资源简介

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. Where is the baseball Who have the baseball bat 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.
Step 4 T teaches the use of “do” and general questions with the meaningful verb “have”. (1) T teaches Ss the knowledge points. T asks Ss to observe and analyse the connection among positive sentences, negative sentences and general interrogative sentences. T asks to finish the task of transform the different sentence patterns. (1) Ss learn the knowledge points. (2) Ss observe and analyse the connection among positive sentences, negative sentences and general interrogative sentences. (3) Ss finish the task of transform the different sentence patterns. Learning grammar rulers in a discourse can help students realize grammar rules better and lay a good foundation for the next practice. Observing and analyzing can practice their thinking ability.
Step 5 T plays a game to increase Ss’ engagement in the classroom and let Ss to practice the new sentence patterns. Ss plays a game and practice the new sentence patterns. Game can arose students’ interests and create an active classroom atmosphere.
Step 6 T plays the tape and asks them to read the conversation after the tape. Ss read the conversation after the tape. It can improve Ss’ listening and speaking ability.
效果评价 学生在学习知识时学生是否能表现积极和专心; 学生在遇到不认识的知识点时能否采取认知策略寻求帮助解决问题；学生是否能积极思考以及分析肯定句、否定句和一般疑问句之间的联系，并进行迁移。
Practice (10’)
Step 7 T asks Ss to finish the exercises in textbook-3a & 3b and then ask Ss to practice the conversations with the desk mates and invites some of Ss to show their results. Ss finish the exercises and then practice the conversations with the desk mates and actively show their results in front of the whole class. Exercise can help test students' knowledge of this class. Then Practicing conversation can strengthen their ability of speaking and listening. Showing can improve Ss’ confidence in speaking English
效果汇总 学生是否能准确无误的完成练习。
Production (8’)
Step 8 T asks Ss to finish the task in 3c in groups by using the knowledge that have been learned today and invites some of Ss to show their results. Ss finish the task in 3c in groups and show their results in front of the whole class. It can enhance Ss’ controlling of today’s knowledge. And the group work can help Ss to improve their communicating ability and their cooperative spirit of group.
效果汇总 学生是否能在积极主动地在组内进行对话练习；学生在进行小组活动的过程中发音和语调是否正确。
Exercise (5’)
Step 9 T asks Ss to finish the exercises on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (3’)
Step10 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Homework (1’) 1. Review grammar points. 2. Recite the sentences from the Grammar focus section. Homework can help students strengthen the knowledge which they have learned.
Unit 5 Do you have a soccer ball 2d & Grammar focus-3c
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