Unit5 Do you have a soccer ball教案
Unit5 Do you have a soccer ball教案
教學目標
1.掌握所給的體育詞匯，熟悉補充的詞匯
2.掌握目標語言
3.談?wù)撟约合矚g的體育運動
4.能夠詢問他人喜好并提出建議
教學向?qū)?/strong>
語言目標學習策略與思維技巧重點詞匯
掌握Do does引導的一般疑問句及肯定、否定回答;
掌握體育運動詞匯;個體、群體思維;
看圖做答;
交換信息;Do does;have has;
Basketball,soccer,bat,
Tennis racket,volleyball;
語言結(jié)構(gòu)語言功能跨學科學習
以do does引導的一般疑問句及其答語 談?wù)撟约簱碛形锲返那闆r;
闡述自己的喜好
提出建議或意見了解中西方體育文化的差異;
培養(yǎng)自己良好的身體素質(zhì)
課前準備
1.學生課前準備：小組調(diào)查表
2.教學器材：實物投影、多媒體電腦
3.教學課件：PowerPoint課件unit5
教學設(shè)計
主體思維圖及任務(wù)型活動
教學過程設(shè)計
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.)
教學點評：
深入的開展任務(wù)型教學，就會深入的挖掘?qū)W生的潛力。這是最深刻的感受。任務(wù)型課程的設(shè)計要從簡單機械操練為起始任務(wù)，逐步遞進，達到完成真實或接近真實任務(wù)的目的。
本單元設(shè)計由三個任務(wù)組成。單詞的掌握比較簡單，學生很喜歡看動感的圖片，他們的興趣很容易調(diào)動起來。有的實物也能達到這種效果。句型的教授比較難，學生接受新句型的能力不同，機械的操練十分必要，但形式可以有所不同，多方位的訓練目標語言比較好。最后的任務(wù)，能夠發(fā)揮學生的主體地位，讓他們運用所學語言解決真正的問題。但是任務(wù)的設(shè)計不要超出學生的能力，要與現(xiàn)實生活接近。課堂要營造活躍的氛圍，使學生在‘我要說的’中度過四十分鐘。特別要調(diào)動學生的創(chuàng)造力和想象力，他們知道的事情遠遠超出我們的想象，要最大限度挖掘他們的潛力!
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