there be 句型教案教学设计

Teachingtopic：‘Therebe’sentencepatternAnalysisofthestudents：MostofthestudentsinmyclassarepoorinEnglish,theyshowlittleinterestinlearningEnglish,andtheylackvocabularyandconfidence.So,duringtheteachingprocess,IwillfocusonhowtoarousetheirinterestinEnglish.Inaddition,IwilltellthemtheproperwaytolearnEnglishandencouragethemtolearnEnglishwell.Type：newlessonPeriod：40minTeachingaims:Knowledge&Abilityaims1.Enablestudentstomasterthevarioussentencestructuresoftherebesentencepattern.2.StudentscanmastertheSubject-VerbAgreementoftherebesentencepattern.3.Studentscantellthedifferencesbetweentherebesentencepatternandhave&has.ProcessesandmethodsaimsUsingindependent,cooperativeandtask-basedteachingmethodtofullymobilizestudents'initiativeandspiritofexploration.Fromsimpletocomplex,fromeasytodifficult.EmotionalaimsTodevelopstudents'spiritofunityandcooperation.Teachingkey&difficultpointsTeachingkeypoints1.TheSubject-VerbAgreementoftherebesentencepattern.2.Thevarioussentencestructuresoftherebesentencepattern.Teachingdifficultpoints1.TheSubject-VerbAgreementoftherebesentencepattern.TeachingmethodsTask-basedteachingapproachQuestion-and-answeractivityteachingmethodTeachingprocedures:Step1.Lead-in5minShowsomepicturesandaskstudents(Ss)tomakesentenceswith“have/has”.Eg:Shehasadog.Ithaswatermelon.Ihaveacake.Thetablehasacake.AskSsrightorwrong?AskSstolookatourclassroom,theycanseesomethings(desk,chair,book…)init.Thinkabout:Canyousay“墙上有一幅画”、“桌子上有两支钢笔”with“have/has”?Thusintroducing“therebe”sentencepattern.Step2.Presentation5minShowsomesentencesonpowerpoint:Thereisamaponthewall.Thereisanorangeonthetable.Thereissomebreadinthebag.Thereissomewaterinthecup.Therearetwostudentsintheclassroom.Therearesomeapplesonthetree.AskSstofindtherulesof‘therebe’pattern：Thereisa/单数可数名词／不可数名词＋地点状语Thereare＋复数名词＋地点状语方位介词：askstudents:Thereisacup______thetable.Therearemanystudents_____theclassroom.Guidestudentstoreviewsomeprepositionsofplace.Step3.Practice5minShowsomepicturesandaskstudentstomakesentencesbyusing‘therebe’sentencepattern.Competition:10minShowaroompicturetostudentsanddividestudentsintogroups.Letstudentshaveadiscussion.Later,invitethemtosharetheiranswerswiththewholeclass.(use“therebe”sentencepattern)The

group

can

say

the

mostsentences

will

be

the

winner.Step42minBasedontheroompicture,askstudents:Isthereacomputeronthetable?Isthereabookonthebed?Guidestudentstoanswerthequestions.Step5.Introducethevarioussentencestructuresoftherebesentencepattern.(5min)affirmativesentence：Thereisapictureonthewall.generalquestion

：Isthereapictureonthewall?Yes,thereis./No,thereisn’t.negativesentence：Thereisnot/isn’tapictureonthewall.Showsomepicturesandaskstudentstoanswertogether.Attention：肯定句中有some的，在变为否定句或者疑问句时，要把some改为any。Game:Workinpairsandguessthethingsinthebag，usegeneralquestionstructureof‘Therebe’sentencepattern.Onestudentasks,theotheranswers.(5min)Step6.Summary：2minAskastudentwhatwe’velearnttoday.Givesupplementifnecessary.Step7.Homework：introducetheirownrooms（useatleast3‘Therebe’sentences）.(1min)Teachingreflection:Thisclassputtheconceptof"studentsarethemainbody"intopractice.Theuseofguidanceandheuristicteachingmethodsensurestudentscanexploretheirpotential.Thetask-basedteachingmethodenablesstudentstoengagetheclassactively.Blackboarddesign：Thereis+可数名词单数/不可数名词…Thereissomemilkinthebottle.Thereare+可数名词复数…Therearefivepeopleinmyfamily.句式变化：疑问句：Is/Arether