Lesson Plan Unit 5 Do you have a soccer ball教案教案教案教案

LessonPlanUnit5Doyouhaveasoccerball?

SectionA3a-3cGoForIt!7A

Lessontype:GrammarDuration:45min.Teacher:ShenYang

Teachingphilosophy

AccordingtotheNationalEnglishCurriculum(NEC),theultimategoalofEnglishteachingistoachievelearners’comprehensivelanguagecompetence.Thecurrenttheoryviewsgrammarasameanstoanend,afacilitator,asupportsystemtocommunication.Combininggrammarwithtopicsandfunctionalitemscanrealizecommunicativefunctionsofthelanguageinuse.Therefore,socio-constructivisttheoryisappliedtothegrammarlessontofacilitatelearnerscommunicateincontextofreallifewithcorrectgrammar.

Andthebasicprinciplesforgrammarteachingareefficiencyandappropriacy.So3-PModelisadoptedtohelplearnerstomasterthetargetgrammar.Inthemeanwhile,theguideddiscoverymethodisusedtoelicitthegrammarrulesbylearnersthemselveswiththeguidanceofT.Andthewholelessonisdividedinto3stagesi.e.pre-task,while-taskandpost-task.

Analysisofteachingmaterial

TheteachingmaterialofthislessonisthegrammarpartofSectionA3a-3c,Unit5,GoForIt7A.Thelanguagegoalofthisunitistotalkaboutownershipbyusingthetargetsentencepatterns:--Doyouhave...?--Yes,Ido./No,Idon’t.--Doeshe/shehave...?--Yes,he/shedoes./No,he/shedoesn’t..InUnit3,generalquestionslike--Isthis...?--Yes,itis./No,itisn’t.havebeenpresented,sotheformofthegeneralquestionisnotsupposedtobedifficultforSs.Butthirdpersonsingularisnewforthem,sowhentousedoandwhentousedoesingeneralquestionshouldbepayedgreatattentionbyTwhendesigningteachingplan.

Analysisoflearningcondition

SsareinGrade7andhavelearnedrelativelylittlegrammarknowledge.Andtheyhavelearnedsomeballgamesandknowthetargetsentencepatternsinpreviouslistening&speakingclassofthisunit,sotheirpriorknowledgecanreducetheirdifficultyincomprehension.InUnit3,Sslearnedgeneralquestionslike--Isthis...?--Yes,itis./No,itisn’t.,sotheycanbequicklyfamiliarwiththegeneralquestions--Doyouhave...?--Doeshe/shehave...?.Butitisthefirsttimetheygettoknowthirdpersonsingular,soitmaytaketimeforthemtojudgecorrectlywhentousedoesingeneralquestion.

Teachingobjectives

Bytheendofthelesson,Sswillbeableto

Knowledgeobjectives:

1.usehave/hasandtheirnegativeformstotalkaboutownershipwiththefollowingsentencepatterns:

--Doyouhave...?--Yes,Ido./No,Idon’t.

--Doeshe/shehave...?--Yes,he/shedoes./No,he/shedoesn’t.;

2.judgecorrectlywhentousedoandwhentousedoes.

Abilityobjectives:

1.findoutthegrammarrulesofwhentousedoandwhentousedoesafterobservingenoughlanguagedata;

2.improvetheirgrammarawarenessafterpracticeandgames.

Emotionalobjective:

learntotreasureandsharewhattheyhave.

Languagefocuses

1.HowtomakeSsunderstandandtalkaboutownershipwiththetargetsentencestructures

2.HowtohelpSsjudgecorrectlywhentousedoandwhentousedoes

Anticipateddifficulty

HowtohelpSstalkaboutownershipwiththetargetsentencestructurescorrectly

Teachingmethods

TBLT,3-PModelandtheguideddiscoverymethod

Teachingaids

Multi-mediafacilities,PPTdocument,flashcards,bag,blackboardandchalk

Step

T’sBehavior

Ss’Behavior

Intention

Lead-in

3’

GreetSs.

LetoneSfromeachgrouppickoutonepicturefromabag.Andaskaquestion:What’sthisinEnglish?

Elicitasentencepattern:

Sb.have/has...

GreetT.

OneSfromeachgrouppicksoutonepicturefromthebag.AndanswerT’squestion:It’sa/They’re...

StimulateSs’scheme.

GetthempreparedfortheEnglishclassphysicallyandemotionally.

Pre-task

Presentation

3’

Elicitthesentencepatterns:

--Doyouhave...?

--Yes,Ido./No,Idon’t.

(--Doeshe/shehave...?

--Yes,he/shedoes./No,he/shedoesn’t.)

Listencarefully.

Trytounderstandandmemorizethemeaningandformofthesentencepatterns.

Presenttargetsentencepatternscontextualizedscenarios.

Practice

6’

AskthoseSswhogotthepictures:

Doyouhave...?Whatdoyouhave?

AskthoseSswhodidnotgetthepictures:Doeshe/shehave...?

ShowsomepicturesonPPT.

Askquestions:

Do/Does...have...?

SswhogotthepicturesanswerT’squestion(s):Yes,Ido.No,Idon’t.Ihave...

SswhodidnotgetthepicturesanswerT’squestion(s):Yes,he/shedoes./No,he/shedoesn’t.He/Shehas...

Observepicturescarefully.

AnswerT’squestions:

Yes,...do/does./No,...don’t/doesn’t.

Practicethetargetsentencepatternsthroughoralcommunication.

Production

8’

ShowmoreexamplesandaskSstofindouttherules.

AskS1topastethesubjectsintotherightplaceontheblackboard.

ExplaintherulestoSs.

GiveSs2min.tofinish3bandcheckanswerstogether.

Discussingroupsandtrytofindouttherules.

S1pastesthesubjectsintotherightplaceontheblackboard.

Finish3bin2min.

EncourageSstothinkcriticallytodiscovertheunderlyingrulesofthetargetsentencepatternsaswellasitsmeaningincontextfollowedbyexplicitteachingandlearningofthetargetstructure.

LeadSstostudygrammarbythemselves.

While-task

Game--”StandinaCircle”

7’

Demonstratethegamewith4Ssinfrontoftheclass:Tand4Ssstandinacircle.Askandanswerquestionswiththesentencepatterns.Ifsomeoneasksoranswerswrong,heorshewillbeout.ThelasttwoSsarethewinners.

AskSstoplaythisgameinagroupof5andgiveproperinstructionsifnecessary.

FourSsdemonstratewithT.

TherestSsobservecarefully.

Playthisgameinagroupof5,usingthesentencepatterns.

LearningisbestachievedthroughthedynamicinteractionbetweenTandSsandbetweenlearners.WithT’sscaffoldingthroughoralcommunication,orwithamorecapablepeer’ssupport,Sscanmovetoahigherlevelofunderstanding.Inthemeanwhile,Sscanprepareforconversationinreallife.

MemoryChallenge

7’

GiveSs1min.torememberthethingsinBob’sroomin3c.LetSsaskandanswerquestionswithapartnerwithoutlookingattheirbooks.

Threemin.later,invitesomeSstoaskthewholeclassthequestions.

RememberthethingsinBob’sroomin1min..Askandanswerquestionswithapartnerwithoutlookingattheirbooks.

TheinvitedSsaskthequestionstothewholeclass.

Post-task

ConversationinRealLife

10’

Setthescene:Youaregoingtoplaysomeballgameswithyourfriendsonthenextweekendbutyoudon’thaveenoughballs(EachSonlyhas5sameballs).Soyouhavetowalkaroundtheclassroomtogetmoreballsofdifferentkindsbyasking&answeringwiththesentencepatterns:

A:Doyouha