Unit 5 Do you have a soccer ball?说课稿

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A Brief Introduction to the Topic of
“Do you have a soccer ball ”
Today I’m going to talk about the third period of Unit 5, Grade 7 in Go For It. The topic is “Do you have a soccer ball ”.
I divide the instruction into four parts, they are: Content Analysis, Teaching Method Analysis, Teaching Procedures and Summary.
Part 1 Content Analysis
Language goals: 1) Learn to ask and answer questions about ownership.
2) How to make suggestions.
3) Learn how to write about sports things and other things they have.
Emphasis: 1) Learn how to use some adjectives of quality.
2) The use of “sound”.
Difficult points: 1) new words and expressions
3) 2a, 2b & 3a
Recycled language: sports, ball, basketball, baseball, volleyball, soccer ball, TV, computer game, etc.
New language: interesting, fun, relaxing, boring, difficult
let’s play tennis.
That sounds interesting. / No, that sounds boring.
Ed Smith has a great sports collection.
But he doesn’t play sports- he only watches them on TV.
Maybe all the teachers here have got the content. It’s clear that the new words and expressions are not very difficult for our students. But I think it’s still necessary for me to give them enough time to practice, because vocabulary is a very important point for our English learners. They are just like stones and bricks of a house. Without them, students will get into trouble in learning English. （That’s all for Part 1, next I’ll show you Part2)
Part 2 Teaching Method Analysis
Teaching Method: 1) Tasked-Based language teaching method
2) “Learning by doing, learning by using”
3) Students-centered, people-oriented
Emotion factors: 1) By describing the ownership of sports things, students learn to enjoy the happiness of having a collection.
2) Enjoy the pleasure of communication
3) Improve interest of learning English
4) Enhance students’ self-confidence
In this lesson, I will mainly use Task-Based language Teaching Method. I think if I want to improve my students’ oral English, I must give them more chances to practice. That is “learning by doing, learning by using”. In this case, I designed a lot of tasks according to New English Curriculum. I will lead my students to study and cooperate with each other. Because New English Curriculum points out that the general aim of English teaching in this stage of Junior Education is to cultivate students’ comprehensive ability of using English. I think my teaching methods are in line with the requirement of New English Curriculum.
I will also use multi-media. I think, if I want my students to keep interested in English, I must try my best to attract their attention. Multi-media is a very good way to do that. (So much for part 2, let’s come to the next part –Part 3)
Part 3 Teaching Procedures
I design 8 steps in this lesson.
Step 1 Group Presentation & Warming--up (5′)
First of all, I will ask my students to have a group presentation about their preparation of the lesson. I will greet my students as usual, and encourage them to communicate with me. And let the students feel happy and relaxed in my class.
Step 2 “ What’s missing ” Game (2 ′)
In this step I will show some interesting pictures to my students. I will ask my students to look at these pictures very carefully and try to find which picture is missing. If they know which picture is missing, they should stand up and tell me loudly. In this way, students will be interested in playing this game, they will review the words they learned and they will feel fun in leaning English as well. The CAI photos and students’ quick reactions may bring us the first high point.
Step 3 Drill & Practice (6′)
In this step, I will show some pictures of my students and some key words on the screen. The people in the picture are their classmates. I will ask the students to guess what they have. They are supposed to use the sentence patterns like “Does he/she have… ” “Do they have… ” . Because the people in the pictures are very familiar to my students, they can surely arouse the students’ interest of speaking and learning English. And then I will ask them to have a group work to practice “ Do you have… Does he/ she have… ”.
I will also add some emotion education here. For example: when my students guess the answers right, such as “ XX has a basketball.” I will talk to the student in the picture: Let’s play basketball! The student maybe will say “ OK, that sounds interesting.” Then I will teach them that sharing things with others is a very happy thing. And I will ask them to repeat it. They will be glad to do that.
Another important thing for me in this stage is to guide my students to practice in many different kinds of ways. For example, chain-drills, wave-practice, boys and girls, left and right, front and back and so on. Till they become very familiar with the target language. The CAI photos and the changeable practice may bring us the first high point.
Step 4 Act & Guess( 6′)
In this step, I will use some interesting and exaggerated pictures to teach some new descriptive adjectives, such as: interesting, fun, boring, relaxing, etc. In 1b on page 28, students are supposed to draw pictures and let other students guess what the pictures mean. That is Draw & Guess. I think it will be more interesting to change it into Act & Guess. I will give each group a short conversation like “ Let’s watch TV. ” “ That sounds boring”. I will ask each group to choose 2 students to act the conversation without talking. The other students in the group are supposed to guess the conversation and then all the class read the conversation. I think my students’ lively actions and facial expressions will give not only them but also us the joy of speaking and learning English. This will be the second high point of this lesson.
Step 5 Listen & Practice (6′)
2a & 2b is a listening exercise. It’s the difficult point of this lesson , too. It mainly trains students to get useful information from listening materials. I will guide my students to finish 3 tasks to breakthrough it
Task 1: Listen and check the words that you hear in 1a.
First students listen and check the words they hear. This task is quite easy.
Task2: Write a word from 1a in each blank.
Next students listen again and write a word from 1a in each blank. It’s a little difficult. I will ask my students to do it in pairs. And when checking, I’ll give some necessary explanations too.
Task 3 Pairwork (2c)
Finally students are supposed to act the conversation in pairs.
By finishing the three tasks, most students can master some listening skills and understand the article quite well. And they can also learn how to get useful information from listening materials, how to report and how to cooperate with each other.
Step 6 Group study ( read, discuss, ask questions and raise problems) (10′)
In this step, students are supposed to study in groups. First they read the passage in 3a, and then they discuss about it to ask some questions about the content of the passage. The more questions, the better. And other groups are supposed to answer the questions. Then students are supposed to raise problems . I will ask: Which words or sentences are difficult for you to understand Then other students are supposed to solve the problems. If there is a problem that no students can solve, I will give them some help. In this step, students learn to think themselves, ask questions and answer questions themselves , raise and solve problems themselves. By doing this, students can grasp the target language quite well in an expressive and creative way. This will be the third high point of this lesson.
Step 7 Writing practice (8′)
In this step, students are asked to write their own passages according to the sentence patterns they have just learned in 3a. They can write not only about sports things but also something they are interested in. And then I will ask each group to give a passage and read it together.
Step 8 Chant (2′)
I prepared a chant about the sentence patterns by a piece of rhymed music. Students revise the target language in a very happy way and the class is over in the fourth high point.
Part 4 Summary
In my class my students are happier and happier. They feel more and more interested in English along with my teaching procedures. Why Because during my teaching, I always try my best to get my class alive and encourage the students to cooperate and communicate with each other. They listen, talk, read and write. So students in my class can really learn by doing, learn by using. They can not only grasp the target language well, but also increase comprehensive abilities in a very pleasant way.
That’s all. Thank you.
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