Section A Grammar focus 3a—3c教案及板书设计

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

教案

【教材版本与册数】新目标人教版七年级上册

【单元名称】Unit 5 Do you have a soccer ball? 【课时】Section A Grammar Focus--3c

【课型】Grammar(语法课）

教材分析

【本单元话题】和朋友一起欢度时光

【本单元重点掌握目标】学习动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成以及简单回答。

【教材内容拆分分析】本单元Section A学习运动项目，学生们从中挑选出各自喜欢的体育项目，并说明原因，目的是巩固并新学一些体育项目的名词；学生互相询问所爱好的运动，并根据情况发出邀请，学会用have对物品的所属进行提问与回答，掌握用do和does引导的一般疑问句的构成及使用，了解用Let’s提建议的句型；Section B进一步拓展了此话题，按照“听力输入--阅读训练--由读促写”的过程逐层递进，写成日记，进一步复习、巩固所学的语言目标。

【通过本单元的学习学生需掌握的综合技能】通过本单元的学习，学会用have对物品的所属进行提问与回答；学会用let’s…句型提建议；能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动及原因；能够谈论怎样和自己的朋友度过一段愉快的时光。

教学目标

1. 语言知识目标：

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1)学生在设置的语境中，通过观察句子进一步运用并总结have表示物品的所属关系的基本句型。

肯定句：

主语+have/has…. 否定句：主语+don’t/doesn’t+ have…

一般疑问句：Do +主语+have…?

Does + 主语+have…?

-Yes, 主语+do.

-Yes, 主语+does.

-No, 主语+ don’t.

-No, 主语+ doesn’t.

2) 能用Let’s…句型来提建议并回答。

2.能力目标：

学生通过在情境中的使用目标句型，培养学生观察并总结语法点的能力。

3. 情感态度价值观目标：

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，使他们乐于参与各种英语实践活动。在小组活动中，培养学生团结协作精神。

教学重难点

1. 教学重点：

1) have ( has ) 表示物品所属关系的基本句型。（肯定句，否定句，一般疑问句以及回答。）

2) 在实际生活情景中能正确运用所学的句型谈论自己或他人所拥有的东西。

2. 教学难点：

1) 理解并掌握英语句子中的人称与数，第三人称单数的一般疑问句中动词的正确使用。

建议教法

教学流程

总结归纳法，情景教学法，语法教学——总结规律、模仿操练

（详见教学活动设计）

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教学评价

1.本课的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。

2.注重教学内容和学生的生活经验相结合，实现了学以致用的教学目标。

附：教学活动设计

Stage

Stage Warming- up

1 Step 1 Sing a song

First the teacher sings the song---PPAP for students.

Then the teacher and students sing the song together. Step 2 Guessing game

Do you remember what things I have from this song?

The students guess from this song what the teacher has. Ask in sentence---Do you have a/an...? The teacher answers “Yes, I do. I have a/an....”

S1: Do you have a pen? T: Yes, I do. I have a pen. S2: Do you have an apple? T: Yes, I do. I have an apple.

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Activities

Objectives

Arouse students interests. Activate the learning Perceive environment. “have”

and “do”

are used in the first person.

S3: Do you have an pineapple? T: Yes, I do. I have an pineapple. (Then let students read these sentences together.) Stage 2 The T: I have a friend. His name is Tom. Please guess from this picture, what S

Perceive “has”

and third person “does”

are used in the does he like?

third person.

S1: He likes playing soccer.

T: Yes, very good. He likes playing soccer. He likes sports. This is Tom’s

sports room. What does Tom have in his room? Let’s guess what he has. S2: Does he have a soccer ball? T: Yes, he does. He have a soccer ball. S3: Does he have a tennis ball? T: Yes, he does. He has a tennis ball. S3: Does he have a basketball? T: Yes, he does. He has a basketball. (Then let students read the yes-no questions and the answers together.) Stage 3 Step 1 Finish a passage about Miss Yan and her friend Tom. Learn that “have”

is used “have”

“has”

Hello! My name is Yan Miaomiao. My _____name is Yan. My in the first and the second ______name is Miaomiao. I like songs very much. I like the PPAP best. person while “has”

is used

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The song is talking about “I _____ a pen, I have ______apple….I _____a in the third singular person.

pineapple. ______you like it?

This is my friend, Tom. He likes sports very much. So in his room, he ______ a soccer ball. He ______a basketball. He _______a tennis ball. But he _______ _______ a tennis rocket. Do

you _______sports? Let’s go.

(First, invite a student to read the first paragraph. Next, invite another student to read the second paragraph. Last, the whole class read the passage.) Step 2 “have”

“has” in assertive sentence Let studnets observe the passage and conclude the rules about “have”

and “has” in assertive sentence. Complete the rules. Step 3 Exercises

Complete 6 sentences with “have” and “has”. Stage 4 “do”

Step 1 “have” has” in negative sentence “does”

Observe some sentences by themselves and conclude the rules about

“have”

“has” in negative sentence. Complete the rules.

Step 2

“do” does” in yes-no question

Observe some sentences and conclude the rules about “have”

“has” in Learn the rules about “have”

“has”

in negative sentence and yes-no question. Need to add auxiliary “do” and “does”.

yes-no questions.

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Stage 5 3a Finish 3a in page 27.

do

I

he

they

you

we

she

it

Eric does

Consolidate the collocation about “do”

“does”

with person.

Stage 6 3b Step 1 Finish 3b in page 27.

Fill in the blanks to complete three conversations with “do” or “does”. Consolidate the usage of “do”

and “does”

in yes-no questions and the answers. (Invite three students to show the answer. Then let students read the three conversations together.) Step 2 Some knowledge points let sb do sth.

That sounds good.

play +sports

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Stage 7 Post- Step 1 Brainstorm learning Let students remember what Bob has according to a picture in one minute. Then invite two students to ask all the other students “Does Bob have...?”

and the other students answer based on the facts. Let the two students do a PK and the winner will get the apple. Step 2 Survey and do a report.

Students work in groups. Ask the group members “Do you have a/an...?”. In the end, a member of each group to do a report like this: I have a/an..., but i don’t have a/an .... Li Wei has a ..., but he doesn’t have a/an .... Step 3 Some exercises

Stage 8 Let students themselves summarize the things they learned. Summary

Consolidate the sentence patterns.

Blackboard design Unit 5 Do you have a soccer ball? Grammer 1.

Let sb do sth.

Le’s do sth. ---建议

---(That) sounds good/ adj. 2.

play + 球类

1.

肯定句：

主语+ have/ has + ... 2.

否定句：主+ don’t + have + ...

主+ doesn’t + have + ... 3.

一般疑问句：

Do + 主

+ have + ...? Yes, 主

+ do. / No, 主

+ don’t. Does + 主

+ have + ...? Yes, 主

+ does. / No, 主

+ doesn’t.

Let students have a clear awareness about the focal points of this class and consolidate the knowledge further.

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教学反思：

教师设置两个语境，让孩子们用所学的目标句型来交流。通过观察并总结出have（has）表示物品所属关系的基本句型。并针对每一个目标句型做相应的练习而达到巩固知识目的。再针对教学难点，设计练习和游戏，让孩子们在轻松的课堂氛围中掌握难点并检测他们的掌握程度。课堂结构清晰，内容层层递进，练习的方式多样。但是还应丰富课堂的活动形式，语境更加的生动逼真。

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