There be 句型教學案例

1、 There be 句型教學案例 溪州中學 田金玉一、 教案背景 1.面向學生：中學 2.學科：英語 3.課時：1 3.學生課前準備：預習單詞和句型.完成課后習題. 二、 教學課題 1、知識目標： a）、學習掌握詞匯：英語數(shù)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、一般疑問句及簡略回答。 2、能力目標： a)、能聽懂和閱讀包含there be句型的有關學校介紹的簡短對話和短文。 b)、能運用所學詞匯和there be 句型來介紹自己的班級和學校。 3、情感目標

2、：培養(yǎng)學生熱愛學校，熱愛自己家園的意識 三、 教材分析 本課時主要學習there be句型及數(shù)字13-19及20-90這些數(shù)字,側重聽力,詞匯和口語的相關訓練。讓學生能運用there be結構來描述教室內和學校內的事物，話題貼近學生的生活，新生對介紹學校也比較感興趣。在設計本課時的同時，我制作了圖片和課件，目的是讓學生能直觀，更容易理解和使用There be句型進行描述地點。激發(fā)他們熱愛自己的班級和學校。 教學重點： （1）掌握詞匯: computer ,library,dictionary，television,picture及有關教室和校內的單詞。 （2）能聽懂對話內容和運用There b

3、e句型描述學校及教室 教學難點： there be 句型的理解和正確運用它的各種句式 五、教學過程 Step1.Warmup（熱身） 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. (設計意圖：通過歌曲創(chuàng)造輕松愉快的

4、學習氛圍，讓學生在聽歌過程中去感受英文數(shù)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 lets count the numbers together. T and Ss:one ,two,there (設計意圖：通過復習簡單的數(shù)字入手，讓學生在輕松愉快而且有節(jié)奏的數(shù)數(shù)

5、中，體驗學習的快樂，也為進一步學習數(shù)字打下基礎。) Step3.Learn the English numbers 13-19 and 20- 90. 1. Show the English numbers 13-19 on the screen. T:Now lets continue to learn the English numbers.Do you know these numbers? S:Yes. T:Lets listen to the tape and read after it. T and S:thirteen fourteen fifteen(repeat) T:We

6、must pay attention to thirteen ,fifteen, eighteen.(T explain if there is necessary.)Now discuss: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.(同時強調英語幾十幾的表達法，并給出 exam

7、ple) 4. Exercise:Match the words and the numbers. (設計意圖:通過看單詞并跟讀，使學生對數(shù)字單詞有初步的認識后又通過討論尋找規(guī)律，加深印象，同時也培養(yǎng)了學生的合作探究能力。 ) Step4.Vocbulary and listening 1. 教師出示幾張幻燈片或圖片，復習鞏固有關教室內物品的單詞。 T：Do you know these thing? Whats this in English? S:Its a/an 引出新單詞 dictionary、library、 picture 等板書并教讀單詞,并學習他們的復數(shù)形式。 2.Show o

8、ut a picture of a classroom,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 classroom? 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 classroom? B:Yes,th

9、ere is /are. or No,there isnt/arent. (設計意圖:通過圖片和單詞的呈現(xiàn)，引導學生進行對話，引出there be 句型，讓學生初步感知句型。) 3.Point to some real things in the classroom and ask the students to practise the sentence with “there be”. T:How many desks in our classroom? S:There is /arein our classroom. 4.Show out these sentences on the s

10、creen.Ask S to read over the sentences together then work in pairs to find out the sentence structure: v There is a computer on the desk. v There are some computers on the desks. v There isnt a football in the classroom. v There arent any footballs in the classroom. v Is there a desk in our classroo

11、m? v Yes,there is. No,there isnt. v Are there any desks in our classroom? v Yes,there are. No,there arent. 板書：there be 表示某地有某人/物（用is還是用are由后面的名詞決定，即“就近原則”) a).肯定句：There is /are b).否定句：There isnt/arent c).一般疑問句：Is/Are there (any)及簡略回答：Yes,there is/are. No,there isnt/arent. d) some和any的區(qū)別：Some和any都是“一

12、些，幾個”的意思。some用于陳述句或肯定句；any用于否定句和疑問句，兩者后都能接可數(shù)名詞復數(shù)或不可數(shù)名詞。(讓學生做筆記。) 5.為了加強理解語法Therebe句型,出示幾張幻燈片或圖片,抽學生提問，運用圖片旁邊的提示單詞來問答: T:How many are there in our classroom? S:There are. T:Are ther any.in our classroom? S:Yes,there are /No,there arent. T:Are there any computers on the desks? S:No,there arent. T:Are

13、there any computers on the desk? S:Yes,there are. T:ls there a computer on the teachers desk? S:No there isnt. （設計意圖:采用直觀的教學法，在學生掌握單詞的基礎上，通過反復的操練句型，并讓學生通過閱讀含有there be的句子，討論并歸納這一語法結構以加深理解并掌握這個句型。） Step5.Lintening 1.Show the pictures in the textbook. Picture 1 1.There are nine _ in the classroom. 2.Th

14、ere are seven _ in the classroom. 3.There is a _ on the teachers desk. 4.There are some _ on the students desks. Picture 2 1.There are _ desks in the classroom. 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

15、are four in the classroom. 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. (設計意圖:在這個環(huán)節(jié)里，通過結合圖片設計一些含有there be句型的題目，讓學生觀察圖片后完成句子，在對圖片已經(jīng)了解的情況下再進行聽力練習，這樣學生就不會覺得太難理解而放棄，同時既是對前面所學的知識的回顧，也是對后面的

16、part8 and part9練習打下伏筆。) 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. 教師抽查學生聽的情況，核對Activity4的答案。小組或班級評選

17、誰是聽力王，對學生聽的表現(xiàn)及時評價。 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. (設計意圖:在這個環(huán)節(jié)，側重培養(yǎng)學生的聽力能力和閱讀能力，在聽之前，先解釋part 4的題目，這樣學生就有側重點的去聽，提高聽力效果。在

18、理解短文內容的基礎上，讓學生學以致用，結合實際造句或編對話，激發(fā)學生學習的興趣，并體驗成功的喜悅。) Step7 Do some exercise 1. Ask S to choose the correct answers. 1. There (is/are)water in the glass. 2. (Is/Are)there two books and a pen on the desk? 3.There arent (some/ any)chairs for me. 4.There are two (library/libraries)in our school. 2. Correc

19、t 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 class? ( ) A B C 4. Where are my basketball? ( ) A B C 5. I have two Chinese-English dictionary.( ) A B 再一次強調There be （is/are）句型，用is/are與挨著的名詞保持一致，也就是“就近原則。 (設