Section A Grammar focus 3a—3cppt配套教案和课堂实录

Unit5 Do you have a soccer ball?

Section A (2a-2d) 教学设计方案

上课序号：No1.

课型：听说课

教学内容：本单元主要是学习球类运动有关的词汇、询问并描述物品所属关系及使用形容词来描述体育运动。这个课时为本单元第二课时2a-2d。主要通过听力编号、匹配信息，就所听内容进行问答等活动帮助学生巩固、运用新的词汇和句型，带领学生继续学习have 在一般现在时及其一般疑问句中的用法和let’s…句型。通过2d的示范性对话，让学生综合运用所学知识。

学情分析：

通过第一个课时的学习，学生能够较为熟练地掌握有关球类运动的词汇，对本单元的目标句型有了初步的认识，并能运用

“ Do you have a…?”进行初步的交际活动。

教学目标：

（1）

知识目标：

1. 巩固词汇：tennis ball, ping-pong bat, soccer ball, volleyball, basketball, baseball bat；学生能够准确读出单词并理解其意思。

2.学生能理解并初步运用以下句型：

Does he/she have...? Yes, he/she does. She has…/ No, he/she doesn’t.

She doesn’t have…

Let’s go. Let me get it.

（2）

能力目标：

1. 能熟练运用目标语言，询问和描述物品所属关系。

2. 能在教师的引导下完成听力任务。

3. 能在真实的对话场景中运用目标语言。

4. 能感知重读关键词汇的意义并初步运用在语言表达中。

（3）

情感态度目标：

通过学习本课，学生能更关注运动对生活的积极影响。

（4）

学习策略：

1.

能在听前识图预测，在听中捕捉关键信息来提升听力技巧。

2.

能通过问答和角色扮演来与同伴共同完成学习任务。

（5）

文化：了解更多关于棒球的知识。

教学重难点：

（1）

重点：学生能初步运用目标语言谈论物品所属关系。

（2）难点：have 第三人称单数的一般疑问句、肯定句，否定句的正确使用。

Does he/she have...? Yes, he/she does. He/she has... No, he/she doesn’t. He/she doesn’t have...

教学过程：

Teaching Procedures Teacher’s Activities Students’ Activities

Explanation Ask a question: What sports things can you Recall the sports things Help students to Step1 Revision

remember? as soon as possible. strengthen words memory Guide students to play a Do a chain work. and sentence structures.

chain work. Pre-listening Guide students to know the names of these four students. While-listening

2a. Guide students to listen to 2a and number the pictures. While-listening

2b.

1. Help them to know the sports things in 2b

2. Lead students to listen again and match the pictures with the balls. At Step2 Listening the same time check the things they have. Cross the things they don’t have.

Help students to use the Be familiar with the listening strategy: pictures. predicting before listening. Help students to use the number the pictures from listening strategy: 1-4. Then check answers catching the key like this: Paul is in information while picture1. listening.

Know the balls and match the pictures in 2a with the balls. At the Help students to get more same time check the information while things they have and listening. cross the things they don’t have.

Post-listening

1.Pay attention to the 2c.

pronunciation, the rising 1. Encourage students to tone, the falling tone and ask and answer the stress the important questions about the things in a sentence. people in 2a with the 2.Talk about the people in target language.

2a with the target

2. Guide them to pay language:

attention to the rising Does he/she have a …? tone and falling tone. Yes, he//she does. He/she And stress something has…

important in a sentence. No, he/she doesn’t. 1.Help students consolidate the words and sentence structures. 2. Help them to master some reading skills: Stress the important words in a sentence when reading.

He/she doesn’t have…

1 Let students make a prediction: What do they want to do? How do you know? 2 Help students read the conversation and check the prediction. 3 Let students read to finish two questions. 4 Lead students to read to find some problems and pay attention to some language points: We’re late; Let’s go; Let me get it. 5. Encourage students to pay attention to the pronunciation and intonation while reading after the tape. Step3 2d

role- play

1 Guess what they want to do. 2. Read and check the prediction. 3. Read to find the answers to the questions. 4. Read and find what they can’t understand.

4. Try to understand the meaning of “we’re late. Let me get it. Let’s go.”

5. Read after the tape to practice their pronunciation and intonation.

1 Students can use the strategy of making predictions. 2 Students can have chances to imitate the tones while reading to try to approach native speakers’ pronunciation and intonation, etc. 3. Students can understand some new words and phrase in the context. Step4 Practice Level 1: Ask Helen to play baseball according to 2d. Level 2: Ask your Give students two partners to make a new situations to choose to Practice conversations conversation.

make conversations. with partners. Students can choose the Give some requirements. task according to their English levels.

Lead students to think Guide students to pay Step 5. Further Show their ideas about more about the meaning more attention to sports thinking doing sports. of playing sports. and health. Step 6 Homework

Show students the Use the target language to homework in PPT with Note homework quickly write the conversations. “you must do” and “you in notebooks. Know more about can do”.

baseball. （9）

板书设计：

Unit 5 Do you have a soccer ball? SA 2a-2d

has let us let’s

we late get

A: Does Jane have a tennis ball? B: No, she doesn’t. She doesn’t have a tennis ball.

A: Does Mike have a basketball? B: Yes, he does. He has a basketball.

Let’s go.

We are late. Let me get it. Group1

Group 2

Group3