Period 1 (1a-2c)

Teaching aims:

　　1. Language goals:

　　Key vocabulary: do (does), have, tennis, ball, ping-pong, bat, soccer, soccer ball, basketball, let, us.

　　Target language:

　　① Do you have a baseball? -Yes, I do. No, I don't.

　　② Does she/he have a tennis ball?

-Yes, she/he does. No, she/he doesn't.

　　③ Do they have a soccer ball? -Yes, they do./ No, they don't.

　　2. Ability goals

　　Ask and answer questions about the ownership.

　　Train the students' communicative competence and listening skill.

　　3. Moral goals

　　Do sports every day and keep healthy.

Teaching important points:

　　1. New words.

　　2. Ask and answer questions about the ownership with the target language.

Teaching difficult points:

Ask and answer questions about the ownership with the target language.

　　Does she/he have a tennis ball?

　　-Yes, she/he does. No, she/he doesn't.

教学设计 备注 Step 1. Warming-up

　　1. Watch a flash : Let's Play outdoors.

　　T: In the flash, we can see two kinds of balls, what balls can you see？(learn the new words :let us play; go).

Step 2 . New words presentation.

　　1. Present the key vocabulary. Show the pictures or the balls.

　　(Show a soccer ball to the class.)

　　T: What's this in English?

　　 S1: It's a soccer ball.

　　T: Yes, you are right. Read after me.

　　Then say: Let's play soccer.-play soccer.

　　(Show the students other objects or pictures. Teach the new words "basketball, ping-pong ball, volleyball, tennis bat, ping-pong bat" in the same way.)

　　T: Read the words together twice.

　　2. Try to remember the words by reading.

　　3. Play a game: Who has best eyes.

Step 3 Work on 1a

　　1. T: What can you see in the picture? And ask "Where is the..?

　　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.

　　3. Ask one student to show the answers and check them.

Step 4 Present the key structure 1 .

　　1. 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: Do you have a basketball?

　　S1: Yes, I do. I have a basketball.

　　T: Do you have a ping-pong bat ?

　　S1: No, I don't. I don't have a ping-pong bat.

　　2. Write the sentences on the blackboard.

　　Practice the drill "Do you have a ...?" in pairs.

　　Look at the model, then practice like this.

　　 Model:

　　S1: Do you have a basketball?

　　S2: Yes, I do. I have a basketball.

　　S1: Do you have a soccer ball?

　　S1: No, I don't. I don't have a soccer ball.

　　(Students work in pairs.)

Step 5 . Work on 1b :Listening

　　T: Look at the four items of 1b in the pictures. Listen to the conversation.

　　T: Listen to the conversation and circle the words you hear.

　　(Play the recording.)

　　T: Check their answers.

Step 6. 1c Pair work

　　1. Read the conversations in 1c. (Ask students to repeat.)

　　2. Watch a video.

　　3. Look at the picture in 1a and practice the conversation with each other in pairs.

　　S1: Do you have ...? S2: Yes, I do.

　　S1: Do you have a ...? S2: No, I don't.

Step 7 Present the key structure 2 .

1. Make a survey-Let's ask.

Please ask your classmates in the group what balls he /she has. Then write down the information in the chart. Now who wants to display your project on the blackboard?

　　Sample project:

　　Names 　　Balls you have 　　Li Hong 　　ping-pong bat 　　Yang Quan 　　soccer ball 　　T: Does Yang Quan have a soccer ball?

　　No, he doesn't. He doesn't have a soccer ball.

　　Does Li Hong have a tennis ball?

　　Ss: No, she doesn't. She doesn't have a tennis ball.

　　T: Does Li Hong have a ping-pong bat?

　　Ss: Yes, she does. She has a ping-pong bat.

2. Write the sentences on the blackboard and read them.

3. Practice like this.

4. Show the pictures,

　　T: Do they have a basketball? Yes, they do . They have a basketball.

　　　Do they have a tennis ball?

　　　No, they don't. They don't have a tennis ball.

5. Summarize. I/ We/ you/ they/ the boys/ A and B ... do

he/ she/ it/ Jane... does

Step 8 Work on 2a and 2b

　　1. T: Look at the pictures, do the people have balls？Let's listen to the conversations.

　　2. Play the recording . Finish 2a .This time please listen for the names in the pictures, and then number the pictures (1-4).

　　3. After that ask a few students to say out their answers in 2a.

　　4. Play the recording for again.

　　T: You are to match the people from activity 2a to the balls in the recording then correct the answers.

　　T: You listen to the tape and write the numbers from the pictures in 2b next to the correct balls.

　　5. After doing listening, ask some students to say out their answers .

　　6. Read the tapescript.

Step 9 . Pair work, 2c

　　1. Look at the things in the picture. Ask your partner if he /she has the things in 2c. Let's look at the picture in 2a.

　　T: Does Jane have a tennis ball? S1: No, she doesn't.

　　T: Does Paul have a soccer ball? S2: No, he doesn't.

　　T: Does his brother have a soccer ball? S2: Yes, he does.

　　(Ask more students to make a conversation.)

　　T: Make conversations with things in the picture. S: ...

　　2. Ask some pairs to act out their conversations.

　　3 . Ask the students to act out the conversation in pairs with other things.

　　Sample conversations:

　　　S1: Do you have, Tom? S2: Yes, I do.

　　 S1: Do you have an eraser? S2: No, I don't.

　　　S1: Does Tom have a dictionary? S3: Yes, he does.

　　 S1: Does Tom have an eraser? S3: No, he doesn't.

Step 10 Summarize and exercises.