Unit 5 Do you have a soccer ball ?

教學(xué)內(nèi)容

在這一單元中，學(xué)生要學(xué)會(huì)就有關(guān)人與物之間所屬關(guān)系進(jìn)行問答的句子。本單元大量引入有關(guān)運(yùn)動(dòng)的名詞，要求學(xué)生彼此詢問有無此類物品，并做出相應(yīng)的回答。 同時(shí)學(xué)習(xí)表示建議的句型Let’s運(yùn)動(dòng)的形容詞。

本單元所選用的話題來自學(xué)生所喜歡的生活片段，在教學(xué)中生生交流、師生交流會(huì)更融洽，會(huì)促進(jìn)師生彼此間的了解，成功的教學(xué)還會(huì)讓部分學(xué)生養(yǎng)成良好的運(yùn)動(dòng)習(xí)慣和收藏習(xí)慣。

教學(xué)目標(biāo)

1） 語言知識(shí)：A.在詢問對(duì)方是否有某物的對(duì)話中學(xué)會(huì)使用do和does引導(dǎo)的一般疑問句;

B. 學(xué)會(huì)使用描述性的形容詞來評(píng)價(jià)事物;

C. 學(xué)會(huì)在對(duì)話中使用名詞復(fù)數(shù);

D. 學(xué)會(huì)用祈使句來向?qū)Ψ教岢鼋ㄗh.

2) 語言技能:A. 學(xué)會(huì)用祈使句詢問某人是否有某物;

B. 學(xué)會(huì)向他人提出建議的句子.

3) 學(xué)習(xí)策略:A.通過與同學(xué)討論,做出猜測(cè);

B.對(duì)所學(xué)的知識(shí)進(jìn)行分類.

4) 情感態(tài)度:A. 在本單元中,通過閱讀有關(guān)運(yùn)動(dòng)的文章和對(duì)話,使學(xué)生更加熱愛體育活動(dòng)并培養(yǎng)一種適合自己的體育愛好;

B.在小組活動(dòng)中,培養(yǎng)學(xué)生團(tuán)結(jié)協(xié)作精神.

教學(xué)重點(diǎn)、難點(diǎn)

重點(diǎn):A.學(xué)會(huì)就有關(guān)人與物之間所屬關(guān)系進(jìn)行問答的句子;

B.學(xué)習(xí)并掌握Let’s…句型.

難點(diǎn):A.學(xué)會(huì)使用描述性形容詞對(duì)事物做出評(píng)價(jià),如difficult/relaxing/collection/television 等;

B.學(xué)會(huì)使用第三人稱單數(shù)的一般疑問句及回答做對(duì)話.

課時(shí)安排

第一課時(shí) Section A 1a-1c

第二課時(shí) Section A 2a-4

第三課時(shí) Section B 1a-2c

第四課時(shí) Section B 3a-4

Period One

課前準(zhǔn)備

教師:準(zhǔn)備表格、鉛筆、格尺或橡皮。

學(xué)生：調(diào)查。

教學(xué)設(shè)計(jì)

Step One:Learn the new words.

1. Present the key vocabulary.

(Show a basketball to the class.)

T: What’s this in English?

S1: It’s a basketball.

T: Yes,you are right. Read after me. B-A-S-K-E-T-A-B-L-L,basketball.

Ss: B-A-S-K-E-T-A-B-L-L,basketball.

(Show the students other objects. Teach the new words “tennis racket,ping-pong ball,volleyball,basketball” in the same way. And then show students the picture of television and teach it.)

T: Read the words together twice.

Ss: …

T: Ask and answer in pairs with these things. Use the drill “What’s this in English?” and “Where is the..?”

2. Look at the words in 1a and match the words with the things in the picture.

T: Number 1 is (c ) ,tennis racket. What’s Number 2 Match them.

3. Ask one student to show the answers and check them.

Step Two: Present the structures.

1. Present these questions and answers.

(Point to a student who has a pen or a pencil case.)

T: Do you have a pencil case?

S1:Yes, I do. (Nod your head yes)

T: Do you have a computer game?

S1: No, I don’t. (Shake your head no)

2. Practice the drill “Do you have a …?” in pairs. You can use your school things and these balls.Look at the model, then practice like this.

Model:

Sa: Do you have a backpack?

Sb: Yes, I do. Do you have a soccer ball?

Sa: No, I don’t. I have a volleyball.

(Students work in pairs.)

Step Three: Listening practice.

T: Look at the four items of 1b in the pictures. Listen to the conversation.

(Play the recording of 1b the first time.Students only listen.)

T: Listen to the conversation and circle the words you hear.

(Play the recording again.)

T: Check their answers.

S:…

Step Four: Practice the conversations.

1. Read the conversations in 1c.

(Ask students to repeat.)

2. Look at the picture in 1a and practice the conversation with each other in pairs.

S1:Do you have…?

S2:Yes, I do.

S1:Do you have a …?

S2:No, I don’t.

3. Work in groups of four and use the picture to practice the similar conversations with the new words.(television,basketball, baseball bat, soccer ball, volleyball,television)

T:Ask and answer the questions as many as you can.

S1:Do you have a … ?

S2: …

S1: …

S2: …

Step Five: Task.

T: Make a survey about “ What kind of balls do the students have?” 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.

1.Fill in the chart using the structure and models on the screen.

Names Do you have…? Balls you have

1

2

3

4

5

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

What balls do you have?

I have a …

Example:

S1: Do you have a tennis racket, Tom?

S2: No, I don’t.

S1: What balls do you have?

S2: I have basketball and football.

S1: What about you?

S3: …

2.Choose one student from each group to report about his or her group.

Report like this:She or he likes… One of them has a … But two of them have…

Step Six: Homework.

Make a survey about your parents’ collection.

Name collection

Mother

father

Unit 5 Do you have a soccer ball ?

Period Two

課前準(zhǔn)備

教師:設(shè)計(jì)表格，準(zhǔn)備錄音機(jī)及多媒體課件。

學(xué)生：準(zhǔn)備臥室照片。

教學(xué)設(shè)計(jì)

Step One:Warming up.

1. Present the new structures.

T: Do you have a tennis racket?

S1:Yes, I do.

T: Do you have a baseball bat?

S2:No, I don’t.

T: Does she have a tennis racket?

(Point to the first student)

S3:Yes, she does.

T:Does he have a baseball bat?

(Pint to the second student)

S4:No,he doesn’t.

2. Practice the drill.

T:Practice in groups of four. The first two students must use the drill “Do you have a …?” The other two students ask and answer according to their conversation and use the drill “Does he/ she have a …?”

S1:Do you have a …?

S2:Yes, I do. Do you have a …?

S1:No, I don’t.

S3:Does she have a …?

S4:Yes, she does. Does he have a …?

S3:No, he doesn’t.

Step Two: Listening.

T:Look at the pictures in 2b and name them. What are these?

(Point at the baseball, basketball,volleyball,football.)

Ss:They are…

T:There are four children in the conversations. Who are they? Please listen and find the answer.

(Play the recorder for the first time.)

S:…

T:I’ll play the recorder for the second time. Listen and number the pictures(1-4).

(Students listen for the second time.)

T:Listen to the conversation in 2b. Match the people with the balls.

(Students listen and match. Teacher checks their answer.)

Step Three: Practice the structure: Do you have a …? Yes, I do. / No, I don’t.

T:Now, Please look at the picture in 2c in your book. Suppose this is your partner’s room. Ask your partner “ Do you have a …?”

(Show a photo of the teacher.)

Sa:Do you have a …?

Sb:Yes, I do./ No, I don’t.

T: This is my room.Ask your partner some questions about it . Make the same conversation like this.

Model:

T:Let’s look at the teacher’s room. Does she/ he have a football?

S1:Yes, she/he does.Does she/ he have a ping-pong?

T:No,she/he doesn’t.

(Ask more students to make a conversation.)

T:Make a long conversation with things in the picture.

S:…

T:Take out your pictures and change each other.Please talk about it.

S:…

Step Four: Learn how to make suggestions.

1. Present the new word:Let’s …

(Show a football to class.)

T:Let’s play football after class,OK?

S1:OK.

T:Let’s play ping-pong.

S2:OK.

T:We often use the drill “Let’s…” to make a suggestion.If you want to do it,you may say “OK./ That sounds good./ All right …” If you don’t want to do it, you may say “No, I don’t have a …”

(The teacher writes the drill on the backboard.)

A:Let’s play…

B:No, I don’t have a …

A:Well, let’s play baseball.

B:That sounds good.

T:“That sounds good”means “That is a good idea or That would be fun”.

2. Do 3a.

(The teacher reads the cartoon story in 3a for students,saying blank each time you come to an empty write-online.

T:I’ll ask a student to read the four words to the class.

S:…

T:Fill in the blanks with the words from the box.

(Students work alone as they write the four words from the box in the correct banks.)

T:Check the answers.

S:..

Step Five: Practice the structure: Let’s…

1. Explaining.

T:Look at the three pictures in 3b and name the things in it.

S:…

T:What does the mark on the basketball in Picture One mean?

The mark means “don’t” or “no” and means “do it”.

T:Who read the conversation in pairs?

S:…

2. Pairwork.

T:Make conversations with your partner according to the picture.

Sa:Let’s play baseball.

Sb:I don’t have a …

Sa:Well,let’s play…

Sb:…

Step Six:Task.

Join the School Sport Center.

T:Look at the ad. On the screen. What sports do you like to play? Who are your favorite sportsmen and sports women? What sports do you play at the school? Our school has a Sports Center with all the sports that you would like to play.

Welcome to our Sports Center.

Do you like sports? We have many

Clubs: volleyball, basketball, ping-pongand more. Join us.

1. Read the ad.and fill in the chart.

2. Read the ad.for students and ask them to repeat the new words.

3. Ask students to choose one club and fill in the form.

4. Make a conversation with one student using the form.

Structures:

What’s your first name?

What’s your last name?

What sports do you like?

Do you like…?

What class are you in ?

How old are you ?

Application(申請(qǐng))

First name

Last name

Age

Sex

Class

Club

For example:

S1:What’s your first name?

S2:My name is…

S1:What’s your last name?

S2:My last name is…

S1:What sports do you like?

S2:I like basketball.

S1:Who is the sport star you like?

S2:Yao Ming.

S1:Do you like baseball?

S2:No,I don’t.

S1:OK, you can join our basket club. Welcome you.

5. Change the partner and make another conversation.

Structures:

What sports does he like?

Does he / she like…?

Unit 5 Do you have a soccer ball ?

Period Three

課前準(zhǔn)備

教師:準(zhǔn)備表格，錄音機(jī)。

學(xué)生:準(zhǔn)備調(diào)查。

教學(xué)設(shè)計(jì)

Step One: Warming up.

1. Present the structure of last lesson.

(show a volleyball to a student)

T:Let’s make a conversation about your sport you like. Do you like volleyball?

S1:Yes, I like it very much.

(Show a baseball to him or her.)

T:What about baseball?

S1:No, I don’t. I don’t like it .

T:OK.Let’s play volleyball after class.

S1:Great.

2. Work in pairs and make a similar conversation like this.

Step Two: Learn the new words.

1. Read the words in 1a.

(Point to the five words in 1a and ask students to repeat each one.)

Ss:interesting, fun, relaxing, boring, difficult.

2. Explain the Chinese meaning of them.

3. Then match each picture with one of the words.

(Point to the five pictures and ask students to match them.)

4. Correct the answer.

Step Three: Practice the new words.

1. Ask and answer using the description words like this.

(Write the list of the subjects today on the blackboard.Teacher points to the subjects. Students say the description words.)

T:Is math relaxing?

Ss:No, it’s boring.

T:Now work in pairs.

2. Practice using your pictures.

T: Please draw pictures that show something interesting,boring,fun,difficult or relaxing.Then make conversations. Do it like this.

(Draw the pictures of a TV and a football on the blackboard.)

T:Do you watch TV?

S1:Yes. I like it.

T:Is it interesting?

S1:Yes,it’s very interesting.

T:Do you have a football?

S1:Yes, I do.

T:Is it fun?

S1:Yes, it’s fun.And I like it ,too.

(Ask a few students to draw and answer it.)

3. Change pictures and work in pairs.

T:Now please change your partner and work in pairs.Try to guess which of the five words the picture shows.

S:…

Step Four: Listening(2a).

1. One student read the five words in 1a above to the class.

T:Next we’ll listen to a conversation. Here are two boys in the conversation. What do they want to do ? Listen.

2. Students only listen.

(Play the recording the first time.)

3. Listen again and check the words you hear in 1a.

(Play the recording again.)

4. Check the answers.

Step Five: Listening(2b).

T:Practice in recognizing specific vocabulary words in conversation and in writing them.First, listen to the recording in 2b. What does Tony say about the activities?

(Point to the blanks where the students write their answers.)

(Play the recording the first time. Students only listen.)

T:Listen to the conversation and write a word from 1a in each bland.(Play the recording again.)

T:Check thd answers.

S:…

Step Six: Role play.

T:Act out the conversation in 2a in pairs.

S1:Let’s play computer games.

S2:That sounds interesting but…

S1:…

S2:…

Step Seven: Activity.

T:Let’s draw the pictures of other activities whose names you know on the board.For example, one student might draw a picture of a bicycle for “ride a bicycle.” Another might make a drawing of a chess board for “play chess.”Let’s make a conversation like this:

S1:Let’s ride our bicycles.

S2:That sounds fun.

S1:…

S2:…

Step Eight: Survey.

T: I know what balls you have now, but I don’t know what kind of sports do you like or dislike and why. Discuss these questions in your group and fill in the chart. Then each group gives your chart to me. One student of each group must report it.

Ball Game

Name I like I don’t like Why

Structures:

1.I like…

2.I don’t like…

3.My favorite ball is…

4.It’s exciting/ boring…

5….likes but he / she doesn’t like…

6….and…like…but…

Unit 5 Do you have a soccer ball ?

Period Four

課前準(zhǔn)備

教師:準(zhǔn)備表格。

學(xué)生:網(wǎng)球拍，排球，籃球。

教學(xué)設(shè)計(jì)

Step One: Present the plural forms of nouns.

(Show the balls to students.)

Teacher: I have two tennis rackets, three basketballs and four footballs.This is my sports collection.(Repeat the collection several times and teach the new word.)

T:What about you?

(Ask some students to say something about their own collections.)

S:I have three…

Step Two: Read the magazine article.

(Ask students to look at the picture in 3a.)

T:This is Ed Smith. He has a great sports collection.What’s the man’s sports collection? Can you tell me? (Cover the passage.)

S1:He has…

T:How many balls does he have? Listen to the recording twice.

T:Check their answers.

S:He has…

T:Read the article and circle the sports things in this magazine article.

(Students read it and work alone.)

T:Check their answers.

S:The sports things:…

Step Three: Writing.

T:Look at the things in the picture of 3b and name the things in it.

S:Five baseballs…

T:Look at the picture and write the missing words on the blsnk lines.

(Students work alone.)

T:Check their answers.

S:Eight…

Step Four: Draw a picture and practice writing.

(Ask every student to draw a picture.)

Teacher:Ed Smith has his sports collection. Sonia Hall has her sports colletion. What sports do you play? What sports things do you have? What other things do you do? Please draw a picture about your collections like the picture in 3a.

(Students draw pictures.)

T:Change the pictures with each other.Then introduce the pictures.

S1:…

S2:…

T:Write an article about the partner’s pictures. You can use the structures on the blackboard.

(Write these sentence starters on the board: He plays…/ He has…)

T:Check their articles about their partners’ pictures. Read the better ones for the other students.

S:…

Step Five: Write a diary about the collections of your group.

T:Make a survey about the collections in your group.

(Give students the form.)

Name Collection How much Descriptions

T:You can use the structures on the blackboard.

Structures: Do you have a computer game?

Yes, I do / No, I don’t.

She plays computer games every day.

She has a small sports collection.

She plays sports every day.

T:Check their diaries and read the best one for the others.