七年级上册 Unit 5 Do you have a soccer ball Section B 3a-3c 教案

Go For It 7A Unit 5 Section A 3a-3c
Analysis of teaching material What: In this chapter, Cindy and Helen get ready for the physical education lesson. Two girls have a conversation about the equipment they need to play baseball, such as a baseball bat, jacket, and hat. Cindy hopes Helen can go right away given the little amount of time. Why: Students can learn the fundamentals of teen conversation by seeing Cindy and Helen's conversation in real life, which is easygoing and animated. In the meanwhile, they can focus on their studies, learn how to be ready for class, make plans in advance to avoid being late, and discover how to apply pertinent knowledge and abilities in novel circumstances. How: This lesson's text is a conversation between Cindy and Helen that takes place in the real world. The main content is to prepare the things needed for PE class. Since it is a dialogue between classmates, it embodies the main characteristics of informal style. The dialogue is mainly conducted in the form of questions and answers. Cindy proposes the necessary items and Helen answers the location of them, including the topic vocabulary related to baseball like baseball, baseball bat, jacket, hat and so on. And verbal expressions that ask about objects, such as "Do you have... " "Where's our... " "And... , too!"
Teaching objectives By the end of the class, students will be able to gain the following abilities： Grasp the meaning and pronunciation of new words and phrases like soccer ball, football, volleyball, and so on, and know how to ask and answer the owning of something; Acquire the basic knowledge of finding out the rule of a certain grammar from given sentences with the help of some expressions; Obtain the competence of getting information from a picture, and make up a conversation with partners. Also learn from each other by conducting self-assessment and peer assessment based on the checklist.
Teaching focus Grammar: the definition of DO and DOES. Vocabulary: soccer ball, football, volleyball, and so on.
Anticipated difficulties Students may feel it difficult to find out when to use do and when to use does.
Teaching procedure Objective: Grasp the meaning and pronunciation of new words and phrases like soccer ball, football, volleyball, and so on, and know how to ask and answer the owning of something. (Learning and understanding) Introductions
Activities: Students listen to the order and do relevant actions. After hearing “Do you have... ” students stand up and say “Yes, I do.” if they have it. And in the second part students stand up and say “No, I don’t” if they don’t have it. The objectives are about the new words in this unit and some learned words: Do you have an umbrella Do you have a basketball Do you have chocolate Do you have an eraser Do you have a volleyball Do you have gloves Students answer the given questions according to the real situation. After hearing “Does... have... ” students judge weather the person has something according to the reaction in the last part. Does... have an umbrella Does... have a basketball Does... have a volleyball Does... have gloves According to the students' performance in answering questions, according to the specific words said, to understand their vocabulary reserve about the ball. Judge the students' seriousness in class and evaluate their ability to use new sentence patterns according to the students' answers.
Justification: Introduce the topic, create the situation, stimulate students' interest in participation, activate students' vocabulary about ball games; Through the task of question and answer game to arouse students' thinking, cultivate students' ability to infer and answer through observation; Help students perceive the content of the dialogue as a whole, and develop students' ability to accurately obtain, sort out and record key information. (Perception and attention, acquisition and combing)
Objective: Acquire the basic knowledge of finding out the rule of a certain grammar from given sentences with the help of some expressions. (Applying and practicing)
Activities: Students read the sentences after teacher’s demonstrations and think about some differences of these sentences. Do we have a baseball Do you have a volleyball Do they have a basketball Does he have a soccer ball Does she have a tennis ball Does Eric have a ping-pong ball Share their ideas with the whole class. Each group discuss the differences between do and does, and try to find out the rules of their usage with the help of given words: singular, plural, first person, second person and third person. Every group share their ideas to the class and students decide which one among those different rules is better. Do a classification work about the usage of do and does, and check the answers. After that students summarize the rules again. Observe whether the pronunciation and the intonation of students is correct when the they read aloud, and grasp the internalization of the content and language. Observe whether students can accurately use relevant logic in class discussion, discover and express rules, and grasp students' learning and internalization of key language expressions.
Justification: Students can find out the rule of does and do themselves with the help of some words, which develops their ability of observation and summarizing. After teacher explain the rule, student explain the rule again, which can not only help them deepen the memory but also check weather they have understood it. (Description and interpretation, internalization and application)
Objective: Obtain the competence of getting information from a picture, and make up a conversation with partners. Also learn from each other by conducting self-assessment and peer assessment based on the checklist. (Transferring and creating)
Activities: Students fill in the blanks of three incomplete conversations. And choose one he and his partner like best to make a conversation. Give a performance before the whole class, and check the blanks filling. Students read the picture in the textbook, and remember the things in it within short time. Ask and answer the questions with partners in turn using the sentence pattern “Does Bob have... ” and “Yes, he does” or “No, he doesn’t”. Some words are given: pillow, TV, desk, chair, sofa, lamp, coat, skirt, stockings, pants, shoes, baseball, basketball, volleyball, book, pen, computer, eraser, pencil... Some students summarize the grammars they’ve learned in this class. Observe whether students can name objects related to ball games correctly, and use accurate sentence patterns. Give necessary guidance and feedback as needed in group discussion and demonstration.
Homework Choose a situation in the textbook, and design a conversation by using the key sentences.
Blackboard design
Reflection Based on a comprehensive and in-depth discourse study, the teacher designed teaching objectives for this grammar lesson that reflect the theme meaning exploration, logical coherence, operability, and detection. Teachers have created a series of closely related grammar teaching activities based on the teaching objectives. First and foremost, the teacher reviewed the previous class's vocabulary and introduced the topic of today through a question and answer game. The activity design begins with the objects that students own and inspires them to solve problems using what they already know. The teacher then gives different sentences to guide students in finding the differences and to stimulate students' thinking about similarities and differences in English.Teachers help their pupils develop authentic language expressions and communicate their opinions through group discussions. Based on this, students continue to debate, combine it with the examples of sentences to debate the proper grammar rules, and then provide an explanation. Students practice speaking with their peers and learning grammar as they are learning knowledge. In order to keep students interested and motivated in language learning, teachers in this course make extensive use of question-and-answer activities, peer and group problem-solving, and constant questioning. By guiding students to independently discover rules and summarize rules, teachers help students to think critically about how to solve problems. Through step-by-step learning activities like learning understanding, application practice, transfer, and innovation, teachers help students deepen their understanding of the subject and internalize the core language during the process of meaning exploration, guided by the English learning activity view. Students perceive and imitate the pronunciation, intonation, and rhythm, and realize its ideographic function in order to internalize the language they have learned. Other examples include using the communication language between peers appropriately and inquiring and transmitting information by means of question and answer The undergraduate output assignment requires students to use questions and responses to enquire about and learn more about someone's possession of something, as well as to use language effectively and appropriately. The activity's design closely resembles a real-world scenario and corresponds to the students' current circumstances, which encourages student participation and significantly enhances their ability to use English. In the classroom, teachers focus on helping students develop their speaking and listening abilities as well as discovering and summarizing grammar principles. Students not only pick up the language, but also develop the skills necessary to get along with others and come up with innovative solutions to challenges that arise in daily life. It stresses the teaching principle of using students as the main body and exemplifies the teaching value of the English curriculum.