Unit5Doyouhaveasoccerball?
ThePlanoftheUnit:
Topic:Spendingtimewithfriends
Functions:askandanswerquestionsaboutownership,makesuggestions
Structures:Presenttensetohave
Yes/Noquestionsandshortanswers
Let’s
Adjectivesofquality
TargetLanguage(重点句型):Doyouhaveabasketball?Yes,Ido.Let’swatchTV.No,thatsoundsboring.Thatsoundsgreat.
Vocabulary(重点词汇):TV,ball,basketball,soccer,bat,tennisracket,volleyball,interesting,boring,fun,difficult,relaxing
学习策略:运用对话练习,掌握如何用英语向对方询问是否拥有某物,
增强个人与他人的联系与交流.
跨学科学习:体育球类,礼貌邀请别人
课时划分:根据需要共用4课时完成本单元的教学任务.
第一课时:球类单词,学习句型Doyouhave….?Yes,Ido.No,Idon’t.
第二课时:部分生词,复习句型Doyouhave….?Yes,Ido.No,Idon’t.学习Doeshe/shehave….?Yes,he/shedoes.No,he/shedoesn’t.
第三课时:部分生词,复习Doyouhave….?Doeshe/shehave….?学习have的陈述句形式:I(We,You,they)have….He/Shehas…..及否定句和句型Let’s…..Thatsoundsgood.
第四课时:部分生词,复习前面的内容,进行Selfcheck.
Theplanofeachunit:
第一课时
教材分析:本课主要介绍球类单词和句型Doyouhave…..?所以在讲解句型之前,先让学生认知单词,可采用图片和实物等方法进行教学。
教学目标:1.认知生词tennisracket,baseballbat,soccerball,volleyball,basketball,have.
2.掌握句型:Doyouhave….?Yes,Ido.No,Idon’t.
3.根据场景会熟练运用Doyouhave….?进行询问且能正确的肯定和否定回答,并扩展到运用DoI/wehave….?Dotheyhave….?进行问答.
语法:have的一般疑问句用法(用于第一、二人称和第三人称的复数)及其肯定和否定回答
语言目标:1.Doyouhave….?
Yes,Ido.No,Idon’t.
2.DoI/wehave….?
Yes,youdo.No,youdon’t.
3.Dotheyhave….?
Yes,theydo.No,theydon’t.
学习策略:通过上下文内在的逻辑关系,运用句型进行对话。
语言功能:询问你,我(我们),他们是否拥有某物
Teachingsteps:
Step1.Greeting,singanEnglishsongtogether
Step2.presentation(用实物导课,引出新单词)
(showaball).Askthestudent:What’sthis?
It’saball.It’sasoccerball.
Isthisyoursoccerball?
No,itisn’t.
Doyouhaveasoccerball?Yes.
Step3.(展示图片)showapicturetostudythenewwords:tennisracket,baseballbat,soccerball,volleyball,basketball,television
学习方法:先用图片认知单词,然后领读,注意讲解单词拼写和读音之间的联系,渗透音标教学.再用熟识的句型练习运用这些单词,让学生在不知不觉中达到熟识程度。如:What’sthis?It’satennisracket.Isthisyourvolleyball?Yes,itis.
Thendotheexercises:
1a(P25)Matchthewordswiththethingsinthepicture.
Keys:1.c2.a3.e4.f5.d6.b
Listento1b(P25)andfinishtheexercise.
Step4.Makesentenceswiththenewwordstopracticethestructure:
Doyouhave….?Yes,Ido.No,Idon’t.
师生先进行对话,然后生生对话,可以用实物,也可以用图片,还可以用周围的事物.
Dothefollowingpairwork:
1c(P25)PairworkLetthestudentsaskandanswereachother:Doyouhaveabaseball?Yes,Ido.No,Idon’t.
3(P26)Pairworklookatthethingsinthepicture.Askyourpartnerifheorshehasthesethingswith“Doyouhavea….?Yes,Ido.”
Listento2a(P26)and2b(P26),thenfinishtheexercises.
Step5.现场调查
Thestudentsasktheirpartnersifheorshehasapen,aruler,asharpnerandsoon.让每个学生都参与到这个活动来,人人都有表现的机会。
Step6.lookback
Letthestudentssumupwhatwehavelearnedthisclass.Thenaskwhattheyhaven’tunderstood.
Step7.Homework口语练习:
问你的父母,兄弟姐妹和你的好朋友是否有…..,然后把它记录下来.遇到的生词可以查词典,然后写到你的单词积累本上.
教后一得:
学生已经从死背语法知识,机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高,课堂气氛也更加活跃。
第二课时
教材分析:初步掌握了句型Doyou/theyhave…?及其肯否定回答后,学生对此有了一定的交际兴趣,再讲Doeshe/shehave….?就容易接受了。
教学目标:1掌握生词television,has,does,doesn’t,collection,but,playsports,only,them,small,every,day,everyday.
2.掌握句型Doeshehave….?Doesshehave….?及回答.
3.根据场景询问,熟练应用句型进行交际.
语言目标:Doeshehave….?Yes,hedoes.No,hedoesn’t.
Doesshehave…?Yes,shedoes.No,shedoesn’t.
语法项目:have的一般疑问句用法(适用于第三人称单数)及其肯定否定回答。
学习策略:由问及你是否有某物引到他或她是否有某物。
Teachingsteps:
Step1.Greeting,singanEnglishsongtogether
Step2.presentation
(toaboy)Doyouhaveapen?
Yes,Ido.
(tootherstudents)Doeshehaveapen?
Yes,hedoes.
(toagirl)Doyouhaveaknife?
No,Idon’t.
(tootherstudents)Doesshehaveaknife?
No,shedoesn’t.
学习单词:does,doesn’t,has,television(将单词板书,解释does,doesn’t是do,don’t的第三人称单数,has是have的第三人称单数,解释何为第三人称单数,以及它的用法)
Step3.showapicture.(someballs)
Pleasemakeadialoguewith“Doeshe/shehave…?Yes,he/shedoes.
No,he/shedoesn’t.”
Jane
Mike
Barry
Peter
baseball
√
basketball
√
√
Soccerball
√
volleyball
√
可要求学生先口语练习,然后书面写出来.
Step4.现场调查(利用周围事物练习句型)
4(P29)SurveyWritefourquestionswithDoyouhave?Findpeopleintheclasswhohasthesethings.Writetheirnames.
然后再将这些句子转换成他/她有……吗?
练习两种句型Doyouhave…..?Doeshe/shehave….?
Step5.Dotheexercises
3a(P29)Readthemagazinearticle.Circlethesportsthings.
Keys:tennisrackets,basketballs,baseballs,soccerballs,volleyballs
出现的生词:collection,but,playsports,only,them要求学生会读,认知其意义,当堂不必要求会拼写,可放到课后。
3b(P29)Lookatthepicture.FillintheblanksinthismagazinearticleaboutSueSwanson.
出现的生词:small,every,day,everyday.要求学生认知并记住。(small可补充其反义词big,every可补充其他短语,如everymorning,everySunday,everystudent等)
3a,3b这两个题目是阅读类型,可让学生先按照要求去完成任务,然后让他们朗读全文,把握其全意,增强语感。
3c(P29)Writeaboutsportsthingsandotherthingsyouhave.
本题目是复习生词,并扩展学生的词汇量,鼓励他们去接触新的单词。
Step6.lookback(GrammarFocus)
Letthestudentssumupwhatwehavelearnedthisclass.Lookatthegrammarfocus:
DoyouhaveaTV?Yes,Ido.No,Idon’t.
Dotheyhaveacomputer?Yes,theydo.No,theydon’t.
Doeshehaveatennisracket?Yes,hedoes.No,hedoesn’t.
Doesshehaveasoccerball?Yes,shedoes.No,shedoesn’t.
DoesChi-Younghaveabaseball?Yes,hedoes.No,hedoesn’t.
总结句型,强调人称的变化和助动词的变化。
Thenaskwhattheyhaven’tunderstood.
Step8.Homework口语练习:向你的同桌询问,Mike是否有字典?Kate是否有钢笔?Jane是否有新自行车?等等,然后把你的句子记录下来,遇到的生词可以查词典,然后记录到你的单词积累本上。
教后一得:
课堂上把时间还给学生,让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。教师应为学生创设宽松,和谐,民主的学习气氛,设计多种合作方式或活动内容,多思考导入的途径和技巧。
第三课时
教材分析:这节课我们将学习如何向别人提出建议,这个话题很贴
近生活,所以学起来气氛比较轻松。学习了Doyou
have…?Doeshe/shehave….?后,同学们都想知道怎么表
达“我有…..你有….他(她)有….”了。
教学目标:1.掌握生词let,us,let’s,play,well,sound,good,welcome
our,sport,center,like,we,many,club,ping-pong,more,join,class,interesting,boring,fun,difficult,relaxing,watchTV.(重点词汇:let,us,let’s,play,well,sound,good)
2.认知句型:Let’s…Thatsoundsgood.会用它向别人提出建议。
3.会用句型I(We,You,They)have….He(She,Kate,Jane)has….及否定句自由表达。
语言目标:1.Let’swatchTV.
No,thatsoundsboring.
Thatsoundsgreat.
2.I(We,You,They)have….
He(She,Kate,Jane)has….
3.I(We,You,They)don’thave….
He(She,Kate,Jane)doesn’thave….
语言功能:用祈使句对别人提出建议以及回答,表达某人有(没有)某物。
跨学科学习:绘画、用形容词描述某件事、礼貌待人
Teachingsteps:
Step1.Greeting,singanEnglishsongtogether
Step2.presentation
(toonestudent)Doyouhaveasoccerball?
Yes,Ido.
Let’splaysoccerball.
Thatsoundsgood.
(toanotherstudent)Let’splayfootball.
Idon’thaveafootball.
Well,Let’splaybaseball.
Thatsoundsgreat.
Step3.showthenewwords:let,us,let’s,play,well,sound,good.
要求学生会读单词,并掌握其拼写、含义及用法。
Step4.Dotheexercises:
3a.(P27)Fillintheblankswithwordsfromthebox.
Keys:1.don’t2.Let’s3.have4.soccer
让学生填写后,读熟并同位之间互相练习。
3b.(P27)Pairwork
让两个学生对话,练习句型。
Doanotherexercise
4(P27)Pairwork
阅读“招收广告”后,填写右边的表格。Firstname,lastname在前面已经讲过,注意和汉语拼音之间的区别,class要注意大写,sportyoulike写上你喜欢的体育项目。
文中出现的生词:welcome,our,sport,center,like,we,many,club,ping-pong,more,join,class.要求学生会读,认知其意义,要求课后记住。
Step5.你认识这些形容词吗?(SectionB)
用汉语解释什么样的词是形容词,然后解释interesting,boring,difficult,relaxing的意思。这几个单词比较长,在讲解时,注意渗透音标教学,按音节去记忆其拼写,这样就简单多了。
Dotheexercises:1a,1b(P28)学生画完后,可传阅他们的作品。
2a,2b(P28)听力题目可在听完之后,将材料投放在屏幕上,作为阅读材料练习。
2c.(P28)Pairwork口语练习,复习句型Let’s…..Thatsounds…..和形容词interesting,boring,difficult,relaxing.
Step6.练习句型I(We,You,They)have….He(She,Kate,Jane)has….
I(We,You,They)don’thave….He(She,Kate,Jane)doesn’thave….
T:Doyouhaveabaseball?
S1:Yes,Ido.Ihaveabaseball.
T:Doeshehaveabaseball?
S2:Yes,hedoes.Hehasabaseball.
T:Doesshehaveabaseball?
S2:No,shedoesn’t.Shedoesn’thaveabaseball.Shehasabasketball.
板书:I(We,You,They)have….
He(She,Kate,Jane)has….
I(We,You,They)don’thave….
He(She,Kate,Jane)doesn’thave….
同位之间用这几个句型相互交流。特别强调He(She,Kate,Jane)has….中的has,和He(She,Kate,Jane)doesn’thave….中doesn’thave形式。
Step7.lookback
Letthestudentssumupwhatwehavelearnedthisclass.Thenaskwhattheyhaven’tunderstood.
Step9.Homework以小组为单位,记述每个人有的物品。将它写在练习本上,下节课互相交流。
教后一得:
充分体现了学以致用的教学原则。学生已经从死背语法知识,机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高,课堂气氛也更加活跃。课堂上把时间还给学生,让每个学生都动起来。学生通过讨论交流和合作方式展示他们丰富的想象力和创造力。
第四课时
教材分析:Selfcheck是本单元的复习部分,主要对本单元的重点词汇和句型进行复习和运用。
教学目标:1.复习球类单词和形容词
2.熟悉句型Doyouhave….?Let’s…..Thatsoundsgood.
3.根据场景询问,熟练应用句型进行交际.
语言目标:Doyouhave…?Let’s…Thatsoundsgood.
语法项目:have的一般疑问句用法及其肯否定回答,have的陈述句、否定句用法,与Therebe句型的区别。
学习策略:联想、编短剧、合作精神
Teachingsteps:
Step1:greetingandsinganEnglishsongtogether
Step2:Checkthenewwords
Dotheexercise1:checkthewordsyouknow.(readandwritetheChinesemeaningsofthem)
Showapictureandletthestudentswritethenamesofthethingsinthepicture.
Dotheexercise2:writethenewwordsinyourVocab-builder.
Findthestudentwhowritesthemostnewwords.
Step3:练习Doyouhave….?及肯定句、否定句,注意与Therebe句型的区别。
1.口语练习Doyouhave….?Doeshe/shehave….?Dotheyhave….?
然后将这些句子变为陈述句.
2.(出示大屏幕)
用“有”的适当词填空:
1.____abookonthedesk.
2.WangBing_____aruler.
3..____you_____anewbag?
4.Howmanystudents_____inyourclass?
5.____he_____anicepen?Yes,he____.
6.________abaseballunderthebed?
7.___Tom’smother____aredcar?Yes,________.
8.Kate____abeautifultoy.
Step4:Dotheexercise3:Writenumbersintheboxestomaketheconversation.(排好顺序后,让学生反复朗读,也可以作为材料让学生上台表演)
Step5:Justforfun鼓励所有学生上台表演,可以让一组学生每人手拿一样东西,藏起来,让另一学生猜:你有钢笔吗?你有橡皮吗?你有小刀吗?猜完之后,也可以问第三个人:他(她)有钢笔吗?他(她)有橡皮吗?他(她)有小刀吗?Step6:homework总结本单元的主要内容,主要学习了什么,遇到了哪些困难,如何克服的,以后学习应注意些什么等。将它写在练习本上。
教后一得:
每学完一个单元学生就能用英语进行简单的交流。充分体现了学以致用的教学原则。学生已经从死背语法知识,机械模仿句型为主的学习方式过渡到“做中学”的活学活用阶段。学生的学习积极性大大提高,课堂气氛也更加活跃。课堂上把时间还给学生,让每个学生都动起来。
UnitSixDoyoulikebananas?
单元教材分析:
本课包括三部分:SectionA,SectionB和Self-check.
主题:Food.
语言功能:Talkaboutlikesanddislikes.
询问某人是否喜欢某种食物及回答;表达喜欢什么和不喜欢什么。
语言结构:PresenttensetolikeYes/Noquestionsandshortanswers
Affirmativeandnegativestatements
like的一般现在时,一般疑问句及肯、否定回答;肯定句和否定句。
语言目标:主要语法
Doyoulikehamburgers?Yes,Ido.No,Idon’t.
IlikeFrenchfries.Idon’tliketomatoes.
Mainvocabulary(词汇):hamburgers,tomatoes,broccoli,Frenchfries,oranges,icecream,salad,bananas,eggs,strawberry,carrots,apples,chicken,breakfast,lunch,dinner,fruit,vegetable.
品德:在平日饮食中要做到不挑食。
根据需要可以分为四课时来讲。
第一课时:
I.教材分析:这是本单元的第一部分,生词比较多,但是因为涉及到吃的东西,每个同学都有自己的爱好,学生比较感兴趣。
Languagetopic:Doyoulikebananas?
Yes,Ido.No,Idon’t.
Languagestrategies:Talkaboutlikesanddislikes.
Mainvocabulary:food,banana,hamburger,tomato,broccoli,Frenchfries,strawberry,orange,icecream,salad
II.语言结构:like的一般现在时的一般疑问句及回答。
III.语言功能:询问某人是否喜欢某物及怎样回答.
IV.活动设计:采访调查Doyoulike…?
V.Teachingsteps:
Step1:Greetings.
Step2:Words:(pictures)
What’sthis?(picture)It’sasoccerball.Doyouhaveasoccerball?Yes,Ido./No,Idon’t.Doyoulikeit?Yes,Ido./No,Idon’t.
What’sthis?It’sahamburger.Doyoulikeit?Yes,Ido.No,Idon’t.
Whatarethese?They’rebananas.Doyoulikebananas?Yes,Ido./No,Idon’t.
运用图片和对话教学单词:hamburger,banana,tomato,broccoli,Frenchfries,strawberry,orange,icecream,salad并运用这些单词进行对话:Doyoulike…?Yes,Ido./No,Idon’t.
Step3:1aMatchthewordswiththepictures.(P31)
Step4:1bListenandnumbertheconversations1-3.
Doyoulikesalad?No,Idon’t.Doyoulikebananas?Yes,Ido.
Doyoulikeoranges?Yes,Ido.
Practicetheconversations,andthenmakeyourownconversations.
Step5:2aListenandcirclethefoodyouhear.(P32)
hamburgerstomatoesbroccoliFrenchfriesorangesicecreamsaladbananas
Step6:2bListenagainandfillintheblanks.
Ilikehamburgers.Doyoulikehamburgers?Yes,Ido.
Doyoulike______:No,Idon’tlike______.
Let’shave_______.Oh,no.Idon’tlike_________.
Step7:4(P33)Makeafoodsurvey.Doyoulike…?
Food
likeit
doesn’tlikeit
tomatoes
LiuLi
ZhaoJun
hamburgers
bananas
Frenchfries
broccoli
salad
oranges
Howmanystudentslikehamburgers?
Howmanystudentslikebananas?
日常生活中饮食要做到不偏食,不挑食。
Step8:Let’ssumwhatwehavelearnedthisclass.
Words:
Sentences:
Somethingelse:
Step9:Homework
1.Rememberthewordsinthisclass.
2.Practisethedialogueinpairs.
教后一得:教完这堂课,感慨颇多。以前经常埋怨学生厌学,没兴趣,从这节课来看,主要是教师没有认真的去备课,没有去从学生的角度去处理教材,学生当然没兴趣。这节课,以学生的日常生活为话题,学生积极踊跃参加,效果很好,自我感觉良好。
第二课时:
I.教材分析:这是本单元的第二部分,生词也比较多。
Languagetopic:Doeshelikesalad?Yes,hedoes.
Doesshelikesalad?No,shedoesn’t.
Languagestrategies:Talkaboutlikesanddislikes.
Mainvocabulary:egg,apple,carrot,chicken,fruit,vegetable,breakfast,lunch,dinner
II.语言结构:like一般现在时第三人称单数的一般疑问句及回答。
III.语言功能:询问第三人称是否喜欢某物及怎样回答.
IV.活动设计:Guessinggame
V.Teachingsteps:
Step1:Greetings.
Step2:Words:(由对话引出)
(Askaboy)Doyoulikebananas?Yes,Ido./No,Idon’t.
(Askanotherstudent)Doeshelikebananas?Yes,hedoes./No,hedoesn’t.
(Askagirl)Doyoulikeeggs?Yes,Ido./No,Idon’t.
(Askanotherstudent)Doesshelikebananas?Yes,shedoes./No,shedoesn’t.
依次类推chicken,apple,carrot,fruit,vegetable.
Doyoulikeeggsforbreakfast?Breakfastisthefirstmealofaday.
Doyoulikevegetablesforlunch?Anddoyoulikechickenfordinner?
(转到第三人称)Doesheorshelikecarrotsforlunch?Yes,hedoes./No,hedoesn’t.
Askthestudentstorememberthenewwords.
Step3:1aWritethenumberintheboxnexttothecorrectfood.(P34)
1.broccoli2.salad3.eggs4.apple5.icecream6.hamburger7.banana
8.orange9.carrots10.chicken
Step4:2aListenandcirclethewordsfrom1athatyouhear.(P34)
Step5:1bHowmanyotherwordscanyouaddtothelists?(P34)
Fruit:apples
Vegetables:broccoli
AddfivenewwordstoyourVocab-Builder.Askthestudentstorememberthem.
Step6:Writedownwhatyourfamilyliketoeat.
Myfather:eggs,apples…
Mymother:chicken,oranges,carrots…
Mysister:hamburgers,icecream…
Mybrother:
Askanotherstudenttoguess:Whatdoesmyfatherlike?
Doeshelikevegetables?No,hedoesn’t.
Whatdoesmysisterlike?Doesshelikeicecream?Yes,shedoes.
Step7:Let’sseewhatwe’velearnedtoday.
Words:
Sentences:
Somethingelse:
Questions:
Step9:Homework.
1.Rememberthewords.
2.Practisethedialogueinpairs.
3.Finishtheworkbook.
教后一得:这节课不如上一节课效果好。原因是:今天我的情绪不好,把自己的个人情绪带到了课堂,这样是不对的。教师应当以饱满的热情来影响学生,调动学生,从而收到良好的课堂效果。
第三课时:
I.教材分析:
Languagetopic:Ilikeoranges.Idon’tlikebananas.
Theylikesalad.Theydon’tlikebroccoli.
Helikeshamburgers.Hedoesn’tlikebroccoli.
Shelikesicecream.Shedoesn’tbananas.
Languagestrategies:Talkaboutlikesanddislikes.
Mainvocabulary:eat,runningstar,lotsof,healthy,food,dessert,list
II.语言结构:like一般现在时的肯定句和否定句。
III.语言功能:怎样表达喜欢什么和不喜欢什么.
IV.Teachingsteps:
Step1:Greetings.
Step2:Practisedialoguelikethis:
Doyoulikebananas?Yes,Ido.Ilikebananas.
Doyoulikesalad?No,Idon’t.Idon’tlikebananas.Ilikesalad.
Practiseingroups:Ilike…,Idon’tlike.转到第三人称
Askanotherstudent:Doeshelikesalad?No,hedoesn’t.Helikesbananas.
Step3:3(P33)Pairwork.Findoutwhat/BillandBoblikeanddon’tlike.
Frenchfriesstrawberrysaladicecream
Bob
Bill
Practiselikethis:BoblikesFrenchfries.Hedoesn’tlikesalad.
Billlikes…
Step4:2bListenandfillinthechart.(P34)
likesdoesn’tlike
Katrina:applescarrots
Tom:
AskandanswerquestionsaboutwhatKatrinaandTomlikeanddon’tlike.
Step5:2cLookatthebreakfast,lunch,anddinnerinactivity1a.AretheyKatrina’sorTom’s?WriteKorT(P34)
Step6:3aReadthearticleandunderlinethefruitsandthevegetables.(P35)
Runnerseatswell!
MiddlebrookHighrunningstarKatrinaPedrosaeatslotsofhealthyfood.Forbreakfast,shelikeseggs,bananas,andapples.Forlunch,shelikeshamburgers,salad,andoranges.Andfordinner,shehaschicken,tomatoes,Frenchfriesand,fordessert,icecream.
Newwords:eat,runningstar,lotsof,healthy,food,dessert
(有些单词让学生会读即可。)
Step7:4aYouaregoingonapicnicwithagroupoffriends.Makealistoffoodtobuy.(P35)
Ilikeapples.Doyoulikeapples?Yes,Ido.Doyoulikeoranges?
Yes,Ido.Whatdotheylike?…
Thenreadyourlistoffoodtotheclass.
Step8:Let’sseewhatwe’velearnedtoday.(Askthestudentstosumbythemselves)
Words:
Sentences:
Somethingelse:
Questions:
Step8:Homework.
1.Askthestudentstorememberthenewwords.
2.Practisethedialogueinpairs.
2.Exercises.
教后一得:本单元主要学习如何表达喜欢什么和不喜欢什么,对于这一话题,学生非常感兴趣,通过教给学生一些食物名词,并适当补充一些日常用到的名称,进行对话练习,学生热情高涨。
第四课时
Self-check(Revision)
I.教材分析:这是本单元的最后一部分:Self-check,即本单元的复习部分。这一部分的课本是由以下几部分组成的。
1.Keywordcheck.Checkthewordsyouknow.
2.AddfivenewwordstoyourVocab-builder.
3.Drawthefoodyouliketoeatforlunch.
4.Askyourclassmateswhattheyliketoeatforlunch.Findsomeonewholikestoeatthesamelunchasyou.
Justforfun!Doyoulikebroccoli?
II.这一部分可分为如下几个步骤进行:
Step1:Reviewwordslikethis:
Food:chickenhamburgersFrenchfriesicecream
Fruit:applesbananasoranges
Vegetables:saladcarrotstomatoes
Askthestudentstorememberthemandcheckup.
Step:II.Practisethelanguagetopic(P32)GrammarFocus.
Doyoulikesalad?Yes,Ido.No,Idon’t
Dotheylikesalad?Yes,theydo.No,theydon’t.
Doeshe/shelikesalad?Yes,he/shedoes.No,he/shedoesn’t.
I/Theylikeoranges.I/Theydon’tlikebananas.
He/shelikesicecream.He/Shedoesn’tlikebananas.
StopIII.WriteaboutwhatTomlikestoeatforbreakfast,lunch,anddinner.
Forbreakfast,Tomlikeseggs,oranges,andbananas.Forlunch,helikeshamburgers,____________________________________.Andfordinner,helikes______________________________________.
StepIV.Writeaboutwhatyoulikeforbreakfast,lunchanddinner.
StepV.Drawthefoodyouliketoeatforlunch.
StepVI.Askyourclassmateswhattheyliketoeatforlunch.Findsomeonewholikestoeatthesamelunchasyou.
StepVIIFun(Askthestudentstoreadthedialogueinastrangevoicetomakemorefun)
StepVIII.WhatyouhavelearnedfromthisUnit.
Questions:
Homework:1.RememberallthewordsinthisUnit.
2.Practisethedialogueinpairs.
3.Finishtheexercisesaboutthisunit.
教后一得:本课时回顾、练习了本单元的教授内容,通过练习,进一步巩固了本单元的所学内容,进一步设计活动来完成本单元的教学任务,但切忌避免机械地重复,活动应本着由简到繁的活动设计原则。
Unit5Doyouhaveasoccerball?
教学内容
在这一单元中,学生要学会就有关人与物之间所属关系进行问答的句子。本单元大量引入有关运动的名词,要求学生彼此询问有无此类物品,并做出相应的回答。同时学习表示建议的句型Let’s运动的形容词。
本单元所选用的话题来自学生所喜欢的生活片段,在教学中生生交流、师生交流会更融洽,会促进师生彼此间的了解,成功的教学还会让部分学生养成良好的运动习惯和收藏习惯。
教学目标
1)语言知识:A.在询问对方是否有某物的对话中学会使用do和does引导的一般疑问句;
B.学会使用描述性的形容词来评价事物;
C.学会在对话中使用名词复数;
D.学会用祈使句来向对方提出建议.
2)语言技能:A.学会用祈使句询问某人是否有某物;
B.学会向他人提出建议的句子.
3)学习策略:A.通过与同学讨论,做出猜测;
B.对所学的知识进行分类.
4)情感态度:A.在本单元中,通过阅读有关运动的文章和对话,使学生更加热爱体育活动并培养一种适合自己的体育爱好;
B.在小组活动中,培养学生团结协作精神.
教学重点、难点
重点:A.学会就有关人与物之间所属关系进行问答的句子;
B.学习并掌握Let’s…句型.
难点:A.学会使用描述性形容词对事物做出评价,如difficult/relaxing/collection/television等;
B.学会使用第三人称单数的一般疑问句及回答做对话.
课时安排
第一课时SectionA1a-1c
第二课时SectionA2a-4
第三课时SectionB1a-2c
第四课时SectionB3a-4
PeriodOne
课前准备
教师:准备表格、铅笔、格尺或橡皮。
学生:调查。
教学设计
StepOne:Learnthenewwords.
1.Presentthekeyvocabulary.
(Showabasketballtotheclass.)
T:What’sthisinEnglish?
S1:It’sabasketball.
T:Yes,youareright.Readafterme.B-A-S-K-E-T-A-B-L-L,basketball.
Ss:B-A-S-K-E-T-A-B-L-L,basketball.
(Showthestudentsotherobjects.Teachthenewwords“tennisracket,ping-pongball,volleyball,basketball”inthesameway.Andthenshowstudentsthepictureoftelevisionandteachit.)
T:Readthewordstogethertwice.
Ss:…
T:Askandanswerinpairswiththesethings.Usethedrill“What’sthisinEnglish?”and“Whereisthe..?”
2.Lookatthewordsin1aandmatchthewordswiththethingsinthepicture.
T:Number1is(c),tennisracket.What’sNumber2Matchthem.
3.Askonestudenttoshowtheanswersandcheckthem.
StepTwo:Presentthestructures.
1.Presentthesequestionsandanswers.
(Pointtoastudentwhohasapenorapencilcase.)
T:Doyouhaveapencilcase?
S1:Yes,Ido.(Nodyourheadyes)
T:Doyouhaveacomputergame?
S1:No,Idon’t.(Shakeyourheadno)
2.Practicethedrill“Doyouhavea…?”inpairs.Youcanuseyourschoolthingsandtheseballs.Lookatthemodel,thenpracticelikethis.
Model:
Sa:Doyouhaveabackpack?
Sb:Yes,Ido.Doyouhaveasoccerball?
Sa:No,Idon’t.Ihaveavolleyball.
(Studentsworkinpairs.)
StepThree:Listeningpractice.
T:Lookatthefouritemsof1binthepictures.Listentotheconversation.
(Playtherecordingof1bthefirsttime.Studentsonlylisten.)
T:Listentotheconversationandcirclethewordsyouhear.
(Playtherecordingagain.)
T:Checktheiranswers.
S:…
StepFour:Practicetheconversations.
1.Readtheconversationsin1c.
(Askstudentstorepeat.)
2.Lookatthepicturein1aandpracticetheconversationwitheachotherinpairs.
S1:Doyouhave…?
S2:Yes,Ido.
S1:Doyouhavea…?
S2:No,Idon’t.
3.Workingroupsoffourandusethepicturetopracticethesimilarconversationswiththenewwords.(television,basketball,baseballbat,soccerball,volleyball,television)
T:Askandanswerthequestionsasmanyasyoucan.
S1:Doyouhavea…?
S2:…
S1:…
S2:…
StepFive:Task.
T:Makeasurveyabout“Whatkindofballsdothestudentshave?”Wewanttohaveaballgame.Butwedon’tknowwhatkindofballsyouhave.Pleaseaskyourclassmatesinthegroupwhatballshe/shehas.Thenwritedowntheinformationinthechart.
1.Fillinthechartusingthestructureandmodelsonthescreen.
NamesDoyouhave…?Ballsyouhave
1
2
3
4
5
Structures:Doyouhavea…?Yes,Ido./No,Idon’t.
Whatballsdoyouhave?
Ihavea…
Example:
S1:Doyouhaveatennisracket,Tom?
S2:No,Idon’t.
S1:Whatballsdoyouhave?
S2:Ihavebasketballandfootball.
S1:Whataboutyou?
S3:…
2.Chooseonestudentfromeachgrouptoreportabouthisorhergroup.
Reportlikethis:Sheorhelikes…Oneofthemhasa…Buttwoofthemhave…
StepSix:Homework.
Makeasurveyaboutyourparents’collection.
Namecollection
Mother
father
Unit5Doyouhaveasoccerball?
PeriodTwo
课前准备
教师:设计表格,准备录音机及多媒体课件。
学生:准备卧室照片。
教学设计
StepOne:Warmingup.
1.Presentthenewstructures.
T:Doyouhaveatennisracket?
S1:Yes,Ido.
T:Doyouhaveabaseballbat?
S2:No,Idon’t.
T:Doesshehaveatennisracket?
(Pointtothefirststudent)
S3:Yes,shedoes.
T:Doeshehaveabaseballbat?
(Pinttothesecondstudent)
S4:No,hedoesn’t.
2.Practicethedrill.
T:Practiceingroupsoffour.Thefirsttwostudentsmustusethedrill“Doyouhavea…?”Theothertwostudentsaskandansweraccordingtotheirconversationandusethedrill“Doeshe/shehavea…?”
S1:Doyouhavea…?
S2:Yes,Ido.Doyouhavea…?
S1:No,Idon’t.
S3:Doesshehavea…?
S4:Yes,shedoes.Doeshehavea…?
S3:No,hedoesn’t.
StepTwo:Listening.
T:Lookatthepicturesin2bandnamethem.Whatarethese?
(Pointatthebaseball,basketball,volleyball,football.)
Ss:Theyare…
T:Therearefourchildrenintheconversations.Whoarethey?Pleaselistenandfindtheanswer.
(Playtherecorderforthefirsttime.)
S:…
T:I’llplaytherecorderforthesecondtime.Listenandnumberthepictures(1-4).
(Studentslistenforthesecondtime.)
T:Listentotheconversationin2b.Matchthepeoplewiththeballs.
(Studentslistenandmatch.Teachercheckstheiranswer.)
StepThree:Practicethestructure:Doyouhavea…?Yes,Ido./No,Idon’t.
T:Now,Pleaselookatthepicturein2cinyourbook.Supposethisisyourpartner’sroom.Askyourpartner“Doyouhavea…?”
(Showaphotooftheteacher.)
Sa:Doyouhavea…?
Sb:Yes,Ido./No,Idon’t.
T:Thisismyroom.Askyourpartnersomequestionsaboutit.Makethesameconversationlikethis.
Model:
T:Let’slookattheteacher’sroom.Doesshe/hehaveafootball?
S1:Yes,she/hedoes.Doesshe/hehaveaping-pong?
T:No,she/hedoesn’t.
(Askmorestudentstomakeaconversation.)
T:Makealongconversationwiththingsinthepicture.
S:…
T:Takeoutyourpicturesandchangeeachother.Pleasetalkaboutit.
S:…
StepFour:Learnhowtomakesuggestions.
1.Presentthenewword:Let’s…
(Showafootballtoclass.)
T:Let’splayfootballafterclass,OK?
S1:OK.
T:Let’splayping-pong.
S2:OK.
T:Weoftenusethedrill“Let’s…”tomakeasuggestion.Ifyouwanttodoit,youmaysay“OK./Thatsoundsgood./Allright…”Ifyoudon’twanttodoit,youmaysay“No,Idon’thavea…”
(Theteacherwritesthedrillonthebackboard.)
A:Let’splay…
B:No,Idon’thavea…
A:Well,let’splaybaseball.
B:Thatsoundsgood.
T:“Thatsoundsgood”means“ThatisagoodideaorThatwouldbefun”.
2.Do3a.
(Theteacherreadsthecartoonstoryin3aforstudents,sayingblankeachtimeyoucometoanemptywrite-online.
T:I’llaskastudenttoreadthefourwordstotheclass.
S:…
T:Fillintheblankswiththewordsfromthebox.
(Studentsworkaloneastheywritethefourwordsfromtheboxinthecorrectbanks.)
T:Checktheanswers.
S:..
StepFive:Practicethestructure:Let’s…
1.Explaining.
T:Lookatthethreepicturesin3bandnamethethingsinit.
S:…
T:WhatdoesthemarkonthebasketballinPictureOnemean?
Themarkmeans“don’t”or“no”andmeans“doit”.
T:Whoreadtheconversationinpairs?
S:…
2.Pairwork.
T:Makeconversationswithyourpartneraccordingtothepicture.
Sa:Let’splaybaseball.
Sb:Idon’thavea…
Sa:Well,let’splay…
Sb:…
StepSix:Task.
JointheSchoolSportCenter.
T:Lookatthead.Onthescreen.Whatsportsdoyouliketoplay?Whoareyourfavoritesportsmenandsportswomen?Whatsportsdoyouplayattheschool?OurschoolhasaSportsCenterwithallthesportsthatyouwouldliketoplay.
WelcometoourSportsCenter.
Doyoulikesports?Wehavemany
Clubs:volleyball,basketball,ping-pongandmore.Joinus.
1.Readthead.andfillinthechart.
2.Readthead.forstudentsandaskthemtorepeatthenewwords.
3.Askstudentstochooseoneclubandfillintheform.
4.Makeaconversationwithonestudentusingtheform.
Structures:
What’syourfirstname?
What’syourlastname?
Whatsportsdoyoulike?
Doyoulike…?
Whatclassareyouin?
Howoldareyou?
Application(申请)
Firstname
Lastname
Age
Sex
Class
Club
Forexample:
S1:What’syourfirstname?
S2:Mynameis…
S1:What’syourlastname?
S2:Mylastnameis…
S1:Whatsportsdoyoulike?
S2:Ilikebasketball.
S1:Whoisthesportstaryoulike?
S2:YaoMing.
S1:Doyoulikebaseball?
S2:No,Idon’t.
S1:OK,youcanjoinourbasketclub.Welcomeyou.
5.Changethepartnerandmakeanotherconversation.
Structures:
Whatsportsdoeshelike?
Doeshe/shelike…?
Unit5Doyouhaveasoccerball?
PeriodThree
课前准备
教师:准备表格,录音机。
学生:准备调查。
教学设计
StepOne:Warmingup.
1.Presentthestructureoflastlesson.
(showavolleyballtoastudent)
T:Let’smakeaconversationaboutyoursportyoulike.Doyoulikevolleyball?
S1:Yes,Ilikeitverymuch.
(Showabaseballtohimorher.)
T:Whataboutbaseball?
S1:No,Idon’t.Idon’tlikeit.
T:OK.Let’splayvolleyballafterclass.
S1:Great.
2.Workinpairsandmakeasimilarconversationlikethis.
StepTwo:Learnthenewwords.
1.Readthewordsin1a.
(Pointtothefivewordsin1aandaskstudentstorepeateachone.)
Ss:interesting,fun,relaxing,boring,difficult.
2.ExplaintheChinesemeaningofthem.
3.Thenmatcheachpicturewithoneofthewords.
(Pointtothefivepicturesandaskstudentstomatchthem.)
4.Correcttheanswer.
StepThree:Practicethenewwords.
1.Askandanswerusingthedescriptionwordslikethis.
(Writethelistofthesubjectstodayontheblackboard.Teacherpointstothesubjects.Studentssaythedescriptionwords.)
T:Ismathrelaxing?
Ss:No,it’sboring.
T:Nowworkinpairs.
2.Practiceusingyourpictures.
T:Pleasedrawpicturesthatshowsomethinginteresting,boring,fun,difficultorrelaxing.Thenmakeconversations.Doitlikethis.
(DrawthepicturesofaTVandafootballontheblackboard.)
T:DoyouwatchTV?
S1:Yes.Ilikeit.
T:Isitinteresting?
S1:Yes,it’sveryinteresting.
T:Doyouhaveafootball?
S1:Yes,Ido.
T:Isitfun?
S1:Yes,it’sfun.AndIlikeit,too.
(Askafewstudentstodrawandanswerit.)
3.Changepicturesandworkinpairs.
T:Nowpleasechangeyourpartnerandworkinpairs.Trytoguesswhichofthefivewordsthepictureshows.
S:…
StepFour:Listening(2a).
1.Onestudentreadthefivewordsin1aabovetotheclass.
T:Nextwe’lllistentoaconversation.Herearetwoboysintheconversation.Whatdotheywanttodo?Listen.
2.Studentsonlylisten.
(Playtherecordingthefirsttime.)
3.Listenagainandcheckthewordsyouhearin1a.
(Playtherecordingagain.)
4.Checktheanswers.
StepFive:Listening(2b).
T:Practiceinrecognizingspecificvocabularywordsinconversationandinwritingthem.First,listentotherecordingin2b.WhatdoesTonysayabouttheactivities?
(Pointtotheblankswherethestudentswritetheiranswers.)
(Playtherecordingthefirsttime.Studentsonlylisten.)
T:Listentotheconversationandwriteawordfrom1aineachbland.(Playtherecordingagain.)
T:Checkthdanswers.
S:…
StepSix:Roleplay.
T:Actouttheconversationin2ainpairs.
S1:Let’splaycomputergames.
S2:Thatsoundsinterestingbut…
S1:…
S2:…
StepSeven:Activity.
T:Let’sdrawthepicturesofotheractivitieswhosenamesyouknowontheboard.Forexample,onestudentmightdrawapictureofabicyclefor“rideabicycle.”Anothermightmakeadrawingofachessboardfor“playchess.”Let’smakeaconversationlikethis:
S1:Let’srideourbicycles.
S2:Thatsoundsfun.
S1:…
S2:…
StepEight:Survey.
T:Iknowwhatballsyouhavenow,butIdon’tknowwhatkindofsportsdoyoulikeordislikeandwhy.Discussthesequestionsinyourgroupandfillinthechart.Theneachgroupgivesyourcharttome.Onestudentofeachgroupmustreportit.
BallGame
NameIlikeIdon’tlikeWhy
Structures:
1.Ilike…
2.Idon’tlike…
3.Myfavoriteballis…
4.It’sexciting/boring…
5….likesbuthe/shedoesn’tlike…
6….and…like…but…
Unit5Doyouhaveasoccerball?
PeriodFour
课前准备
教师:准备表格。
学生:网球拍,排球,篮球。
教学设计
StepOne:Presentthepluralformsofnouns.
(Showtheballstostudents.)
Teacher:Ihavetwotennisrackets,threebasketballsandfourfootballs.Thisismysportscollection.(Repeatthecollectionseveraltimesandteachthenewword.)
T:Whataboutyou?
(Asksomestudentstosaysomethingabouttheirowncollections.)
S:Ihavethree…
StepTwo:Readthemagazinearticle.
(Askstudentstolookatthepicturein3a.)
T:ThisisEdSmith.Hehasagreatsportscollection.What’stheman’ssportscollection?Canyoutellme?(Coverthepassage.)
S1:Hehas…
T:Howmanyballsdoeshehave?Listentotherecordingtwice.
T:Checktheiranswers.
S:Hehas…
T:Readthearticleandcirclethesportsthingsinthismagazinearticle.
(Studentsreaditandworkalone.)
T:Checktheiranswers.
S:Thesportsthings:…
StepThree:Writing.
T:Lookatthethingsinthepictureof3bandnamethethingsinit.
S:Fivebaseballs…
T:Lookatthepictureandwritethemissingwordsontheblsnklines.
(Studentsworkalone.)
T:Checktheiranswers.
S:Eight…
StepFour:Drawapictureandpracticewriting.
(Askeverystudenttodrawapicture.)
Teacher:EdSmithhashissportscollection.SoniaHallhashersportscolletion.Whatsportsdoyouplay?Whatsportsthingsdoyouhave?Whatotherthingsdoyoudo?Pleasedrawapictureaboutyourcollectionslikethepicturein3a.
(Studentsdrawpictures.)
T:Changethepictureswitheachother.Thenintroducethepictures.
S1:…
S2:…
T:Writeanarticleaboutthepartner’spictures.Youcanusethestructuresontheblackboard.
(Writethesesentencestartersontheboard:Heplays…/Hehas…)
T:Checktheirarticlesabouttheirpartners’pictures.Readthebetteronesfortheotherstudents.
S:…
StepFive:Writeadiaryaboutthecollectionsofyourgroup.
T:Makeasurveyaboutthecollectionsinyourgroup.
(Givestudentstheform.)
NameCollectionHowmuchDescriptions
T:Youcanusethestructuresontheblackboard.
Structures:Doyouhaveacomputergame?
Yes,Ido/No,Idon’t.
Sheplayscomputergameseveryday.
Shehasasmallsportscollection.
Sheplayssportseveryday.
T:Checktheirdiariesandreadthebestonefortheothers.
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