Section A Grammar focus 3a—3cppt配用优秀教学设计

教学设计

教学内容

指导思想与理论依据

教材分析

安徽舒城第二中学

丁增芳

Unit 5 Do you have a soccer ball? Section A (Grammar Focus-3c)

以新课程标准作为指导思想与理论依据，以学生的学情为基础，对教材进行认真地分析与重组，提高学生听说读写的能力。

本节课的教学内容是人教版新目标七年级上册Unit 5 Do you have a soccer ball? Section A (Grammar Focus-3c),这是本单元的第二课时，主要内容是关于对运动物品的所属关系进行问答，学生对此很熟悉且很感兴趣，在本课时，主要引导学生学习一些新的单词以及动词have的一般现在时的用法，do和does引导的一般疑问句的构成及其简单回答，学会用“Let’s…”句型提建议，该课的新单词和目标语言是本单元的主要内容，因此，让学生学好这一课非常重要。

学生们在学校日常生活中经常参加各类体育活动，因此，运动是学生们非常熟悉的话题，前面他们已经学习了一些有关运动方面的名词，以及简单的句型，但他们不知道一些新的句型，比如：Does she/he have…? Do they have…? Let’s …等等。因此，在这一课，我将对这些句型进行教学。

1.知识与技能目标：

（1 ）学会用have 对物品的所属进行提问与回答。

（2）掌握用do和does引导的一般疑问句的构成及其使用。

（3）了解用Let’s …

提建议的句型。

2.情感、态度与价值观目标：

利用学生喜爱运动的心理，激发学生学习英语的欲望和兴趣，使他们乐于参与各类英语实践活动，在小组活动中，培养学生的团结协作精神。

1、总结do和does 引导的一般疑问句及其回答语。

2、在实际生活中能正确运用所学的句型谈论自己或他人所拥有的东西。

3、理解并掌握英语句子中的人称和数，让学生牢记第三人称单数。

1、在实际生活中能正确运用Do…? 或Does…? 句型谈论自己或他人所拥有的东西。

2、理解并掌握英语句子中的人称和数，让学生牢记第三人称单数。

1、情景交际法；

2、任务活动法；

3、多媒体教学法。

教学过程

Lead-in.

1.Greetings. 2.Enjoy a video. 4 mins

学情分析

教学目标

教学重点

教学难点

教学方法

Step 1

Step 2

Step 3

Show a question: What kind of balls can you see in the video? Play a video, let students enjoy the video, then answer the question.

Baseball, soccer ball, basketball, football and volleyball. Presentation. Show some pictures of balls , and ask students to answer questions, then make conversations like this: T:What’s this?

S:It’s a basketball.

T:How do you spell “basketball”?

S:B-A-S-K-E-T-B-A-L-L,basketball. T:Right.Read after me: basketball,basketball. S:Basketball, basketball. T:Basketball, basketball. S:Basketball, basketball. T:Do you have a basketball? Look at the sign. How to answer? S:Yes, I do.I have a basketball. T:Next one, what’s this?

S:It’s…

……

T:Do they have a soccer ball? S:Yes, they do. They have a soccer ball. ……

T:Do they have a volleyball? S:No, they don’t. They don’t have a volleyball.

4 mins

Practice

5 mins Show a chart and some sentence structures. There are some sports things

and two different kinds of signs of “Yes” or “No” in the chart.

Then ask students to work in pairs, ask and answer questions with

a partner. Talk about these sports things. They can use the sentence

structures above to make conversations.

Give students three minutes to practice, Then invite some pairs of

Step 4

Step 5

Step 6

5 mins

5 mins

There are some sports things and some sentence structures in the

chart.

Ask students to look at the chart and work in pairs, make

conversations with the information in the chart.

Leave students several minutes to do it.

Then invite some pairs to act out their conversations.

students to present their conversations.

Presentation

Show the pictures of a girl and a boy，and go on teaching students new sentence structures. T:Look at the girl, she has an apple, now do you know how to ask a question? Here we need to use a new word “does” to ask a question.

S:Does she have an apple? T: How to answer?

S:Does she have an apple? T:Right. Now how to answer? S:Yes, she does. She has an apple. T:Now, look! Does she have a ruler? S:No, she doesn’t. She doesn’t have a ruler.

T: Now read after me. Does she have an apple? S:…

Let students repeat these sentences after the teacher. Then teach students other sentences like this. Does he have a soccer ball? Yes, he does. He has a soccer ball. ……

Practice.

Practice Finish 3a Invite a student to read the words in the box. 3 mins

Step 7

Step 8

Step 9

Step 10

Step 11

I

he

they

you

we

she

it

Eric

T:Which words can match do, and which words can match does? Write each word in the correct place in the chart.

After students finish the chart, correct the answers and explain the use of do and does.

Exercises Let students do some exercises. Then correct the answers.

Grammar Focus T:Look at Grammar Focus . Read after me. Students read the sentences after the teacher. Then let boys and girls to role-play the conversations

Practice

Finish 3b First let students to fill in the blanks with do or does. Complete the conversations. Then correct the answers and explain some language points: Well. Let’s play basketball.

That sounds good! Let students to practice the conversations.

Play a game Finish 3c T: Look! This is Bob’s room. He has many things. Look at the things in his room for one minute. Then close your book and ask and answer questions with your partner. You can make conversations like this: S1: Does Bob have a soccer ball? S2: Yes, he does. S1: Does he have a computer game? S2: Yes, he does. S1: No, he doesn’t. You are wrong. (Then S2 ask S1) S2: Does he have a volleyball? S1: Yes , he does…

Ask students to play a remembering game with a partner after class. Next class, invite some pairs to play the game.

Summary T: This class, we have learned some new words: great, play, sound. We have also learned some sentence structures: Do you/they have ….?

3 mins

2 mins

4 mins

3 mins

1 min

Step 12

Yes, I/ they do. I/ They have …

No, I/they don’t. I/They don’t have …

Does she/ he have …?

Yes , she/ he does.She/ he has …

No, she/he doesn’t. She/ He doesn’t have …

Let’s play basketball. That sounds good!

Homework 1.Play a remembering game about the things in Bob’s room in 3c. 2.Preview the new words and expressions. 3.Preview 1a-1d on Page 28.

Exercises Let students finish the following exercises, then correct the answers. I. Fill in the blanks. 1.Do you have a _____（棒球）？

2.Nick _____(有) a new ping-pong bat. 3.That _______（听起来）great. 4.Let’s play _______(篮球). 5.We have two new ________（排球）。

II. Choose the best answers.（略）

III. Rewrite the sentences. 1.I have a baseball bat.（改为一般疑问句）

____ ____ _____ a baseball bat? 2.My brother has a soccer ball.（改为一般疑问句）

_____ your brother_____ a soccer ball? 3.Do your friends have a volleyball?（作肯定回答）

_____, _____ ______. 4.Does Mr. Smith have a brother?（作否定回答）

_____,_____ _____. 5.My pen is on the chair.（对划线部分提问）

_____ _____ _____ pen?

Blackboard Design Unit 5 Do you have a soccer ball? Section A (Grammar 3a-3c)

great , play , sound Do you/they have ….?

Yes, I/ they do. I/ They have …

No, I/they don’t. I/They don’t have …

Does she/ he have …?

Yes , she/ he does. She/ he has …

No, she/he doesn’t. She/ He doesn’t have …

1 min

Let’s play basketball.

That sounds good!