初二英语therebe全英教案

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初二英语therebe全英教案

By Liu Yuan fu

Junior or Senior Section：Class： Aids: CAI, PPT

Contents:

1. Vocabulary：guitar, join, dance, swim, sing,

chess, paint, s peak, play chess, speak English, play

the guitar, want to join the music club, art club.

2. Structure: Can you play the guitar/

swim/paint/dance---?

Yes, I can. No, I can’ t I can---.

Can he/she play the guitar/ swim/paint/dance---?

Yes, he/she can. No, he/she can’t. Bu t he/she

can---.

I want to join the art club.

3. Dialogue:1c.

4. listening: 1b.

Objectives:

1. Teaching Aims and Demands

Instructional Objectives

Be able to use the new words and phrases: guitar,

join, dance, swim, sing, chess, paint, s peak, play

chess, speak English, play the guitar, want to join the

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music club, art club

Be able to use “can” and can’t.

Ability Objectives

Be able to use listening skills to comprehend

their dialogues, such as listen for specific

information etc.

Be able to use what they learned to describe what

they can do and give responses.

Be able to use the language they learned to finish

a dialogue and a short passage.

Educational Objectives

Arousing students’ interest and helping them

learn by using pictures. Building their confidence by

step by step approach and careful scaffolding.

Personal objectives

Teaching the new words in different stages of the

whole process.

2. Teaching Importance

To master the key vocabulary

To understand and use the target language

To master the usage of the different forms of

“can” in the target language.

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3. Teaching Difficulties

To enable the students to understand the sentence

patterns to talk about the ability activities.

To enable the students to use the target language

The students learned the structure “can do sth”,

So it’s difficult and important to let them understand

it can also be used to talk about the ability activities.

4. Teaching Aids

Multi-media computer, Tape recorder and so on.

5. The Teaching Methods

Communicative teaching method.

Audio-visual teaching method.

Task-based teaching method.

6. Studying Ways

Let the Ss

to

pass

study “Observation—Imitation—Practice”

language.

Let the Ss pay attention to the key information

in listening practice.

Enable the Ss to study English language by

Communication.

Let the Ss know that conclusions and being good

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at thinking are necessary to learn English well.

Procedures and Time Allotment:

Task1: Warming-up

Before class, get Ss to enjoy an English song for

about minutes to warm them up.

The purpose of the task-based activities is to

Interest the students Task:Lead-in

1. Use the PPT to lead in the new lesson.. show

some pictures and

teach the words and phrases: guitar, join,

dance, swim, sing, chess, paint, s peak, play chess,

speak English, play the guitar, want to join the music

club, art club.

2. ask Ss read the words together.

The purpose of the task-based activities is to

use real program to arise the students’ interests and

students can easily understand the new words through

watching the pictures.

Task3: Play a game

1. Show some actions and let Ss guess what kind

of actions they are. Ask the students to act out the

actions in front of the class in ten seconds.

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2. Match words with the people in 1a. Show the

words and the pictures of the actions. Let the students

do then check the answers.

The purpose of the task-based activities is to

consolidate vocabulary Task: Presentation

1. Show some actions and say I can play the

guitar/ swim/paint/dance---. Then ask the students:

Can you play the guitar/ swim/paint/dance---? Help the

students answer: Yes, I can./ No, I can’t. Bu t I can---.

2. Show some pictures of the actions and ask the

students to practice in pairs together in class.

Finally invite some groups to act them out in front of

the class.

3. Show some actions and say he/she can play the

guitar/ swim/paint/dance---. Then ask the students:

Can he/she play the guitar/ swim/paint/dance---? Help

the students answer: Yes, he/she can./ No, he/she can’t. Bu t he/she can---.

4. Show some pictures of the actions and ask the

students to practice in pairs together in class.

Finally invite some groups to act them out in front of

the class.

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The purpose of the task-based activities is to

let the students learn to cooperate with each other and

practice the language points, improve the students’

abilities of speaking.

Task5: Representations

1. Show some pictures of the clubs and let the

students tell what clubs they are. E g: A: Do you know

the clubs? B: Yes, I do.

A: What kind of club is it?B: It is art/

music---club.

2. Show some pictures of the clubs, ask and answer:

A: What club do you want to join? B: I want to

join the art club. A; Can you paint?B: Yes, I can.

3. Pair work

Show some pictures of the actions and ask the

students to practice in pairs together in class.

Finally invite some groups to act them out in front of

the class, using the following sentences:

A: What club do you want to join? B: I want to

join the --- club. A; Can you ---? B: Yes, I can. I

can---.

The purpose of the task-based activities is to

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train their communication skills and grasp the

expressions in this lesson. Task. Listening

1. Ask Ss to open their books and turn to Page9.

Look at part 1b, look at the conversations and make sure

the students understand the conversations and what to

do. Then play the tape for three times. For the

There be句型

一、导入

二、专题讲解

There be

某物或某人 + 某地”。

2、be动词的选择： There be 结构中的谓语动词be在人称和数上应与 语保持一致。主语是不可数名词或单数可数名词时用is ；主语是复数时用are。

3、具体结构： There is + 单数可数名词/不可数名词+ 地点状语.

E.g. There is a desk in the classroom. 在教室里有一张桌子。

There are + 复数名词+ 地点状语.

E.g. There are apples in the box. 盒子里有五个苹果。

口诀：

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“有”字放前面，有“啥”放中间；

时间地点放后面；

单数is, 复数are

注意be的两变化。

把图片倒过来看一下？

4、句型变化：

、否定句：there be的否定式通常在be后加not。

诚信 专业 优质 规范 第1页

句型 1、定义： There be 结构主要用以表达 “某地有某人”。其基本句型为“There be +

E.g. There is a bike under the tree. 树下有一辆自行车。

There isn’t a bike under the tree.

E.g. There are little girls in the room.在房间里有两个小女孩。

There aren’t little girls in the room.

、一般疑问句及其答语：

、一般疑问句：把be动词提前,首字母大写,句末用问号即可。

、回答时，“用什么问，就用什么答”，用Is / Are

there来提问，就用there is / are

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来回答。

肯定回答：Yes, there is / are.

否定回答：No, there isn’t / aren’t.

E.g. 1、There are two cats in the tree.树上有两只猫。

Are there two cats in the tree?

Yes, there are.

No, there aren’t.

. 、There is a computer on the desk . 在桌子上有一台电脑。

Is there a computer on the desk？

Yes, there is.

No, there isn’t.

课堂练习：1. There is a new bed and an old desk

in the room .

否定句

一般疑问句

否定回答

5、some和any在“there be”句型中的用法：

some 一些

？

2、There are some children in the picture. 图片2016

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里有一些小孩。

？

课堂练习：1. -- Are there _____ shops near here?

-- No, there are _____ shops near here.

A. some, not B. some, anyC. any, notD. any, no

2．There are some tables on the floor.

6、就近原则：

there, be的形式要与一个主语在

人称和数上保持一致。

书桌上有一支钢笔、两支铅笔和一些书。

书桌上有两支铅笔、一支钢笔和一些书。

some books，two pencils and a pen on the

desk.

书桌上有一些书、两支铅笔和一支钢笔。

课堂练习：Theremilk and eggs on the table .在桌子上有牛奶和鸡蛋。

There eggs and milk on the table.

7、“there be” 和“have”的区别

There be表示“存在有” ；have表示“所属有”。他们都翻译为“有” 相同，且两种结构不能同时合用。

E.g.1、I have a book .我有一本书。

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2、There is a book on the desk .在桌子上有一本书。

8、常见的的介词和介词短语：

介词：at 在..... in 在......里面on 在......上面

under 在......下面behind 在......后面 near

在......附近 介词短语举例：

at home 在家in the box 在盒子里

on the floor 在地板上 under the tree 在树下

behind the door 在门后面 near the zoo 在动物园附近in front of 在„„前面

变式练习

一、用恰当的be动词填空。

1. There _____a map on the wall.

2. There _____many things on her desk.

3. There _____a big dog and a small cat near the

table.

4. There _____two bikes under the tree.

5. There _____a pen, two pencils and an eraser

in the pencil-box.

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6. There _____some books, a pencil-box and a pen

on her desk.

二、单选题

1. ______ there a radio on your desk?

A. AreB. Is C. Am

2. ____ there a map on the wall? Yes, there ______.

A. Are / isB. Is / are C. Is / is D. Are /are

___ two apples, one orange and one banana

on the table.

A. has B.

_____ a pencil, a book and two pens on

the table.

B.

5. Are there _____ pictures on the wall? No, there

aren’t ____.

A. any / any B. some / any C. some / some

D. any/some

_______ some water in the cup .

A. is C. are D. be

四、巩固练习

一、用 have或has填空。

1．I _______ a nice picture.

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2．He _______ a good friend.

3．They ______ some kites.

4．We _______ some flowers.

5．Her mother _______ a vase.

6．Nancy ______ many skirts.

7．My friends _______ a football.

8．What do you ______ ?

9．What do your friends ______ ?

10．His brother ______ a basketball.

1.

1．I have a ping-pong ball.

否 疑

2．There is a book and a pen in the bag.

否 疑

3．His aunt has a new TV.

否 疑

4．There are some boys in our class.

否 疑

Introduce a Place

From ModuleUnitCommunication WorkshopI.

Teaching aims

At the end of this lesson, students will

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1. be very interested in writing an article to

introduce a place.

2. be able to use suitable person, tense, layout,

sentence structures and linking words to introduce a

place .

3. be proud of our capital Beijing and our

hometown Jiaozuo and love them. II. Teaching key points

and difficult points

1. Teacher leads students to understand and

master the layout, sentence structures and linking

words effectively.

2. Teacher leads students to master the way to

use advanced and various sentence structures.

III. Teaching and learning methods

Process-focused writing approach, Group work,

Cooperative learning. IV. Teaching procedure

1. Teacher arouses students’ interests by

showing some photos of some famous cities in the world,

and singing the song, “Welcome to Beijing”.

2. Teacher shows the sample article of Beijing

to students. This article serves as language input

before writing.

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3. Teacher asks students questions to lead them

to understand and master the layout, sentence

structures and linking words effectively.

e.g. “How many paragraphs are there in the

article?”

Answer: “What factors are included in the

first paragraph?”

Answer: .

“Can you find and circle the beautiful and

advanced sentences in the article?” Answer:

4. Students work in groups and cooperate with

each other to answer these questions.

5. Teacher introduces the writing task “write

an article to introduce Jiaozuo.

6. Teacher divides students into groups of six

and arouses them to express the photos of Jiaozuo in

best possible ways according to the sentence structures

in the article of Beijing. Meanwhile, teacher

encourages students to join simple sentences together

with linking words, relative pronouns, present

participles, etc. to form more advanced and more

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various sentence structures.

7. Students write the first drafts by themselves.

8. Teacher stimulates students to check and

correct their own drafts; meanwhile, teacher provides

the standards of checking and correcting. For example,

the content, the layout, the language, the linking

words, the handwriting, the tense and person, the

grammar and the spelling.

9. Teacher divides students into groups of six

and arouses them to check and correct their partners’

articles. Teacher provides the standards of checking

and correcting again.

10. Teacher chooses two typical articles to

examine before class; students learn how to check fully

and effectively.

10. Teacher help the students to summarize some

typical and common mistakes among students’ articles,

and correct and analyze them.

12. Homework. Polish the first draft and rewrite

it.

V. After-class reflection(教后反思）

1. By singing a song to lead in, students are

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deeply aroused to read the sample article of Beijing,

but my singing is not professional and perfect.

2. The article is well designed with many good

sentence structures and linking words, students can

understand them by answering the questions intended for

them, but the time spared for them is too limited, and

they can’t fully master and practice them.

3. The time given students to write is 10 minutes,

which proves relatively short and limited. I should

have given them more time to write the article better.

4. The time for students to check is only minutes,

which proves to be too short. The checking procedure

is very important in writing practice, so teachers

should place more emphasis on it.

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