Section A Grammar focus 3a—3c优质课教案

Unit 5

Do you have a soccer ball? 教学设计

西安市第三中学分校 付 洁

Analysis of the teaching material:

This design is for teaching grammar focus of Unit 5, years 7A, People’s

Education Press (2012 edition). The unit takes up the topic of sports, and the grammar focus of the unit deals with the speaking practice and the ownership. Some grammar skills are practiced and developed in the target language, such as classifying and grouping information and other grammar strategies using key words to search for information. Analysis of the students:

Students in Grade 7 are eager to get new information. They are interested in sports. So they must be interested in the topic of this unit. Because they have already managed the basic sports words in this unit, as well as some words related to the grammar . This enables Ss to understand further for target language and grammar skills development. Teaching aims: Knowledge and ability: By the end of the period, the Ss will

★ be able to understand what they’ ve learned;

★ have the sense of key vocabulary and the expression; Methods and ways used in process of teaching: During the process, T will

★ blend TBL into the Process Understand Approach;

★ use courseware and technology, such as electronic board to aid teaching;

★ develop Ss grammar skills. As for Ss, they will

★ be encouraged to use strategies to help with grammar,

★ learn how to process information in the grammar focus,

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★ find and learn new chunks in the grammar focust, Affect and attitude: During the period,T will use Courseware, images,skills of encouragement,and other means to

★

raise Ss’interest and motivation;

★ lower their anxiety;

★ build up their confidence to process informaton . When the period comes to its end,Ss will

★ be willing to make further try in their homework practice. Type of lesson: Grammar focus Class period: 45 minutes key points and challenges in teaching: key points: 1) Grammar comprehension

2) key words and their chunks

Challenge: Effective grammar comprehension and process of information Teaching methods: TBL and CALL learn methods: strategic grammar

teaching aids: PPT courseware,electronic board, worksheet Teaching Procedures:

Teaching Procedures

Step 1: Warming-up and goal presentation

What T does in What Ss do in class class

T will ★ greet Ss to start the lesson; ★ introduction the goal of the lesson (T’s expectation)

Purpose the design

of Ss will know they are to To elicit the expect in class

topic and let Ss have a clear mind of the goal of the lesson.

Step 2: Review some sports’ names

T will ★ show some pictures about sports; 2 Ss will ★ guess and answer questions about the sports; To rouse Ss interest and to prepare them for the

★ask one student ★ get to know the to act about sports and ask others to guess what they are.

difference between sports and sports things. grammar part. Step 3: Find some rules:

(Look for T will ask Ss to Ss will respond and To let Ss understand how to look for the key words for rules and know some strategies about grammar

read the grammar answer them. very quickly and

something

about Look for the rules;

how to use do or does that is

Ss will related to personal

Pronouns)

Finish 3a (write

T will

each word in the ★

direct Ss how correct place in to look for the the chart.) rules from the sentences;

★

fast read and find

the rules in a sentence;

To direct ★

come to understand Ss’attention about

the rules in the about knowing the meaning of each sentence

and how to differ the rules.

★

lead Ss how to sentences. put the words in the chart and differ the rules.. Step4:

Ask and answer the questions T will ★ present a picture about Ss will carry out the speaking task, ask Ss to make the small To assess how well Ss can make the

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about

Bob’s room and finish 3c.(Detailed attention focusing on the picture)

Bob’s room and ask Ss to have a conversations in pairs.

conversations.

look at the picture

for just 1 minute; ★check up the

answers and get feedback. T will ★ present three conversations and ask Ss to Ss will Step 5:

How to use do or does in the conversations to finish 3b: Read to process the information. (Detailed ★ To train ★ fill the conversations and develop on worksheet, check Ss’skills in up their work and make processing the information in read and fill them; corrections where ★ check up the answers with the class; necessary; ★ listen to the teacher the and reflect what they’ve done.

conversations. ★To let Ss be aware of using key words for information process.

practising focusing ★ explain how to on grammar information)

use the key words

to process the information. Step 6: Further practice: Pick up the words to make the correct sentences , and T will ★ check up the right order of the sentence with Ss; ★ ask Ss to find more sentences from the words; .

4 Ss will carry out the task and report to the teacher their findings.

★ To make sure that Ss know what

to correct the order about the

do the language pick-up.

sentences; ★ To let Ss be aware of the useful grammar language. Step 7：

Post-practice: More behind the grammar

T will present a picture about me and my sports things, and let Ss think about what sports they often

do in their daily lives. Ss will brainstorm about their sports things ,doing sports and respond. To develop Ss awareness

on value and morality on the issue of doing sports. T will

★show and Homework explain what 1:discussion about homework they will do. who has sports ★say that’s for things and how today and have a many.. break. 2. Make the Step 8 : sentences with given words to practice grammar . Ss will

★ understand what to do after class; ★ use the target language with own words if they like. For further practice and understandin-g of the grammar focus and target language.

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Board design Unit 5

Do you have a soccer ball? I.

tennis ball

ping-pong bat soccer ball

volleyball base ball

basketball II. Do you have a baseball?

Yes, I do.

Do they have a basketball?

No, they don’t.

Does he have a soccer ball?

Yes, he does.

Does she have a basketball?

No, she doesn’t.

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