Section A Grammar focus 3a—3c教案和课堂实录

Unit 5 Do you have a soccer ball? Grammar focus 3a-3c

一、教材分析

本单元内容为人教版Go for it 7年级(上) Unit 5 Do you have a soccer ball? Grammar focus 3a-3c。主要围绕“Do you have a soccer ball?”这一主题展开各种教学活动。本单元主要学习用have(has)表示物品所属关系的基本句型。语法表格呈现了have不同人称的一般疑问句及其答语。通过左右两栏，左问右答。答语不仅包括了否定回答，还有补充信息，以此呈现含have的一般现在时的肯定句。通过讲解与实践，运用所学知识。通过情景与游戏的方式，让学生更好的掌握知识。

二、教材的地位和作用

本板块语法内容由3a, 3b和3c三块构成。通过人称代词的选择，对话填空与练习，情景创设与开展游戏，内容循序渐进，符合学生的认知规律，教材图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣。在知识结构上逐层加深，能够较好的被大多数学生吸收。

1.语言知识（Language Knowledge）：

词汇：baseball, bat, volleyball, great, play, sound , let, let’s etc. 词组：have a baseball, have a ping-pong bat, have a tennis ball, have a soccer ball, sounds good etc. 语言功能（Language Function）：

能够询问并描述物品所属关系。(Talk about ownership)

语言结构（Language Structure）（Yes/No questions and short answers）：

Do you have a baseball?

Yes, I do./ No, I don’t. Do you have a ping-pong bat?

Yes, I do./ No, I don’t. 2.语言技能(Language Skills)：

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（1）能够正确的使用have的一般现在时用法如：

Do you have a volleyball?

Does she have a tennis ball? We have a basketball. They don’t have a basketball.

（2）能够正确使用一般疑问句询问物品所属关系并作简略回答如：

Do you have a tennis ball?

Yes, I do./ No, I don’t.

Does he have a soccer ball?

Yes, he does./ No, he doesn’t.

3、学习策略(Learning Strategies)：

通过本单元的教学，要求学生能够询问并描述物品的所属关系。能够通过句式结构，整理并归纳助动词与人称代词的关系。

4、情感态度（Emotions and Attitudes）：

通过本单元的任务性活动的设计与实践，让学生了解国内外中学生常见的体育运动，理解体育锻炼与身体健康的关系。

三、教学的重、难点（Teaching key points and difficult points)：

1.

运用句型“Do you have ......? Does he /she have......?”来谈论物品的所属关系。

2.

掌握句型：“Let's ......”

“That sounds good.”

四、教学方法

(teaching methods)

1、教法分析：

（1）情景教学法(Situational Teaching Method) 。充分利用学生已有的知识和生活经验，创设生活化的情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言表达物品的所属关系。

（2）任务型教学法（Task-based Language Teaching)。开展不同种类的任务型活动，

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给学生提供合作交流的机会和时间，让学生为完成任务进行探究性学习。

2、学情分析：

教学的对象是初一学生，学生成绩分布不均匀。他们学习英语既有兴趣与热情又有困扰与担心，他们希望得到肯定又害怕开口会出错。在教学活动中应尽量让他们参与到实践活动中，给他们提供更多说英语的机会，减少他们的担忧。通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。

五、教学过程设计

Section A

Grammar focus

3a-3c Step 1

Warming up 1.

Greet all the students, to help ss enter into the English situation. 2.

Show a video to raise their interest in English. 3.

Show some pictures to help ss review the words, and lead out the key sentence：

T: Do you have a basketball? S1: Yes, I do. T: Do you have a basketball? S2: No, I don’t. (To practice the sentence more times and help ss answer.)

Step 2

Presentation 1. Show some pictures to practice the key sentences, make sure ss know how to ask and answer. 2. Ask ss to translate the sentences in grammar focus and then read together. We could use boys and girls to read group by group. 3. Lead ss to pay more attention on the sentences and summarize the rules. Then complete the sentences pattern. We can have a match-which group is the fastest? (Through this step, we can know if the ss master the key points.)

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Step 3

Practice 1. Ask ss to finish the exercises 3a in the text book. Then ask the key to answer the question. The key is the relationship between the personal pronoun and Do/Does. Make sure they figure out. 2. Complete the conversations in 3b. If anyone finishes, ask him to answer and explain the reasons. Ask ss circle the subject to understand why they choose do or does.

3. Play a game. Ask ss observe Bob’s room. And then use “ Bob has a ______. Does Bob have a _________?” to ask one by one. To help ss use the knowledge to express. 4. Ask ss to think about the relationship among subject, do/does and have/has. To reinforce the knowledge again. They can work in pairs.

(Through the four steps, ss may have a chance to figure out the rules once again.)

Step 4

Consolidation 1. Using short passage to help ss use the knowledge in real situation. After finishing, ask ss to explain why and then read together. 2. Ask ss to fill in the blanks to complete the conversation. To help ss use the knowlege and check by himself. (This step is for knowledge consolidation. To help ss to do self-check.)

Step 5

Blackboard design 1. Ask ss to use mind map to settle the knowledge they learned in class. To distinguish the key points and difficult points. 2. Then show and elect the best one. 3. Show myself and explain the key points.

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Step 6

Discussion Make a conversation using the picture below. You want to buy a basketball, then you have a talk with the shop assistant.

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