1、 Teaching designTitleUnit 8 Our community课型/课时New/The first periodTeaching aims1.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 of R
2、ead ,think and write by working in groups.3.Educate Ss to love their life and environment around them.Important pointSs can describe there is something in somewhere with there be freely.Difficult pointSs can describe their environment with there is or there are.Knowledge linksKnow their own communit
3、y.教 学 过 程教学内容及教师指导学生活动及设计意图Step1. Warming up and Revision.1:T says “Hello”to Ss.2 :T shows CAI. Step2 Presentation and Drill.T shows a picture and introduces the community.T directs Ss to look at the picture and say what is in the community.T direct Ss to say the wordsT directs Ss to look at the pic
4、ture 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 their groups, then find the answers and write on their books.T directs Ss to say the answersand shows the correct answers one by one.T find a student to read the seco
5、nd 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 answersand shows the correct answers one by one.T find a student to read the last paragraph completely.Step 3. PracticeT plays the recorder T shows four q
6、uestions and directs Ss to answer:1.H ow many buildings are there in our community ?2.Is there a river in our 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. Consolidation and Extension T d
7、irects Ss to finish the exercise of Part 3.Look, write and say T find two students to write on the blackboard.T leads Ss to check the answersT directs Ss to play a guessing game.T directs Ss sum up the importance. T shows the homework: Write something about your school with there is or there are.Ss
8、say “Hello”to T1.Ss review some words and phrases:“in ,on,under,behind ,between,next to ,in front of”2.Ss look at the pictures and make sentences with “There is /are”Ss look at the picture and listen to the teacher.Ss look at the picture and say: There is a/There are Ss say the words together:buildi
9、ng,lake,kindergarten,shop,basketball courtSs look at the picture again and try to fill in the blankof the first paragraph:There are Ss write the answer on their books.Ss discuss in their groups and find the answers,then write on their books.Ss say the answers , check and correct their wrong answers.
10、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 correct their wrong answers.A student read the last paragraph completely.Ss listen to the recording and repeat.Ss look at the four questions and try to answer:
11、1.There are six buildings.2.No, there isnt.3.Yes,there is .4.Its between No.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 study with there is or there are,then write the senten
12、ces on their books.Two students write the answers on the blackboard.Ss check and correct the answers.Ss play a guessing game:Guess and say with there is or there are.Ss sum up the importance. Ss finish the homework after class.旧知的复习激活了学生的思维，为新知的呈现起到了很的铺垫作用。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
13、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 communityThere 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！
