当前位置 :项目首页 > 研修作业 > 正文

Unit 5  Do you have a soccer ball?

Section A

教案

一、教学目标

1. Language goals 语言目标

1) Words & expressions: have, soccer ball, tennis, racket, tennis racket, ping–pong, volleyball, basketball, bat.

2) Key sentences: Do you have a ping–pong ball?

Yes, I do. No, I don’t.

2. Ability goals能力目标

Enable the students to understand and talk about ownership and make suggestions.

3. 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.

4. Strategy goals 策略目标

To understand the target language by reading pictures, drawing pictures, counting numbers, drawing a chart.

5. Culture awareness goals 文化意识目标

People’s attitude toward sports collections is different in English speaking countries.

二、教学内容

1. 掌握以下重点句型：

Do you/they have…?  Does he/she have…?  Let’s play soccer.

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.

2. 要求掌握以下词汇：

一些球类运动器材名词tennis, racket, bat, volley, basketball, television, interesting, boring, fun, difficult, relaxing, welcome, our, sports, center, like, we, many, club, ping-pong, more, join, class.

三、教学重难点

Talk about ownership and make suggestions.

四、教学准备

球类运动器材，有关的教学幻灯片，图片

五、教学过程

Step 1 Revision and Lead-in

1. Ask one or more students to show their homework.

T: In the last unit, I ask you to do a project about filling in the chart because we want to have a ball game. But we don’t know what kind of balls you have. Please ask your classmates in the group what balls he /she has. Then write down the information in the chart. Now who wants to display your project on the blackboard?

2. Sample project:

Names Balls you have

Wang Wei tennis

Li Hong     ping–pong

Yang Quan soccer ball

Qu Zhii     volleyball

Liu Fang   basketball

3. First point to a student in the chart who has tennis:

T: Do you have tennis?         S: Yes, I do.

4. Second point to the others in the classroom:

T: Does Wang Wei have tennis?  S: Yes, he does.

5. Third point to Li Hong in the classroom who has ping–pong ball, but no tennis:

T: Do you have tennis?

S: No, I don’t.

T: Do you have a ping–pong ball?

S: Yes, I do.

T: Does Li Hong have tennis?

Ss: No, she doesn’t.

T: Does Li Hong have a ping–pong ball?

Ss: Yes, she does.

T: Today we are going to learn how to talk about ownership and make suggestions.

Step 2 Listing and Speaking

1. Ask the students to read the picture on Page 25.

T: What can you see in the picture?

Ss: We can see a ping–pong ball, a ping–pong bat, a tennis racket, a soccer ball, volleyball, a basketball, a TV, a computer game.

T: Ask the students to match the words with the things in the picture.

Ss: Say, Number 1 is (C), tennis racket. Number 2 is (a), ping–pong ball…

2. After checking the answers in 1a, ask the students to read aloud the new words again and again, ask and answer about them in pairs. And then play the recording again. This time students listen to conversation and circle the words they hear. And then check the answers. Students circle ping–pong bat and computer game.

Step 3 Pair work

1. Ask the students to read the example conversation. Have students repeat. And then point to the television in the illustration and substitute that word in the conversation. Have students repeat again. And then ask students to 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.

2. Ask for more ideas from the students and write their ideas on the blackboard.

phone, cars, pencil case, eraser, pen, book, dictionary, watch, key, notebook, ring, sister , brother, chair, bookcase, CD, video tape, hat, desk, dresser…

3. 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.

4. T: Now work in pairs, make conversations with the new words in 1a and act it out around the students.

Sample conversations:

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.

S3: Do you have volleyball?

S4: Yes, I do.

S3: Do you have a basketball?

S4: No, I don’t.

S5: Do you have a tennis racket?

S6: Yes, I do.

S5: Do you have a TV?

S6: No, I don’t.

Step 4 Listening Practice

1. Play the recording for the first time.

T: Listen to the tape. You only listen.

2. 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).

3. 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.

4. 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.

5. 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 5 Pair work

Look at the things in the picture. Ask your partner if he /she has the things in 2c.

1. Ask the students to act out the conversation in pairs.

Sample conversations:

S1: Do you have a dictionary?     S2: Yes, I do.

S1: Do you have an eraser?       S2: No, I don’t.

S3: Do you have a baseball?      S4: No, I don’t.

S3: Do you have a football?      S4: Yes, I do.

S5: Does Tom have volleyball?    S6: Yes, he does.

S6: Does Mike have a pen?       S5: No, he doesn’t.

Step 6 Role-play the conversation

1. Listen to the tape of 2d at first.

2. Ss work in pairs to arrange the role of role-play work.

3. Ss Role-play the conversation of 2d on page 26.

Step 7 Homework

1. Ask the students to do more practice as required in 1c on Page 25.

2. Ask the students to prepare the next period. Think about the usage of “Does she /he have…?”