There be 句型教学案例

1、 There be 句型教学案例 溪州中学 田金玉一、 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：预习单词和句型.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

2、：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 b

3、e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.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. (设计意图：通过歌曲创造轻松愉快的

4、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 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

5、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

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.(同时强调英语几十几的表达法，并给出 exam

7、ple) 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? 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 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. (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 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 isnt/arent c).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

12、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

13、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 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. (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

16、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

17、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

18、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 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