Teaching aims :
1.掌握There be 句型并会用他们做句子。
2.学会There be 句型的一般疑问句及肯定答语和否定答语。
Step 1.There be句型
Task 1.观察句子,讲解There be 句型的含义。
There is a horsein this photo .
There is a girl .
There is a sheepin this photo .
There is a cat .
There is a girl underthe tree .
There are somenice photos.
1.含义:表示在某地有某物或某人。
2.观察句子,让学生发现并总结在there be 句型中,be动词的用法,什么时候用is,什么时候用are。
老师总结主语是单数或不可数名词,be动词用is ,并且大屏幕展示并总结学过的不可数名词:water , milk , juice ,
rice , meat , bread,
主语是复数,be 动词用are ;
如有几件物品,be 动词根据最近be动词的那个名词决定。
There is a boy andtwo girls there .
There are twogirls and a boy there .
There is a book on the desk. There is somewater in the glass.
There are three men under the tree . There isa bag, two books and three pens on the desk.
Task 2.Test
基础关
( )1.There ____ twelveboys on the bikes .
A. are B.be C. is
( )2. There ____ apanda in the photo .
A.are B. be C. is
( )3. There ____ a bookand two bags .
A. are B.be C. is
( )4. There ____ twobags and a book .
A. are B.be C. is
( )5. There ____ ahorse in this photo . It’s ____ fast .
A. is , run B.is , running
C. are , running D. are , run
( )6.There ____ a girlhere and there are ____ two boys there.
A. is , are B.is , is
C. are , are D.are , is
提高关
There ______ a kid in the classroom .
There ______ some flowers in the room .
There ______ four people in my family .
There ______ a picture and two books .
5.There ______ two books and a picture .
6.There ______ some milk .
7.There ______ some children .
Task 3 : 根据大屏幕提示用There is …. There are ….看图说句子:
Task 4 :I think I can do .
用学过的There be句型来描述在教室里看到的人或物品。
Task 5 :There be 句型一般疑问句
1.there be句型 一般疑问句把be动词调到句首。
There is a boy.
一般疑问句:Is there a boy?
Yes , there is. No , there isn’t .
There are two cats.
Are there two cats?
Yes , there are. No , there aren’t .
Step 2 :Havea test
Step 3: Summary
盘点收获
There be的用法是什么?
Step 3: Homework
1.用There be 句型来描述自己的教室。(至少五句话)
教学反思:从这堂课可以看出,本节课的There be… .句型教学涉及到了一般疑问句句式变化,因为是四年级学生,没有涉及到的some 和any的用法,对于四年级的学生来说较为难接受。如果教师急于求成提问学生,而采取满堂灌硬塞的方式,那样学习效率也不是很高。只有待学生将“There be …”句型操练熟练后,教师不妨再对学生提问,学生自然便会脱口而出。这个“雪球”也会在学生的一点一滴吸收中,愈滚愈大。 “滚雪球”式的教学方式,将句型分解成短语,再化解成独个单词,这样单词、短语、句型兼顾的方法使学生和教师都能从中得利。最后,再将完整的对话呈现给学生,学生也比较容易接受。在教师一步步逐层深入的激励下,学生的知识点自然也如“雪球”一样,越来越牢固,越来越厚实。