Section A Grammar focus 3a—3c教学实录与评析

A Teaching Plan

Teaching Content：人教2011课标版，2013年6月第2版

Go for it ! Grade Seven （Book I）(Page27) Topic：Unit 5 Do you have a soccer ball?

Section A (Grammar Focus-3c) Designed by：贵州省毕节市黔西县第二中学

万

炫

Teaching aims: I. Knowledge aims: 1. Go on learning the use of have. 2. Go on learning the questions led by do and does,

and learn the simple ways of answering them. Grasp the following sentences:

①—Do you have a basketball ?

—Yes, I do. /No, I don't.

②—Does she/he have a basketball ?

—Yes, she/he does./ No, she/he doesn't.

③—Do they have a basketball?

—Yes, they do./ No, they don't.

3．Learn these new words: sound, play, great II. Emotional aims：

Encourage the students to put their things away in their daily life.

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III. Teaching key points: Go on learning the use of have，do and does. IV. Teaching difficulties: Make the students understand the third person and use the questions led by do and does correctly.

V. Teaching aids: ppt. some word cards VI. Teaching procedures: Step 1. Introduction.

（自我介绍

1’）

幻灯片1

(Design purpose: To shorten the distance between the teacher and the students.) T: Introduce the teacher herself to the students, and greet them. Ss: Greet the teacher. T: Divide the students in groups, encourage the students to answer questions actively. Step 2. Lead-in.

（导入1’）

幻灯片2-3 (Design purpose: To lead in new lesson.)

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T: Play a song, ask the students to think about what they can think of when they listen to this song. Ss: Listen to the song and think. T: Ask the students if they like sports. Ss: Answer the question according to their hobbies. Step 3.Showing the aims of this lesson.

（目标导学2’）

幻灯片4

(Design purpose: To make the students know the main learning aims of this lesson clearly.)

T：Show the main aims of this lesson and ask students to read them together.

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Ss: Read the main aims of this lesson together. Step 4. Learning by themselves independently.

（自主思学2’）

幻灯片5-6 (Design

purpose: To make the students learn by themselves firstly. )

T：Ask students to take out their handouts, and read the sentences and find the mistakes by themselves independently. Finish exercise 1.(Play some light music to relax students.) Ss: Finish exercise 1 independently. Step 5. Learning in groups.

（小组对学4’）

幻灯片7-8

(Design purpose: To make the students compare their answers and talk about the reasons, make them know more about the grammar rules.)

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1.T: Ask students to compare their answers in their groups, talk about the reasons.

Ss: Compare their answers in their groups, talk about the reasons.

2.T&Ss: Check the answers together, talk about the reasons in public.(对学生进行过程性评价) Step 6. Learning in class.

（班级群学5’）

幻灯片9-13 (Design purpose: To teach the main grammar rules with students, consolidate the grammar rules.)

T&Ss: Watch some examples, ask the students to speak out the reasons and sentence structures, make the rules clearer. Step 7:Pointing out the key points.

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（点拨精学3’）

幻灯片14-15 (Design purpose: To summarize the main grammar rules.)

T: Ask students to watch Grammar Focus and read it together. Ss: Watch and read Grammar Focus together. Step 8: Activity.

(活动4’) 幻灯片16-19

(Design purpose: To distinguish different subjects and grasp the use of do and does. )

T: Deliver some word cards to students, ask them to put the cards into different columns. Give an example. They should work in groups. Ss: Do what are told.

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(2 minutes later) T: Ask some students to stick their answers on the blackboard and speak out the reasons. Ss: Check the answers together.

(对学生进行过程性评价) Step 9: Finishing 3a and 3b.

(完成教材3a和3b

4’)

幻灯片20-28 (Design purpose: To consolidate the use of do and does by doing exercises. )

T: Ask students to finish 3a and 3b on page 27 independently firstly, then compare their answers in groups.

Ss: Do exercises by themselves and then compare their answers together. T&Ss: Check answers and speak out the reasons together.(对学生进行过程性评价) Learn new words: sound, great, play. Read 3b together. Step 10: Finishing 3c.

(完成教材3c

5-8’)

幻灯片29-32

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(Design purpose: To use the following sentence structures correctly.) A: Does Bob have a soccer ball?

B: Yes, he does./ No, he doesn’t.

T: Show a picture of Bob’s room, ask students to talk about the things in it. Try to remember as many things as possible, then practice the sentences above in pairs. Ss: Watch the picture and talk about the things in it, work in pairs to practice the sentence structures. Step 11.Checking yourselves.

(达标检学

3-5’)

幻灯片33--34 (Design purpose: To check if students can use the sentence structures correctly. Give emotional education.)

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T: Ask some pairs to show their jobs. Encourage the students to do as much as possible. Ss: Show their jobs.

(对学生进行过程性评价) T:Teach students to put their things away in their daily life.

(对学生做情感目标渗透和教育：在日常生活中保管好自己的物品。)

Step 12.Doing exercises.

(中考链接4’)

幻灯片35-39

(Design purpose: To consolidate the use of have, do and does. )

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T: Ask students to finish Exercise.2 on their handouts. Ss: Finish Exercise 2.

(2 minutes later) Check the answers together. Help the students solve difficulty points if there are any.

(对学生进行过程性评价) Step 13. Summary.

(总结1’)

幻灯片40

(Design purpose: Summarize the main contents of this lesson.)

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Lead students to summarize the main contents.

Step 14.Homework.

(家庭作业1’)

幻灯片41-42

(Design purpose: To consolidate the key points of this lesson. ) Different grade students have different homework. Ask the students to evaluate themselves.

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Lay out: Unit 5 Do you have a soccer ball?

Section A (Grammar Focus-3c)

he

she

it

单数

I

we

you

they

复数

G 1 G 2 G 3 G 4 G 5 G 6 G 7 G 8 G 9 do

does

has

I

he

we

she you

it they

my friend

my friends

Jerry

have Tom and Jerry

Eric

Teaching reflection：

本课是人教版英语七年级上册Unit 5 Section A Grammar focus -3c的内容，主要学习的是do和does 的用法及其简略答语。通过对本堂课的学习，让学生学会保管好自己的物品，养成良好的生活习惯。

本堂课的教学主要以培养学生自主独立、合作学习的能力为主。小组合作的基础是学生独立的思考，在小组对学的过程中，强调学生比较答案，而不是简单的核对，还要求学生说出原因，大大提高了学生的积极性和学习效率，培养了学生大胆交流合作的精神，让每一层次的学生都有所收获。孩子们积极参与课堂，在各个环节中都有不一样的体验和收获，特别是在Go Home 和3c的这两个活动过程中，学生将主语进行分类和对话练习的同时，既体现了小组合作，提高了所

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有成员的参与度，全面关注每一个学生，又体现了以学生为主体的课堂教学理念，整个教学环节注重过程性评价，教学目标达成，效果良好。

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