Unit5 Do you have a soccer ball教案
Unit5 Do you have a soccer ball教案
教学目标
1.掌握所给的体育词汇，熟悉补充的词汇
2.掌握目标语言
3.谈论自己喜欢的体育运动
4.能够询问他人喜好并提出建议
教学向导
语言目标学习策略与思维技巧重点词汇
掌握Do does引导的一般疑问句及肯定、否定回答;
掌握体育运动词汇;个体、群体思维;
看图做答;
交换信息;Do does;have has;
Basketball,soccer,bat,
Tennis racket,volleyball;
语言结构语言功能跨学科学习
以do does引导的一般疑问句及其答语 谈论自己拥有物品的情况;
阐述自己的喜好
提出建议或意见了解中西方体育文化的差异;
培养自己良好的身体素质
课前准备
1.学生课前准备：小组调查表
2.教学器材：实物投影、多媒体电脑
3.教学课件：PowerPoint课件unit5
教学设计
主体思维图及任务型活动
教学过程设计
Ⅰ. Presentation
1. Present the key vocabulary.
(Show a basketball to the class.)
T: What’s this in English?
S1: It’s a basketball.
T: Yes, you are right. Read after me. B-A-S-K-E-T-A-B-L-L, basketball.
Ss: B-A-S-K-E-T-A-B-L-L, basketball.
(Show the students other objects. Teach the new words “soccer ball, ping-pong ball, volleyball, tennis bat, ping-pong bat” in the same way.)
T: Read the words together twice.
Ss: …
2. Look at the words in 1a and match the words with the things in the picture.
T: Number 1 is (a), tennis ball. What’s Number 2 Match them.
Ask one student to show the answers and check them.
3. Present the key structure.
Present these questions and answers.
(Point to a student who has a pencil box.)
T: Do you have a pencil box?
S1: Yes, I do. (Nod your head yes)
T: (Ask S2) Does she have a pencil box?
S2: (Help S2 answer) Yes, she does.
T: Do you have a basketball?
S1: No, I don’t. (Shake your head no)
T: (Ask S2) Does she have a basketball?
S2: (Help S2 answer) No, she doesn't.
Practice the drill “Do you have a …?”, "Does he/she have a…? " in pairs. You can
use your school things and these balls. Look at the model, then practice like this.
Model:
S1: Do you have a basketball?
S2: Yes, I do.
S3: Dose she have a basketball?
S4: Yes, she does.
S1: Do you have a soccer ball?
S1: No, I don’t.
S3: Dose she have a soccer ball?
S4: No, she doesn't.
(Students work in pairs.)
教学点评：
深入的开展任务型教学，就会深入的挖掘学生的潜力。这是最深刻的感受。任务型课程的设计要从简单机械操练为起始任务，逐步递进，达到完成真实或接近真实任务的目的。
本单元设计由三个任务组成。单词的掌握比较简单，学生很喜欢看动感的图片，他们的兴趣很容易调动起来。有的实物也能达到这种效果。句型的教授比较难，学生接受新句型的能力不同，机械的操练十分必要，但形式可以有所不同，多方位的训练目标语言比较好。最后的任务，能够发挥学生的主体地位，让他们运用所学语言解决真正的问题。但是任务的设计不要超出学生的能力，要与现实生活接近。课堂要营造活跃的氛围，使学生在‘我要说的’中度过四十分钟。特别要调动学生的创造力和想象力，他们知道的事情远远超出我们的想象，要最大限度挖掘他们的潜力!
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