Unit5Doyouhaveasoccerball?Period1Section

A(1a-2dTeachinggoals：goals:1)Thestudentscanmastertheimportantwords:do,have,tennis,ball,ping-pong,soccer,volleyball,basketball.2)Thestudentscanusethefollowingsentencepatterns:—Doyouhaveaping-pongball?—Yes,Ido./No,Idon’t.—Doeshe/shehaveaping-pongball?—Yes,he/shedoes./No,he/shedoesn’t.Ihaveaping-pongball.He/shehasaping-pongball.Let’sgo./megetit.goal：Thestudents’listening,speaking,cooperativeandcreativeabilitiescanbeimprovedbylisteningandtalkingaboutsportsthings.3.Emotiongoal：Thestudentscanrealizetheimportanceofsports,thenlovelifeandlovesports.Thekeyanddifficultpoints：Howtohelpthestudentsmasterthenamesofsportsthingsandmastertheuseofdo/doesinyes/noquestionsandhave/hasinaffirmativestatements.Teachingmethods:communicativelanguageteachingandtask-basedlanguageteaching.Learningmethods:listening,speaking,discussion,pairworkandgroupwork.Aids:multi-media,aping-pongballandaping-pongbat.Teachingprocedures:StepⅠGreetingsGreetthewholeclassasusual.StepⅡlead-in.Showapictureofsomefamousplayersanddifferentkindsofballstohighlightthetheme“l(fā)ovelife,lovesports”.(Purpose:；motivatethestudents’interestandgetreadyfortalkingaboutdifferentkindsofballs.)StepIIIPresentationPlayagame“Doyouhaveagoodimagination?”toleadintothenamesofdifferentkindsofballsPlayagame”Whohasthebesteyestoconsolidatethestudents’memoryofthenamesoftheballs..(Puropse::Trainthestudents’listeningandspeakingabilitiesandconsolidatetheirmemoryofthenamesoftheballs.)StepIVWorkingon1athestudentsreadthewordstogetherandmatchthewordswiththethingsinthepicture.theanswerstogether.(Purpose:checkthestudentswhethermasterthemeaningsofthewords.)StepVWorkingon1band1caping-pongandaping-pongbattoleadintotheimportantsentencepatterns:Ihaveaping-pongball.Doyouhaveaping-pongball?Yes,Ido./No,I,don’t.2..Askthestudentssomequestionsandleadintotheimportantsentencepatterns:He/Shehasaping-pongball.Doeshe/shehaveaping-pongball?Yes,he/shedoes./No,he/shedoesn’t..(Purpose:Thesesentencepatternsaretheimportantanddifficultpointsofthisperiod,usingvividexamplestomotivatethestudentstothinkabouttheuseofdo/doesinyes/noquestionsandhave/hasinaffirmativestatements.andpreparingforthespeakingpracticein2c)StepVIListeningto2aand2b1.Introduceanimportantlisteningskill:listentothekeywords.2.Listenforthefirsttimeandfinish2a3.Listenforthesecondtimeandfinish2b4.Listenforthethirdtimeandfillintheformofwhatballsthepeoplein2ahave,(Purpose:Trainthestudents’listeningabilitythoroughly)StepVIIPairwork(2c)Askthestudentstoworkwiththeirpartners,talkingaboutwhatballsthepeoplehavein2a,accordingtotheform.(Purpose:Consolidatethestudents’understandingoftheuseofdoesinyes/noquestions.)StepVIIIWorkingon2dAskthestudentstolookatthepictureandguesswhatthetwopeoplearegoingtodo.Dividethewholeclassintotwogroupsandreadtheconversation.Leadthestudentstounderstandthemainideaoftheconversationandgetreadyforrole-playitRole-playtheconversationandmakeasurvey.(Purpose:Trainthestudents’integratingskillsoflisteningandspeakingandusingofthetargetlanguages)StepIXPracticeandSummaryDosomerelatedexercisestoconsolidatethestudents’understandingofthetargetlanguagesStepXHomeworktheimportantwordsandsentencesofthisperiod(threetimes)andtrytorecitethem.asimilarconversationlike2d:Youandyourgoodfriendwillplaybasketball,ping-pongballandsoon.StepXIBlackboarddesignUnit5Doyouhaveasoccerball?Period1Section

A(1aKeywords:do,have,tennis,ball,ping-pong,soccer,volleyball,basketball.Keysentences:1.—Doyouhaveaping-pongball?—Yes,Ido./No,Idon’t