Section A Grammar focus 3a—3c教学实录

Unit 5

Do you have a soccer ball? 一、单元教材分析

本单元主要学习动词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。本单元围绕“和朋友一起欢度时光”这一话题安排了三个任务：一是列举所学的运动项目，从中挑选出各自喜欢的体育项目，并说明原因，目的是巩固并新学一些体育项目的名词；二是让学生互相询问所爱好的运动，并根据情况发出邀请，学会用have对物品的所属进行提问与回答，掌握用do和does引导的一般疑问句的构成及使用，了解用Let’s提建议的句型；三是写作，把任务一、二的完成情况写成日记，进一步复习、巩固所学的语言目标。通过本单元的学习，学会用have对物品的所属进行提问与回答；学会用let’s…句型提建议；能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动及原因；能够谈论怎样和自己的朋友度过一段愉快的时光。

二、单元学情分析

本单元的主题是使用have对物品的所属进行提问及回答，以掌握行为动词在一般现在时中的构成和使用；同时引导学生使用所学的句型谈论自己在球类运动中的喜好。行为动词在一般现在时的肯定句、否定句和一般疑问句中的构成和使用是初中英语教学中非常重要的内容，本单元知识的掌握程度将直接影响今后的英语学习。学生在以前的学习中已经掌握了be动词在一般现在时中的构成和使用，在学生的头脑中也已经形成了一个模式，这种模式将直接影响学生对本单元知识内容的接受，所以教师在教学中一定要善于引导，以免学生养成不良习惯。该部分学习内容贴近学生的生活，谈论的主题是符合学生喜爱运动的心理，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。

三、单元教学建议

采用自主学习、小组合作学习、Discussion and guess和Classifying的学习策略，利用教学图片、幻灯片、画纸和蜡笔等来展开课堂Pair work问答式的口语交际活动和小组活动，使用have对物品的所属进行提问及回答。本单元的教学法建议：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。

四、单元课时分配

本单元可用4课时完成教学任务：

Section A (1a-2d) 用1课时

Section A (Grammar Focus-3c) 用1课时

Section B (1a-2c) 用1课时

Section B (3a-Self Check) 用1课时

Section A1 (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握下列词汇：do (does), have, tennis, ball, ping-pong, bat, soccer, soccer ball, basketball, let, us, let's go, we, late, has, get

2) 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：

①

—Do you have a baseball? —Yes, I do. No, I don't. ②

—Does she/he have a tennis ball?

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

③

—Do they have a soccer ball?

—Yes, they do./ No, they don't.

3) 学会用Let’s…

提建议。

2. 情感态度价值观目标：

利用学生喜爱运动的心理，激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。在小组活动中，培养学生团结协作精神。

二、教学重难点

1. 教学重点：

1) 通过运用have对物品的所属进行提问以及应答，来掌握一些运动项目的词汇。

2) 在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句。

3）学会用祈使句来向对方提出建议。

2. 教学难点：

学会使用第三人称单数的一般疑问句Does …?及回答做对话。

三、教学过程

Ⅰ. Warming-up and revision

1. Greeting the Ss. Check the homework. 2. Review 3a in page 24.

(Holding a radio) T: Do you have a radio? Ss: Yes, I do. T: Where is it? Ss: It's on the desk.

T: Do you have tapes? Ss: Yes, I do.

T: Where are they? Ss: They're in the bookcase?

…

Ⅱ. Presentation 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 “soccer ball, ping-pong ball, volleyball, tennis bat, ping-pong bat” in the same way.) T: Read the words together twice.

Ss: …

2. Look at the words in 1a and match the words with the things in the picture. T: Number 1 is (a), tennis ball. What’s Number 2 Match them. Ask one student to show the answers and check them.

3. Present the key structure. Present these questions and answers. (Point to a student who has a pencil box.) T: Do you have a pencil box? S1: Yes, I do. (Nod your head yes)

T: (Ask S2) Does she have a pencil box? S2: (Help S2 answer) Yes, she does.

T: Do you have a basketball? S1: No, I don’t. (Shake your head no)

T: (Ask S2) Does she have a basketball? S2: (Help S2 answer) No, she doesn't. Practice the drill “Do you have a …?”, "Does he/she have a…? " in pairs. You can use your school things and these balls. Look at the model, then practice like this.

Model:

S1: Do you have a basketball?

S2: Yes, I do.

S3: Dose she have a basketball?

S4: Yes, she does.

S1: Do you have a soccer ball?

S1: No, I don’t.

S3: Dose she have a soccer ball?

S4: No, she doesn't.

(Students work in pairs.)

Ⅲ. Listening 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.

S1: … S2…

Ⅳ. Pair work 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. (basketball, baseball bat, soccer ball, volleyball, computer, ping-pong bat, baseball) T: Ask and answer the questions as many as you can. S1: Do you have a … ?

S2: …

S1: …

S2: …

Ⅴ. Listening

1. T: Look at the pictures in 2b and name them. What are these? (Point at the baseball, basketball, soccer ball, volleyball.)

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.)

Ⅵ.

Pair work 1. T: Let’s look at the picture in 2a. Does Jane have a tennis ball?

S1: No, she doesn't.

T: Does Paul have a soccer ball?

S2: No, he doesn't.

T: Does his brother have a soccer ball? S2: Yes, he does.

(Ask more students to make a conversation.) T: Make conversations with things in the picture. S: …

2. Ask some pairs to act out their conversations.

Ⅶ.

Presentation

(Show a soccer ball to class.) T: Let’s play soccer ball 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: OK. Let's go.

Ss read the conversation and try to remember them.

Ⅷ. Role-play

1. Cindy and Helen want to play baseball. Now read the conversation and match the things with their right places.

baseball

baseball bat

on the chair in Cindy's bag Bill has it.

Cindy's jacket

2. Read the conversation after the teacher.

3. Practice the conversation with your partner.

4. Ask some pairs to act out the dialogue in front of the class. 5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）

Homework:

1. Review the new words we learned today.

2. Make a survey about your parents’ sports collection. Name Mother father

板书设计：

collection

Section A1 (1a-2d) 1. soccer ball, basketball, ping-pong ball, volleyball, tennis bat, ping-pong bat

2. —Do you have a baseball? —Yes, I do. No, I don't. —Does she/he have a tennis ball?

—Yes, she/he does. No, she/he doesn't. 3. A: Let’s play…

B: No, I don’t have a …

A: Well, let’s play baseball. B: OK. Let's go. 4. baseball

baseball bat

on the chair in Cindy's bag Bill has it. Cindy's jacket