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I. The Analysis of the Textbook
1. The status and function of the textbook
The topic in this unit is closely related to students’ daily life and thereby it’s easy to arouse students’ interest and curiosity. Students will continue to learn simple present tense, which appears frequently in English language learning. Having a good command of simple present tense will help students have a better understanding of other grammar items and benefit students’ overall language competence, especially their communicative competence.
2. The Objectives of the teaching
(1)The objectives of knowledge:A: learn words about the ball games and some important sentence structures in the unit;B: learn to describe things with the adjectives;C: learn to give suggestions with imperative sentences;(2)The objectives of ability:A: learn to ask belongings;B: learn to give suggestions;C: learn some reading skills;(3)The objectives of emotion:A: cultivate the spirit of cooperation;B: promote students’ passion for sports and pursuit for healthy life;
3. The important and difficult points of teaching
(1)Important point: learn to ask and answer questions about belongings;
(2)Difficult point: the usage of “have” in third person single sentence in terms of simple present tense.
II. The Analysis of Students
1. As we all know, students have learned positive, negative, general question sentences containing “be” and its positive and negative answers in terms of simple present tense, which will lay a solid foundation for their learning of positive, negative, general question sentences containing solid verb like “have” and its positive and negative answers with regard to simple present tense.
2. In section B Period One, students have already learned many adjectives about descriptions. Consequently, students are able to interact with each other in line with their favorite sports and give descriptions.
III. The Teaching Strategies
In this period, the author will mainly adopt Task-based Language Teaching (TBLT) and cooperative teaching method. In each class inquiry, there are several tasks designed for students to undertake. By finishing the tasks, students can have a good command of both spoken and written English. Besides, cooperative teaching method will provide plenty of chances for students to interact with each other, which will help enhance their communicative and cooperative competence.
IV. The Learning Strategies 1. Students should pre-review the new words and learn the pronunciation, meaning and part of speech of new words.2. Students are supposed to read the passage and finish the exercises in the textbook ahead of time.3. In class, students should actively participate in class activities in order to practice their oral and written English.
V. Teaching Process
Step One: Lead-in
Everyday sentence: Life lies in movement.
T: What does the sentence mean?
Can you guess what we will talk about today?
Step Two: Pre-class Test
1. Ask two students to write on the blackboard2. Check the answers together3. T: Divide the words you wrote into two groups: “things I have” and “things I don’t have”.
Step Three: Class Inquiry One
1. T: Look at the screen. Please do an interview in your group and fill in the blanks.What do you think of ?I think it’s
Step Four: Class Inquiry Two
Task One: Read the survey results in school newspaper and answer the question: Who has a soccer ball?Task Two: Finish 2C on Page 35;Task Three: Find out some key phrases and sentence structures in 2B and share them with your group members.
Present the key on the screen:
1. go to the same school 2. play ... With... 3. watch ... on TV4. after class 5. It’s easy for ... 6. I have... 7. I don’t have...8. Do you have ...? Yes, I do. / No, I don’t.
Step Five: Group Work
T: First, I will you 30 seconds to memorize the things in Bob’s room.
Second, in your group, one student looks at the picture and the rest students take turns asking questions. The student who looks at the picture will answer the questions.
A: Does Bob have ? B: Yes, he does./ No, he doesn’t.
Let’s see which group can produce the most and correct sentence in 30 seconds.
Step Six: In-class Assessment
(1)—Let’s (踢足球).—That sounds (很有趣).(2) —Let’s play basketball. —I (沒有)a basketball.—Let’s play ping-pong.— (那太好了). (3)— you (你有)a baseball bat? —No, I don’t.—Let’s (看电视). —That sounds (没意思).(4)我和我的姐姐在同一所学校上学。My sister and I .
(5) 放学后，Frank经常和Mike一起打篮球。 , Frank often basketball Mike.
Step Seven: Homework
Compulsory:
1.Recite the words and phrases;2.Finish Self-check on Page 30;
Selective:
Talk about your favorite sports with your partners in English.
1. The status and function of the textbook
The topic in this unit is closely related to students’ daily life and thereby it’s easy to arouse students’ interest and curiosity. Students will continue to learn simple present tense, which appears frequently in English language learning. Having a good command of simple present tense will help students have a better understanding of other grammar items and benefit students’ overall language competence, especially their communicative competence.
2. The Objectives of the teaching
(1)The objectives of knowledge:A: learn words about the ball games and some important sentence structures in the unit;B: learn to describe things with the adjectives;C: learn to give suggestions with imperative sentences;(2)The objectives of ability:A: learn to ask belongings;B: learn to give suggestions;C: learn some reading skills;(3)The objectives of emotion:A: cultivate the spirit of cooperation;B: promote students’ passion for sports and pursuit for healthy life;
3. The important and difficult points of teaching
(1)Important point: learn to ask and answer questions about belongings;
(2)Difficult point: the usage of “have” in third person single sentence in terms of simple present tense.
II. The Analysis of Students
1. As we all know, students have learned positive, negative, general question sentences containing “be” and its positive and negative answers in terms of simple present tense, which will lay a solid foundation for their learning of positive, negative, general question sentences containing solid verb like “have” and its positive and negative answers with regard to simple present tense.
2. In section B Period One, students have already learned many adjectives about descriptions. Consequently, students are able to interact with each other in line with their favorite sports and give descriptions.
III. The Teaching Strategies
In this period, the author will mainly adopt Task-based Language Teaching (TBLT) and cooperative teaching method. In each class inquiry, there are several tasks designed for students to undertake. By finishing the tasks, students can have a good command of both spoken and written English. Besides, cooperative teaching method will provide plenty of chances for students to interact with each other, which will help enhance their communicative and cooperative competence.
IV. The Learning Strategies 1. Students should pre-review the new words and learn the pronunciation, meaning and part of speech of new words.2. Students are supposed to read the passage and finish the exercises in the textbook ahead of time.3. In class, students should actively participate in class activities in order to practice their oral and written English.
V. Teaching Process
Step One: Lead-in
Everyday sentence: Life lies in movement.
T: What does the sentence mean?
Can you guess what we will talk about today?
Step Two: Pre-class Test
1. Ask two students to write on the blackboard2. Check the answers together3. T: Divide the words you wrote into two groups: “things I have” and “things I don’t have”.
Step Three: Class Inquiry One
1. T: Look at the screen. Please do an interview in your group and fill in the blanks.What do you think of ?I think it’s
Step Four: Class Inquiry Two
Task One: Read the survey results in school newspaper and answer the question: Who has a soccer ball?Task Two: Finish 2C on Page 35;Task Three: Find out some key phrases and sentence structures in 2B and share them with your group members.
Present the key on the screen:
1. go to the same school 2. play ... With... 3. watch ... on TV4. after class 5. It’s easy for ... 6. I have... 7. I don’t have...8. Do you have ...? Yes, I do. / No, I don’t.
Step Five: Group Work
T: First, I will you 30 seconds to memorize the things in Bob’s room.
Second, in your group, one student looks at the picture and the rest students take turns asking questions. The student who looks at the picture will answer the questions.
A: Does Bob have ? B: Yes, he does./ No, he doesn’t.
Let’s see which group can produce the most and correct sentence in 30 seconds.
Step Six: In-class Assessment
(1)—Let’s (踢足球).—That sounds (很有趣).(2) —Let’s play basketball. —I (沒有)a basketball.—Let’s play ping-pong.— (那太好了). (3)— you (你有)a baseball bat? —No, I don’t.—Let’s (看电视). —That sounds (没意思).(4)我和我的姐姐在同一所学校上学。My sister and I .
(5) 放学后，Frank经常和Mike一起打篮球。 , Frank often basketball Mike.
Step Seven: Homework
Compulsory:
1.Recite the words and phrases;2.Finish Self-check on Page 30;
Selective:
Talk about your favorite sports with your partners in English.