Section A Grammar focus 3a—3c名师教学设计2

Unit 5 Do you have a soccer ball? Period 2

(Grammar Focus–3c) 【教学目标】

●知识目标

Consolidate the target language learned in the last period.

●能力目标

1. Master the use of do and does.

2. Develop students’ speaking and writing skills.

●情感目标

Try to cultivate students’ team spirit. 【教学重难点】

●重点

1.

Consolidate the target language learned in the last period.

①—Do you/they have a TV?

—Yes, I/they do.

No, I/they don’t.

②—Does he/she have a soccer ball?

—Yes, he/she does. No, he/she doesn’t.

2. Master the use of do and does.

●难点

1. Improve students’ speaking and writing skills.

2. Master the use of do and does.

【教学准备】

The text book, some pictures and handouts. 【教学方法】

任务型教学法、情景交际法、自主学习与合作学习相结合

【课时安排】

One period 【教学过程】

Step 1: Greetings and revision

1.Greetings.

T: Good morning/ afternoon, boys and girls.

Ss: Good morning/ afternoon, teacher. How are you?

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T: Fine, thanks. And you?

Ss: I’m OK.

...

2.Revision.

(1) Check their homework.

(2) Ask students to read the conversation in 2d together. Then invite some pairs to role-play the conversation.

Step 2: Lead-in

Play a game.

Show the students the pictures of some balls, and ask students to make conversations like this:

T: Do you have a basketball?

Ss:Yes, we do./ No, we don’t.

A student can guess twice. If he/she is right, he/she may get 10 points, but if he/she is wrong, he/she gets no points.

Step 3: Presentation

1.Teach Grammar Focus

(1)Ask students to read the sentences in the box in Grammar Focus.

(2)Explain the grammar points to the students.

(3)Ask students to make conversations in turn like this:

S1: Do you have a baseball?

S2:Yes,..../No,...

S1: Do you have a ping-pong bat?

S2:Yes,..../No,...

S1: Does she have a tennis ball?

S2:Yes,..../No,...

(5) Leave students several minutes to do this work.

(6) As they work, move around the room, checking progress and offering help as needed.

(7) Invite some pairs to act out for the whole class.

2. Teach activity 3a

(1)Write each word in the correct place in the chart.

T: Let’s go to activity 3a on page 27.

do does I, they, you, we

he, she, it, Eric

(2)Check the answers

T: Have you finished? Please check your answers with your partners.

(3)Translate into Chinese

T: Would you please translate the words into Chinese with your partners? Who would like to translate them into Chinese for us?

(4)Read. First ask students to read the words together. Then ask some students to read them to the class.

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Step 4: Practice

Teach activities 3b

(1) Fill in the blanks with do or does. Then practice the conversations with your partner.

T: Let’s move to activity 3b. Please look at the conversations and read them together.

(2)Then ask students to read them in pairs.

T: Who would like to read them to the class? I will invite some pairs to read them to the class.

(3) Pairwork

T: Can you make conversations like the ones given? Let’s make conversations in pairs. Who would like to present their conversations to the class?

(4) Check the answers

Answers:Do; do

Does; doesn’t; Does; does

Do; do

(5) Explain some language points.

Step 5: Consolidation

Teach activity 3c

(1) Ask students to look at the picture carefully in 3c and find out the things in Bob’s room.

(2) Ask students to close their books. Read the sample conversation so that they can know how to do this activity.

(3) Ask students to work in pairs to make conversations like the sample conversation.

(4) Leave students several minutes to do this activity.

(5) As they work, move around the classroom, checking progress and offering help as needed.

(6) Ask some volunteers to act out their conversations.

【课堂小结】

In this period, we’ve consolidated the use of do and does through some writing and speaking practice. And we’ve also learned some language points. 【课后作业】

1.

Read the sentences in Grammar Focus.

2.

Make some conversations by yourself.

3.

Preview the next period.

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