There be句型教学案例.doc

全国中小学“教学中的互联网搜索”优秀教学案例评选教案设计一、 教案背景1，面向学生： 中学 2，学科：英语2，课时：13，学生课前准备：一、 预习单词和句型二、 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四、 教学方法 Top-down approach to listening.交际教学法、任务型教学法，同时运用多媒体教学，为学生运用英语进行表达创设情境。通过师生互动、生生互动、小组合作探究等学习方式，指导学生运用所学语言知识对地点进行描述。五、教学过程Step1.Warmup（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./flash/erge/yingwen/ting_0022933.html(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-inShow 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(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 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 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 pairs2. 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 listening1. 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。/show/4/130/121f34512a782108.htmlT：Do you know these thing? Whats this in English?S:Its 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 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,there is /are. or No,there isnt/arent.(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 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 screen.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 classroom?v Yes,there is. No,there isnt.v Are there any desks in our classroom?v Yes,there are. No,there arent. 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 /areb).否定句：There isnt/arentc).一般疑问句：Is/Are there (any)及简略回答：Yes,there is/are. No,there isnt/arent.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 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 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.Lintening1.Show the pictures in the textbook. Picture 1 1.There are nine _ in the classroom.2.There are seven _ in the classroom.3.There is a _ on the teachers desk.4.There are some _ on the students desks. Picture 21.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 31.There are six _ on the desks.2.There are four in the classroom.2.Ask the s to look at the pictures then complete the sentences accordingto 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 reading1.Pre-listeningAsk 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 exercise1. 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. Correct the sentences.1.There is some photos on my desk. ( ) A B C2. Are there any foreign teacher in your school? ( ) A B C3. How many boys and girls is there in your class? ( ) A B C4. Where are my basketball? ( ) A B C5. 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v /%DA%A4%BB%DD/album/item/e4bf0782154590f7f703