Unit10 Is there a post office near here (Section A---Grammar Focus) 教学设计（word版）

Unit10 Is there a post office near here (Section A---Grammar Focus)
一．教学目标：
(一) 知识与能力目标：
①熟练掌握有关方位的单词，例如：in front of, behind, near, across from等等。
②熟练掌握there be句型的肯定句、否定句、一般疑问句及回答
(二)过程与方法目标：通过听说训练，学会运用there be句型的语言表达方式。
(三)情感态度与价值观目标：
①我们要学会合理布置自己的房间，要养成讲卫生、保持整洁的良好习惯，并持之以恒，自己的事情自己做，要相信自己。
②培养学生助人为乐，相互帮助的精神，共同完成学习任务。
二．教学重难点：
重点：学会结合方位介词叙述某地有某物的表达方式。
难点：there be句型的主谓一致以及相关的句型转换。
三、教学过程：
(一)学生课前活动设计：课前学生自主复习上节课学习的新单词，着重了解有关方位的单词。
【设计思路】通过课前预习单词，既可以起到巩固上节课所学知识的作用，也可以使学生进行本节课时更流利，更轻松。
（二）教师课堂教学过程：Step 1: Warming up and leading-in
Leading-into the new lesson by watching a video about "there be".
温馨提示：注意观察there be 和方位介词的表述）
T. Do you like the video T. Do you know what it is about
T. Do you know the meaning of “there is/are’
Do you know how to use them
Today, we are going to learn something about “there be”, Unit10---Is there a post office near here
【设计思路】上课前播放有关there be的视频引出本课主题，活跃了课堂气氛，激发了学生的学习兴趣，为下一环节做好铺垫。
Step2:Presentation Task one： Learn to use “there is”
T: Look at my hand. What’s in my hand
S: A ruler.(实物展示形象直观）
T:Yes,I can say “There is a ruler in my hand.
T:And what’s on the desk
S: An apple.
T:Yes,there is an apple on the desk.
T:Now practice the sentence structure by using “there is” according to the pictures. Pay attention to “there is” structure and the prepositions.（出示PPT展示图片）
S1:There is a man behind the bus.
S2:There is a woman in front of the bus.
S3:There is a bank near the park.
S4: There is a post office between the hospital and the hotel
S5:There is some water in the cup.
S6:There is a cat under the tree..
T: Now,class.Can you use your own things to show
(学生利用自己手中的物品展示）
S:There is a/an ......in my pencil-box/in my hand/on the desk/in my bag.
【设计思路】教师先通过实物展示，让学生了解在某地有一个物品的表达方式，然后给学生提供语言情景，结合PPT图片，初步进行there is句型的练习，然后让学生利用自己的物品进行目标语言的进一步强化训练，提高了同学们参与课堂的热情，这样既为学生的预习提供了展示的机会，也在一定的情境中呈现本课的重点句型。
Task two： Learn to use “there are”
T:Great! You did a good job. Now class , look at my hand again. How many rulers are there in my hand （实物展示）
S: Two.
T:Yes. So we can say “There are two rulers in my hand”. Make conversations
with your partner according to the pictures.
Sample A: How many dogs are there on the sofa
B:There are three dogs on the sofa.
【设计思路】在学生初步掌握there is句型后，利用实物展示的方式引出在某地有复数 物品的表达，形象直观，便于学生理解，然后利用两两对话的形式进行练习，即强化目标语言，又锻炼学生的口语。
Step 3 Activity---Room show
T:Now, we have learned “there be” sentence structure. Please use it to introduce your own room to your group members. The best one will show before the class.
【设计思路】通过创设情境，让学生展示自己的房间布局图，然后运用所学句型对房间的物品摆放进行描述，既对目标语言进行了巩固，使语言输入变为完美的输出，同时又激发了学生的学习兴趣，提高了学生的语言交际运用能力。
T:Look at these sentences carefully. Then think about the following questions
(展示几个there be 句子）.
(1).there be结构一般用来表示什么含义？
(2). 含有there be结构的句子，be 动词一般什么时候是is，什么时候是are
(3).如果there be 之后接几个并列名词时be动词用is还是are？
T:Do you have any questions
S:.........T:Let’s watch the micro lesson. It will tell you the answer carefully.
（微课讲解）【设计思路】对两个句型结构进行了初步认知后，让学生自己总结there be的意义及用法，体现出注重学生语言知识的积累，注重学生能力的培养，然后微课展示重难点，加深学生的印象。
Step 4 Internalization Task one
Learn the sentence pattern transformation of “there be”
T:You have known the positive sentence of“ there be”. Then how to turn it into negative sentence and general question .
For example: There is some water in the cup. Its negative sentence is....... And its general question is......
（图片展示）
S:There isn’t any water in the cup.
S: Is there any water in the cup
T:And what are the answers
S: Yes, there is. No, there isn’t.
T:What about this sentence
S:There are three dogs on the sofa
S:There aren’t three dogs on the sofa.
Are there three dogs on the sofa
Yes, there are. /No, there aren’t.
T: Now who can summarize the negative sentence and general question of there be structure.
【设计思路】学生已经学过含有be动词的句子怎样变否定句和一般疑问句，所以结合图片让学生自己总结出there be句型的变换规则，培养学生知识运用的能力。
Task two Guessing game
T: Let’s have a guessing game. There are four treasure boxes here. There is some stationery and some fruit in each box. I’ll choose two students to the front each time. One guesses, the other gives the answer. Sample A: Is there a pencil in the box
B: Yes, there is. There is a pencil in the box.
A: Are there any pens in the box
B::No, there aren’t. There aren’t any pens in the box.
【设计思路】以本节课的目标语言点为依托，利用对话猜谜的形式对目标语言进行整合，使课堂气氛再次高涨。
Step 5 practice and progress
（1）．用is /are选择填空。
1. There _______an apple on the desk.
2. There_________ many students on the playground.
3. There_______ some food in the fridge.
4.There________ a book and two pens on the desk.
5.There _______ two pens and a book on the desk.
（2）．句型转换
1.There is a hospital on Long Street.(一般疑问句及肯定回答）.
_____ ______ a hospital on Long Street ______ , _________ .
2.There are some restaurants near our school.(否定句）
_______ ________restaurants near our school.
【设计思路】通过is/are的选择填空以及句型转换，将there be 的运用落到实处，突破了本课的难点。
Step 6:Summary（小结）What have you learned in this class
(这节课你们学到了什么？）
Do you have any questions
【设计意图】通过让学生总结本节课的收获，一是可以再次检测学生本节课是否有收获，二是教师可以根据学生的回答检测预置的目标是否达成。
Step 7 Homework
1.Use “there be” to describe our school.(must do)
2.Make conversations to introduce our classroom by using “there be” .(choose to do).
【设计思路】作业设计为必做与选做，充分考虑到学生的知识水平与能力的差异。第一个作业为必做作业，让学生课下运用本课句型描述我们的学校，再次掌握重点句型，巩固本节课的目标语言点。第二个作业为选做作业，让学生用对话的形式介绍一下自己的教室，培养学生的语言综合能力。