooperate with their group memberswell.

6. Listening, listen to the tape andcircle the words you hear. Its Activity 1a.

Step3.Post-task. Starting a ball club.

In this club, there are four teams: abasketball team, a soccer ball team, a ping-pong ball team and a tennis team. Iwill ask four students to be the captain of each team. They should ask theirclassmates to be their team members. If he has a basketball,he should join thebasketball team.

The reason I give this task: I think thisactivity is the consolidation of this lesson. It is helpful to revise andconsolidate the contents we learned in this lesson.

Blackboard design:

Ping-pong ball /bat Do you have a ping-pongball

Soccer ball Yes, I do./No, I dont.

Basketball

Volleyball Does he have a soccer ball

Tennis racket Yes, he does.

Does she have a volleyball

No, she doesnt.

Thats myspeaking. Thanks for your listening.

Do you have asoccer ball? 第二课时说课稿

一、说教材

本节课是人教版七年级上册第五单元第二课时，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。一般现在时，对于初中英语来说，它是至关重要的，起到了不容忽视的作用。所以这节课成败以否，也是影响着以后的教学。因此对这节课，我主要以让他们入门为主，没把互相交流作为重点。

Do you／they have a TV?Yes，I／they do．／No，I／they don’t.

Does he／she have a soccer ball?Yes，he／she does．／No，he／she doesn’t.

二、说教学目标

知识与能力

这节课的主要内容是复习上节课学过的单词，主要是为了此节课学句子做铺垫。这是遵循认知规律，温故而知新。学会用have对物品的所属进行提问以及应答，学会使用do和does引导的一般疑问句。主要是培养他们运用知识的能力。

过程与方法

我采用的是多媒体教学，通过looking，thinking和practicing学习策略，利用教学幻灯片等来展开课堂教学，使用have对物品的所属进行提问及回答。在讲授课新知过程中，我运用了导——扶——放教学方法。按照激趣教学——听说训练——加强书写——讲授新知——强化听力——练习巩固的教学过程。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。