初中英语课堂实录There be句型教学设计学情分析教材分析课后反思.docx

初中英语课堂实录There be句型教学设计学情分析教材分析课后反思.docx

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初中英语课堂实录Therebe句型教学设计学情分析教材分析课后反思

TherebeStructure

Ⅰ.Aboutthetextbook

ThetopicofthisunitisTherebestructure.It'sfromUnit10“Isthereapostofficenearhere?

”inPrimaryEnglishBook2whichispublishedbyShandongEducationPress.Inthisclass,studentsshouldlearntouseTherebestructurefluentlyandcorrectlyandlearnsomenewwordsaboutplacesandpositionwords.Atthesametime,theyshouldsumuptherulesofthestructurechanges.It’salsoimportanttomakethemlearnbetter.

Ⅱ.Aboutthestudents

ThestudentsinGradeSixarecuriousaboutnewthingsandhaveastrongdesiretolearnbetter.Inourschool,moststudentsarefromdifferentprovinces.SotheirEnglishlearninglevelsaredifferentfromeachother.Andtheyhavetouched“Therebestructure”inUnit5.Buttheyhaven'tlearnedUnit10inBook2.Therearesomenewwordsaboutplacesandpositionwords.Soit’sdifficultforsomeofthemtofinishsomeoralpractice.Buttheyaregoodatimitating.Sotheyshouldbeencouragedtolearnmore.

Ⅲ.Aboutthelearning

A.LeaningObjectives

a.Knowledgeobjectives:

1.Getthestudentstoknowtheusageoftherebestructure.

2.Canusetherebetoaskforordescribethepositions.

3.Canreviewsomepositionwords.

b.Abilityobjectives:

1.ThestudentscanuseTherebestructurecorrectly.

2.Thestudentscanknowthedifferencesbetweenhave/has

c.Moralobjectives:

1.Helpeachotherandgetonwellwithyourclassmates.

2.Bepatient,befriendlyandbepolite!

3.Loveourclass,ourschoolandourcountry.

Keyanddifficultpoints

Keypoints:

1.Cansumuptherulesofstructurechanges.

2.Canusethesentencestructuresfluentlyandcorrectly.

3.Cancomparehave/haswiththerebestructure.

Difficultpoints:

Howtosumuptherulesofstructurechangesandhowtousethesentencestructuresfluentlyandcorrectly.

B.Learningstrategy

a.Takeanactivepartintheclassschedule,experiencebyspeaking&reading;

b.Enjoytheclassgamesandoral-practice,learnbyusing.

c.Co-operatewithoneanother,settlebycooperation.

d.Re-brightbyquestions&explanation.

Ⅳ.Abouttheteaching

A.TeachingMethods

a.Byspeakingandreading;

b.Withthehelpof“task-based”languageteaching&groupworks.

c.Byinterestinggamesandopenexercises.

d.Withthehelpoftheleveledhomeworktobesurethatallstudentscanachieveandbraveenoughtoachievemore.

B.WhyshouldIteachinthisway?

a:

Knowledgeofgrammaticalstructureswasnoguaranteeofbeingabletousethoserulesforcommunication.语言知识的记忆不能保证语言使用的正确。

b:

Grammar+opportunitiestocommunicateleadtogreaterimprovementinfluencyandgrammaticalaccuracythangrammaronly.语言知识+交际的机会比仅仅讲语法更能提高学生使用语言的流利程度和语言的准确度。

c:

Learners’participationinclassrelatedsignificantlytoimprovementinlanguageproficiency.学习者的参与与语言熟练程度的提高关系极大。

d:

Languageisacquiredaslearnersactivelyengagedinattemptingtocommunicateinthetargetlanguage.当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。

C.Teachingaids

Multimedia

Ⅴ.Teaching&learningprocedure

Step1.Warmingupactivities:

1.WatchavideoaboutTherebestructure.Beforethevideo,askthemaquestion:

What’sthesongabout?

Whilelistening:

Askthemtosingalongwithitiftheycan.Afterlistening:

Askthemtoanswertheteacher'squestion.

2.Guessinggame：

Whoishe/she?

ShowthestudentstwopicturesanddescribethemwithTherebestructure.

【Designingpurpose】Thevideoandthegamecannotonlyarisethestudents’interestsbutalsocanmakethemconcentrateonthisclass.Anditalsohelpsstudentstoreviewsomepositionwordsandleadinthegrammar.

Step2.LearntheaffirmativesentenceofTherebestructure.

Activityone:

ShowLucyaroundourschool.

Createasituation:

Lucyisnewinourschool.Shewantstoknowaboutourschool.Let’shelpher.

Watchamapofourschoolanddescribeitusingtherebestructure.

e.g.Thereisateachingbuildinginourschool.

Thereisadininghallontheright.

Therearethreebasketballcourtsinfrontoftheteachingbuilding.

.........

ActivityTwo:

Summarize:

Therebe结构概述

Therebe结构主要表达“某处（某时）有某人（某物）”,其基本句型为“Therebe+sb/sth+某地或某时”,其中there是引导词,没有词义;be（is/are）是谓语动词;“sb/sth”是句子的主语;“某地或某时”作句子的状语,多是介词短语。

ThereisagreatschoolinYEDA.

烟台开发区有一个很棒的学校。

【Designingpurpose】TolearntheaffirmativesentenceofTherebestructurebycreatingarealsituation.Accordingtotherealsituation,thestudentscanlearntousethesentencestructuresfluentlyandcorrectly.Afterthat,theteacherwillleadthemtosumuptherulesoflanguage.Atthesametime,theteacherwillgivethemmoraleducation.

Step3:

Howtousebe

Activity1:

Lookandsay

Showthestudentstwopicturesofourclassandaskthemtofillintheblankswithisorare.

Activity2:

Summarize:

Therebe结构中的动词be的确定

Therebe结构中的谓语动词be在人称和数上应与其后的主语保持一致。

主语是不可数名词或单数可数名词时用is,是可数名词复数时用are。

e.g.Thereisapencilcaseonthedesk.

书桌上有一个铅笔盒。

Thereissomewaterintheglass.

玻璃杯里有一些水

Thereareforty-ninedesksinourclassroom

我们的教室里有49课桌。

Activity3:

Dosomeexercises

1.火眼金晴：

用be动词is/are填空：

1）There_is__apencilinthepencilbox.

2）There_are__somebooksonthedesk.

3）There__are_threepeopleinmyfamily.

4）There_is__somebreadonthetable

2.艺海拾贝：

连词成句

1）thereonthedeskisanEnglishbook.

2）theresomemilkintheglassis.

3）thereinourschoolover1000studentsare.

4）thereonthetableisalotofchicken.

3.ShowthestudentssomepicturestodescribewithTherebestructure.

Thereisacatunderthetree.

Therearetwocatsunderthetree.

【Designingpurpose】It'stoleadinactivity4.

Activity4:

LearntheproximityprincipleofTherebe（Howwillweusebewhenthereismorethanonesubject?

）

1.ShowthestudentstwopicturestodescribethemwithTherebestructure.

Thereisacatinthetree.

Therearethreebirdsinthetree.

Thenchangethetwopicturesintoonepictureandaskthemtodescribeit.

Thereisacatandthreebirdsinthetree.

Therearethreebirdsandacatinthetree.

2.Summarize:

就近原则:

there是个近视眼，能看近的不看远。

e.g.Therearetwobirdsandakiteinthetree.

=Thereisakiteandtwobirdsinthetree.

Thereistwobirdsandakiteinthetree.（×）

【Designingpurpose】TolearntheusageofbeinTherebestructurebycreatingarealsituation.Accordingtotherealsituation,thestudentscanlearntousethesentencestructuresfluentlyandcorrectly.Afterthat,theteacherwillleadthemtosumuptherulesoflanguage.Thentheteacherwillcheckiftheyhavelearneditwellbydoing3exercises.Atthesametime,wecanleadinthenextstepbydoingExercise3.

Step4.LearnthechangesofTherebestructure

Activity1:

LearnthegeneralquestionofTherebestructure.

1.Dosomepairwork：

AskthestudentstousethemapofourschooltoshowLucyaround.Youmayusethefollowingsentences:

Istherea…inourschool?

Yes,thereis.

Arethereany…inourschool?

No,therearen’t.

Attention:

Bepatient,befriendly,bepolite!

2.ShowLucyaroundtheneighborhood

T:

It’sconvenienttolivenearourschool.Youcandoalmosteverythinghere.SowouldyouliketoshowLucyaround?

Firsthelpthestudentstoknowaboutourneighborhood.Showthemsomepicturesandlearnthenewwordsofsomeplaces.

ThenaskthemtoshowLucyaround.Youmayusethefollowingsentences:

Practicethesingleformorpracticethepluralform.

Lucy:

Istherea…nearhere?

A:

Yes,thereis.

Lucy:

Whereisit?

A:

It’s…

Lucy:

Arethereany…nearhere?

A:

Yes,thereare.

Lucy:

Wherearethey?

A:

Theyare…

Doinpairs.Setanexamplefirst.Thenasksomepairsofthemtoactitout.Payattentiontoencouragingandpraisingthemmore.

3.Summarize:

Therebe的一般疑问句及其答语

把be提到there前,首字母大写,句末用问号即可。

其肯定答语是Yes,thereis/are;否定答语为No,thereisn't/aren't。

e.g.1）--Aretheretwocatsinthetree?

--Yes,thereare.（No,therearen't.）

2）--Isthereanywaterintheglass?

--Yes,thereis.（No,thereisn't.）

【Designingpurpose】TolearnthegeneralquestionofTherebestructurebycreatingarealsituation.Accordingtotherealsituation,thestudentscanlearntousethesentencestructuresfluentlyandcorrectly.Afterthat,theteacherwillleadthemtosumuptherulesoflanguage.Andtheywillusenegativesentencewhentheyanswergeneralquestionsotheteacherwillleadthemtosumuptherulesofnegativesentence.

Activity2:

LearntheofnegativesentenceofTherebestructure

Therebe句型的否定形式

1）Thereisahospitalnearhere.

否定:

Thereisnotahospitalnearhere.

2）Therearefivebanksnearhere.

否定:

Therearenotfvebanksnearhere.

3）Thereissomewaterintheglass.

否定:

Thereisnotanywaterintheglass.

规则：

be词后面加not,some变any

!

Therebe否定句型中的notany与no可以互换。

notany强调一个都没有。

e.g.1.）Therearenotanybooksinthebag.

=Therearenobooksinthebag.

2）Therearenostudentsintheclassroom.

=Therearenotanystudentsintheclassroom.

3）Thereisnotanymilkintheglass.

=Thereisnomilkintheglass.

Activity3:

LearntheSpecialQuestionsofTherebestructure

1.LearnWho/WhatSpecialQuestions.

Lookandsay:

Showthestudentstwopicturestoaskthemtoanswerthequestion

1）What’sinthepicture？

2）What’sinthepencilbox?

Summarize:

对主语提问：

当主语是人的时候，用who引导，

当主语是物的时候，用what引导。

注意：

无论原句的主语是单数还是复数，对之提问时一般都用be的单数形式（回答时却要根据实际情况来决定）。

e.g.1）Therearelotsofcarsoverthere.

→What'soverthere?

2）Thereisalittlegirlintheroom.

→Whoisintheroom?

2.LearnHowmany/HowmuchSpecialQuestions.

Lookandsay:

Showthestudentstwopicturestoaskthemtoanswerthequestion

1）Howmanybirdsarethereinthetree?

2）Howmanycatsaretherein