Learning about Language教学设计实例

Unit 5 Do you have a soccer ball？

Ⅰ.Programmes for the Unit 1.Status and Function The topic of the unit is spending time with friends.In this unit，students learn to ask and answer questions about ownership.The target language “Do you have a soccer ball？”is always answered with “Yes，I do”

or “No，I don”t”.It”s never answered with “Yes，I have”

or “No，I haven”t”.This is quite different from Chinese.Students must be given a lot of practice before grasping it. （1）All the activities in the first period are designed to introduce the key vocabulary，names of sports，and the target language，yes/no questions and short answers.Then students are given much listening and oral practice to grasp them. （2）In the second period，students are provided with more listening and oral practice using the target language.At the same time，students practice “Does he/she...？”questions.This is a little difficult.Students must pay attention. （3）In the third period，students learn to make suggestions using “Let”s...”

to have a good time with friends. （4）In the fourth period，students learn descriptive adjectives such as boring，interesting first. Then students go on practicing making suggestions using “Let”s...”

and giving responses using the adjectives.Such activities are helpful to raise learning interest of students and improve students” spoken English.

（5）Students practice reading and writing using the target language in the fifth period.The pictures accompaning the activities make the reading and writing easier. （6）In the sixth period，students are asked to put sentences in order to make a conversation.This is a reinforced practice using the target language.It”s helpful for students to better understand what they”ve learned in this unit and improve students” reading skill.

2.Teaching Aims and Demands （1）Knowledge Objects Learn and grasp the present tense to have. Learn and grasp yes/no questions and short answers. Learn to make suggestions using “Let”s ...”. （2）Ability Objects Train students” listening，speaking，reading and writing skills. Train students” integrating skills.

（3）Moral Objects Have a good time with friends in spare time. Make students know that doing sports is good for health. 3.Teaching Key Points Learn the key vocabulary. Learn the present tense to have. Learn yes/no questions and short answers. 4.Teaching Difficult Points Train students” communicative ability.

Learn the present tense to have.

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5.Teaching Methods Teach students how to send an invitation and give responses. Teach students to pay special attention to the difference between English and Chinese. Ⅱ.Teaching Guidance 1.Language Functions Ask and answer questions about ownership. Make suggestions. 2.Target Language Do you have a basketball？

Yes，I do./No，I don”t.

Does he/she have a tennis racket？

Yes，he does./No，she doesn”t.

Let”s watch TV.

No，that sounds boring. That sounds great. 3.Structures Present tense to have. Let”s...

Adjectives of quality. Yes/No questions and short answers. 4.Key Vocabulary TV，ball，basketball，soccer，bat，tennis，racket，volleyball，interesting，boring，fun，difficult，relaxing 5.Learning Strategies Guessing. Classifying. 6.The Course Extension Art. Math. The society practices. Ⅲ.A Diagram for Topic Words

Ⅳ.A Diagram for Topic Thinking and Task-based Activities

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Ⅴ.Teaching Time Six periods. The First Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary:tennis racket，baseball bat，soccer ball，volleyball，basketball，television Target language: Do you have a baseball bat？

Yes，I do. Do you have a baseball？

No，I don”t.

2.Ability Objects Train students” listening skill. Train students” communicative competence using the key vocabulary and the target language.

3.Moral Objects Do sports in your spare time.It”s good for your health.

Ⅱ.Teaching Key Points Names of sports. Ask and answer questions about ownership. Ⅲ.Teaching Difficult Point Ask and answer questions about ownership. Ⅳ.Teaching Methods Scene teaching method. Pairwork. A game. Ⅴ.Teaching Aids A projector and a powerpoint. A tape recorder. Ⅵ.Teaching Procedures Section A Step Ⅰ

Key Vocabulary Make a powerpoint including the items of sports presented in this class.Show it on the screen by a projector. Point to the tennis racket and say tennis racket.Students repeat it. Point to the baseball bat and say:baseball bat.Students repeat using the same approach to teach and practice soccer ball，volleyball，basketball and television.Repeat this activity several times until the students can read these words fluently and accurately.

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Write the words on the blackboard. Ask:What sports do you play？

Help the students answer using the key vocabulary above. （This activity introduces the key vocabulary.）

Step Ⅱ

1a Ask one or two students to read the words on the left of the illustration.Call students attention to the items in the illustration. Point out the sample answer.Number 1 is c，tennis racket.Match the words and the items in the picture by writing the letter of the item on the blank line after the word. Check the answers. Answers: 1.tennis racket c 2.baseball bat a 3.soccer ball e 4.volleyball f 5.basketball d 6.TV b （This activity introduces the key vocabulary.）

Step Ⅲ

1b Call attention to the list of words.Ask a student to read them aloud. We”ll listen to a conversation.Please circle the words you hear.

Play the recording for the first time.Students only listen. Play the recording again.This time students listen and circle the words that they hear. Check the answers. Answers: Students circle baseball bat and computer game. Tapescript: Tony:Do you have a computer game？

Chi-young:No，I don”t.

Tony:Do you have a baseball bat？

Chi-young:Yes，I do. （This activity provides practice recognizing the vocabulary words in spoken conversation.）

Step Ⅳ

1c Read the sample conversations and have students repeat.Write them on the blackboard. Then point to the volleyball in the illustration above and say the conversation in the place of baseball bat with a student.Think of another word，for example，a dictionary.Say the conversation in the place of baseball with another student.Students then practice the conversations in pairs.Ask and answer questions about the things in the picture above.Move around the room checking progress and offering pronunciation support. （This activity provides some practice using the target language.）

Optional Activity: Ask one student to demonstrate a sports or other activity in the front of the class.The rest of students take turns guessing what equipment he/she is using to do the activity.Demonstrate the game by swinging an imaginary tennis racket at an imaginary tennis ball.The others in turn ask:Do

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you have a ...？The student answers Yes，I do.or No，I don”t.The game continues until a student guesses right. （This activity gives the students further practice using the target language.）

Step Ⅴ

Summary In this class，we”ve learned the names of sports and the target language.Do you have a...？

Step Ⅵ

Homework After class，students ask one another what kind of sports they like or dislike and why. Step Ⅶ

Blackboard Design Unit 5 Do you have a soccer ball？

Section A The First Period 1.Key vocabulary tennis racket，baseball bat，soccer ball，volleyball，basketball，television 2.Target language Do you have a baseball bat？

Yes，I do. Do you have a baseball？

No，I don”t.

The Second Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary:does，doesn”t

Target language: Do you have a TV？

Yes，I do./No，I don”t.

Does he/she have a tennis racket？

Yes，he does./No，she doesn”t.

2.Ability Objects Train students” listening and speaking skills.

Train students” intuitive thought ability through a guessing game.

3.Moral Objects Although we have a weaker football team in China，we must give it full support. Ⅱ.Teaching Key Point Target language. Ⅲ.Teaching Difficult Points Target language: Does he have a tennis racket？

Yes，he does./No，he doesn”t.

Ⅳ.Teaching Methods Pairwork. A game. Ⅴ.Teaching Aids A tape recorder.

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Pictures. Ⅵ.Teaching Procedures Step Ⅰ

Ask pairs of students to take turns talking about what kind of sports they like or dislike and why. （This activity trains students” speaking skill.）

Step Ⅱ

2a Point to the pictures and ask the students to look at the names in them carefully. Play the recording for the first time.Students only listen. Play the recording for a second time.This time ask students to listen to the names and write a number 1 in the box before the picture with its name mentioned first.Write a number 2 in the box before the picture with its name mentioned second and so forth.Point out the sample answer. Check the answers. Answers:3，1，4，2 Tapescript: Conversation 1: A:Do you have a soccer ball，Peter？

B:No，I don”t.

A:Does your brother Alan have one？

B:Yes，he does. Conversation 2: A:Hi，Mike. B:Hi，Ed. A:I want to paly basketball.Do you have a basketball？

B:Yes，I do. A:Great! Conversation 3: A:Hi，Sally. B:Hi，Jane. A:Sally，this is my friend，June. B:Hi，June.Nice to meet you. C:Nice to meet you，Sally. B:Let”s play tennis.Do you have a tennis racket，Jane？

A:Sorry，I don”t.

Convesation 4: A:Do you have a volleyball，Barry？

B:No，I don”t.But my brother does.Let”s go and find him.

（This activity provides practice listening for special information.）

Step Ⅲ

2b Call students” attention to the illustration.Ask students to name each item.

Say，We”ll listen to the conversations again.You are to match the people in Activity 2a to the balls in the picture.Point the sample answer. Play the recording twice.Students listen and write the number from the pictures in Activity 2a. Correct the answers. Answers （from left to right）:3，2，1，4

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（This activity provides practice recognizing the key vocabulary words in natural speech.）

Step Ⅳ

2c Focus students” attention on the illustration and elicit the name of each item from it.

Ask the students what the things are and where they are. Ask the students:Is the room the same as yours or different from yours？

Demonstrate conversations with a student like this: T:Do you have a soccer ball？

S:Yes，I do. T:Do you have a baseball bat？

S:No，I don”t.

Students practice in pairs.Ask each other if he/she has the things in the picture.As students practice，move around the room giving them help with pronunciation and intonation as needed. （This activity provides oral practice using the target language.）

Step Ⅴ

Grammar Focus Ask students to say the questions and answers.The following are noteworthy. （1）Yes/No questions use rising intonation and the answers use falling intonation. （2）The words “do you”

are often pronounced differently from the way they are spelt.Sometimes they go together so that they sound like d”you.

Sometimes “you”

is shortened so that they sound like do-yuh. （3）The question，“Do you have a TV？”

is always answered with “Yes，I do.”or “No，I don”t.”It”s never answered with “Yes，I have.”or “No，I haven”t.”This is quite different from Chinese.Those who have some acquaintance with spoken English usually make mistakes. （4）“Don”t”

and “doesn”t”

are both contractions.Their full forms are “do not”

and “does not”

seperately. Write some example sentences on the blackboard. Optional Activity: Ask each student to draw a picture with a boy or a girl doing a sport or other activity and some objects，such as a computer，a television or a basketball.Collect the pictures.Hold up one of them and ask a student:Does he have a basketball？The student answers either “Yes，he does.”or “No，

he doesn”t.”Then students take turns coming to the front，looking at a picture without showing it to others，then placing it face down on the desk.The students tells the class if the person in the picture is a boy or a girl.Then the rest of the students take turns asking him/her Does he/she have a（TV）？The student answers Yes or No until someone guesses correctly. Place the class in several groups.Hand out the pictures among the groups.Then you can have several games going on at once. （This activity gives students further practice using the target language Does he have ...？）

Step Ⅵ

Summary and Homework In this class，we”ve learned how to ask and answer questions about ownership.After class，practice more with one another，especially the structure Does he/she have...？

Step Ⅶ

Blackboard Design Unit 5 Do you have a soccer ball？

Section A The Second Period Target language

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1.Do you have a TV？

Yes，I do./No，I don”t.

2.Does he/she have a tennis racket？

Yes，he does./No，she doen”t.

The Third Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects The vocabulary on Page 27. Target Language: Let”s play volleyball.

That sounds good. I don”t have a soccer ball.

2.Ability Objects Train students” writing skill.

The society practices. 3.Moral Object Be active in different activities in school. Ⅱ.Teaching Key Point Target language. Ⅲ.Teaching Difficult Points Make suggestions using Let”s...

Negative sentences:I don”t have...

Ⅳ.Teaching Methods Pairwork. Role play. Ⅴ.Teaching Aids Printed cards. A projector. Ⅵ.Teaching Procedures Step Ⅰ

Brainstorm the students with the questions as follows: （1）What kind of sports do you like？Why？

（2）What kind of sports doesn”t you like？Why？

（3）Do you like （basketball）？Why？

（4）Do you have a computer？

（5）Does he have a computer？and so forth. （This activity provides review of the key vocabulary and the target language learned before.It trains students to respond at a great speed unprepared.）

Show the vocabulary on Page 27 on the screen by a projector. let”s=let us

play v.玩，打球

n.剧本；戏剧；游戏；娱乐

well adv.好；对；满意地

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interj.好吧；唉；嗯

sound v.听起来

good adj.良好的；令人满意的

welcome adj.受欢迎的

our pron.我们的；属于我们的

sport n.运动；游戏

center n.中心，中央

like v.喜欢；n.喜欢的东西

we pron.我们

many adj.大量的

club n.社团；俱乐部

ping-pong n.乒乓球

more pron.更多的；更大的

join n.参加；加入

class n.上课；（一节）课；班级

Say the words one by one and have students repeat. （This activity introduces the vocabulary.）

Step Ⅱ

3a Ask a student to say the words in the box. Call attention to the cartoon story.Say the conversation in the speech bubbles aloud，saying blank each time you come to an empty line. You are to write one of the words in the box on each blank line to make a clearer conversation. Students work on their own.Encourage them to say the sentences out if that helps them decide on the correct answer.Move around the room to check progress. Ask a pair of students to say their conversation，filling in the blanks. Check the answer. Answers:1.don”t 2.Let”s 3.have 4.soccer

Ask students to practice the conversation in pairs.Some time later，invite pairs of students to perform the conversation in the front. （This activity provides writing practice using the target language.）

Step Ⅲ

3b Say the sample conversation and have the students repeat. Have students look at the picture on the right of the conversation.Remind them of a No smoking sign.The mark on the soccer ball means don”t and the checkmark beside the volleyball means yes. Substituting the names of the items in picture 1 in the sample conversation，demonstrate a new conversation with a student. T:Let”s play volleyball.

S:I don”t have a volleyball.

T:Well，let”s play baseball.

S:That sounds good. Write the conversation above on the blackboard. Then students make conversations with a partner.Talk about the pictures. Get pairs to act out their conversations for the class. （This activity gives students practice using the target language.）

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Step Ⅳ

4 Hand out the printed cards to the students.They look like this: FIRST NAME:_______ LAST NAME:_______ AGE:_______ SEX:_______ TEL:_______ CLASS:_______ SPORTS YOU PLAY:_______ Imagine that your school has a school sports club.It needs new members.They give each student an enrollment form and ask students to join their clubs. Have students to fill in the enrollment form. After they have completed filling in the form，divide them into pairs.Role play a conversation between a student and a coach.The coach asks questions as follows:What”s your first name？What”s your last name？How old are you？What sports do you like？and so forth.The student answers. Walk around the class and offer help where necessary. （This activity reviews the language of introductions.Besides，it makes the class lively and interesting and raises learning interest of students.）

Step Ⅴ

Summary In this class，we”ve learned to make suggestions using Let”s ...and respond to the suggestions.Next class.we”ll have a further study.

Step Ⅵ

Homework （1）Who is your favourite sportsman or sportswoman？Collect as much information as possible about him/her，including some pictures. （2）Finish off the exercises on Pages 16 and 17 of the workbook. Step Ⅶ

Blackboard Design Unit 5 Do you have a soccer ball？

Section A The Third Period The target language: T:Let”s play volleyball.

S:I don”t have a volleyball.

T:Well，let”s play baseball.

S:That sounds good. The Fourth Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary:interesting，boring，fun，difficult，relaxing，watch TV Target language:Let”s play computer games.

That sounds interesting. 2.Ability Object Train students” integrating skills.

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3.Moral Objects All work and no play makes Jack a dull boy.So relax your mind after studying for a long time. Ⅱ.Teaching Key Points Adjectives of quality. Make suggestions. Ⅲ.Teaching Difficult Points Talk about the activities，such as playing computer games，playing volleyball in pairs using adjective. Ⅳ.Teaching Method Teaching by demonstration. Ⅴ.Teaching Aids A tape recorder. A projector. A sample chart. Ⅵ.Teaching Procedures Section B Step Ⅰ

Ask students questions beginning with “Do you have...？”or “Does he/she have...？”so that they can have a review of the vocabulary words and the target language learned in the previous classes. Step Ⅱ

1a Pointing to the words in the box，say and have students repeat each one. Write them on the blackboard. Let the students look at every picture carefully.Say，You will match the words with the pictures by writing the letter of the picture on the line after each word.Point out the sample answer. Students work on their own. Correct the answers. Answers: 1.c 2.d 3.e 4.b 5.a Ask students to point to the pictures one by one and say the word that goes with that picture. （This activity introduces the adjectives of quality.）

Step Ⅲ

1b Ask a student to say the list of words in Activity 1a again. Show a sample picture of someone yawning with his mouth wide open as he reads a book on the screen by a projector.Ask:What do you think the picture means？Is the book interesting or boring？Help the students to answer.It”s boring.

You draw a picture that shows something interesting，boring，fun，relaxing or difficult.After you finish drawing it，show it to your deskmate to see if he/she can guess what the picture is. A few minutes later，stop the activity.Invite several students to take turns holding up his/her picture.The rest guess what it is. （The activity provides practice using the key vocabulary.）

Step Ⅳ

2a Ask a student to say the key vocabulary in Activity 1a to the class. You”ll listen to a conversation.Please put a checkmark before the word you hear.Point out the sample answer.

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Play the recording for the first time.Students only listen. Play the recording again.This time，students listen and check the words that they hear. Ask a student to say his/her checked words. Check the answers with the whole class. Answers: a.interesting √

b.boring √

c.fun √

d.difficult √

e.relaxing __

Tapescript: Tong:Let”s play computer games!

Tony:That sounds interesting，but I don”t have a computer.

Tong:Well，do you have a volleyball？

Tony:Yes. Tong:Then let”s play volleyball.

Tony:Oh，volleyball is so difficult... Tong:OK，let”s watch TV.

Tony:That sounds boring.Hmmm...Let”s play soccer!Do you have a soccer ball？

Tong:No，I don”t.

Tony:Oh，well，do you have a basketball？

Tong:Yes，I do.Let”s play basketball!

Tony:That sounds fun! （This activity provides practice recognizing the vocabulary words in spoken conversation.）

Step Ⅴ

2b Ask a student to read the names of each activity to the class. Point out the sample answer.In the conversation above，Tony says playing computer games is interesting.Now listen to the conversation again.Pay attention to what Tony says about each activity. Play the recording.Students write in a word on the blank line next to each activity.If necessary，play the recording a second time so that students can check their work and disagreements. Correct the answers. Answers:（1）interesting （2）difficult （3）boring （4）fun （This activity gives students an opportunity to recognize the key vocabulary in written form.）

Step Ⅵ

2c Have students to say the names of the activities and the adjectives in Activity 2b aloud. Say the sample conversation and have students repeat it.Invite a pair of students to say the conversation again. Students practice in pairs.One is Jenny.The other is Tony.Talk about the activities in Activity 2b.As the students work，move around the room offering language support. Get several pairs to act out their conversations in the front. （This activity provides oral practice using the adjectives and the target language.）

Step Ⅶ

Summary In this class，we”ve learned the adjectives of quality and making suggestions using Let”s....

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Step Ⅷ

Homework Put the sample chart on the blackboard with the names of five activities on the left and four students” names at the top.

play baseball

watch TV

study math

play soccer

Tony

Grace

Gina

Tommy

interesting

Grace

difficult

Tommy

tony

Gina

talk on the phone

Demonstrate how to fill in the chart. Teacher:Let”s watch TV.

Tony:That sounds interesting. Teacher:Let”s study math.

Gina:That”s difficult.

Ask students to draw a similar chart.They may write in different activities and students” names.Fill in the chart by asking the students questions. Step Ⅸ

Blackboard Design Unit 5 Do you have a soccer ball？

Section B The Fourth Period Adjectives of quality 1.interesting 2.boring 3.fun 4.difficult 5.relaxing

The Fifth Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Names of sports. Talk about ownership. Write a passage. 2.Ability Objects Train students” reading skill.

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Train students” writing skill.

3.Moral Objects Collecting cards is very popular with students.Do remember not to ride a hobby，otherwise it will have a bad effect on your study. Ⅱ.Teaching Key Points Read newspaper or magazine articles using the key vocabulary and the target language. Write the vocabulary and a passage using the target language. Ⅲ.Teaching Difficult Point Train students” reading and writing skills.

Ⅳ.Teaching Methods Illuminative teaching method. Teaching by demonstration. Ⅴ.Teaching Aid The blackboard. Ⅵ.Teaching Procedures Step Ⅰ

Invite some students to hold up his/her completed chart and make conversations with the students he/she has interviewed. The student:Tony，let”s watch TV.

Tony:That sounds interesting. The student:Gina，let”s study English.

Gina:That”s difficult.

Have some students report their surveys to the class like this:Tony likes watching TV.It”s interesting.Gina doesn”t like studying English.It”s difficult.

Step Ⅱ

3a Focus attention on the picture.Ask students to name each item in the picture. Ask students to read the newspaper article on the right.Answer any questions they raise.Explain that a collection is a group of things that a person saves，for example，a stamp collection，a card collection.Have students circle the sports things in the article.Ask a student to say his/her answers. Correct the answers with the whole class. Answers:These words should be circled:tennis rackets，baseballs，volleyballs，soccer balls （This activity provides reading practice.）

Step Ⅲ

3b Call attention to the picture.Ask a student to name each item. Read the magazine article about Sue Hall to the class.Say blank each time you come to an empty write-on line. Tell the students to look at the picture and fill in the blanks by writing in the names of sports things. Get a student to read his/her completed article to the class. Check the answers. Answers:（1）baseballs （2）basketballs（3）tennis rackets （4）volleyballs （This activity provides reading and writing practice using the vocabulary words and the target language.）

Step Ⅳ

3c

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Let students read the articles in Activities 3a and 3b again. Ask，what sports do you play？What sports things do you have？

What other things do you do？What things do you have？

Collect the answers on the blackboard. Now you will write about yourself.You may use the example in Activities 3a and 3b as a model and the list on the blackboard as a guide. Students write their own passages.Walk around the room checking their work and offering spelling and language support where necessary. Ask some students in turn to read his/her passage to the class. （This activity provides writing practice using the target language.）

Step Ⅴ

4 Have students read the samples aloud. Demonstrate how to make a survey with students.Ask a student if he/she has a watch.If he/she says Yes，I do.Ask his/her to write the question on the blackboard with his/her name underneath. Ask some students the same question.When you get a yes answer，ask him/her to write his/her name on the blackboard，too. Repeat the same approach with “Do you have a bicycle？”. Every student writes four questions beginning with “Do you have...？”.Find people in the class who have these things and write their names.Then students make a survey around the class.Move around the classroom giving any help they need. （This activity provides oral and writing practice using the target language.It also provides a review of yes/no questions.）

Step Ⅵ

Summary In this class，we”ve learned to read an article and write a passage.We”ve also played a survey game. Step Ⅶ

Homework After class，students draw a simple chart，ask different students questions and write in the names of balls. （The task not only gives the students further practice using the target language，but it also provides practice writing the key vocabulary.）

Step Ⅷ

Blackboard Design Unit 5 Do you have a soccer ball？

Section B The Fifth Period 1.play chess collect stamps collect cards chess stamps cards 2.Do you have a watch？

Name:Gina Peter Tony Do you have a bicycle？

Name:Alice Clark The Sixth Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Review all key vocabulary presented in this unit.

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Review making suggestions and talking about ownership. 2.Ability Object Train students” ability of reading comprehension.

3.Moral Object Invite your friends to have a good time while on holiday. Ⅱ.Teaching Key Point Key vocabulary. Reading comprehension. Ⅲ.Teaching Difficult Points Train students” ability of reading comprehension.

Ⅳ.Teaching Method Pairwork. Ⅴ.Teaching Aid A projector. Ⅵ.Teaching Procedures Self check Step Ⅰ

Ask some students in turn to report his/her survey like this: Tony has a soccer ball.He plays soccer every day.Tommy doesn”t have a soccer ball.He has a baseball instead.But he doesn”t play baseball.He only watches baseball matches on TV.

Step Ⅱ

1 Ask students to check all the words they know. Get students to find out the meanings of the words they don”t know by reviewing the lesson，asking you，asking classmates or looking them up in a dictionary. （This activity helps students review all key vocabulary presented in this unit.）

Step Ⅲ

2 Ask students to write five new words in their vocab-builder. After that，exchange their books and share their lists with other students. Have a student write his/her five new words on the blackboard to share them with the whole class. （This activity helps build vocabulary.）

Step Ⅳ

3 Call students” attention to the pictures.Ask students to discuss the cartoon story. Then let them read the sentences.You are to number the sentences to make a conversation that follows the situations in the pictures. Students work to number the sentences on their own. Check the answers. Answers:5，1，4，2，3，6，7 Students practice the conversation first.Then have pairs of students to act their conversation to the class. （This activity is designed to train students” ability of reading comprehension.）

Optional Activity: Imagine that it”s National Day tomorrow.There are no classes.Call one of your friends to invite him/her to have a good time next day. Show the sample version on the screen by a projector.

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Tommy:Hello!May I speak to Tony？

Tony:Speaking. Tommy:Hi，Tony.This is Tommy speaking.Let”s play tennis tomorrow. Tony:That sounds good.But I don”t have a tennis racket.

Tommy:Well，let”s go boating in the park.

Tony:That”s relaxing.Thanks for inviting me.Goodbye.

Tommy:Bye. If there isn”t enough time，treat the task as homework. Step Ⅴ

Just for Fun! Ask students to read the conversation.Explain the meanings of some more.Invite pairs of students to act out the conversation. （This cartoon story shows the students how the target language is used in everyday situations.）

Step Ⅵ

Summary and Homework In this class，we”ve mainly reviewed the key vocabulary and the target language presented in this unit.After class，finish the conversation on the phone first. Then finish off the exercises on Pages 17 to 19 of the Workbook. Step Ⅶ

Blackboard Design Unit 5 Do you have a soccer ball？

Self Check The Six Period New vocabulary 1.skilling 2.skating 3.long jump 4.high jump 5.bowling

Materials for Preparing Lessons Ⅰ.知识点拨

1.well和good 这两个词都有“好”的意思。well是副词，常用来修饰动词。good是形容词，表示戏剧、电视、书籍等某种东西的内容好；表示人品好，人的善良和对其他人的和睦、亲切。

She studies well. 她学习好。

I bought a good book yesterday. 昨天我买了本好书。

He is a good student. 他是一位好学生。

2.sound n.听起来

Let”s go to the park tomorrow.

我们明天去公园吧。

That sounds great.这听起来好极了。

sound n.声音，是一个常用词。

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the sound of running water流水声

the sound of voices说话声

3.welcome v.欢迎

Welcome home （back）! 欢迎归来！

Welcome to our country! 欢迎到我们国家来! 4.many adj.大量的；许多，在句中修饰可数名词。

I have many English books. 我有许多英语书。

5.join v.参加；加入，往往用于加入一个组织、团体，并成为其中的一员。

What club do you want to join？

你想加入什么俱乐部？

I want to join the army.我想参军。

6.fun n.娱乐；快乐

The children are having a lot of fun with the building blocks. 孩子们玩搭房子的积木玩得很开心。

7.but conj.“但是”，表示转折。

He would like to go，but he can”t.

他想去，但不能去。

8.have和has have是“有”的意思。has是have的第三人称单数形式，与he，she，it或其他表示单数意义的主语连用。下面以I和he为例，列表说明have，has在肯定句、否定句和疑问句中的用法。

have

肯定句

I have...

否定句

I don”t have...

疑问句

Do you have...？

Yes，I do./No，I don”t.

has

He has...

He doesn”t have...

Does he have ...？

Yes，he does./No，he doesn”t.

Ⅱ.背景资料

1.球类运动种类

basketball 篮球

soccer 英式足球

football 足球

baseball 棒球

volleyball 排球

tennis 网球

ping-pong 乒乓球

badminton 羽毛球

rugby 橄榄球

snooker 桌球

softball 垒球

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hockey 曲棍球

bowling 保龄球

golf 高尔夫球

hand ball 手球

cricket 板球

ice hockey 冰球

2.足球的起源

足球是世界第一运动，关于足球运动的起源可谓众说纷纭。国际足联认为，足球运动起源于中国。但足球发达国家一般都不愿接受足球竟然起源于足球发展落后国的这一说法。另一种说法认为足球运动起源于英格兰，据说11世纪时英格兰与丹麦之间发生战争，无聊加仇恨使英格兰人将一名丹麦俘虏的人头踢来踢去，他们发现踢这种东西很有趣，于是开始踢其他球状或类球状物品，足球从此诞生。还有说法，认为中世纪以前，希腊人和罗马人已经从事一种足球游戏。他们在一个长方形场地上，将球放在中间的白线上，用脚把球踢滚到对方场地上，当时称这种游戏为“哈巴斯托姆”。一般认为，足球是一项起源于民间，起源于社会底层，起源于贫民窟的运动，因为只有穷人才会拿脚去踢一个在地上到处乱滚的脏东西。

摘自“故乡网”

注：2004年7月，国际足联已确认足球起源于中国战国时期齐国故都，即今山东省淄博临淄区。

3.篮球的起源

1891年，在美国马萨诸塞州斯普林菲尔德基督教青年会有一位叫詹姆斯·奈史密斯的教师。他见到学生们由于怕冷，在冬天里不敢到户外活动，但待在室内又闷得慌；为了让学生在冬季也能锻炼身体，他就想出了一个有趣的游戏。他弄来了两个盛梨用的圆木筐，然后把它们分别钉在学校体育馆二楼走廊两边的护栏上，这就成了第一个“篮”球场。而学生们则分成两边，争抢一个皮球，看哪边把球投进对方的次数多。刚开始，学生们为了个皮球抢得乱哄哄的，跟玩橄榄球似的；于是他又制定了一些简单的规则，让这项运动更能体现人体的柔韧性和灵活性。这种简单的运动后来逐渐发展成今天的篮球运动。

摘自“中青网”

4.历届奥运会举办时间、地点、金牌榜

1896年雅典第一届奥林匹克运动会

美国（11）

1900年巴黎奥林匹克运动会

法国（26）

1904年圣路易斯奥林匹克运动会

美国（70）

1908年伦敦奥林匹克运动会

英国（56）

1912年斯德哥尔摩奥林匹克运动会

瑞典（24）

1916年第六届奥林匹克运动会由于第一次世界大战，此届奥运会被迫中断

1924年巴黎奥林匹克运动会

美国（45）

1928年阿姆斯特丹奥林匹克运动会

美国（22）

1932年洛杉矶奥林匹克运动会

美国（41）

1936年柏林奥林匹克运动会

德国（33）

1940年第12届东京奥林匹克运动会由于第二次世界大战，此届奥运会被迫中断

1944年第13届伦敦奥林匹克运动会由于第二次世界大战，此届奥运会被迫中断

1948年伦敦奥林匹克运动会

美国（38）

1952年赫尔辛基奥林匹克运动会

美国（40）

1956年墨尔本奥林匹克运动会

前苏联（37）

1960年罗马奥林匹克运动会

前苏联（43）

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1964年东京奥林匹克运动会

美国（36）

1968年墨西哥奥林匹克运动会

美国（45）

1972年慕尼黑奥林匹克运动会

前苏联（50）

1976年蒙特利尔奥林匹克运动会

前苏联（49）

1980年莫斯科奥林匹克运动会

前苏联（80）

1984年洛杉矶奥林匹克运动会

美国（83）中国（15）

1988年汉城奥林匹克运动会

前苏联（55）中国（5）

1992年巴塞罗那奥林匹克运动会

俄罗斯（45）中国（16）

1996年亚特兰大奥林匹克运动会

美国（44）中国（16）

2000年第27届悉尼奥林匹克运动会

美国（39）中国（28）

摘自“51 education.org”

Ⅲ.可供教师选择的活动

1.发生邀请

这个活动旨在巩固所学词汇及目标语，同时培养学生综合运用英语的能力。将学生分成几个小组，同学们在小组内互相询问所爱好的运动，并根据情况发出邀请。还可要求学生把完成的情况写成日记，念给其他同学听。

2.名人面对面

这个活动可培养学生收集信息和整理信息的能力。让学生课下搜集自己喜欢的运动员的资料或照片，制作成手抄报，题目可定为“×××专辑”。同学们互相交流，还可选择制作精美、有个性的张贴出来。

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