Unit 5 Do you have a soccer ball? 

 2d & Grammar focus-3c

（教学设计）
 

教材分析

 What：The text is a dialogue between two students-Helen and Cindy. The content of the dialogue mainly talks about the preparation before playing baseball. It includes greeting, identifying the owner of the objects and location of objects.

Why：The dialogue provides context for grammar learning of have-general question. Learning grammar points in context can help students understand the knowledge points better and deepen their understanding of grammar phenomena.

How：The language of the dialogue is simple and clear. At the same time, it also includes new language points such as “let”, “late”and “get”. Teachers should make use of this context to teach students and make grammar learning more communicative.
 

教学目标

 By the end of this lesson, students will be able to:

语言能力：(1) master key vocabulary and sentence patterns.

(2) master the usage of positive sentences, negative sentences and general interrogative sentences with meaningful verbs have;master the use of let imperative sentences; master the use of do and dose.

2. 学习能力: actively look for, discover and analyse grammatical phenomena when reading short dialogues under the guidance of teachers; transfer and transform the new grammar rules , and cooperate with others to complete the learning tasks when finishing exercises and output parts.

3. 文化意识： expand their knowledge of the English language, recognize the differences between Chinese and English expressions, raise their awareness of cultural diversity, and respect cultural diversity and difference by learning the usage and various ball games

4. 思维品质：make a simple analysis of the text information in short dialogues and deepen their understanding of the meaning of the text, and   find out the relationship between positive sentences, negative sentences and general questions containing meaningful verbs “have” through careful observation and comparison,
教学重与

难点

 Teaching important points:

(1) master key vocabulary and sentence patterns.

(2) master the usage of positive sentences, negative sentences and general interrogative sentences with meaningful verbs have;master the use of let imperative sentences; master the use of do and dose.

Predicted parts of difficult points:

actively look for , discover and analyse grammatical phenomena when reading short dialogues under the guidance of teachers; transfer and transform the new grammar rules , and cooperate with others to complete the learning tasks when finishing exercises and output parts.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method

2. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in  (3’)
Step 1 T greets students. Then T invites students to play a game of puzzles to review the words that have been learned in last class. Ss play a game of puzzles to review the words.

 

 The form of game can arose students’ scheme and create an

active classroom atmosphere.
效果评价 学生是否能认真并且无误的回忆所学的新单词
Presentation (15’)
Step 2 T asks Ss to look at the picture and then lets them to guess what are the speakers going to do ?

Then, T asks Ss to read the conversation quickly to confirm their guessing.

  

Ss look at the picture

guess what are the speakers going to do ?

 

 

 Guessing can help Ss improve their ability of prediction.
Step 3 T asks Ss to read conversation and lets them answer the following questions.

1> Where is the baseball?

2> Who have the baseball bat?

3> Where is the jacket?

 

  

 

 

Ss read conversation and lets them answer the questions.

 

 Conversations in 2d provides a good context for grammar learning so reading them can help Ss firstly know the grammar rules or phenomena and also improve their reading ability.

获取完整word文档，点击右侧栏资源下载。
★★★ 资源可免登录下载 ★★★
 教案吧网站，向广大中小学教师提供各类教学资源word文档下载，如需转载，请注明出处。如若本站内容侵犯了原著者的合法权益，可联系我们进行处理。