Unit 8 Do you have a soccer ball？Period 5 教案

Unit 8 Do you have a soccer ball
Period 5
Teaching Aims
一、功能：
Talk about ownership.
A: Do you have a soccer ball B: Yes, I do. / No, I don’t.
A: Does she have a volleyball B: Yes, she does. / No, she doesn’t.
二、词汇和常用表达：
Learn to use all the sports you know（baseball, soccer, ping-pong bat, volleyball…）and the useful expressions（and, but/ That sounds fun/ It’s interesting…）.
三、学习策略：
学会运用信息归类拟定写作提纲，通过小组互助提高写作技巧和能力。
四、文化知识：
Sport is the base of life.（生命在于运动）
Love life, love sports.
Important and Difficult Points
Talk about ownership.
A: Do you have a soccer ball B: Yes, I do. / No, I don’t.
A: Does she have a volleyball B: Yes, she does. / No, she doesn’t.
Teaching Procedures
Step 1 Pre-writing activities
1．Revision（话题复习）：
（1）据图片写出单词：
设计意图：坚持“以生为本，先学后教”的理念，强调学生的参与、体验、感知，落实基本语言点，以学定教，教师根据具体学情适当微调后续环节的教法。学习一般过去时态就要从动词的过去式入手，为后续的环节积累储备词汇。
2．Leading-in（导入）：
Play a video about soccer.
T: Here is a video about a kind of ball. What’s it
S1: It’s a soccer.
T: I think it’s boring. What about you
S2: It’s interesting.
T: what about you
S3: It’s fun.
…
Ask more students to talk about it.
3．Talk about some pictures（看图说话）：
Choose a ball. Say a sentence about it. The teacher gives a model:
I have a basketball. It’s easy for me. It’s relaxing.
Ask more students to show their opinions.
设计意图：利用精美的图片激发学生练习说话的热情，这种深入浅出的“开场白”，具有承前启后，温故而知新的作用，且有利于中下等学生进入状态，扎实推进。
4．Activity 3a &3b. Write more questions about sports equipment.
First, the teacher give a model with a student.
A: Do you have a tennis
B: Yes, I do.
A: Do you have a basketball
B: No, I don’t.
Then, complete the sentences in 3a according to the conversation above.
After 2 minutes, check the answers.
Finally, exchange the books with a partner. Ask and answer in pairs.
设计意图：复习相关词汇，引导学生进行写作前的热身活动，并为下一步结构分析做准备。
5．Structure analysis（信息归类结构分析）
（1）Put the above expressions to the right place in the chart:
Sports
Ownership（所属）
Conj.（连词）
Opinion
Check the answers. Have the students to read the chart aloud by themselves.
（2）Look at the following disordered sentences, put them into the right order.
a．But I like ping-pong.
b．I don’t have a soccer.
c．Soccer is difficult for me.
d．It’s interesting.
e．After class, I play it with my classmates.
Get the students to collate the sentences individually or in pairs. Then check the answers:
B→ C → A → D→ E
（3）Now think about this question: How can we put them into the correct order
You can answer in English or in Chinese.
S1: ....
S2: ....
S3: ....
T: So, in order to put them into the correct order, we must pay attention to key words such as but.
设计意图：本环节设计了两项活动:信息归类和句子重排，旨在引导学生积累写作材料，了解文章的主体结构，学习文章布局技巧等方面的要求。
6．Talk about school sports club.（谈论实际）
T: Class, our school will make sports club. Please write a passage about your friend’s and your favorite sports to our school. You can also add some more information if possible.
设计意图：由布局谋篇的技巧学习过渡到实际运用，从热身活动过渡到实际操练。
Step 2 While-writing activities:
1．Write an outline（拟定提纲）
Make notes according to 3a. Discuss them in pairs and write some key words in the following chart:
Name
Sports
Ownership（所属）
Conj.（连词）
opinion
T: Prepare your passage orally according to the details in the chart and I'll ask someone to read to the class.
Give Ss 3 or 4 minutes to write an outline. Sample:
Dear school:
My friend… and I love sports. I have… but I don’t have… I like… It is… My friend… has… and he/ she likes… It is… After school, we play…
Yours:
…
设计意图：正如语文课上写作文要先打草稿一样，拟草稿是写好英语作文的第一步。在此框架内添枝加叶，充实内容，才能一步步顺利成篇。
2．Write the draft（起草初稿）
Write the draft in your exercise book.
3．Revise the draft（修改初稿）
Here is an evaluation scale（评价标准）. Have a look.
Is there a topic sentence（主题句）
Is there and or but
Did you tell your opinion
Are there any grammatical mistakes（语法错误）
T: Modify each other's letter in pairs according to the evaluation scale above. Correct mistakes as possible as you can.
设计意图：以学习小组为单位，互评互改，在批改中学习，在批改中提高，取长补短，即所谓“兵教兵”。与教师逐篇批改相比，这种做法省时省力见效快。
Step 3 Post-writing activities
1．展示评价
（1）Each group hands in one letter. Teacher shows them on the screen and evaluate them one by one.
（2）Choose several Ss to evaluate the letter item by item in the evaluation scale.
（3）Each group elects the best piece from all the letters of them and gives them to the teacher.
T: I'll show them on the screen. The group leaders will give a grade （等级） to each letter according to the evaluation scale.
A．best B．better C．good D．just so-so
Praise top three letters.
Get all the students to transcribe their letters in the textbooks.
设计意图：教师从不同小组随机抽取3-5篇日记，投影到大屏幕。教师先做评价示范，学生再对本组作品评价，推选出本组最佳书信，交给教师，投影到大屏幕。各小组组长做评委，按A、B、C、D四个档次投票，排名前三为优秀。
Volleyball, easy, have, basketball, interesting, don’t have, but, three soccers, boring, has, two ping-pong bats, and, ping-pong, doesn’t have, fun, five baseballs, difficult, relaxing