Section A Grammar focus 3a—3c教学设计(第一课时)

名称

基本信息

执教者

所属教材目录

Unit5 Do you have a soccer ball? Section A 3a-4 崔丽华

人教版新目标英语七年级unit5 课时

2 本环节主要学习用have(has)表示物体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。答语不仅包含了否教材分析

定回答，还有补充信息，其目的是呈现含have的一般进行时的肯定句，便于学生对比。3a要求学生把人称代词归类，分别与助动词do, does搭配。3b要求学生在对话情境中正确运用助动词

都do, does。3c让学生通过谈论Bob的房间巩固本单元的目标语言结构。

七年级的学生有了初步的知识积累，对老师的上课风格逐渐熟悉，能够在老师的指导下，独立完成一些课堂的学习任务。大多数学生的心学情分析

理比较成熟，能够静下心来学习。但由于性格等因素的影响，也各有不同。有的同学性格外向一点，比较爱表达，对于知识的理解和吸收都比较快一些；有的同学本来就比较沉默，又不善于学习和总结，学起来就会比较困难。对于不同的学生应采取不同的教学手段，因材施教。

1. Learn to talk about ownership. 语言能力目标

2. Enable the students to make suggestions politely using “Let’s…

1. Learn to cooperate with others.

思维品质目标

2. Learn to talk about how to spend a great time with your friends. 1. Words & expressions: does, doesn’t, let, us, let’s, play, well, sound, good, sport, we, many, club, more, class

教学目标

2. Key sentences:

—Do you have a ping–pong ball? 学习能力目标

—Yes, I do. /No, I don’t.

—Let’s play soccer.

—I don’t have a soccer ball.

—Well, let’s play volleyball.

—It sounds interesting /boring /relaxing. 文化意识目标

教学

重难点

Learn to make suggestions politely. 重点：The present Simple Tense (have /has…)

难点：第三人称单数主语后用has，而不是have。

教学策略与

设计说明

教学过程

教学环节（注明每个环节预设的时间）

Step1. Warming up. ( 1m) Give an example for students to have the Speak, let students do the talk. First, read the following talk and conversation. And then conversations singly or in pair. Lead in the language goal by leading the Clap hands and chant together students to chant. Warming up and Lead in the language goal. To learn how Step2. Review. (4m) to use make target language express ownership. to the 教师活动

学生活动

设计意图

引导、启发

自主学习、合作交流

sentences. 1. I have a sister.

Step3. Learn the grammar and language points (30m)

Task1. 2. We have a computer.

3. You have three pencils.

Get to know the using of “have/has”

Ask students to find out 4. They have a TV.

the rules of using 5. Jim and Anna have an uncle. “have/has” after 6. Kate has a cousin.

7. He has a new watch.

Then find out the rules of using “have/has”.

Next: exercises : 用have或has来填空

reading the sentences.

1. I _____ an uncle. 2.My father ____ a car. 3.Bob and Tony ____a sister. 4.They _____some oranges 5.Gina ____ an apple. 6.You _____many books. 7.We ____ some friends. 8.My brother ____ a bike. Finally, group work: make a report! First, read the sentences. 1. A: Do you have

a computer?

B: No, I don’t.

2. A: Does

he have

a plant?

B: Yes, he

does. 3. A: Does she have

a tennis racket? B: Yes, she does. 4. Gina doesn’t

have an uncle.

5. I don’t have

a sister. She doesn’t have a pen. Then find out the rules of using “do/does/don’t/doesn’t”

Next do the exercises about the target language. 1. 你有一个棒球吗？____ you _____ a baseball? 2. 是的。____, I ___. 不，没有。____, I ______.

3. 你有一个乒乓拍吗？

____ you _____ a

ping-pong ____? 4. 没有。我有一个乒乓球。___, I ______. I _____ a ping-pong

Task2. Ask students to find out the rules of using “do/does/don’t/doesn’t” after reading the Get to know the using of do/does/ don’t/doesn’t”

sentences.

____.

5. 她有一个网球吗？

_____ she _____ a tennis? 6. 是，她有。

_____,

she _____.

7. 没有。她有一个棒球。____, she _______. She ____ a ______. 8. 他有一个足球吗？_____ he _____ a

______ ball? 9. 没有。他有两个乒乓球拍。

____, he _______. He ____ two ping-pong

_____. 10. 他们有一个篮球吗？___ they _____ a basketball? 11. 是的，有。

Yes, _____ _____. 12. 没有。他们有一个排球。

____, they _____. They _____ a _________. 写出下列表达方式的缩写形式

1. do not = ______

2. does not = _______

3. we are = ______

4. let us = _____ Task3. Ask students to finish Let the students finish the task the exercises in 3a,3b. and check the answers.

Explain the language

To understand the difficult sentences by discussing with others.

points if needed. First, read the following sentences. 1.I have two brothers and a sister. 2. My sister has two toys but I have only one. 3.There is a notebook on the desk. 4. There are five pens in my pencil case. Task4. Then find out the differences of 1.

To get a better using “there be” and “have”.

understanding of the article. Ask students to read Exercise:

again and find out the Look! We

1

a big red house. differences of using The house _2_ three bedrooms. It

3

a nice window.

This house

2.

To “there be” and “have”. understan4

two floors.

5

a TV in the Offer some help if sitting room.

6

two d the necessary. bathrooms in this house.

7

a table and four chairs in this house. The dining room is very big. We watch TV in the sitting room. We have breakfast, lunch and supper in the dining room. We sleep in the bedrooms. We have a shower(洗澡）in the bathroom. The house 8 a garden. We play badminton in it. We love our house. Task5. Ask students to write a short composition to describe Bob’s room in 3a by using “there

language points. To Use what they learned this class wider to describe a picture. get a and deeper understanding about target the

be/have” and other language by using it. sentence structures. Offer help if necessary Step4. Summary. (4m)

Homework (1m) Lead students to Review and Brainstorming about what they strengthen the have learnt in class. target language. summarize what they have learnt in class. 1. 完善作文。2. 完成相关同步练习。3. 预习。

本课时在充分备课的基础上，充分运用PPT呈现问题和图片等，既能丰富上课形式，又能扩充上课容量，同时提高教育教学效率。通过有关拥有球类的说唱，让学生在参与的同时对于本节课的话题产生兴趣。

在summary环节，设计思维导图，并用PPT呈现出来，对文本的细节部分进行深度挖掘，帮助学生理解文章脉络和大意,能够清晰地呈现文本的结构和写作脉络，并给学生理解和把握大意提供了骨架和依课堂小结

托，可以使学生更容易有效地进行对目标语言的运用。在语法知识点讲解环节，多次采用读后梳理规律的形式进行，提高学生的独立思考以及归纳总结能力。总之，在上课的过程中，努力以学生为主体，充分发挥学生的积极性和主体性，通过小组合作和独立学习等方法，摸索语法学习技巧和方法，并通过自己的努力完成对文本的理解和应用。

值得反思的是，怎样更多的鼓励学生进行主动的发言和思考，以及各个环节的衔接语言要更加自然和融合。个别环节评价语言单一，有待丰富。