Unit5 Do you have a soccer ball?
Period One (1a-2d)
Teaching aims
1) Enable students to use “have” and “has” to talk about ownership. 2) Learn the general questions begin with “do,does” and understand the personal forms and numeros.
Key points
1) Read and write new letters . 2) The general questions begin with “do,does.”
Difficult points
1) Learn “does” general questions and its answers.
2) The usage of “has”.
Language points
Tennis ball,ping-pong bat,soccer ball,volleyball,basketball,baseball bat.
---Do you have a baseball? Yes, I do./No, I don’t.
---Does she/he have a tennis ball? Yes,she does./No,she doesn’t.
Ability
Learn to talk about the ownership.
Teaching procedures:
Step 1 Warming-up
1. Greetings.
2. Review the letters and language structures the Ss have learned in Unit Four.
Step 2 Presentation
1. Show the students other objects. Teach the new words “soccer ball, ping-pong ball, volleyball, tennis bat, ping-pong bat” in the same way. --- What’s this/ that?---It’s …
2. Look at the words in 1a and match the words with the things in the picture.
3. Present the key structure.
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) / No, I don’t. (Shake your head no)
T: (Ask S2) Does she have a pencil box?
S2: (Help S2 answer) Yes, she does. / No, she doesn't.
Step 3 Practice
Get Ss to finish 1a.1b,1c,2a,2b,2c.
Step 4 Presentation
(Show a soccer ball to class.)
T: Let’s play soccer ball after class, OK?
S1: OK.
T: We often use the drill “Let’s…” to make a suggestion. If you want to do it, you may say “OK. / That sounds good. / All right …” If you don’t want to do it, you may say “No, I don’t have a …”
Step 5 Role-play
1. Cindy and Helen want to play baseball. Now read the conversation and match the things with their right places.
2. Read the conversation after the teacher and practice the conversation with your partner.
3. Ask some pairs to act out the dialogue in front of the class.
Homework
1. Recite the new words and conversations we have learned.
2. Finish Exercise 1.
Brief summary
Unit5 Do you have a soccer ball?
Period Two(3a-3c)
Teaching aims
1) Get Ss to use have and has to talk about ownership freely. 2) Further learn the general questions begin with “do,does” and understand the personal forms and numeros.
Key points
1) The general questions begin with “do,does.” 2)The usage of personal forms and numeros.
Difficult points
1) How to enable students to understand ang grasp the usage of personal forms and numeros.
Language points
Great, play, That sounds good.
---Does Bob have a soccer ball? Yes,he does./No,he doesn’t.
Ability
understand and grasp the usage of personal forms and numeros skilfully.
Teaching procedure:
Step 1 Warming-up
1.Greeting the Ss. Check their homework. (Let some Ss report their parents' sports collection)
2. Let the Ss work in groups (each group has three Ss). Review the sentence structures we learned.
Step 2. Grammar Focus.
Get Ss to read the sentences in the chart and draw a conclusion about how to use “do” and “does.”
Step 3 Practice
1. 3a. Write each word in the correct place in the chart.
2. 3b. Ss complete the conversations with their partner.
3. Check the answers with the class. (Let some pairs read the conversation).
4. Ss practice the conversation with their partner then act out the dialogue.
Step 4 Game (Remembering game)
T: Look! This is Bob's room. He has many things. Look at the things in his room for three minutes. Then close your books and ask and answer questions with your partner.
Step 5 Homework
1. Recite the new words and conversations we have learned.
2. Finish Exercise 2.
Brief summary
Unit5 Do you have a soccer ball?
Period Three(Section B 1a-2c )
Teaching aims
Get Ss to grasp the new words and phrases:interesting,fun,relaxing,boring,difficult.
Get Ss to understand the survey results:Who has a soccer ball?
Key points
1) Talk about Ss’ likes and dislikes with description words.2)Get Ss to find the answer to the questions after they read the essay.
Difficult points
How to enable students to understand and grasp the new words and phrases.
Language points
Interesting, difficult, easy,relaxing,boring,fun,love sports,after class,watch TV.
---Let’s play……----That sounds…..
Ability
Develop Ss’ primary reading abilities.Enable them to find the answer to the questions.
Teaching procedure:
Step 1 Warming-up
1. Greet the Ss. Check the homework. (Let some pairs read out their conversation. Correct the mistakes they make)
2. Review the chart of pronouns. (Show the chart on the screen)
3. Let Ss look at the picture in 3a. Ask some pairs ask and answer about the picture.
Step 2. Presentation
1. (Show the picture which a boy is doing an interesting thing on the screen.) Learn the new words, interesting
2.(Show other pictures on the screen) learn the new words: boring, fun, difficult, relaxing, easy, in the same way
3. (Show some activity pictures on the screen) Learn the new phrases: "watch TV", "go to the same school", "love soccer", "after class" and "play sports"
4. (Show some pictures of students on the screen)
Learn the new words "student", "classmate"
5. Let Ss read the new words and phrases and try to remember them.
6. Read the words in 1a. (Point to the five words in 1a and ask students to repeat each one.)
Correct the answers.
Step 3 Listening
1. Next we’ll listen to a conversation. Here are two boys in the conversation. What do they want to do? Listen.
(Play the recording the first time.) (For the first time, students only listen.)
2. Listen again and check the words you hear in 1a. (Play the recording again.), after that, get Ss to finish 1c.
3. Check the answers.
Step 4 Pair work
1. T: Act out the conversation in 1c in pairs. You are Paul. Your partner is Paul's friend, Jenny. Talk about the activities in 1c.
2. Let some pairs act out the conversation in front of the class.
Step 5 Presentation
1. （T holds basketball and another student holds a soccer ball）
T: I have a basketball, but I don't have a soccer ball.
He has a soccer ball, but he doesn't have a basketball.
2. Write the sentence structure on the blackboard.
形为动词have的否定句的构成：
① 第一人称/第二人称/第三人称复数人称 + don't + have + 某物
② 第三人称单数形式+ doesn't + have + 某物
e.g.
I don't have a watch.
She doesn't have a tennis ball.
Step6 Writing
1. Find the sports words in the unit. Write them in the correct column.
2. Make a report to your partner first.
S1: I have a soccer ball, a volleyball, two tennis balls, three ping-pong bat…
I don't have a basketball, a tennis bat, a baseball bat…
3. Exchange the chart with your partner. Report your partner's sports collection.
S2: He has a soccer ball, a volleyball, two tennis balls, three ping-pong bats…
He doesn't have a basketball, a tennis bat, a baseball bat…
Step7 Reading
1. Our school magazine made a survey about sports collection. This is the survey result. Read the passage and answer the question:
Who has a soccer ball?
2. Ss read the passage quickly and find the answer to the question.
3. Check the answer. Let some students say their answer and say why?
4. Now let's work on 2c.
Who do you think says these sentences? Check (√) F for Frank, G for Gina or W for Wang Wei.
Homework
1. Review the new words we learn in this part.
2. Finish Exercise3.
Brief summary
Unit5 Do you have a soccer ball?
Period Four(Section B 3a-self check )
Teaching aims
1)Go on learning the general questions beginning with Do or Does and the answers.
2）Go on learning don’t or doesn’t in the negative sentences，understand the usage of but.
Key points
Consolidate the usage of have in the negative and general questions.
Develop Ss’ abilities of writing.
Difficult points
Guide Ss to write with have in the negative and general questions.
Language points
Does your mom have a baseball bat? Tom has a baseball, but he doesn’t have a baseball bat.
Ability
Get Ss to use have or has to write a short passage in the real situation.
Teaching procedure:
Step 1 Warming-up
1. Greet the Ss. Check the homework. (show the chart on the screen.)
2. Review the sports words in the unit. Then let some Ss report the sports things they have and the things they don't have.
Step 2. Writing
1. Let's work on 3a. This is a survey chart. You have to write some more questions about sports equipment in the chart. Using the sentence structure "Do you have a…?".
2. Ss write three or more questions about sports equipment.
Step 3 Survey
Now exchange books with your partner. Answer his or her questions in 3a.
You can only check (√) of the answers.
Step 4 Writing
1. Look at the information in 3a. Write about yourself and your partner with but.
Ss read the first two sentences and try to write their own sentences according to 3a.
2. 指导：
① but是一个转折连词，表示意思上的转折，常用来连接两个句子。在我们的例句中，but连接的两个句子，一个表示某人有某物，另一个表示某人没有某物。
② 同学们注意否定的结构：I don't have…; He/She doesn't have …
3. Ss write their own sentences then report their sentences to their partner.
4. Ask some Ss report their sentences to the class.
Step5 Self Check 1
1. Do you like sports? We like some sports very much, but we don't like other sports. We think some sports are very easy, but we think other sports are very difficult.
For me, I love basketball. It's interesting and easy.
I don't love baseball. It's boring and difficult.
What's your opinion? Now list all the sports you know. Discuss with your partner and write what you think of them.
2. First Ss list all the sports they know. Then discuss with their partner and write what they think of them.
(interesting, boring, fun, difficult, easy…)
3. Ask some Ss report their lists to the
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