Section A Grammar focus 3a—3c多媒体教案及点评

教学设计 Go for it 教材七年级上册Unit 5 Do you have a soccer ball?

课型

执教

语法课 教学内容

Grammar Focus -3c

台州市路桥区金清实验中学 王玲娜

1. 教学背景分析 一、教学内容分析 本节课的授课内容为Go for it教材七上Unit 5 Grammar Focus -3c，单元的主题是

“spending time with friends”。本课时为语法课，要求学生学会使用一般现在时的

“to have”来谈论物品所属关系。鉴于学情，要以搭支架方式推进教学，从第一人称到第三人称，从单数到复数，从单句到多句。通过组织有效的学习活动让学生体验、探究、总结规律并运用语法。

二、学生情况分析 鉴于农村学生，英语基础薄弱，缺少语法规则的探究和归纳，在使用中容易出错，尤其是对have, has区分以及疑问句的运用，口误较多。另外，因缺乏自信，学生不敢参与教学活动，所以教师要多鼓励并帮助学生养成用完整句子表达自己以及面对面和同伴对话的习惯。

2. 教学目标设计

一、语言知识目标

1.

掌握以下词汇：

have, has, play, sound, great等，并能在对话中熟练运用。

2.

掌握以下句型，并在具体情境中灵活运用：

——Do you have a soccer ball?

——Yes, I do. I have a soccer ball. / No , I don’t. I don’t have a soccer ball. ——Does he/she have a baseball?

——Yes, he/she does. He/She has a baseball. / No, he/she doesn’t. He/She doesn’t have a baseball. ——I think they have friends, but they don’t have new books.

——Let’s play basketball.

——That sounds great. 二、语言技能目标

1. 学会使用to have的肯定句和否定句表达。

2. 学会使用to have的疑问句和简短回答。

3. 初步了解连词but的使用。

三、情感态度目标

通过有效学习活动，引导学生学会分享，并明白和朋友不仅可以运动，也可以做一些其他有意义的事如帮助贫困学生。

3. 教学重难点分析

教学重点是使用一般现在时的

“to have” 来谈论物品所属关系并正确使用

“have/has”, “do/does”, “don’t/doesn’t”等。难点是区分并正确使用has, doesn’t have等。

4. 教学过程设计

教学步骤

Step1：Free talk

教学活动

设计意图

Free talk with Ss using the following 复习七上的部分交际用语，引questions. 导学生先谈论自己身边的学Q1: What’s this in English?

习用品等，再慢慢过渡到体育

Spell it, please.

用品和身边的朋友，自然流畅Q2: Is this your pen?

地进入本节课的主题。

Q3: Do you have a watch?

What color is it?

Q4: Do you have a basketball?

Let’s play basketball after class!

Q5: Do you have a friend?

Who is he/she?

Review the names of sports things by showing pictures quickly.

Ask Ss to spell the words like basketball”, “baseball”, “volleyball”.

Put up the vocabulary flashcards on the blackboard.

利用魔术师的帽子引出学生已学的体育用品，帮助学生复习巩固本单元的目标词汇，为后面的运用奠定基础。

1. 先通过机械式的对话操练复习感知第一人称的疑问句，引导学生在对话中说出完整的句子。

2. 利用谈论Mr. Clark的儿子Bob和女儿Cindy的体育用品，帮助学生感知第三人称单数的语法结构。

3. 通过对书本3c图片中部分物品覆盖的形式来设置信息沟，更好地激发学生的好奇心，增加语言学习的趣味性。同时，谈论的物品从体育用品慢慢发展到生活用品以及学习用品，还结合了第四单元的方位介词，语言使用的情境更Step2：Revision

Step 3：Experiencing

1. Drill 1 Get Ss to ask and answer about the sports things they have.

A: Do you have a ...? B: Yes, I do. I have ...

No, I don’t. I don’t have ...

2. Drill 2 Present the names “Cindy” and “Bob”

under the sports things.

Ask Ss to make conversations to talk about Cindy’s and Bob’s sports things. A: Does he/she have a ...? B: Yes, he/she does. He/She has ...

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

3.

Guessing game Show the picture of Bob’s room.

Get Ss to guess what other things Bob has by using the following structure: Does Bob have a … on the

…?

Help Ss make sentences to talk about things in Bob’s room like this:

Bob has … It’s/ They’re on the ...

Step 4：Exploring

加真实。

1. Do or Does 1.

书本3a 的任务稍作修改，Get Ss to explore the rules about

增加my dad, her brothers的“do” and “does” by doing 3a with two 选项，引导学生探究do, doesmore phrases “my dad”

and “her 的使用规则，然后用填空的形brothers”. 式，帮助学生归纳语法规则。

Help Ss fill in blanks to get the rules.

2. Practice 1 2. 学生在完成3b对话创设Ask Ss to finish 3b to check the rules 的情境中运用前面得出的语they get in 3a.

法规则，引导学生建立目标语Get them to practice the conversations 的形式和意义的联系。同时，with their partners face to face. 在核对过程中，采用了形成性Check the answers and teach the 板书进行各项运动的教学，学names of sports by using the 生能更加清楚地掌握球类名flashcards.

词和运动名称的区别。

Help Ss understand the differences.

3. 本活动中学生先独立探究3. Present tense “to have”

to have的肯定句、否定句以Get Ss to find out the rules of present 及疑问句包括简短回答。之后tense “to have”. 再与同伴讨论研究。通过表格Ask Ss to complete the table first. And 进一步帮助学生梳理巩固本then share the answers and discuss the 课时的语法点。

rules with their partners.

4. Practice

2 4. 本环节就是让学生进行体Present a short passage about Cindy. 验和巩固之前环节中找出的Ask Ss to fill in blanks to know 语法使用规则。同时，为后面something about Cindy by using the 的语法语境埋下伏笔，创设一rules about “to have”

个同龄人榜样方便学生学习和模仿，产生共鸣。

1. Let’s think Present Cindy’s Facebook and then show some photos of the poor students.

Get Ss to watch the photos and think what the poor students have and what they don’t have.

2. Let’s say Help Ss compare their lives with the poor students’ in the memory game.

Larsen Freeman认为合适的输出活动必须是有意义的，能够吸引学习者的注意力；输出活动应关注学习难点，包括形式、意义或用法上的难点。因此在这最后的语法运用环节，创设了一个

“share what we have” 的主题语境。

1.

先让学生观察照片去谈论贫困学生的生活，这种开放的形式可以帮助学生发散思维，2. 之后再利用记忆活动进行比较，初步学习使用but。学Step 5：Applying

3. Brainstorming

Show a donation poster and a donation box. Encourage Ss to help the poor by sharing what they have. Use a mind-map to help Ss brainstorm what they can share.

4.

Let’s design Get Ss to design a survey about donations in their families.

5. Interview and report Ask Ss to interview their partners using their surveys like this: A: Let’s help the poor students. B: That sounds great! A: Do you have a...? B: Yes, I do. I have (two/three)...to share. A: Does your mother have a...? B: ... A: Do your cousins have ...?

B:... A: OK. Thank you. Help Ss give reports after the interview. Share a saying with Ss: The miracle is this –

The more you share, the more you have.

Step 6：Homework 1. Write down your survey report. 2. Make a donation box.

3. Call on more students to donate.

生从单句逐步变成多句输出。

3. 在头脑风暴中采用了两层支架，帮助学生能更加有条理地使用思维导图工具。

4&5. 利用设计调查问卷的任务形式将今日所学知识点运用到现实生活中，并且落到笔头加以巩固。最后让学生做口头汇报，培养学生学习的自信心。

将所学延续到课外进行巩固。

Blackboard Design

Unit 5 Do you have a soccer ball?

Grammar Focus--3c Do you have ...?

basketball Yes, I do. I have ...

soccer No, I don’t. I don’t have...

play

tennis

Does he/she have...?

volleyball Yes, he/she does. He/She has...

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

ping-pong