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視頻課題：人教版新目標英語七年級上冊Unit 5 Do you have a soccer ball Grammar Focus -3c浙江省 - 臺州
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人教版新目標英語七年級上冊Unit 5 Do you have a soccer ball Grammar Focus -3c浙江省 - 臺州
教學設計
Go for it 教材七年級上冊Unit 5 Do you have a soccer ball?
課型 語法課
教學內容 Grammar Focus -3c
執教
1. 教學背景分析
一、教學內容分析
本節課的授課內容為Go for it教材七上Unit 5 Grammar Focus -3c，單元的主題是 “spending time with friends”。本課時為語法課，要求學生學會使用一般現在時的 “to have”來談論物品所屬關系。鑒于學情，要以搭支架方式推進教學，從第一人稱到第三人稱，從單數到復數，從單句到多句。通過組織有效的學習活動讓學生體驗、探究、總結規律并運用語法。
二、學生情況分析
鑒于農村學生，英語基礎薄弱，缺少語法規則的探究和歸納，在使用中容易出錯，尤其是對have, has區分以及疑問句的運用，口誤較多。另外，因缺乏自信，學生不敢參與教學活動，所以教師要多鼓勵并幫助學生養成用完整句子表達自己以及面對面和同伴對話的習慣。
2. 教學目標設計
一、語言知識目標
1. 掌握以下詞匯： have, has, play, sound, great等，并能在對話中熟練運用。 2. 掌握以下句型，并在具體情境中靈活運用： ——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、語言技能目標
1. 學會使用to have的肯定句和否定句表達。 2. 學會使用to have的疑問句和簡短回答。 3. 初步了解連詞but的使用。 三、情感態度目標
通過有效學習活動，引導學生學會分享，并明白和朋友不僅可以運動，也可以做一些其他有意義的事如幫助貧困學生。
3. 教學重難點分析
教學重點是使用一般現在時的 “to have” 來談論物品所屬關系并正確使用 “have/has”, “do/does”, “don’t/doesn’t”等。難點是區分并正確使用has, doesn’t have等。
4. 教學過程設計
教學步驟
教學活動 設計意圖
Step1：Free talk
Free talk with Ss using the following questions. Q1: What’s this in English? Spell it, please. Q2: Is this your pen? 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?
復習七上的部分交際用語，引導學生先談論自己身邊的學習用品等，再慢慢過渡到體育用品和身邊的朋友，自然流暢地進入本節課的主題。 Step2：Revision
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.
利用魔術師的帽子引出學生已學的體育用品，幫助學生復習鞏固本單元的目標詞匯，為后面的運用奠定基礎。
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:
1. 先通過機械式的對話操練復習感知第一人稱的疑問句，引導學生在對話中說出完整的句子。
2. 利用談論Mr. Clark的兒子Bob和女兒Cindy的體育用品，幫助學生感知第三人稱單數的語法結構。
3. 通過對書本3c圖片中部分物品覆蓋的形式來設置信息溝，更好地激發學生的好奇心，增加語言學習的趣味性。同時，談論的物品從體育用品慢慢發展到生活用品以及學習用品，還結合了第四單元的方位介詞，語言使用的情境更
Bob has … It’s/ They’re on the ...
加真實。
Step 4：Exploring
1. Do or Does Get Ss to explore the rules about “do” and “does” by doing 3a with two more phrases “my dad” and “her brothers”. Help Ss fill in blanks to get the rules.
2. Practice 1 Ask Ss to finish 3b to check the rules they get in 3a. Get them to practice the conversations with their partners face to face. Check the answers and teach the names of sports by using the flashcards. Help Ss understand the differences.
3. Present tense “to have” Get Ss to find out the rules of present tense “to have”. Ask Ss to complete the table first. And then share the answers and discuss the rules with their partners.
4. Practice 2 Present a short passage about Cindy. Ask Ss to fill in blanks to know something about Cindy by using the rules about “to have” 1. 書本3a 的任務稍作修改，增加my dad, her brothers的選項，引導學生探究do, does的使用規則，然后用填空的形式，幫助學生歸納語法規則。
2. 學生在完成3b對話創設的情境中運用前面得出的語法規則，引導學生建立目標語的形式和意義的聯系。同時，在核對過程中，采用了形成性板書進行各項運動的教學，學生能更加清楚地掌握球類名詞和運動名稱的區別。
3. 本活動中學生先獨立探究to have的肯定句、否定句以及疑問句包括簡短回答。之后再與同伴討論研究。通過表格進一步幫助學生梳理鞏固本課時的語法點。
4. 本環節就是讓學生進行體驗和鞏固之前環節中找出的語法使用規則。同時，為后面的語法語境埋下伏筆，創設一個同齡人榜樣方便學生學習
和模仿，產生共鳴。 Step 5：Applying
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認為合適的輸出活動必須是有意義的，能夠吸引學習者的注意力；輸出活動應關注學習難點，包括形式、意義或用法上的難點。因此在這最后的語法運用環節，創設了一個 “share what we have” 的主題語境。
1. 先讓學生觀察照片去談論貧困學生的生活，這種開放的形式可以幫助學生發散思維，2. 之后再利用記憶活動進行比較，初步學習使用but。學
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.
生從單句逐步變成多句輸出。
3. 在頭腦風暴中采用了兩層支架，幫助學生能更加有條理地使用思維導圖工具。
4&5. 利用設計調查問卷的任務形式將今日所學知識點運用到現實生活中，并且落到筆頭加以鞏固。最后讓學生做口頭匯報，培養學生學習的自信心。
Step 6：Homework
1. Write down your survey report. 2. Make a donation box.
3. Call on more students to donate.
將所學延續到課外進行鞏固。
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
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