1、Do you have a soccer ball說課稿Good morning, ladies and gentlemen:Nice to meet you here. I'd like to say it's a good chance forme to learn from you .Here, my speech contains 4 parts. I wouldlike to introduce them here with your great help.I. The analysis of teaching material:My speech is Sectio

2、n A , Unit 5. Do you have a soccer ballThis is an important lesson in Book One. And it is the firstlesson of this unit, it talks about recognizing objects(mainlyabout balls) and the simple question. .The students have alreadyknown to answer it"Yes" or "No" in Unit 2 ,but in this

3、unit, it'sdifferent. We know, simple question is a kind of importantstructure. If the students can learn it well, it will be helpfulto make the students to learn the special question. And it'srelated to our daily life closely, so it's very useful.New words: basketball, soccer ball, volle

4、yball, ping-pong ball,ping-pong bat, tennis, tennis racket.Structure: Do you have Does he /she haveTeaching aims:Aims on the knowledge:To study the words about balls by showing the pictures.To make the students know how to ask whether others have1 / 7something or not, and how to answer it.Aims on th

5、e abilities:To develop the students' ability of listening ,speaking,reading and writing.To train the students' ability of communication.Aims on the emotion: .To make the students be interested in good co-operation and competition. To make the students love sports ,love life. Teaching key poi

6、nts and difficult points:How to make the students understand the new language itemsnaturally.How to make the students work well with their partners.How to arouse their interest in learning English.How to make dialogues and act them out. .Teaching methods I will take.1."Communicative" teach

7、ing method.2. "Task-based" teaching method.Everyone knows that the main aims of learning English inmiddle school is to cultivate the students' basic abilities oflistening, speaking, reading and writing, and their good sense ofthe English language. . Learning methods.2 / 7Firstly, Look,

8、 listen, and say to gain language competence.Secondly, Teamwork, exploration and participation to reach thegoal.Thirdly, Cultivate skills in listening, speaking, reading andexpressing.Fourthly, Students-centered and teacher-guided learningstrategies. I'm not a teacher but a guider. I'm ready

9、 to give themhelp whenever they need and re-correct the mistakes while talking. .Teaching procedure design. Step1. Warm-up.Ask the students some easy questions to check if they haveremembered the contents they had learned before. For example:What's this Spell it, please. What color is it Is this

10、 your pen Isthat your backpack and so on.Step2. Presentation.1. Take out a ping-pong ball and ask the students:What's this Why I take out a ping-pong ball here I think it's the easiest and the most popular in our country.2. Leading in new words : here I will play some short plays, they are s

11、occer game,volleyball game, ping-pong competition and anadvertisiment, there is a basketball in it.The reason of mydesign: I think the students can learn the words easily and3 / 7directly in this way. And I also think it can draw the students'attention and arouse their interest in learning Engli

12、sh. With thehelp of the CAI, it can provide a real situation to understand themeaning of the words, not by presenting the new words one by oneand telling them the Chinese meaning. So the students can rememberthe words quickly and naturally.How to help the students remember the new word, I think I wi

13、lldo it like this: When the word appears under the picture, theremay be some students know the word and they will read it outloudly, this time, you may need to correct the pronunciation andteach it, after one or two times, I will ask the students to spellit by themselves. Why I must ask them to spel

14、l it themselves, Ithink it can make them have a general impression of the word.Usually, when you teach them read, most of the students justfollow you, they don't look at the word at all. Perhaps, you havetaught ten times and they can read it very well following you ,but after you teach some more

15、 words and ask them to read itagain ,they may not be able to.3.Teaching the dialogue:Make a sample dialogue with a student. Show him or her theping-pong ball and do it like this:T: I have a ping-pong ball. Do you have a ping-pong ball (Here,4 / 7you may help him answer "Yes, I do." or &quo

16、t;No, I don't.")S: Yes, I do.Make the dialogue with some more students,and write it on theblackboard. Make sure they can read and understand the meaning.Next, ask a student if he has a ping-pong ball, then ask theothers: "Does he have a ping-pong ball "Here, you must help themansw

17、er: "Yes, he does." Or "No, he doesn't." Write it on theblackboard. Teach the dialogue and make sure they can read it andunderstand the meaning.4. Practice: Read the dialogue by role play. But you must tell them how to do it clearly, make them to ask their partners what kind

18、of balls they have. This time ,they must use the sentence "Do you have a "5. Groupworking and competition: Divide the students into groups of three.Give them an example first :A: Do you have a basketballB: Yes ,I do.A: Does he have a basketballC : Yes, he does.Ask them to make a similar di

19、alogue and tell them that it' salso a competition, after they act it out you will choose a bestgroup at the end.5 / 7The reason of having a competition: I think it can encouragethem to try their best and cooperate with their groupmembers well.6. Listening, listen to the tape and circle the words you hear. It's Activity 1a.Step3. Post-task. Starting a ball club.In this club, there are four teams: a basketball team, asoccer ball team, a ping-pong ball