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(1) Ss will be able to understand and speak out “Are there any…?” , respond by saying “Yes, there are. / No, there aren’t.”, and apply flexibly in actual situations.
(2) Ss are to have a good command of the usage of “some” and “any”.
2. Ability Aims
(1) To introduce briefly with the sentence pattern of “There be…” .
(2) Students are encouraged to think from multiple levels, grasp effective learning strategies while sticking to the cultivation of the key competencies of English.
3. Emotion Aims
(1) Students are willing to cooperate with and help classmates in English-learning activity to accomplish tasks altogether.
(2) Students are able to feel the beauty of the park, thus experiencing the good of life and loving nature.
Part III Focal&Difficult Points
Focal Points:
(1) To listen, speak, recognize, read and apply the sentence patterns of “Are there any…? Yes, there are. / No, there aren’t.”
(2) To grasp the usage of “some” and “any”.
2. Difficult Points: To properly use “any” in sentence patterns, to obtain information by using said-above sentence patterns.
Part IV Teaching&studying methods
Scenario teaching, Communicative approach, Cooperative learning, Task-based Teaching and Audio-visual Teaching.
Part V Teaching Process
Step 1: Greet and review in order to guide new lessons.
The teacher makes a self-introduction.
Greetings: What’ s your name? What do you do on the weekend?
(3) Game:
Guide Ss to review the sentence patterns of “ there be” by playing“Spot the Difference”.
(4) Lead-in:
Compare teacher's school with students' school to review“Is there a playground/library? Yes, there is. / No, there isn't.”
Step 2 With the old knowledge to present the newly-learned.
A natural transition is made from “Is there a playground in your school” to “Are there/ cars/trees... in your school? Yes, there are./ No, there aren’t.” Have been written on the blackboard, “questions” and “answers” are taught to read.
(2) By using the sentence pattern of “There be…”, the teacher guides students to introduce their school, reminding them of the importance to protect school for its scenery.
Step 3: Create Situation to Review and Practice.
Transit naturally from the school to the natural park.
T: Your school is beautiful. But I know a place. It’s more beautiful. Do you want to have a look?
Present the thinking map.