Recycle 1ppt课件配套教案内容

PEP5 Unit5 There is a big bed

B Let’s talk 一

教材分析

本部分学习的核心句型There are so many pictures here. There are so many plants here, too.教材通过Sarah 和Mike参观张鹏家客厅的情景，让学生感知上述句型的语义及语用情景。

二

教学目标

能够在情景中运用句型There are …描述某处有某物；能够在语境中理解以下新词和词组的意思并正确发音：grandparent, their, house lots of. 三

教材重点、难点

There is …与There are…区别

四

教学过程

Step1 Warm—up 1 Display for 1 minute 2 Revise the words: (贴图)

Plant, plant there is a plant……

（设计意图：单词复习为本课做好词汇铺垫）

3 Free talk Show a picture of bedroom, Ss talk about it .

T: Look , here is a bedroom, what’s in the bedroom? There is a ……

Ss have a try. （设计意图：利用图画复习there is a….. 为区别there are …做好准

备）

Step2 Presentation and practice 1 Let’s try T: There are so many things in the bedroom. What’s in the living room? Let’s listen and answer. Ss listen to the tape , then check the answers. 2 There are……

(1) T: What is in Zhang’s living room? Let’s watch the video, Watch carefully and answer. (关闭字幕，播放)课件呈现living room Ss 随意说，可直接说单词，如plants

flowers

pictures （设计意图：直接切入文本，直接进入文本情景，并利用录像的画面引出句型there are…更自然巧妙）

(2) 摆一盆plant

Plants :T: (指a plant) There is a plant. (指PPT)There are so many plants.(板书) Ss 跟读。

Read: plants --- so many plants ---There are so many plants.(带手势)

there 同音their Pictures: T: What else is in the living room?

Ss : pictures

T: There are so many pictures.

Ss read it . 直接读句子There are so many pictures. (出示some) (带

手势) Flowers: T: There is a picture in the living room . and there are lots of flowers in it .

Ss read: lots of---lots of flowers---there are lots of flowers. (带手势) Wrap up the rules: (compare There is a …with There are…

) T: There is a plant. There are lots of plants.

Can you find some rules? Ss have a try . T: Here is a tip for you.(show the tip : There is + 单数，

There are +复数) （设计意图：重点句型There are …的讲解，利用手势强化there are …复数，利于记忆）

（3）Practice (work in pairs) There are ……

T: (切换PPT-- living room) Let’s continue to talk about the living room. What’s in the living room? Let’s talk about in pairs, here is the requirments, At least two sentences ,you can’t repeat.(PPT出示要求：

每人至少两句，不重复) Ss work in pairs. Display in class. 渗透They are beautiful /lovely/ colourful! （设计意图：继续利用文本图谈论living room的其他东西，加强了对文本的理解，同时对重点句型there are .. 又一次强化）

3 My father can draw very well. There are so many pictures here. Who draws the pictures? You can find the answers from the books.

Ss read the book quickly. Ss: Zhang Peng’s father. T: Zhang Peng’s father can draw very well. My father can draw very well.(PPT) Ss read it. 4 They are my grandmother’s plants. T: There are so many plants here too. Whose plants are these? Ss: They are Zhang’s grandmother’s plants.

Show: They are my grandmother’s plants. 5 My grandparents have a garden in front of their house. (1) grandparents(PPT) T: This is grandmother , grandfather , we call them grandparents. (2)show: What does Zhang’s grandparents have in front of their house? Ss: Zhang’s grandparent’s have a garden . Show : My grandparents have a garden.

Then show: in front of their house. Ss read the sentence with the picture. （设计意图：利用教师提出问题，学生快速文中找答案的方法，对

3,4,5中单词grandmother’s grandparents their 和句型的理解）

6 Listen and follow. 强调

wow, so many , cool, lots of ,

Ss read in pairs. （设计意图：对话教学中，侧重读文本时的感情融入，而个别音误放第二位）

Step3 consolidation and extension 1 Find the differences T: Let’s have a relax, play a game, find the differences, here are two pictures, they are different, Can you find the differences?

Show the requirements, (要求：每人至少说一条，小组内不准重复，每条记一分) Ss work in groups.

Display in class.

渗透There be 句型的就进原则。

（设计意图：用学生最喜欢的游戏找不同，让学生区别利用句型there is …

和there are… ,同时培养学生小组合作能力）

2 Talk about the living room T: This is a living room, it’s very beautiful! What’s in it? Let’s make a dialogue. You can use these sentences. Teacher and a student make a dialogue. Ss work in pairs.

Display in class. （设计意图：通过两人一组谈论living room, 使句型there ia a …

there are …真正运用的生活实际）

3 Writing Ss look at the living room ,and write ,with There is a …

There are …

（设计意图：培养学生写话的能力）

教学反思：

本课是一节对话教学课，主要句型There are…的运用，现将本节课成功点及不足分享如下：

比较满意的几点：一，巧妙地直接切入文本。我采用教师直接提问What’s in Zhang’s living room? ,让学生带着问题看录像，（关闭字幕）最后录像画面落在living room，正好学生通过看录像的信息及最后画面的信息回答问题，有了画面的帮助，问题简单多了。

二，在practice 环节，继续用living room图练习There are …始终没离开文本上的图，强化了对文本的理解。

三，

在听录音跟读环节，指导学生有感情的朗读，感情第一，流利第二，读音第三的原则，使文本显得不再干瘪枯燥，从此读得目的不再是枯燥机械的重复，而变成了有感情的表演。

四，本课小组活动有效积极。尤其在找不同环节，小组长能起到带头作用和领导作用，小组内能互相帮助，尤其小号能主动打帮助大号同学。There is a …与There are…s, 易混淆，而学生小组内能够做到相

互帮助纠正错误。

然而本课也有很多的问题存在：在find difference环节，我选的图比较复杂，里面的东西比较多，显得很乱，如果画里面的东西少点会很清晰；第二，由于课容量较大，内容较多，我怕完不成教学任务，再加上语速本来就很快，所以这节课显得很紧张，一直在快节奏的进行着，以后我要尝试放慢语速，放慢讲课的速度。

总之，通过这次讲课给我的最大感悟就是，不管多难的课，多难的句型，只要认真琢磨，层层拨皮，都会化难为易，学生较轻松的接受，学会。