Unit 5 Do you have a soccer ball教案
unit 5 do you have a soccer ball period 3教案示例教學目標
1.掌握形容詞，補充詞匯
2.談論自己對體育運動的看法
3.介紹自己的體育收藏
教學向導
語言目標
學習策略與思維技巧
重點詞匯
掌握擴充體育運動詞匯；
形容詞匯
個體、群體思維；
交換信息；
interesting, boring, fun, difficult, relaxing
語言結構
語言功能
跨學科學習
第三人稱的變化：she has…
she doesn’t have…
談論自己擁有物品的情況；
介紹自己的運動收藏
對學科的喜好。
對其他興趣的培養
教學過程設計：
steps
teacher’s activity
student’s activity
preparation
warm up
lead in: do you like…?
why?
talk about activities. use the description words.
powerpoint
task i pair work: do you have…
aim
familiar with the target language and the key words
1
show the target language:
do you like….?
look at the pictures, and try to understand
powerpoint
2
show the target language:
it’s…. or that sounds…..
look at the words, and try to use them
3
ask ss to talk about the things they like
pair work to talk about the balls or other things
pair work
4
move around the room and give support as needed
talk to each other
5
ask pairs of students to show their works
pairs of ss show their works
task ii write about your ownership
aim
from the example, know the information, and write about yourself
1
let ss know others’ ownership
read the articlep29-3a
know the meaning and finish the work
2
move around the room and give support as needed
circle the sports things
powerpoint
3
ask students to check the answers
give answers
4
look at the pictures and fill in the chartp29-3b
finish the picture, and give the words
powerpoint
5
write about sports things and other things you have
write the things
show it on the screen
task iii performance
aim
use the target language to make their own conversations
1
ask ss look at the article
read and know the meaning of the article
2
ask ss to talk about the sports things
talk and make the sentences
write
3
move around the room and give support as needed
discuss in groups and finish the conversations
4
ask ss to show their works and perform it
give the performance
homework
get mort information about sports and find out your friend’s sports collection
教學點評：
本節課運用不同形式鼓勵學生使用目標語言，在任務中體現學生的主體地位。在過程中如果學生出現一些錯誤，教師要以積極的態度對待他們，愉快的氛圍對學習有很大的影響力。
教無定法，教師不要為了任務活動而忽略了語言的傳授。學生的信息交流要在特定的環境中進行，給他們參與的機會。任務的完成不是語言學習的結束，而是另一個高度的開端。加強學生語言的實踐是改革的關鍵，要給學生機會去說、去做、去思考。本節課中學生們的現場對話表演很精彩，如果用心挖掘學生們的潛力，他們還是很有語言天賦的。