Section A Grammar focus 3a—3c名师教学设计

Unit5 Section A（Grammar Focus-3c）

Teaching and Learning Goals 1. Learn and recite the sentences in GF. 2. Learn to talk about ownership. 3. Learn the structures of “do, does, have and has”.

Step1 Review 1.Show a box which is full of balls and think about the question “What balls are there in the box?”.

baseball bat

baseball

soccer ball

volleyball

Basketball

tennis ball

tennis bat

ping-pong ball ping-pong bat 2.

Play a game: challenge your memory. Ask some students to retell the ball words whit 30s. This step helps to train the students’ memory. Step2 Grammar Focus.

1.

Get Ss to read the sentences in the chart and draw a conclusion about how to use “do”

，“does.”“have” and “has”.

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2.Conclusion 1) have意为“有”，表示某人所有某物。have在句子中有两种形式，即have和has。have用于第一人称（I, we）、第二人称（you）以及第三人称复数（they）和其他复数名词；而has则用于第三人称单数（he, she, it）和单数名词。如：

I have an apple. 我有一个苹果。

Mary has an orange. 玛丽有一个桔子。

2)

have/has句子的一般疑问句是在句首加助动词do或does，句尾用问号构成。除第三人称单数前用does外，其他都用do。第三人称单数前加does后，句中的谓语动词has应改为have。作简略回答时，肯定回答为：“Yes, 主语

+ do/does.”，否定回答为：“No, 主语

+ don’t/doesn’t.”。

Step 3 Practice

1. 3a. Write each word in the correct place in the chart.

2. 3b. Ss complete the conversations with their partner.

3. Check the answers with the class. (Let some pairs read the conversation).

4. Pair work:

Ss practice the conversation with their partner then act out the dialogue. Step 4 Game (Remembering game)

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1. T: Look! This is Bob’s room. He has many things. Look at the things in his room for three minutes. Then close your books and ask and answer questions with your partner.

Model:

S1: Does he 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’re wrong.

(Then S2 asks S1) Step5

Summary

Summarize the key words and the useful expressions. Step6

Homework Make a survey. Ask your friends “

Do you have a …? ”

Then make a report. Do you have a …?

name

pen

eraser

tennis

book

I Alice

basketball

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Tom

Report :I have a/an …

and a/an …,

but I don’t have a/an…. Alice has a/an…

and a/an …, but she doesn’t have a/an…

. …

.

亮点：设计安排一些任务让同学们通过听、说、读、写不同的训练方式，引导学生积极思维大胆参与，在实践中，在真实的语境中掌握语法知识。讲练结合。让学生在练习实践中，对所学知识加以消化吸收。及时巩固，强化记忆。

不足：有些环节的衔接不自然，显得有些突兀。有的环节太啰嗦，用时较多，导致了一些内容处理地较仓促。

建议：运用多媒体创设语境，让语法教学自然有效。由学生来总结语法规律，这样就能充分提高学生的学习兴趣和效率，增强他们参与课堂教学，积极互动的主动性和积极性。

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