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The Second Period
Ⅰ.Teaching Aims and Demands
⒈Knowledge Object
Key vocabulary: does, doesn’t
Target language:
Do you have a TV?Yes, I do. / No, I don’t.
Do they have a computer?Yes, they do. / No, they don’t.
Does he(she) have a soccer ball?Yes, he(she) does. /No, he(she) doesn’t.
Does Lucy have a baseball? Yes, she does. /No, she doesn’t.
⒉Ability Object
Train students’ listening, speaking and writing skills.
⒊ Moral Object
Make students know that doing sports is good for health.
Ⅱ.Teaching Key Points
Target language
Ⅲ.Teaching Difficult Points
Does he(she) have a tennis racket? Yes, he(she) does. /No, he(she) doesn’t.
Ⅳ.Teaching Methods
Pair work and group work
Ⅴ.Teaching Aids
A tape recorder, objects and pictures
Ⅵ.Teaching Procedure
Step 1. Leading in
T: Do you like sports?
Ss: Yes.
T: What’s this? ( Point the to object and ask the students )
Ss: It’s a basketball.
T: Do you have a basketball?
Ss: Yes, we do.
T: What’s this? ( Point to a picture and ask the students )
Ss: It’s a tennis racket?
T: Do you have a tennis racket?
Ss: No, we don’t.
Step 2. Presentation
T: I like sports. So I have a great sports collection. Look, this is my sports collection. Can you tell me their names?
( Point to the objects and pictures and ask students)
T: What’s this?
Zhou Yu: It’s a volleyball.
T: Do you have a volleyball?
Zhou Yu: Yes, I do.
T: Does she have a volleyball?
Ss: Yes, she....
T: Yes, she does. ( read after me)
Ss: Yes, she does. ( write these sentences on the blackboard)
T: What’s this?
Tang Dang: It’s a soccer ball.
T: Do you have a soccer ball?
Tang Dang: No, I don’t.
T: Does he have a soccer ball?
Ss: No, he ....
T: No, he doesn’t. (read after me)
Ss: No, he doesn’t. (write these sentences on the blackboard)
T: Zhou Yu has a volleyball. Tang Dang doesn’t have a soccer ball.
Look at the Grammar Focus and explain do/does, then ask students to read them.
Do you have a TV?Yes, I do. / No, I don’t.
Do they have a computer? Yes, they do. /No, they don’t.
Does he(she) have a tennis racket? Yes, he(she) does. /No, he(she) doesn’t.
Does Wang Ming have a TV? Yes, he does. /No, he doesn’t.
Step 3. Pair work
Focus students’ attention on the illustration and elicit the name of each item from it.
Ask the students what the things are and where they are.
Ask the students: Is the room the same as yours?
Demonstrate conversations with a student like this:
T: Do you have a soccer ball?
S: Yes, I do.
T: Do you have a baseball?
S: No, I don’t.
Students practice in pairs. Ask each other if he/she has the things in the picture. As students practice, move around the room giving them help with pronunciation and intonation as needed.
Step 4. Group work
Get the students into small groups of six.
T: Ask your classmates about the things in the chart. Find out what they have and don’t have.
When they have finished making the list of things, ask students from different groups to read their listening to the class.
Report: Lily has a baseball, a ruler and a TV. But she doesn’t have a soccer and a tennis. …
Step 5. Listening
Ask four students from different groups to stand in the frond of classroom. Their English names are Jane，Peter，Barry and Mike.
There are four pictures on the blackboard.
Play the recording for the first time. The four students find out the pictures with their names mentioned.
There are some balls on the table.
Play the recording for a second time. The four students find out relevant balls.
Step 6. Homework
After class, practice more with one another, especially the structure “Does he/she have...?”
Step 7 .Blackboard Design
Unit 5 Do you have a soccer ball?
Do you have a TV ？
Yes, I do. / No, I don’t.
Does he（she）/ have a soccer ball?
Yes, he（she） does. /No, he/she doesn’t
教学反思及点评
这是一个体现新课改理念的教学范例。笔者根据当地学生的英语基础,围绕本课重点对教材进行了适度的改编和加工。在教学过程中，由浅入深，先师生对话，然后学生之间互动，最后小组合作。这样既顾及到了基础较差的学生对基础知识的掌握，又考虑到了接受能力较强的学生吃不饱的现象，对基础知识进一步延伸运用到实际生活中。如师生对话，笔者通过对话交流很自然地把知识点传授给学生，让学生在语境中不自觉地学到了知识。然后让学生进行对话，对所学的知识加以巩固和运用。最后笔者布置一项较难的任务，同学们以小组为单位共同完成，在活动中同学们互学互助，培养了他们的合作精神。听力环节改变了以往老师放录音学生听并写下答案的传统教学方式,而是通过游戏的方式、小组比赛的形式来展开的，这样既激发了学生的兴趣又提高了他们的积极性。教学形式多样化，如pair work， group work，play games, 小组比赛等等, 不但树立了学生的信心，而且培养了学生的集体荣誉感。整个教学过程体现了“学生的主体作用、教师的引导作用和教具的辅助作用”这一基本原则。
（责任编辑：郑卫）
Ⅰ.Teaching Aims and Demands
⒈Knowledge Object
Key vocabulary: does, doesn’t
Target language:
Do you have a TV?Yes, I do. / No, I don’t.
Do they have a computer?Yes, they do. / No, they don’t.
Does he(she) have a soccer ball?Yes, he(she) does. /No, he(she) doesn’t.
Does Lucy have a baseball? Yes, she does. /No, she doesn’t.
⒉Ability Object
Train students’ listening, speaking and writing skills.
⒊ Moral Object
Make students know that doing sports is good for health.
Ⅱ.Teaching Key Points
Target language
Ⅲ.Teaching Difficult Points
Does he(she) have a tennis racket? Yes, he(she) does. /No, he(she) doesn’t.
Ⅳ.Teaching Methods
Pair work and group work
Ⅴ.Teaching Aids
A tape recorder, objects and pictures
Ⅵ.Teaching Procedure
Step 1. Leading in
T: Do you like sports?
Ss: Yes.
T: What’s this? ( Point the to object and ask the students )
Ss: It’s a basketball.
T: Do you have a basketball?
Ss: Yes, we do.
T: What’s this? ( Point to a picture and ask the students )
Ss: It’s a tennis racket?
T: Do you have a tennis racket?
Ss: No, we don’t.
Step 2. Presentation
T: I like sports. So I have a great sports collection. Look, this is my sports collection. Can you tell me their names?
( Point to the objects and pictures and ask students)
T: What’s this?
Zhou Yu: It’s a volleyball.
T: Do you have a volleyball?
Zhou Yu: Yes, I do.
T: Does she have a volleyball?
Ss: Yes, she....
T: Yes, she does. ( read after me)
Ss: Yes, she does. ( write these sentences on the blackboard)
T: What’s this?
Tang Dang: It’s a soccer ball.
T: Do you have a soccer ball?
Tang Dang: No, I don’t.
T: Does he have a soccer ball?
Ss: No, he ....
T: No, he doesn’t. (read after me)
Ss: No, he doesn’t. (write these sentences on the blackboard)
T: Zhou Yu has a volleyball. Tang Dang doesn’t have a soccer ball.
Look at the Grammar Focus and explain do/does, then ask students to read them.
Do you have a TV?Yes, I do. / No, I don’t.
Do they have a computer? Yes, they do. /No, they don’t.
Does he(she) have a tennis racket? Yes, he(she) does. /No, he(she) doesn’t.
Does Wang Ming have a TV? Yes, he does. /No, he doesn’t.
Step 3. Pair work
Focus students’ attention on the illustration and elicit the name of each item from it.
Ask the students what the things are and where they are.
Ask the students: Is the room the same as yours?
Demonstrate conversations with a student like this:
T: Do you have a soccer ball?
S: Yes, I do.
T: Do you have a baseball?
S: No, I don’t.
Students practice in pairs. Ask each other if he/she has the things in the picture. As students practice, move around the room giving them help with pronunciation and intonation as needed.
Step 4. Group work
Get the students into small groups of six.
T: Ask your classmates about the things in the chart. Find out what they have and don’t have.
When they have finished making the list of things, ask students from different groups to read their listening to the class.
Report: Lily has a baseball, a ruler and a TV. But she doesn’t have a soccer and a tennis. …
Step 5. Listening
Ask four students from different groups to stand in the frond of classroom. Their English names are Jane，Peter，Barry and Mike.
There are four pictures on the blackboard.
Play the recording for the first time. The four students find out the pictures with their names mentioned.
There are some balls on the table.
Play the recording for a second time. The four students find out relevant balls.
Step 6. Homework
After class, practice more with one another, especially the structure “Does he/she have...?”
Step 7 .Blackboard Design
Unit 5 Do you have a soccer ball?
Do you have a TV ？
Yes, I do. / No, I don’t.
Does he（she）/ have a soccer ball?
Yes, he（she） does. /No, he/she doesn’t
教学反思及点评
这是一个体现新课改理念的教学范例。笔者根据当地学生的英语基础,围绕本课重点对教材进行了适度的改编和加工。在教学过程中，由浅入深，先师生对话，然后学生之间互动，最后小组合作。这样既顾及到了基础较差的学生对基础知识的掌握，又考虑到了接受能力较强的学生吃不饱的现象，对基础知识进一步延伸运用到实际生活中。如师生对话，笔者通过对话交流很自然地把知识点传授给学生，让学生在语境中不自觉地学到了知识。然后让学生进行对话，对所学的知识加以巩固和运用。最后笔者布置一项较难的任务，同学们以小组为单位共同完成，在活动中同学们互学互助，培养了他们的合作精神。听力环节改变了以往老师放录音学生听并写下答案的传统教学方式,而是通过游戏的方式、小组比赛的形式来展开的，这样既激发了学生的兴趣又提高了他们的积极性。教学形式多样化，如pair work， group work，play games, 小组比赛等等, 不但树立了学生的信心，而且培养了学生的集体荣誉感。整个教学过程体现了“学生的主体作用、教师的引导作用和教具的辅助作用”这一基本原则。
（责任编辑：郑卫）