Section A Grammar focus 3a—3c教学设计与反思

Unit 5 Do you have a soccer ball? 教学设计

教案

教学准备

1.教学目标

1.学习并掌握如何用have对物品的所属进行提问与回答；

2.学习并掌握用let’s……提建议，了解祈使句的概念; 3.学习并掌握球类运动词汇以及其他重点单词；

4.能够就球类运动的话题进行交流；

5.学习并掌握如何回应―let’s……‖的建议；

6.学习并掌握当主语为第三人称单数时―have‖的变化。

【objectives Learning】

Words 1.&

expressions

good; sound sports; play let’s=let us; tennis; basketball; volleyball; ball; do(does); have(has); every day; watch TV; but; difficult; fun; boring; interesting; Key 2. sentences

----Do you have a soccer ball? ----Yes, I do. ----No, I don’t. ----Does she have a tennis racket? ----Yes, she does. ----No, she doesn’t. -----Let’s play basketball. -----That sounds good. He has 8 tennis rackets. But he doesn’t play sports, he only watches them on TV! 2.教学重点、难点

【Points Important】

1.听说读写单词:tennis ball; soccer have; bat…

basketball; volleyball; pong; 难点在于有关球类词汇的发音。

2.句型：

Do you have…….

？

No, I don’t. / Yes, I do.

Does she/he have…

… ? Yes, she/he does.

/ No, she/he doesn’t. 难点在于助动词do的运用。

3.在表明拥有时，人称对―have‖的影响。难点在于第三人称单数+has。

4.祈使句let’s……表建议及其回答。

5.听说读写单词：

relaxing difficult fun boring interesting等表达情绪和喜好的形容

词，难点在于如何在对话中运用这些单词表达自己的好恶。

3.教学用具

Listening, pictures, PPT,

教学过程 Teaching procedures:

Step 1 Warming-up

1. Greetings.

2. Review the letters and language structures the Ss have learned in Unit Four. Step 2 Presentation

1. Show the students other objects. Teach the new words “soccer

ball, ping-pong ball, volleyball, tennis bat, ping-pong bat”

in the same way.

--- What’s

this/ that?---It’s

…

2. Look at the words in 1a and match the words with the things in the picture. 3. Present the key structure. Present these questions and answers. (Point to a student who has a basketball.)

T: Do you have a volleyball?

S1: Yes, I do. (Nod your head yes) / No, I don’t.

(Shake your head no) T: (Ask S2) Does she have a volleyball?

S2: (Help S2 answer) Yes, she does. / No, she doesn't.

T: Does he/ she have a volleyball? S1: Yes, he/ she does.

/

No, he/ she doesn’t. 3 Give Ss 2 minutes to practice the conversation, ask four or five groups to speak lodly. T should encourage the Ss to speak more. 4 Pairwork. T can ask the four or five Ss in a small group. Then let them make a new conversation. If the Ss need help, the T can help them. Five minutes later, let three or four groups act in the front. 5 Summary. Ask the Ss to think about what we have learnt. 6 Homework. Remember the words and make a new conversation.