Section A Grammar focus 3a—3c课时教学实录

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

课程位置：人教版（Go for it）七年级上册

所在学校：正

安

县

第

六

中

学

授课教师：何

青

课

题：Unit 5 Do you have a soccer ball?

Section A ( Grammar focus--3c)

1 目 录

1.教案 .......................................... 1 - 11 2.选用教材封面复印件 ............................12- 13

1 Teaching

Plan教学设计

上课学生

情况概述

Class Description 学情分析

七年级 （Grade Seven ）

就七年级的学生而言，新课标要求学生的综合语言运用能力达三级目标，了解常用语言基本结构，能理解并运用恰当的语言形式描述时间、地点、方位以及物品的所属关系；能参照范例或借助图片写出简单的句子。而且，他们经历了小学三年的英语基础教育，对英语的基本知识有一定的认知和了解。但是，由于年龄特点，学生的认知能力、辨析能力和概括能力都需要教师的积极引导。而且，学生的自控能力和自学能力都有待提高，部分学生的基础知识不够扎实，学生遗忘知识快。针对这些特性，这就要求教师在教学中要以学生为中心，发散思维，充分挖掘学生潜力，提高他们认知能力和辨析能力。同时，这也要求教师在把知识点细化的时候，也要为学生作概括性的总结，把知识点简化，用以帮助学生更透彻地掌握知识点。

人教版 Go for it 新目标七年级英语上册(正式篇）

Unit 5 Do you have a soccer ball? Section A （Grammar focus--3c ) 教学内容分析

（一）教学内容及地位

本节课是人教版《Go for it》七年级上册 Unit 5

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Do you have a soccer ball? Section A (Grammar focus--3c)的内容。本课时主要围绕各类球类，让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和回答，教材依据和内容掌握用do和does 引导的一般疑问句的形式和使用。从前几个单元Teaching Materials 含有be动词的一般疑问句到本单元的实意动词的一般疑问句，在

and 教材编排上都符合语言认知规律和学生心理特点，而且这些话题都Teaching Content 与学生日常生活息息相关，学生们比较感兴趣，通过本单元的学习，引导学生做适当的运动，保持身心健康。本单元计划用四课时完成，本教案内容是第二课时Section A（Grammar focus---3c )部分。它是Section B部分的铺垫与基础，同时也为日后深入学习相关话题奠定基础,起到承上启下的作用。

（二）教学内容

本节课是对人教版《Go for it》七年级上册 Unit 5 Grammar focus -- 3c 的讲解，本单元的教学内容是询问物品的所属关系。课前先复习本单元的重点球类单词，并用图片讲解 have 和has的用法，以及在一般疑问句中 do和does的用法区别。本单元首次学习由实义动词have/has构成的一般疑问句，及其简短答语，学生学习起来难度较大。所以在教授过程中，教师会通过游戏和反复练习来巩固所学重点句型。最后对本节重点内容作小结并布置家庭作业。

设计指导思想

根据英语教学大纲及当前形势下英语教学的基本要求，旨在传授知识的同时培养学生能力，在继承传统教学优点的同时利用多媒体等先进教学辅助手段来进行教学,本课时将通过解读课标、分析教材、

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设计思路

认知学情三方面来进行教学设计。本节课的设计思路主要从以下几方面考虑：

本堂课主要运用任务型语言教学法和交际法，依据从宏观到微观，从简单到复杂的原则进行知识的教授。

充分发挥教师的引导、学生的主体作用，提高学生的创新意识，培养学生听说读写综合能力。

（3) 注重教学的创新性原则。

（4）注重教学效果及课堂活跃的氛围。

教学目标Teaching 语言知识目标Vocabulary and structure: 1.Get the students to grasp the usage of have and has.

2.Get the students to grasp the usage of do and does.

语言技能目标Function: To train the students’ practical communication

skills in English(use the sentence structures -- Do you have ...? / Does she/he have ...? in real situations accurately).

objectives/aims 情感态度目标Emotional: 1.Use the sentence structures -- Do you have ...? / Does she/he have ...? accurately and enhance the confidence of communication in English. 2.Encourage students to do more sports to keep healthy. 学习策略 Learning Strategy: To make the students learn how to use the sentence structures -- Do you have ...? / Does she/he have ...? .

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教学辅助手段

Multimedia,blackboard......

Teaching aids

Key Points: 1）总结do和does引导的一般疑问句及其回答语。

2）在实际生活情景中能正确运用所学的句型谈论自己或他人所拥教学重点与难点

有的东西。

Difficulties and 理解并掌握英语句子中的人称与数，让学生牢记第三人称单数。

Key Points Difficulties: 1）在实际生活情景中能正确运用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与数，让学生牢记第三

人称单数。

教学过Step1: Review (2mins.) Task1: Greeting.

T: Ok, class begin. Good morning, boys and girls. Ss: Good morning, Miss He. Task2: Show some pictures about different kinds of balls, and get the students to tell me their English names and try to spell them. During the time, try to use the spotlight function. T: Today, we are going to learn Unit 5 Section A Grammar focus - 3c. 程But before our class, let’s see some pictures. Can you name them in English? Ss: basketball, football,volleyball, baseball bat...... Teaching Procedures

5 (Allocation of T: Very good, all of you have done a good job. Time)

Purpose of design: review and consolidate the key words in this unit. And use the spotlight function to arouse the students’

learning interests and enhance their curiosity.

Step2: While-explaining (6mins)

Task1: explain the usage of the words have and has

Show some pictures on the PPT and try to make sentences according to these pictures.

Task2: explain the usage of the words do and does

According to the pictures on the PPT, try to lead to the sentence structures-- Do you have....？/ Does she/he have...?. And get the students to ask and answer the questions with the two sentence structures. Sentences: Do you have a ping-pong bat? / Do they have a baseball? / Does she have a ping-pong bat? /Does he have a basketball? According to the sentences on the blackboard,try to conclude the usage of do and does. T: Everybody, please look at the blackboard. Look at this picture, it’s me, right? Ss: Yes. T: What can you see in my hand? Ss: It’s a ping-pong bat. T: Yes, so I can say “I have a ping-pong bat.”

but... I don’t have a ping-pong.So...do you have a ping-pong? (invite

6 some students to answer my

question and write down the key sentences on the blackboard .）

S1：...... S2: ....... T: Excellent, and how about this picture. They are Tom and his father. What can you see in their hands? Ss: a baseball bat. T: Yes, so we can see “ They have a baseball bat.” Right？

But they don’t have a baseball. So ... do you have a baseball? (ask some students to answer my questions and write down the key sentences.) S1: ...... S2: ...... T: OK. Does S1 have a baseball? How about S2? S3: ...... Sentences : They have a baseball bat. /I have a ping-pong./She has a ping-pong bat. /He has a basketball. According to the four sentences, try to conclude the difference between have and has. Purpose of design: Use the pictures to arouse the students’

learning interests and enhance their curiosity. Especially use the photo of mine to close the distance with the students. And try to explain the different usage of have and has , do and does

in real situations. Step3: Grammar focus (3mins)

7 Task 1: According to what we have learned and the Chinese meanings to translate the sentences on the PPT.And ask some students to practice the conversations( The sentences are all from the grammar focus on 27.) Task 2: Check the answers together. T: I think you have grasped the difference and the

usage of have and has , do and does. So let’s move to the grammar focus, and I will give you 2 minutes to read the sentences in grammar focus, and then you

should close your books and try to translate the sentences on the PPT. Of course, all of the sentences are from grammar focus. Ok. Let’s go. Ss: Read the sentences in grammar focus carefully. T: Are you ready, time is up. Everybody, please close your books. And try to translate the conversations on the PPT. And then I will invite

some of you to read the conversations. Ss: translate the sentences on the PPT. S1 and S2 read the conversation in English.

Purpose of design: consolidate the sentence structures and grasp the key sentences in this unit. Step4: Game and challenge (6mins)

Task 1: Ask some students to choose a lucky number and finish the tasks(listening, speaking,reading and writing),and these tasks are about what we have learned just now. There are 5 numbers in total on the PPT.

Task 2: Check the answers together.

8 T: I think grammar focus is too easy to you. So let’s have a challenge. Can you? Choose a lucky number and try to finish the tasks. Just have a try. Any body? Just hands up. S1 ：choose a number and finish the task. S2: ...... S3: ...... S4: ...... S5: ...... T: All of you have done a good job. Excellent.Purpose of design: consolidate what we have learned just now,and challenge students’

curiosity and enhance their confidence. At the same time, to

train the students’ listening,speaking, reading and writing.

Step5: Work on 3a and 3b(5 minutes) Task 1: Write each word in the correct place in the chart(3a on page 27)

I

he

they

you we

she

it do

does

Task 2:Keys for 3a: do-- I, they, you , we. does--he, she, it, Eric. Task 3: Fill in the blanks with do or does. Then practice the conversation with your partner. (3b on page 27) Conversation 1.

A: _____ you have a baseball? B: Yes, I ____.

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A: Great! I have a bat. Let’s play!

Conversation 2. A: _____ John have a soccer ball? B: No, he ________.

A: _____ he have a ping-pong bat? B: Yes, he ______. I think he has a

ping-pong ball, too. A: Hmm … let’s ask.

Conversation 3 A: ____ your friends have a basketball? B: Yes, they ____. They have two

basketballs. A: Well, let’s play basketball.

B: That sounds good.

Task 4: keys for 3b : conversation1--Do, do.

Conversation 2-- Does, does, Does, does.

Conversation 3-- Do, do. Purpose of design: consolidate what we have learned through practice.

Step6: Work on 3c (6mins) Task 1: Remember the things in Bob’s room. Then close your books and ask and answer questions with a partner.

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For example:

A: Does Bob have a soccer ball? B:Yes, he does. Task 2: ask two groups of students to perform their dialogues. Purpose of design: train students’ memory, use the do- and does- general questions accurately, and make the students use the sentence structures in real situations. Step7: Summary Conclude what we have learned in this class. 1.一般现在时肯定句中 have和has的用法：主语是第三人称单数（如：he, she, it, Tony, Mary）时用has；其余人称，则用原形have。

2.一般疑问句中do 和does的用法：主语为第三人称单数时，句型为“Does+主语+have...?”。主语为非第三人称单数时，句型为“Do+主语+have...?”；肯定回答为“Yes, 主语+do / does.”，

11 否定回答为“No, 主语+don’t / doesn’t.”。

Purpose of design: conclude the key points and

difficult points in this class.

课后作 业1.根据鲍勃房间里的物品，写出五个一般疑问句的问答句。

Unit 5 Do you have a soccer ball?

Section A (Grammar focus-- 3c) Assignment

板书设计

I have a ping-pong ball.

Do you have a ping-pong bat? Yes, I do./ No, I don’t. Do they have a baseball? No, they don’t. Does she has a ping-pong bat? /Yes, she does. Does he has a baseball? They have a baseball bat. Blackboard design She has a ping-pong bat.

He has a baseball.

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教

学

流

程

图

Greeting

Review While-explaining

Grammar focus

Game and challenge

Work on 3a and 3b

Work on 3c

summary

homework

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