1、Teaching aims 1.Ss can master the words“in,on,under,behind,between,next to,in front of ”and the sentences of“There be”by making situation and describe there is something in somewhere freely. 2.Ss can comeplete and read the new text ofRead ,think and write by working in groups. 3.Educate Ss to love t
2、heir life and environment around them. Important point Ss can describe there is something in somewhere withtherethere bebe freely. Difficult point Ss can describe their environment withtherethere isisortherethere areare. Knowledge links Know their own community. 教学过程 教学内容及教师指导学生活动及设计意图 Step1.Step1.W
3、armingWarmingupupandand Revision.Revision. 1:T says “Hello”to Ss. 2 :T shows CAI. Ss say “Hello”to T 1.Ss review some words and phrases: “in ,on,under,behind ,betwe en,next to ,in front of” 旧知的复习 激活了学生 的思维， 为新 知的呈现起 Step2Step2PresentationPresentationandand Drill.Drill. Tshowsapictureand introduces t
4、he community. T directs Ss to look at the picture and say what is in the community. T direct Ss to say the words T directs Ss to look at the picture again and fill in the blank of the first paragraph. T shows the answer . T shows the second paragraph and directs Ss to discuss in 2.Ss look at the pic
5、tures and make sentences with “There is /are” Ss look at the picture and listen to the teacher. Ss look at the picture and say:Thereisa/There are Ss say the words together: building,lake,kindergarten, shop,basketball court Ss look at the picture again and try to fill in the blank of the first paragr
6、aph:There are Ss write the answer on their books. Ss discuss in their groups andfindtheanswers,then 到了很的铺 垫作用。 采用语篇教 学模式， 首先 让学生初步 感知， 对课文 中的社区结 构有初步的 了解， 有利于 教学内容的 进一步展开。 利用多媒体 课件创设情 境， 学生探索 新知的欲望 their groups, then find the answersandwriteontheir books. T directs Ss to say the answers and shows th
7、e correct answers one by one. T find a student to read the second paragraph completely. T shows the last paragraph and directs Ss to discuss again and write their answers on their books. T directs Ss to say the answers and shows the correct answers one by one. T find a student to read the last parag
8、raph completely. StepStep 3.3. PracticePractice T plays the recorder write on their books. Ss say the answers , check and correct their wrong answers. A student read the second paragraph completely. Ss go on discussing in their groups and write down the answers. Ss say the answers , check and correc
9、t their wrong answers. Astudentreadthelast paragraph completely. Ss listen to the recording and repeat. Ss look at the four questions 非常强烈， 能 积极主动地 进行学习。 真 实的情境可 以更好地帮 助学生理解、 感知句型,便 于学生更好 地掌握. 各种形式的 练习全方位 有效地提高 Tshowsfourquestionsand directs Ss to answer: 1.H ow many buildings are there in our commu
10、nity ? 2.Isthereariverinour community ? 3.Is there a shop? 4.Where is the kindergarten ? T directs Ss to practise to read the text in groups. T directs Ss to read the text in groups. Step4.Step4.ConsolidationConsolidationandand ExtensionExtension T directs Ss to finish the exercise of Part 3.Look,Lo
11、ok, writewrite andand saysay and try to answer: 1.There are six buildings. 2.No, there isnt. 3.Yes,there is . 4.ItsbetweenNo.2 Building and No.5 Building. Ss practise to read the new text in working groups. Ss read the new text with their partners. Ss look at a picture of a study and describe the st
12、udy with therethere isis or therethere are,are, then write the sentences on their books. Twostudentswritethe 学生的听、 说、读的技 能， 小组间的 合作更好地 提高了综合 语言运用能 力,培养了学 生与他人合 作交流的能 力。 Part3 的练习 向学生展示 了一个书房， 学生看图观 察并写出句 型， 提高了学 生动手写的 能力， 可以全 面考察学生 T find two students to write on the blackboard. T leads Ss to check
13、the answers T directs Ss to play a guessing game. TdirectsSssumupthe importance. T shows the homework: Write somethingaboutyourschool withtherethere isisortherethere are.are. answers on the blackboard. Sscheckandcorrectthe answers. Ssplayaguessing game:Guess and say withtherethere isisortherethere a
14、re.are. Ss sum up the importance. Ss finish the homework after class. 对重点知识 的掌握和应 用。 游戏调动了 学生的积极 性和兴趣， 再 现重点， 并提 高了学生对 语言的应用 能力 有效的作业 可以帮助学 生更好地掌 握和巩固重 点，强化记 忆， 使课堂教 学得以延伸 和补充。 板 书 设 计 Unit 8. Our community There is There are 教 学 反 思 本课是一节关于“There be”句型的复习课，教师采用任务型教学模式 进行课堂教学， 学生在完成任务的过程中完成对 “There be” 句型的复习， 并小组内探究合作完成对课文的补充，进而可以灵活应用“There be”句 型来描述书房、卧室、社区等自己所熟悉的周围环境，达到了学有所用 的教学目的。但是从整体效果来看，一小部分同学课堂积极性不高，参 与性不强， ，无法融入英语课堂。教师应从学生的兴趣和积极性入手，采 用多种教学活动形式，让每一个学生都活跃在我们的英语课堂中！
