Unit 5 Do you have a soccer ball?

1a-2c（教学设计）
 

教材分析

 What：These are conversations about identifying the owner of balls.

Why：Let students know how to asking others about identifying the owner of balls and enhance their communication ability in terms of the topic of sports.

How：The situation of the conversations provides many words of ball sports which can help students to know more about it. The conversation includes general question of have which can lay a good foundation for following learning.
 

教学目标

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

1. 语言能力：master key vocabulary：do, have, tennis, ball, ping-pong, soccer，volleyball, basketball ；firstly familiarize the structure of the general question of have，such as “Do you have a baseball?”和“Does he have a soccer ball ?”

2. 学习能力：actively cooperate and communicate with others to improve listening, speaking and communication skills in how to identify if Ss have some balls ;  improve viewing ability by looking at pictures and videos.

3. 文化意识： learn to asking for and identify the owner of objects, to understand different cultures, and to a certain extent, the study of ball games can train students to love life, actively participate in physical exercise, and develop a good habit of physical exercise.

4. 思维品质：think independently when watching videos which can improve the ability of observation and discrimination; improve the ability of thinking by observation the difference between asking for and identifying the owner of objects.
教学重与

难点

 Teaching important points: 

master key vocabulary：do, have, tennis, ball, ping-pong, soccer，volleyball, basketball ；firstly familiarize the structure of the general question of have，such as “Do you have a baseball?”和“Does he have a soccer ball ?”

Predicted parts of difficult points:

actively cooperate and communicate with others to improve listening, speaking and communication skills in how to identify if Ss have some balls ;  improve viewing ability by looking at pictures and videos.
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 to Ss watch a video . And then T asks two questions

1> Where are they?

2> What are they talking?

(2) Last, T shows the answers to them in PPT.

 Ss watch a video and then think about questions and then actively answer T.

 

 Video can arose students’ scheme and create an

active classroom atmosphere.
效果评价 学生是否能专注的观看视频，是否能对认真地完成老师的任务。
Pre-listening (7’)
Step 2 T leads Ss to firstly know the different ball sports and asks Ss to finish 1a and teach them how to pronounce the six words and expressions about ball sports. After that, T will play a game called “击鼓传花” with Ss to strengthen the words. Ss finish 1a and  firstly know the eight word. Then Ss followed and imitate T’ s pronunciation of words and try to memorize them.

After that, Ss play a game with T.

 1a can lead Ss to firstly know the eight word so that the learning of word can be more smoothly. Games can attract Ss and give Ss a interesting knowledge input.
效果评价 学生在学习单词是否能够积极认真，学生的发音是否准确。
While-listening (15’)
Step 3 T plays the recording for the first time to ask Ss to guess what is talking about?

T plays the recording for the second time to ask Ss to finish 1b

After that, T leads students reading the conversations in 1b.

 Ss listen to the record two times, guessing it for the first time and  finishing 1b for the second time. It can help Ss improve their ability of listening. Imitation and repeating can strengthen their  tone and pronunciation .

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