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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 SectionA（Grammar Focus-3c）重慶市優課
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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 SectionA（Grammar Focus-3c）重慶市優課
Unit 5 Do you have a soccer ball? SectionA（Grammar Focus-3c） 教案
【教材版本與冊數】新目標人教版七年級上冊 【單元名稱】Unit 5 Do you have a soccer ball? 【課時】Section A Grammar Focus--3c 【課型】Grammar(語法課）
教材分析
【本單元話題】和朋友一起歡度時光
【本單元重點掌握目標】學習動詞have的一般現在時的用法；使用do和does引導的一般疑問句的構成以及簡單回答。
【教材內容拆分分析】本單元Section A學習運動項目，學生們從中挑選出各自喜歡的體育項目，并說明原因，目的是鞏固并新學一些體育項目的名詞；學生互相詢問所愛好的運動，并根據情況發出邀請，學會用have對物品的所屬進行提問與回答，掌握用do和does引導的一般疑問句的構成及使用，了解用Let’s提建議的句型；Section B進一步拓展了此話題，按照“聽力輸入--閱讀訓練--由讀促寫”的過程逐層遞進，寫成日記，進一步復習、鞏固所學的語言目標。
【通過本單元的學習學生需掌握的綜合技能】通過本單元的學習，學會用have對物品的所屬進行提問與回答；學會用let’s…句型提建議；能夠談論自己喜歡哪些球類運動，不喜歡哪些球類運動及原因；能夠談論怎樣和自己的朋友度過一段愉快的時光。
教學目標
1. 語言知識目標：
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1)學生在設置的語境中，通過觀察句子進一步運用并總結have表示物品的所屬關系的基本句型。 肯定句： 主語+have/has…. 否定句：主語+don’t/doesn’t+ have… 一般疑問句：Do +主語+have…? Does + 主語+have…? -Yes, 主語+do. -Yes, 主語+does. -No, 主語+ don’t. -No, 主語+ doesn’t. 2) 能用Let’s…句型來提建議并回答。 2.能力目標：
學生通過在情境中的使用目標句型，培養學生觀察并總結語法點的能力。 3. 情感態度價值觀目標：
利用學生喜愛運動的心理，激發學生學習英語的欲望和興趣，使他們樂于參與各種英語實踐活動。在小組活動中，培養學生團結協作精神。
教學重難點 1. 教學重點：
1) have ( has ) 表示物品所屬關系的基本句型。（肯定句，否定句，一般疑問句以及回答。） 2) 在實際生活情景中能正確運用所學的句型談論自己或他人所擁有的東西。 2. 教學難點：
1) 理解并掌握英語句子中的人稱與數，第三人稱單數的一般疑問句中動詞的正確使用。
建議教法 總結歸納法，情景教學法，語法教學——總結規律、模仿操練 教學流程
（詳見教學活動設計）
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教學評價
1.本課的目標設計清晰可操作，活動的設計緊扣目標要求并與目標達成一致。 2.注重教學內容和學生的生活經驗相結合，實現了學以致用的教學目標。
附：教學活動設計
Stage Activities Objectives Stage 1 Warming- up
Step 1 Sing a song
First the teacher sings the song---PPAP for students. Then the teacher and students sing the song together. Step 2 Guessing game
Do you remember what things I have from this song?
The students guess from this song what the teacher has. Ask in sentence---Do you have a/an...? The teacher answers “Yes, I do. I have a/an....”
S1: Do you have a pen? T: Yes, I do. I have a pen. S2: Do you have an apple? T: Yes, I do. I have an apple.
Arouse students interests. Activate
the
learning environment.
Perceive
“have” and “do” are used in the first person.
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S3: Do you have an pineapple? T: Yes, I do. I have an pineapple.
(Then let students read these sentences together.)
Stage 2 The third person
T: I have a friend. His name is Tom. Please guess from this picture, what does he like? S1: He likes playing soccer. T: Yes, very good. He likes playing soccer. He likes sports. This is Tom’s sports room. What does Tom have in his room? Let’s guess what he has. S2: Does he have a soccer ball? T: Yes, he does. He have a soccer ball. S3: Does he have a tennis ball? T: Yes, he does. He has a tennis ball. S3: Does he have a basketball? T: Yes, he does. He has a basketball.
(Then let students read the yes-no questions and the answers together.)
S
Stage 3 “have” “has”
Step 1 Finish a passage about Miss Yan and her friend Tom. Hello! My name is Yan Miaomiao. My _____name is Yan. My ______name is Miaomiao. I like songs very much. I like the PPAP best. Learn that “have” is used
in the first and the second
person while “has” is used
Perceive “has” and “does” are used in the third person.
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The song is talking about “I _____ a pen, I have ______apple….I _____a pineapple. ______you like it?
This is my friend, Tom. He likes sports very much. So in his room, he ______ a soccer ball. He ______a basketball. He _______a tennis ball. But he _______ _______ a tennis rocket. Do you _______sports? Let’s go. (First, invite a student to read the first paragraph. Next, invite another student to read the second paragraph. Last, the whole class read the passage.)
Step 2 “have” “has” in assertive sentence
Let studnets observe the passage and conclude the rules about “have” and “has” in assertive sentence. Complete the rules. Step 3 Exercises
Complete 6 sentences with “have” and “has”.
in the third singular person. Stage 4 “do” “does”
Learn the rules about “have” “has” in negative sentence
and
yes-no
question. Need to add auxiliary “do” and “does”.
Step 1 “have” has” in negative sentence
Observe some sentences by themselves and conclude the rules about
“have” “has” in negative sentence. Complete the rules. Step 2 “do” does” in yes-no question Observe some sentences and conclude the rules about “have” “has” in
yes-no questions.
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Stage 5 3a
Finish 3a in page 27.
do
does
Consolidate the collocation about “do” “does” with person.
Stage 6 3b
Step 1 Finish 3b in page 27.
Fill in the blanks to complete three conversations with “do” or “does”.
(Invite three students to show the answer. Then let students read the three conversations together.) Step 2 Some knowledge points
let sb do sth. That sounds good. play +sports
Consolidate the usage of “do” and “does” in yes-no questions and the answers.
I he they you we she it Eric
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Stage 7 Post- learning Step 1 Brainstorm Let students remember what Bob has according to a picture in one
minute. Then invite two students to ask all the other students “Does Bob have...?” and the other students answer based on the facts. Let the two students do a PK and the winner will get the apple. Step 2 Survey and do a report.
Students work in groups. Ask the group members “Do you have a/an...?”. In the end, a member of each group to do a report like this: I have a/an..., but i don’t have a/an .... Li Wei has a ..., but he doesn’t have a/an .... Step 3 Some exercises
Consolidate the sentence patterns.
Stage 8 Summary
Let students themselves summarize the things they learned. Let students have a clear awareness about the focal points of this class and consolidate the knowledge further. Blackboard design Unit 5 Do you have a soccer ball?
Grammer
1. Let sb do sth. Le’s do sth. ---建議
---(That) sounds good/ adj. 2. play + 球類
1. 肯定句： 主語+ have/ has + ... 2. 否定句：主+ don’t + have + ... 主+ doesn’t + have + ... 3. 一般疑問句：
Do + 主 + have + ...?
Yes, 主 + do. / No, 主 + don’t. Does + 主 + have + ...?
Yes, 主 + does. / No, 主 + doesn’t.
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教學反思：
教師設置兩個語境，讓孩子們用所學的目標句型來交流。通過觀察并總結出have（has）表示物品所屬關系的基本句型。并針對每一個目標句型做相應的練習而達到鞏固知識目的。再針對教學難點，設計練習和游戲，讓孩子們在輕松的課堂氛圍中掌握難點并檢測他們的掌握程度。課堂結構清晰，內容層層遞進，練習的方式多樣。但是還應豐富課堂的活動形式，語境更加的生動逼真。
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