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Unit 5 Do you have a soccer ball ?
Section A (1a-2d)
Teaching Aims
| Ss are able to talk about ownership.
do; have; tennis; ball; ping-pong; bat; soccer; volleyball; basketball; let; us; let’s=let us; go; we; late; has; get
1.—Do you have a ping-pong ball? —No, I don’t.
2. —Does your brother Alan have one? —Yes, he does.
3. Hey, Helen, let’s go! We’re late!
4. Let me get it.
| Teaching Difficulties
| Ss are able to talk about ownership using the target language.
| Teaching Aids
| multimedia courseware or other realia that the T needs for teaching
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Teaching Procedures
| Tips
| Step 1 Lead in
| 通过头脑风暴的形式，可以更好地激发学生对已知单词的总结和回忆，并且让他们快速融入课堂。
| - Show Ss teaching goals in this class.
T: Morning everyone. Today we are going to learn to talk about ownership.
- Show Ss pictures of sports things and elicit the target words from Ss. Ask Ss to read after the tape. Then Ss can try to remember these words and pronunciation. And have a memory challenge by asking Ss to say the English names of these sports things as quickly as possible.
| | Step 2Presentation & Practice
| 听力环节结束后的句型练习帮助学生更好的掌握。
在听力材料中总结句型，让学生在情境中理解，更易于掌握。
| Have Ss observe the picture and find the sports things in the picture. The T can also ask the strong Ss to describe the location of these things using the prepositional phrases they have learned in Unit4.
Answers:
1. a 2. f 3. c 4. e 5. f 6. b
Play the recording and ask Ss to do the task in 1b. Then the T can check answers as a class.
Answers:
Circled: ping-pong ball, ping-pong bat
After listening, the T can present the listening script and the video to Ss in need and ask them read after the tape to practice the pronunciation and intonation.
The T canask Ss to answer and answer questions in pairs with the sentence pattern: —Do you have…?—Yes, I do. / No, I don’t.Ss may make mistakes like: Yes, I like. /No, I don’t like. T must correct their grammar mistakes.
- Ask Ss to do a survey about sports things Ss have in their groups and then choose a S from each group to make a report in class. The T can give the following scaffolding to Ss:
In my group,I have a…... has a… ... has a …and......
That’s all. Thank you.
Teaching Tip:Review and Recycle Across Units
It is important to include opportunities for review of language learned in earlier units. The texts and activities in the Student Book reintroduce key vocabulary items and language structures from unit to unit. However, the T can further remind Ss of things that have been previously learned.For example, in Unit 3,Ss learned the names of many things, including “pencil”, “pen”, “book”, “eraser”,“ruler",“pencil box”,“schoolbag”, and “dictionary". In Unit 4, Ss reviewed these things in the context of location. In Unit 5, Ss can review these things again using the structure“Do you have a_____________?”For pairs of Ss that finish 1c quickly,have them continue to practice using the things from Units 3 and 4.
Before listening , the T can have Ss play a turntable game to review the new words and phrases they learned in the last class so that more Ss can be more involved in class. Then have Ss observe the four pictures in 2a.
Play the recording and ask Ss to do the task in 2a. The T can check the answers as a class.
Answers: 3 4 1 2
The T can have Ss say the balls’ English names and write them beside the pictures. Then ask Ss to listen again and match the pictures in 2a with the balls. The T can check answers by asking some Ss to share.
Answers:3 2 1 4
Teaching Tip:Has and Doesn’t have
Once you have completed 2b, challenge Ss to listen again and write “has” or “doesn’t have” to complete the sentences you write on the board:
Paul______a soccer ball.
Mike______a basketball.
Jane______ a tennis ball.
Dale ______ a volleyball.
Answers:1.doesn’t have 2.has 3.doesn’t have 4.has
The activity is to give Ss the opportunity to use the target language in a controlled manner.
Teaching Tip: Stress Important Words
Teach Ss to stress the important words in a sentence.For example,in 2c,the words “Jane”and“tennis ball” would be stressed in the model question because they convey meaning.The word “no" would be the important word in the model answer because it also conveys meaning. Ss can be taught that the other words (e.g. does, have, a, she, doesn't) are often spoken faster than the stressed words and with less emphasis. Nevertheless, all words in a sentence should be spoken clearly and with the correct pronunciation.
| | Step 3Presentation & Reading
| | The T can ask Ss to read the conversation silently first and explain the
sentences that Ss can’t understand. Then the T can focus Ss’ attention on the
target structure appeared in the conversation and other key word groups. Ss
can be asked to make sentences using the key structure and phrases.Then the T
can make Ss read the conversation in chorus to check their pronunciation and
intonation. At last the T can invite some Ss to role-play the conversation as open
pairs.
| 2d的对话部分对重点句型的翻译和造句让学生在真实情境中感知语言的运用。
| Step 4 Language points
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| - ping-pong作不可数名词，指“乒乓球运动”，表示“乒乓球运动中的球” 要用ping-pong ball。此外， table tennis也表示“乒乓球运动”。
- bat n. 球棒；球拍 bat作名词， 还有“蝙蝠”的意思。
- have作及物动词，意为“有”，其第三人称单数形式是has。
have
| 表示“拥有”， 强调所属关系， 意为“某人有某物”。
| there be
| 强调存在关系， 意为“某地有某人/ 某物”。
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- Let's... 咱们……吧。该句型常用于提出建议或请求对方与自己一起做某事，Let's后接动词原形。
- 肯定回答：OK./All right./That sounds good./Good idea./...
| | Step 5Exercises & Homework
| | Exercises
- Ask Ss to do the exercises on P41-P43.
- Have Ss make a summary about what we have learned today.
- (Some students may make mistakes on P43, so teachers must correct them and guide them how to answer the question.)
Homework
1. Read the conversation in 2d.
2. Do the exercises in students’ book.
| | Teaching Reflection
| I spent too much time on the words in this period so we don't have enough time to learn the conversation in 2d. I should delete some word activities to save more time for 2d. Some students didn’t master the sentence patterns: 1.be late for…2. let sb. do. More dictation about the sentence patterns should be done.
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