Section A Grammar focus 3a—3c优质教案设计

Unit 5 Do you have a soccer ball? Section B 教案

一、教学目标

1.

Language goals 语言目标

1)

Words & expressions: interesting, boring, fun, difficult, relaxing, watch, watch TV, has, basketball, tennis racket, baseball bat, ping–pong ball, soccer ball, volleyball, interesting, boring, run, difficult, relaxing, TV. 2)

Key sentences:

I don’t have a soccer ball, but my brother Alan does. Tom has a baseball, but he doesn’t have a baseball bat. 2.

Ability goals能力目标

1)

Enable the students to learn to make suggestions politely and responses. 2)

Train the ability of the students about reading and writing. 3)

Train students’ writing abilities.

3.

Emotion & attitude goals 情感和态度目标

1)

Enable the students to learn to express their feelings about different suggestions. 2)

Enable students to form wide interests and hobbies. 3)

Learn to talk about ownership and make suggestions. 4.

Strategy goals 策略目标

1)

Enable the students to know how to express their feelings about different suggestions. 2)

Enable students to collect what they like. 3)

Enable students to form wide interests and hobbies. 5.

Culture awareness goals 文化意识目标

1)

Different countries, different suggestions. 2)

Enable students to understand different people have different interests and hobbies. 3)

Enable students to understand the different countries have different suggestions and hobbies. 二、教学内容

1.

do/does引导的一般疑问句和let’s…句型；

2.

名词的复数构成与使用。

3.

词汇：Tennis, racket, bat, volleyball, basketball, television, interesting, boring, fun, difficult, relaxing等。

4.

正确掌握行为动词一般现在时的肯定句、否定和一般疑问句的结构，并进行阅读和写作的练习。

三、教学重难点

1.

Learn to how to express different suggestions and responses. 2.

The plural form of noun. 3.

The Present Simple Tense 4.

Learn to how to talk about ownership and make suggestions. 四、教学准备

Balls, pictures, tape-recorder 五、教学过程

Step 1 Revision and word study 1.

Check the homework:

T: Last class we asked the students to make up conversations with “ownership and make suggestions” in pairs /in groups. Now we’ll ask you to act them out.

2.

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). 3.

Ask the students to write the letter of the picture on the line next to each word. 4.

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 Listening and word study 1.

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. 2.

Play the recording for the first time in 1b. T: Listen to the tape carefully and remember the four adjective words you hear.

3.

Play the recording for the second time. T: Listen to the conversation and put a checkmark to the left of each word in 1a that you hear. 4.

Ask the two students to say out their answers. Step 3 Listening and writing

1.

T: I’ll ask 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.

2.

After listening 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 4 Practice and acting

1.

Before asking the two students to read the dialogues, list these activities on the blackboard: play computer 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.

2.

One acts as Jenny, the other acts as Paul, move around the classroom offering languages support and checking progress when the students talk about the activities. Ask a few pairs of students to perform their conversations for the class. Sample dialogues:

S1: Let’s play volleyball.

S2: That sounds fun. S3: Let’s watch TV.

S4: That sounds boring.

Step 5 Reading 1.

Read the survey results in a school magazine in 2b. 2.

Answer the question: Who has a soccer ball? 3.

Do the exercise in 2c. Step 6 Section B 3a

1.

Write more questions about sports equipment.

2.

Check the words and the phrases you know

Open your books and look at self-check-1. If you know the words and the phrases well, please check them.

3.

Read

I would like all of you to read the words and the phrases together.

Step 7 Section B 3b

Exchange books with a partner. Answer his or her questions in 3a.

1)

Do you have any other words you don’t know? Please write them in your notebook.

2)

Please ask your friends for help.

3)

Looking up the dictionary is also a good way to study English. I hope you can get more from dictionaries.

Step 8 Writing

This activity focuses on students understanding of the target language in the unit.

T: Please read aloud the following sentences in 3c, Write about yourself and your partner with but. Step 9 Self Check 1.

List all the sports you know. Write what you think of them. 2.

Complete the questions and answers.

Step 10 Summary This class we have learned how to make suggestions and responses politely. We also have learned how to use some description adjectives.

Step 11 Homework 1.

Make up dialogues about “Make suggestions and responses”.

2.

Make up dialogue with “Do you have…?”

3.

Talk about your friends’ hobbies. (play basketball /soccer ball /ping–pong ball /watch TV /play computer games /play sports every day)