B教案及板书设计

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Unit 6 In a nature park Part B Let’s talk

教案

教学目标：

知识目标：听懂会说句型“Are there …?”及回答

“Yes, there are./No, there aren’t.”并能在实际情景中运用。21世纪教育网版权所有

能力目标：能将“Are there any…?及Yes, there are. No, there aren’t .用于相应的情景中和向他人获取信息。21教育网

情感态度：培养学生热爱家乡的美好情感。

教学重点：

听、说、认读并运用句型“Are there …?”“Yes, there are./No, there aren’t.”21cnjy.com

教学难点：能在实际情景中灵活运用上述句型进行交际。any 的用法。

教学准备：tape/recorder/CAI

板书预设：

PEP Book5 Unit6 In a Nature Park Part B Let’s talk

A: Is there a

… in the…?

↗

B: Yes, there is. / No, there isn’t.

A: Are there any

… in the…?

B: Yes, there are. / No, there aren’t.

教学步骤：

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教学步骤

↘Warming-up 1.Game: I say说出同类的单词

T: Let’s talk about some fruit/ food/ animal: I say “an apple/…”

2.Revison: (1)words: T: Now let’s look and read some words.

A mountain→mountains, a road→roads, a tree→trees, many many trees →a forest ….

教学分析

复习相关的水果、食物、动物类类单词，激活英语思维，为后方的对话表演做铺垫。

(2)sentence patterns: T: Great! Please talk about the city and village. S: There is a/an …in the city/village.

There are …in the city/village.

描述城市和农村，复习There be句型

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伴随着欢快的音乐节奏，逐步复习词汇的单复数，并组成一副美丽的城市和乡村图。

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↘Presentation and practice

1.创设野炊情境，引入主人翁城市老鼠和乡村老鼠

T: There come we two friends. One is Jacky, a city mouse. 创设城市老鼠The other one is Tony, a village mouse. Today Tony calls Jacky到乡村野Jacky to have a picnic in his village.

2.教授Are there any … ? Yes, there are. No, there aren’t.

(1)T: So Jacky puts many things in his bag. Look, the bag is full and heavy. What’s in it? Can you guess? Now I’m Jacky. You can ask me.

a/an…in your

①复习疑问句Is there …?

课件呈现句子：an apple umbrella S1: Is there an apple in your bag?

点击物品T: No, there isn’t.

S1: Is there an umbrella in your bag?

点击物品T: Yes, there is. ②课件呈现复数pears bag?过渡到复数形式的疑问句Are there any …in your bag?，循序渐进，由易到难，符合学生认知规律，学生在不知不觉炊情境，在情境中学习新知。

猜测Jacky的书包里装了什么东西，由单数形式的疑问句Is there 深圳市二一教育股份有限公司

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T: Can we still ask: Is there a/an …in your bag?

Ss: No. 中就接受了新的知识点。

T: Yes. So now we can ask by the sentence: Are there any

pears in your bag? 教读：any，联想单词many →集体读→个别读. T: Who can ask? S1-3: Are there any pears in your bag? T: Wait and see. 点击物品T: Yes, there are. →集体读→个别读. ③课件oranges S1-5: Are there any oranges in your bag? T 轻声告诉发言的学生：No, there aren’t.

T: Let’s ask them together.

Ss: Are there any oranges in your bag? S: No, there aren’t.

T: Really. Let’s me check it.

点击物品No, there aren’t. →分男女生读→个别读. ④课件bananas/hot dogs

学生询问包里是否有oranges，并以耳语地方式地告诉发言的孩子，激发其他孩子的发言欲望，由pears引入问句Are there any pears in your bag?教读新句型，机械练习问句，再引入答句Yes, there are.

T: How about these food? Now who can ask? This time all 调动积极性，再of us are Jacky. S1: Are there any bananas in your bag? 点击物品T+Ss: Yes, there are.

引入答句No, there aren’t.

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S2: Are there any hot dogs in your bag? 点击物品T+Ss: No, there aren’t.

(2)掌心书包，练习一问一答

由hot T: Now you know what’s

in Jacky’s bag? But If you want dogs/bananas，将to have a picnic. What will you want to put in your bag? 句型的一问一答Now your hand is your schoolbag. You can choose something and draw them in your hand quickly. And then talk in pairs.

→T与S1示范→Pair work→4对show out. A: Are there any …in your bag?

B: Yes, there are./No, there aren’t. There are ….

3.引入对话文本，细致处理

(1)T: Everything’s ready. Jacky is driving to the village,

游戏画一画，猜一猜同桌的掌心融入到个人与集体的操练中来。

with a lovely song:《

Let’s have a picnic》Now, let’s all be 书包里是什么东Jacky, drive the car and sing together. Great! Jacky is reaching the village, now. Wow, Tony is waiting for him. Now I’m Tony. You are Jacky.

①Tony: Hello! Jacky. Nice to meet you. Jacky: Nice to meet you, too.

T: After the small greeting. They are going on talking. Let’s listen.

录音内容：

西，扩大语言操练面，为学生提供更多表达的机会，而猜对也可以让学生获得成就感，形成学习的动力。

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Jacky: Wow! Your village is so nice. Is there a nature park

in your village? Tony: Yes, there is.

Jacky: Are there any lakes in your village? Tony: Yes, there are. →check the answer: nature park

Are there

②T+Ss 齐读、演这个对话

(2)引入对话文本

①T: From the talk, we know Jacky asks two questions. They’re

师生扮演Jacky开着车，唱着歌曲Have a Picnic来到了村口，使得情境更加地真实形象，

“Is there a nature park in your village? Are there any lakes

in your village?” If you are Jacky, can you ask some

questions.

S1-: ….

T: Jacky also has two more questions. Please listen

and answer. Q1: Are there any bridges your village? Q2: Are there any tall buildings in your village? →Two students answer the questions.

(3)Follow the tape. 通过听力手段，让学生听一听Jacky和Tony在村口的对话，让学生对该村庄有一个大概的了解，并且综合了单复数句型Is there…?Are T: Look! These are long sentences. You can read like this. there …?为后方Are there∣

any bridges∣

in your village? 的语言生成做铺 深圳市二一教育股份有限公司

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Are there∣

any tall buildings∣

in your village? Now let’s listen and repeat.

垫。

T: Who can read these sentence?—每句请3位学生起来学生扮演Jacky模仿读

S: …

提问有关乡村的问题，让学生综T: Great! You can read very well./ Never mind, try again. 合运用Is (4)Read and act the whole talk in pairs.—2 pair show out. there…? Are there …?

带着问题听录音，有利于学生理解文本对话。

将长句型分成几个意群，让学生按意群朗读，降低了难度。

↘Consolidation

T: Jacky and Tony go to the village and walk around.

描述乡村里的Wow, There is a big nature and a nice farm in the village. nature park和Can you talk about the nature park and farm. S: There is/are …in the nature park/on the farm.

farm,为后方的表演铺垫。

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1.Scene 1: On the farm T: Where do they go first? Oh, they go to the farm first. Now you’re Tony. I’m Jacky, OK?

(1)

逐句引入

T: Is there an apple tree on the farm? S: Yes, there is. There are many apples. T: Are there any cats on the farm? S: No, there aren’t.

T: Great! Let’s go!

S: Oh, no! Farmer is coming.

引入场景一“农场”，逐句引入Jacky 和Tony的对话，为学生搭建语言支架。

老师和一学生示范表演，给学生一个学习模仿的榜样。

(2)

T与S1示范表演

T: Great! Who can come here and act with Miss Lin? 2.Scene 2: In the room (1)

T: Farmer is on the farm. They can’t go to the farm. 深圳市二一教育股份有限公司

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Look!

There’s a hole in the house. So they crawl into the hole and 学生想象创编get to the room. Now they’re in the room. There’s a talk Jacky 和Tonybetween them. Please talk in pairs. One is Jacky, one is 在场景二“房Tony. 间”，引导学生运(2)

1 pairs show out.

Jacky: Is there …in the room?

Tony: Yes, there is. /No, there isn’t.

Jacky: Are there any …in the room?

Tony: Yes, there are./ No, there aren’t. Jacky: Great! Let’s go.

Tony: Oh, no. There is a ….

3.综合运用表演

学生选择一个场景或编一个新场景进行表演，给予学生的充分地自主权，发挥想象，综合运用。

用语言。

(1)T: What happened to Jacky and Tony? How about they

go the nature park/farm/room or some other places. Now

please work in pairs

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创设近似真实的生活场景，学生

(2)2 pairs show out. 4. Make a survey (1)T: It’s time for Jacky to go back home. What does he say to Tony. Let’s read together.

可以把之前学习的知识用上，实现课标强调的要重视对学生语言T+Ss: Tony, it’s time to say goodbye. My city is so great. 实际运用能力的Do you want to go to my home? Tony: Yes. But what’s your city like?

T: Let’s help make s survey. Ok? Now work in pars. 3 students act as Tony, one Ss act as Jacky. At last, some students make a report.

Nature farm KFC tall park

city

Report:

buildings

培养这一理念。让学生完成调查、汇报活动，使本课的重点知识达到一定程度river bridges …

的活用。

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There is …in the city.

There are …in the city.

But there is/are no ….

5. Go to Jacky’s city.

T: Come on, boys and girls. Let’s go to Jacky’s city together. Ok! Let’s look and read together.

(1)There is a KFC in the city. (2)There is a nature park in the city. (3)There are many tall buildings in the city. (4)There are many cars in the city. …

6.Summary T: Whether you live in a city or in a village, please love your hometown and enjoy the life.

师生一起欣赏Jacky’s city，边看边描述。

不管居住在城市还是乡村，都要热爱家乡和享受生活，升华主题，培养学生热爱家乡的美好情感。

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↘Homework

Step four: Homework 1.表演故事Jacky农村之行

2.做一个调查,同学间相互交流汇报

(1)调查家乡

(2)调查学校

(3)调查同学房间物品摆设

Is there a/an …? Are there any …?

There is a/an ….

There are ….

语言的学习必须有一定的延续性，定量的、有意义的家庭作业，将课堂延伸到了课外，强调语言课后巩固。

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