Section A Grammar focus 3a—3c名师教学设计1

Unit 5Do you have a soccer ball? Period 3

(Section A Grammar Focus~3c) 教材分析

本课时以语法为核心。Grammar Focus部分以表格的形式呈现本单元的语法结构，便于学生观察、对比、总结归纳语法特点，是语言的输入过程。3a~3c是针对表格中的语法结构而设计的不同层次的练习与活动。3a是一个看图补全对话，它关注语言的结构与形式,是语言学习最基本的练习；3b是就图中物品与同伴问答，通过给出图片，创设语境，让学生明白前面语言结构的意义，是语言输出的练习，同时也是一个控制性的练习；3c 通过P21和

P19上具有“信息差”的两幅图片进行语言输出练习，进一步体现语言的使用功能。

学情分析

本课时是初一上册第四单元。至此，学生刚刚进入初一才两个多月，所学的英语还很少。英语思维还处于起步形成阶段，中英文思维之间的转换还是困难的，说、写很容易步入汉语模式。尤其是本单元表达物品的位置时，很容易丢掉be动词，所以，语法学习要遵循语境教学、及“little and often”的原则，循序渐进，逐步让学生掌握如何询问和描述物品的位置。同时，初一也是学生养成良好书写习惯的关键时期，故学生的书写依然不容忽视。

教学目标

1 语言知识目标

1）能理解并正确运用my,his.your,their等形容词性物主代词的用法。

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2）

能正确使用方位介词on,under,in来描述物品的位置。

3）

能熟练使用where引导的特殊疑问句来询问物品的位置。

2能力目标

1）对Grammar Focus表格中的句子

，能通过观察与思考，总结归纳

出Where+be+物品？及物品+be+方位介词+地点。

2）

能用目标语言进行口语交际。

3 情感目标

教育学生不要丢三落四，养成物品摆放合理有序、井井有条的好习惯。

教学重点

1)

用正确where引导的特殊疑问句来询问物品的位置。

2）能正确使用方位介词on,under,in来描述物品的位置。

3）完成3b的会话练习及课堂练习。

教学难点

通过观察Grammar Focus中的句子来归纳语言结构。

教学方法

任务型教学方法，情景交际法，自主学习与合作探究相结合法。

教学过程

Step1 Warming-up The teacher and the students greet each other. T: Good morning./afternoon.

Ss:Good morning./afternoon.

Step 2 Lead-in

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T: Oh, my God! Where’s my English book? Where’s my English book? T：Is it under these books? No, it isn’t. Is it in the drawer? No, it isn’t.

Where is my English book? Oh,haha! It’s in my bag.So Keeping tidy is a good habit.Now let’s begin our class. Turn to page21.Look at the chart.Let’s learn Grammar Focus.

(作出很着急找书的样子，在几本练习册中翻找，在讲桌的抽屉里找，目光在桌子上搜寻，最后，在自己提书的袋子里找到。同时，自问自答。这时，学生们都动开了，后面的同学互相议论，老师在干啥，老师在干啥，英语学得好的就传开了，老师在找她的英语书呢。这样，自然而然地给学生们学习本课时的内容创设了语境，既复习了上节课的内容，又顺利地为本节课的学习和进行情感态度价值观教育做了铺垫。) Step3 Presentation Work on Grammar Focus 1

Ask students to read the sentences in the chart and try to understand the meanings of them by themselves. 2

Choose several students to translate the sentences into Chinese.The teacher correct the mistakes. 3

Let students read the sentences together.The teacher can give some help if they need. Then ask them to practice reading the sentences for about 5 minutes. 4

Ask students to watch the sentences carefully on the screen and

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finish filling in the blanks. 5

Check the answers.

Ask students exchange their answers with their deskmates to check.

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Explain the usage of the main structures and adjctive pronouns.

Where+is+单数名词？Where+are+复数名词？是用了询问物品位置的。It+is+方位介词

+the/his---

They+are+ 方位介词

+the/---是描述物品位置的。

形容词性物主代词后加名词，不可单独用。

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Let students read the sentences for about 3 minutes.

Sentence Structures

Where+is+单数名词？

It+is+方位介词

+the/his---

Where+are+复数名词？

They+are+ 方位介词

+the/--- Work on 3a 1 Ask students to look at the pictures in 3a and complete the conversations. 2 Let several students say their answers out. 3 Show the answers on the screen to check the answers. Work on 3b 1 Ask students to look at the pictures on the screen. 2 Then let students make up their conversations according to the pictures. 3 Ask some pairs to act their conversations.

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Work on 3c

1)Learn the model drills in 3b.Then ask students to find the differences beween the picture on page19 and the one on page21.

2) Devide the students into two parts.

One of the two deskmates is Student A. The other is Student B.Ask Student A to look at the picture on page19 and Student B to look at the picture on page21. Then ask them to have a dialogue. 3)

Let some pairs act their dialogues.The teacher can evaluate them. Step 4 Practice in class.巩固练习

根据提示填空。

1－Where____ my pen?

－It _________ your desk.( 它在你桌子下面。) 2－Where____ Mike’s keys?

－They ________ his schoolbag.(它们在他的书包里。) 1）

Ask students to do the exercises by themselves. 2）

Students exchange the answers with their deskmates. 3）

The teacher show the answers on the screen.Then check the answers. 4）

Ask the students who made mistakes to hand in their answers to the teacher. The teacher study the mistakes. Step5 Summary 1 Show the screen. The teacher and the students summarize the

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main sentence structures. Where + be + 物品? 物品+be +方位介词 +地点. Step 6 Homework Copy the conversations you made up in 3b just now in your notebooks. 板书设计： Where + be + 物品? 物品+be +方位介词 +地点. 教学反思

本节课先通过情景导入法，将学生自然而然地引领到教学中，让学生在不知不觉中感受了重点句型的使用情景，同时激起学生学习的欲望，效果很好。然后通过先感知语法要点中具体的句子，自己总结语法结构，符合学生的认知特点。然后通过3a-3c及课堂练习让学生巩固掌握所学句型结构。不足之处就是有的学生在描述物品位置时，仍然丢了be动词，所以，在今后的教学中还需加以强化。

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