Unit5 Do you have a soccer ball教案

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1、 改備記錄： 主備人：李相周 持案人: 使用時(shí)間第 周星期 Unit 5 Do you have a soccer ball Learning objectives (教學(xué)目標(biāo)) Skill Focus Talk about ownership. Make suggestions. Listen, describe and talk about interests and hobbies. Learn to write in reply. Learn to make suggestions using “Let’s…

2、” Learn to talk about how to spend a great time with your friends. Learn to write about sports things and other things you have. Language Focus 功能句式 Talk about ownership.（P25） —Do you have a ping–pong ball —Yes, I do. /No, I don’t. Make suggestions.（P27） —Let’s play

3、 soccer. —I don’t have a soccer ball. —Well, let’s play volleyball. —It sounds interesting /boring /relaxing. Talk about interests and hobbies. (P29) Ed Smith has a great sports collection. He has 8 tennis rackets… 詞匯 1. 重點(diǎn)詞匯 have, ball, tennis, ping–pong, volleyball, basketball, let

4、, us, play, well, sound, sport, we, many, club, more, class, interesting, boring, fun, difficult, watch, has, great, but, only, them, every, day 2. 認(rèn)讀詞匯 soccer ball, racket, bat, does, doesn’t, let’s, relaxing, collection 3. 詞組 soccer ball, tennis racket, watch TV, play sports, every day

5、語(yǔ)法 The present Simple Tense ( have /has…) Strategy Focus 1. Guessing by discussing with classmates and teachers. 2. Classifying by what you learn. 3. Using what you know. Culture Focus 1. Do you have a great sports collection 2. How to make suggestions politely 改備記錄： Analyze and

6、 rearrange teaching materials (教材分析和重組) 1. 教材分析 本單元以 “Do you have a soccer ball” 為話題, 共設(shè)計(jì)了三個(gè)部分的內(nèi)容。 Section A 該部分有4個(gè)模塊：第一模塊圍繞“Do you have a soccer ball” 這一話題展開(kāi)詞匯學(xué)(1a)、聽(tīng)力（1b）、口語(yǔ)（1c）訓(xùn)練；第二模塊繼續(xù)圍繞“Do /Does… have a…” 進(jìn)行聽(tīng)力（2a-2b）、口語(yǔ)訓(xùn)練（2c）；第三模塊圍繞“Make suggestions.” 這一話題展開(kāi)訓(xùn)練，訓(xùn)練形式為單詞填空 （3a）和角色表演談?wù)搱D畫(huà)為訓(xùn)練形式（3

7、b）；第四模塊就“Complete the forms according to the sports club you like.” 以結(jié)對(duì)活動(dòng)形式進(jìn)行介紹。 Section B 該部分有4個(gè)模塊：第一模塊是詞匯的學(xué)習(xí) （1a） 與運(yùn)用（1b）；第二模塊仍然圍繞(1a-1b) 的詞匯進(jìn)行聽(tīng)力訓(xùn)練（2a-2b）、圍繞提建議進(jìn)行口語(yǔ)訓(xùn)練（2c）；第三模塊繼續(xù)圍繞“Ownership” 這一話題展開(kāi)有關(guān)收藏品閱讀（3a）, 寫(xiě)作訓(xùn)練 (3b-3c)；第四模塊仍就“Ownership” 這一話題以口語(yǔ)訓(xùn)練形式展開(kāi)全班活動(dòng)。 Self Check 該部分有3個(gè)模塊：第一模塊以填空形式對(duì)所學(xué)詞匯

8、進(jìn)行訓(xùn)練；第二模塊以默寫(xiě)已學(xué)過(guò)的五個(gè)單詞的形式對(duì)所學(xué)的詞匯繼續(xù)鞏固復(fù)習(xí); 第三模塊圍繞有關(guān)ownership和suggestions對(duì)話開(kāi)展口語(yǔ)訓(xùn)練和寫(xiě)作訓(xùn)練。 教材重組和課時(shí)分配 Period 1 (Section A: 1a, 1b, 1c) New function presenting Period 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4) Practice Period

9、 3 (Section B: 1a, 1b, 2a, 2b, 2c) Vocabulary building Period 4 (Section B: 3a, 3b, 4) Integrating skills Period 5 (Self Check: 1, 2, 3 & Workbook) Writing Teaching procedures and ways (教學(xué)過(guò)程與方式) 改備記錄： 主備人：李相周 持案人: 使用時(shí)間第 周星期 Perio

10、d One New function presenting Language goals (語(yǔ)言目標(biāo)) 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 (能力目標(biāo)) Enable the students to u

11、nderstand and talk about ownership and make suggestions. Emotion & attitude goals (情感和態(tài)度目標(biāo)) Enable the students to form positive attitude toward sports collection and love sports, keep healthy and learn to make suggestions politely. Strategy goals (策略目標(biāo)) To understand the target language by read

12、ing pictures, drawing pictures, counting numbers, drawing a chart. Culture awareness goals (文化意識(shí)目標(biāo)) People’s attitude toward sports collections is different in English speaking countries. Teaching important points (教學(xué)重點(diǎn)) Talk about ownership and make suggestions. Teaching procedures & ways (教

13、學(xué)過(guò)程和方式) Step 1. Revision and Lead-in 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

14、 /she has. Then write down the information in the chart. Now who wants to display your project on the blackboard Sample project: Names Balls you have Wang Wei tennis Li Hong ping–pong Yang Quan soccer ball Qu Zhii volleyball Liu Fang basketball First point to a student in the chart wh

15、o 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–pong ball, but no tennis. T: Do you have tennis S: No, I don’t. T: Do you have

16、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. 改備記錄： T: Today we are going to learn how to talk about ownership and make suggestions. Step 2. Listing and Speaking Ask the students to read the pictu

17、re 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. Num

18、ber 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.

19、Students circle ping–pong bat and computer game. Step 3. Pair work 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 practi

20、ce 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. phone, cars, pencil case, eraser,

21、 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

22、 —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 volleybal

23、l 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. Homework 1. Ask the students to do

24、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…” 改備記錄： 主備人：李相周 持案人: 使用時(shí)間第 周星期 Period Two Practice Language goals (語(yǔ)言目標(biāo)) 1. Words & expressions: does, doesn’t, let, us, let’s

25、, play, well, sound, good, sport, we, many, club, more, class (P26) 2. Key sentences: —Let’s play volleyball. —That sounds good. (P26) Ability goals (能力目標(biāo)) Enable the students to make suggestions politely. Emotion & attitude goals (情感和態(tài)度目標(biāo)) Train the Ss to make suggestio

26、ns politely and take activity part in school sports club and keep healthy. Strategy goals (策略目標(biāo)) Enable the students to match the problems and worries. Culture awareness goals (文化意識(shí)目標(biāo)) Learn to how to make suggestions politely. Teaching important points (教學(xué)重點(diǎn)) Talk about making suggestions.

27、 Teaching procedures & ways (教學(xué)過(guò)程和方式) Step 1. Revision Before 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

28、 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

29、 2. Listening Practice Play 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 numbe

30、r 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

31、 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:

32、The answers are 3, 2, 1, 4. S4: They are 3, 2, 1, 4. Step 3. Pair work Look 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. 改備記錄： Sample conversations: 1. S1: Do you have a dictionary S2: Yes, I

33、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. Practice Look at 3a

34、, 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, --------

35、! 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’

36、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

37、 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

38、 in 3b. Step 5. Writing and practice This 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 a

39、nd 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 c

40、lub, please fill in the form with your personal information. When students have completed filling in the form, divide them into pairs. T: What’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

41、 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. Summary Ask some students to sum up what we have learned key vocabulary and the target languages. Step 7. Today’s homew

42、ork T: 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). 改備記錄： 主備人：李相周 持案人: 使用時(shí)間第 周星期 Period Three New vocabulary Language goals (語(yǔ)言目

43、標(biāo)) 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 (能力目標(biāo)) Enable the students to learn to make suggestions politely and respo

44、nses. Emotion & attitude goals (情感和態(tài)度目標(biāo)) Enable the students to learn to express their feelings about different suggestions. Strategy goals (策略目標(biāo)) Enable the students to know how to express their feelings about different suggestions. Culture awareness goals (文化意識(shí)目標(biāo)) Different countries, differ

45、ent suggestions. Teaching important points (教學(xué)重點(diǎn)) Learn to how to express different suggestions and responses. Teaching procedures & ways (教學(xué)過(guò)程和方式) Step 1. Revision and word study Check the homework: T: Last class we asked the students to make up conversations with “ownership and make suggest

46、ions” in pairs /in groups. 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 to match each picture with one of the words in section B (1a). Ask the students to write the letter of the picture

47、 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 words This activity makes students practise using t

48、he vocabulary words from 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 to some of your classmates. Everyone tries to guess the meaning. Step 3. Listening and wor

49、d study Before playing the recording for the first time, point out the five words 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 adjective words you hear. 改備記錄： Play the record

50、ing for the second time. T: Listen to the conversation and put a checkmark to the left of 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 writing T: I’ll ask

51、 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 the first time and remember what Tony says about these activities. I’ll play the recording again. This time listen to the conversation and write the word in the blank. After lis

52、tening to the tape for the second time, ask some students to read the same example to the class. Ss: The answers are: 1. interesting; 2. difficult; 3. boring; 4. fun. Step 5. Practice and acting Before asking the two students to read the dialogues, list these activities on the blackboard: play c

53、omputer games, play volleyball, watch TV, play basketball. T: I’ll ask the two students to act out the dialogues, talking about the activities in 2b. One acts as Jenny, the other acts as Tony, move around the classroom offering languages support and checking progress when the students talk about

54、the activities. Ask a few pairs of students to perform 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. Summary 1. Thi

55、s class we have learned how to make suggestions and responses politely. We also have learned how to use some description adjectives. 2. Prepare for the next class. Step 7. Today’s homework 1. Make up dialogues about “Make suggestions and responses”. 2. Prepare for the next lesson.

56、 改備記錄： 主備人：李相周 持案人: 使用時(shí)間第 周星期 Period Four Integrating skills Language goals (語(yǔ)言目標(biāo)) 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

57、 a great collection. (2) But he doesn’t play sports—he only watches them on TV. Ability goals (能力目標(biāo)) Train the ability of the students about reading and writing. Emotion & attitude goals (情感和態(tài)度目標(biāo)) Enable students to form wide interests and hobbies. Strategy goals (策略目標(biāo)) Enable students to c

58、ollect what they like. Culture awareness goals (文化意識(shí)目標(biāo)) Enable students to understand different people have different interests and hobbies. Teaching important & difficult points (教學(xué)重點(diǎn)和教學(xué)難點(diǎn)) 1. The plural form of noun. 2. The Present Simple Tense Teaching procedures & ways (教學(xué)過(guò)程與方式) Step 1. R

59、evision First 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 y

60、ou 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 a computer S1: Yes, I do. S2: That sounds interesting. Step 2. Reading Before reading th

61、is 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 overh

62、ead 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. volleyball 改備記錄： T: You’re right. OK. Thank you! Pay attention to the usage of the Presen

63、t 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 writing Before reading this article, ask students to name everything they see in the picture (3b). And then read the article to

64、 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 finish

65、ing 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 Speaking T: After finishing learning the articles about 3a and 3b, now you write about yourself. Talk abou

66、t 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, three Japanese toy cars, four British toy cars. I play them every day. Step 5. Spoken English and writing Now look at 4 Survey, write “have, you,