There be 句型教学案例_therebe句型教学案例

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There be 句型教学案例

一、教案背景

1.面向学生：中学 2.学科：英语 3.课时：1 3.学生课前准备：①预习单词和句型.②完成课后习题.二、教学课题

1、知识目标：

a）、学习掌握词汇：英语数字13-19及20-90；computer,dictionary,library,television picture.b)、掌握There is/are„句型的肯定句、否定句、一般疑问句及简略回答。

2、能力目标：

a)、能听懂和阅读包含there be句型的有关学校介绍的简短对话和短文。b)、能运用所学词汇和there be 句型来介绍自己的班级和学校。

3、情感目标：培养学生热爱学校，热爱自己家园的意识

三、教材分析

本课时主要学习there be句型及数字13-19及20-90这些数字,侧重听力,词汇和口语的相关训练。让学生能运用there be结构来描述教室内和学校内的事物，话题贴近学生的生活，新生对介绍学校也比较感兴趣。在设计本课时的同时，我制作了图片和课件，目的是让学生能直观，更容易理解和使用There be句型进行描述地点。激发他们热爱自己的班级和学校。教学重点：

（1）掌握词汇: computer ,library,dictionary，television,picture及有关教室和校内的单词。

（2）能听懂对话内容和运用There be句型描述学校及教室 教学难点：

there be 句型的理解和正确运用它的各种句式

五、教学过程

Step1.Warm－up（热身）

1.Greetings:The teacher greets the students.2.Listen to the English song《 Number Song》.if they know how to sing the song, they can sing.Ask the students if they like the song.They may answer:Yes,I like it very much.(设计意图：通过歌曲创造轻松愉快的学习氛围，让学生在听歌过程中去感受英文数字。)Step2.Lead-in Show the English numbers one to twelve on the screen.Review the words.T:We have learn the English numbers one to twelve.Do you remember them? Ss may answer:Yes.T:Ok.Now let’s count the numbers together.T and Ss:one ,two,there„

(设计意图：通过复习简单的数字入手，让学生在轻松愉快而且有节奏的数数中，体验学习的快乐，也为进一步学习数字打下基础。)Step3.Learn the English numbers 13-19 and 20-90.1.Show the English numbers 13-19 on the screen.T:Now let’s continue to learn the English numbers.Do you know these numbers? S:Yes.T:Let’s listen to the tape and read after it.T and S:thirteen fourteen fifteen„(repeat)T:We must pay attention to thirteen ,fifteen, eighteen.(T explain if there is neceary.)Now discu:what rulescan you find from the numbers? S:Work in pairs 2.Ask some students to say out the rules.And then show the rules on the screen.3.Learn the numbers 20-90 in the same way.(同时强调英语几十几的表达法，并给出 example)4.Exercise:Match the words and the numbers.(设计意图:通过看单词并跟读，使学生对数字单词有初步的认识后又通过讨论寻找规律，加深印象，同时也培养了学生的合作探究能力。)Step4.Vocbulary and listening 1.教师出示几张幻灯片或图片，复习巩固有关教室内物品的单词。T：Do you know these thing? What’s this in English? S:It’s a/an„

引出新单词 dictionary、library、picture 等板书并教读单词,并学习他们的复数形式。

2.Show out a picture of a claroom,beside the picture ,there are some words they have learned just now.lead the Ss to make dialogues like this: A: What can you see in the claroom? B:I can see a television.A: How many desks are there in it? B:There is /are...A:Is/Are there(any)„in the claroom? B:Yes,there is /are.or No,there isn’t/aren’t.(设计意图:通过图片和单词的呈现，引导学生进行对话，引出there be 句型，让学生初步感知句型。)3.Point to some real things in the claroom and ask the students to practise the sentence with “there be”.T:How many desks in our claroom? S:There is /are„in our claroom.4.Show out these sentences on the screen.Ask S to read over the sentences together then work in pairs to find out the sentence structure: There is a computer on the desk.There are some computers on the desks.There isn’t a football in the claroom.There aren’t any footballs in the claroom.Is there a desk in our claroom? Yes,there is.No,there isn’t.Are there any desks in our claroom? Yes,there are.No,there aren’t.板书：there be 表示某地有某人/物（用is还是用are由后面的名词决定，即“就近原则”)a).肯定句：There is /are„ b).否定句：There isn’t/aren’t„

c).一般疑问句：Is/Are there(any)„及简略回答：Yes,there is/are.No,there isn’t/aren’t.d)some和any的区别：Some和any都是“一些，几个”的意思。some用于陈述句或肯定句；any用于否定句和疑问句，两者后都能接可数名词复数或不可数名词。(让学生做笔记。)5.为了加强理解语法Therebe句型,出示几张幻灯片或图片,抽学生提问，运用图片旁边的提示单词来问答: T:How many„„ are there in our claroom? S:There are....T:Are ther any...in our claroom? S:Yes,there are /No,there arent.T:Are there any computers on the desks? S:No,there aren’t.T:Are there any computers on the desk? S:Yes,there are.T:ls there a computer on the teachers desk? S:No there isnt.（设计意图:采用直观的教学法，在学生掌握单词的基础上，通过反复的操练句型，并让学生通过阅读含有there be的句子，讨论并归纳这一语法结构以加深理解并掌握这个句型。）Step5.Lintening 1.Show the pictures in the textbook.Picture 1 1.There are nine _________ in the claroom.2.There are seven __________ in the claroom.3.There is a ___________ on the teacher’s desk.4.There are some _________ on the students’ desks.Picture 2 1.There are ________ desks in the claroom.2.There are ________ chairs in it.3.There are two __________ on the desks.4.There is a ____________ on the wall.Picture 3 1.There are six ___________ on the desks.2.There are four in the claroom.2.Ask the s to look at the pictures then complete the sentences according to the pictures.3.Check the answers together.4.Listen and choose the correct picture.(设计意图:在这个环节里，通过结合图片设计一些含有there be句型的题目，让学生观察图片后完成句子，在对图片已经了解的情况下再进行听力练习，这样学生就不会觉得太难理解而放弃，同时既是对前面所学的知识的回顾，也是对后面的part8 and part9练习打下伏笔。)Step6.Listening and reading 1.Pre-listening Ask the students to read over the sentences in Activity4.Make sure the students get the meaning of them.2.While-listening.Students choose the correct answers.3.Listen again and check the answers.教师抽查学生听的情况，核对Activity4的答案。小组或班级评选谁是听力王，对学生听的表现及时评价。4.Listen and repeat.a.Students read after the tape then underline the sentences that with “there be”

b.Read over the sentences together.5.pair-work.Finish part8-9.Use “there be ”to make sentences or dialogue.(设计意图:在这个环节，侧重培养学生的听力能力和阅读能力，在听之前，先解释part 4的题目，这样学生就有侧重点的去听，提高听力效果。在理解短文内容的基础上，让学生学以致用，结合实际造句或编对话，激发学生学习的兴趣，并体验成功的喜悦。)Step7 Do some exercise 1.Ask S to choose the correct answers.1.There(is/are)water in the gla.2.(Is/Are)there two books and a pen on the desk? 3.There aren’t(some/ any)chairs for me.4.There are two(library/libraries)in our school.2.Correct the sentences.1.There is some photos on my desk.()A B C 2.Are there any foreign teacher in your school?()A B C 3.How many boys and girls is there in your cla?()A B C 4.Where are my basketball?()A B C 5.I have two Chinese-English dictionary.()A B 再一次强调There be（is/are）句型，用is/are与挨着的名词保持一致，也就是“就近原则。

(设计意图:通过练习，巩固并检查学生掌握知识的情况，发现问题并及时改正。)Step8.Homework.1.用所给词的适当形式填空。

2.用there be句型来描述自己理想的房间

（设计意图:作业设计有适当的开放性，鼓励学生大胆的进行描述自己的理想房间，扩展他们的思维空间，并能寓教于乐。）

Step9.小结：Important and diffiult points.1.dictionary 复数 dictionaries 2.Library 复数 libraries 3.picture 同义词 photo 4.there be 句型表示某地有某物.结构: There is/are +某物/人(主语)+ 地点 Step10板书设计：（制成幻灯片）Important and diffiult points.1.dictionary 复数 dictionaries 2.Library 复数 libraries 3.picture 同义词 photo 4.there be 句型表示某地有某物.结构: There is/are +某物/人+ 地点

教学反思：本课是利用多媒体作辅助教学的，而且对教材也做了一定的整合，设计上思路非常明晰，由简单的数字入手，再到句型学习，层层递进，教师带领着学生一步一个脚印，完成一个个任务，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，听说读写有效的结合，有趣又实用，学生的参与非常热烈，达到了预期的效果。