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英語教案模板there be句型（通用5篇）
作為一名默默奉獻(xiàn)的教育工作者，總不可避免地需要編寫教案，通過教案準(zhǔn)備可以更好地根據(jù)具體情況對教學(xué)進(jìn)程做適當(dāng)?shù)谋匾恼{(diào)整。寫教案需要注意哪些格式呢？下面是小編為大家收集的英語教案模板there be句型，僅供參考，希望能夠幫助到大家。
英語教案there be句型 1
教學(xué)目標(biāo)：
知識與技能目標(biāo)：
（1） 學(xué)生能熟練掌握There be 句型的陳述句、一般疑問句。
（2） 學(xué)生能熟練掌握主謂一致原則；
（3） 學(xué)生能正確區(qū)分There be句型和“have/has”表示“有”的含義。
�。�4） 學(xué)生能熟練運(yùn)用“There be ”句型描述日常生活中的事物。
過程與方法目標(biāo)：
聽、說、讀、寫貫穿教學(xué)的全過程，以自主、合作、探究及“任務(wù)型”教學(xué)為主，充分調(diào)動學(xué)生的主觀能動性和探索精神，注重知識教學(xué)適合學(xué)生的認(rèn)知水平，由簡到繁，由易到難。
情感目標(biāo)：
教和學(xué)的'過程中，注意培養(yǎng)學(xué)生的團(tuán)結(jié)協(xié)作精神，培養(yǎng)學(xué)生的跨文化意識。
教學(xué)重點(diǎn)：
There be 句型的各種句式變化及be的正確運(yùn)用。
教學(xué)難點(diǎn)：
主謂一致；There be和have/has表示“有”的正確運(yùn)用。
教學(xué)用時(shí)：
一課時(shí)
教學(xué)過程：
Step1.復(fù)習(xí)
have/has表示“有”的句型 Ask Ss to make sentences with “have/has”.T.I have two good friends, Mike and Tom.They like sports.Mike has two basketballs and Tom has one soccer ball.板書： have/has 表示“擁有，所有” Step2.課堂導(dǎo)入
T．Look at our claroom, you can see some things(desk, chair, book…)in it.Can you say “墻上有一幅畫”、“桌子上有兩支鋼筆”with “have/has” ?
Step3.呈現(xiàn)新句型
There is a picture on the wall.
There are two pens on the desk.There are twenty desks in
our claroom.There is some milk in the bottle .There are five people
in my family.讓學(xué)生初步感知 There be 句型并找出句型規(guī)律。 板書： There
is/are…+某物/某人+某地…
表示：某地有某物/某人 （表示存在）
教師先引導(dǎo)學(xué)生運(yùn)用此句型結(jié)構(gòu)造句，然后讓學(xué)生兩人一組進(jìn)行操練，相互檢查，然后讓一部分學(xué)生把練習(xí)成果和大家分享。 Step4.T.Can you use “be” easily? 引入主謂一致的教學(xué)
a.讓學(xué)生識別句子的主語（在剛才呈現(xiàn)的句子里試著找一下） b.找出規(guī)律： 有（擁有，所有）
There is/are…+某物/某人+某地…
某地有某物/某人（存在）
主謂一致：
There is+可數(shù)名詞單數(shù)/不可數(shù)名詞…
There are +可數(shù)名詞復(fù)數(shù)…
句式變化： 否定句：There is not/isn’t …
There are not/aren’t…
疑問句：Is/Are there…? Yes,there is/are.
No,there are not/aren’t.Some ------------------ any 肯定句
否定句/疑問句
There is a picture on the wall.There are two pens on the desk. There are twenty desks in our claroom.There is some milk in the bottle.There are five people in my family.There____ a pen and some books on the desk.There____some books and a pen on the desk.
英語教案there be句型 2
一、教學(xué)目標(biāo)
1. 知識目標(biāo)
學(xué)生能夠理解并掌握 there be 句型的基本結(jié)構(gòu)：There is + 單數(shù)可數(shù)名詞/不可數(shù)名詞 + 地點(diǎn)狀語；There are + 復(fù)數(shù)可數(shù)名詞 + 地點(diǎn)狀語。
能夠正確運(yùn)用 there be 句型描述事物的存在。
2. 能力目標(biāo)
通過聽說讀寫練習(xí)，提高學(xué)生運(yùn)用 there be 句型進(jìn)行交流和表達(dá)的能力。
培養(yǎng)學(xué)生觀察、歸納和總結(jié)語法規(guī)則的能力。
3. 情感目標(biāo)
激發(fā)學(xué)生學(xué)習(xí)英語語法的興趣，增強(qiáng)學(xué)習(xí)英語的自信心。
鼓勵學(xué)生積極參與課堂活動，培養(yǎng)合作精神。
二、教學(xué)重難點(diǎn)
1. 教學(xué)重點(diǎn)
there be 句型的結(jié)構(gòu)和用法。
正確區(qū)分使用 is 和 are。
2. 教學(xué)難點(diǎn)
引導(dǎo)學(xué)生在實(shí)際情境中靈活運(yùn)用 there be 句型，尤其是在描述復(fù)雜場景時(shí)。
讓學(xué)生理解 there be 句型的就近原則。
三、教學(xué)方法
情境教學(xué)法、任務(wù)驅(qū)動法、小組合作法
四、教學(xué)過程
�。ㄒ唬⿲�(dǎo)入（5 分鐘）
1. 展示一些含有不同事物的圖片，如一間教室（里面有桌椅、黑板、學(xué)生等）、一個(gè)花園（有花、樹、蝴蝶等）、一個(gè)動物園（有各種動物）。
2. 教師提問：“What can you see in these pictures?” 引導(dǎo)學(xué)生用簡單的句子回答，如“I can see a desk.” “I can see some flowers.” 等。
3. 教師引出本節(jié)課的主題：“Today we are going to learn a new sentence pattern to describe things in a place. Its called There be sentence pattern.”
�。ǘ┲R講解（10 分鐘）
1. 呈現(xiàn) there be 句型的基本結(jié)構(gòu)
教師在黑板上寫出：There is a book on the desk. 并解釋：“There is” 表示 “有”，“a book” 是單數(shù)可數(shù)名詞，“on the desk” 是地點(diǎn)狀語，表示書所在的位置。
再寫出：There are some pens in the pencil case. 解釋 “There are” 用于復(fù)數(shù)可數(shù)名詞 “some pens”，“in the pencil case” 是地點(diǎn)。
強(qiáng)調(diào) is 用于單數(shù)或不可數(shù)名詞，are 用于復(fù)數(shù)名詞。
2. 舉例說明
教師展示更多圖片，讓學(xué)生用 there be 句型描述圖片內(nèi)容，如：There is a tree in the picture. There are three birds in the sky. 等，教師巡視并給予指導(dǎo)和糾正。
3. 講解就近原則
給出句子：There is a pen and two erasers on the table. 和 There are two erasers and a pen on the table. 對比講解，讓學(xué)生理解當(dāng) there be 句型中有多個(gè)并列主語時(shí)，be 動詞的形式取決于離它最近的主語。
�。ㄈ┚毩�(xí)鞏固（15 分鐘）
1. 口頭練習(xí)
將學(xué)生分成小組，每組給定一幅圖片，讓小組內(nèi)成員輪流用 there be 句型描述圖片，其他成員認(rèn)真傾聽并糾正錯(cuò)誤。
教師在各小組間巡視，參與學(xué)生的討論并提供幫助。
2. 書面練習(xí)
發(fā)放練習(xí)紙，上面有一些填空題，如：There ___ (be) a cat under the chair. There ___ (be) some water in the glass. There ___ (be) five students in the classroom. 等，讓學(xué)生根據(jù)所給名詞的單復(fù)數(shù)形式填寫正確的 be 動詞。
學(xué)生完成練習(xí)后，同桌之間相互批改，教師講解答案并強(qiáng)調(diào)易錯(cuò)點(diǎn)。
�。ㄋ模┩卣箲�(yīng)用（10 分鐘）
1. 情境創(chuàng)設(shè)
教師描述一個(gè)場景：“想象一下你自己的臥室，里面有床、書桌、衣柜、一些玩具等，請用 there be 句型向你的同桌介紹你的臥室�！�
學(xué)生先自己準(zhǔn)備，然后同桌之間進(jìn)行交流，教師巡視并鼓勵學(xué)生盡量詳細(xì)地描述。
2. 寫作練習(xí)
讓學(xué)生以“My Ideal Room”為題，寫一篇小短文，要求至少使用三個(gè) there be 句型描述房間里的物品擺放。學(xué)生寫好后，教師選取部分學(xué)生的'作文進(jìn)行展示和點(diǎn)評，表揚(yáng)優(yōu)點(diǎn)并指出不足之處，同時(shí)給予改進(jìn)建議。
�。ㄎ澹┱n堂總結(jié)（5 分鐘）
1. 教師引導(dǎo)學(xué)生回顧 there be 句型的結(jié)構(gòu)、用法、就近原則等重點(diǎn)內(nèi)容。
2. 提問學(xué)生：“What have you learned today?” 讓學(xué)生總結(jié)本節(jié)課的收獲，教師進(jìn)行補(bǔ)充和完善。
3. 鼓勵學(xué)生在課后繼續(xù)練習(xí) there be 句型，嘗試用它來描述更多的場景和事物。
五、教學(xué)反思
在教學(xué)過程中，通過多種教學(xué)方法和豐富的練習(xí)活動，大部分學(xué)生能夠較好地理解和掌握 there be 句型。但仍有部分學(xué)生在運(yùn)用時(shí)會出現(xiàn) be 動詞選擇錯(cuò)誤或描述不夠準(zhǔn)確的問題，在今后的教學(xué)中應(yīng)加強(qiáng)對這部分學(xué)生的個(gè)別輔導(dǎo)，增加更多的實(shí)踐機(jī)會，讓學(xué)生能夠更加熟練、靈活地運(yùn)用 there be 句型進(jìn)行英語表達(dá)。
英語教案there be句型 3
一、教學(xué)目標(biāo)
1. 知識目標(biāo)
學(xué)生能夠熟練運(yùn)用 there be 句型的各種時(shí)態(tài)，如一般現(xiàn)在時(shí)、一般過去時(shí)、一般將來時(shí)。
掌握 there be 句型的否定形式和疑問形式及其回答。
2. 能力目標(biāo)
提高學(xué)生在不同語境下運(yùn)用 there be 句型進(jìn)行聽說讀寫的綜合能力。
培養(yǎng)學(xué)生運(yùn)用英語思維構(gòu)建句子和段落的能力。
3. 情感目標(biāo)
讓學(xué)生體會到英語語法學(xué)習(xí)的樂趣和成就感，進(jìn)一步激發(fā)學(xué)習(xí)英語的熱情。
通過小組合作學(xué)習(xí)，增強(qiáng)學(xué)生的團(tuán)隊(duì)協(xié)作意識和溝通能力。
二、教學(xué)重難點(diǎn)
1. 教學(xué)重點(diǎn)
there be 句型不同時(shí)態(tài)的構(gòu)成和用法。
否定句和疑問句的轉(zhuǎn)換規(guī)則及回答方式。
2. 教學(xué)難點(diǎn)
引導(dǎo)學(xué)生在實(shí)際交流和寫作中準(zhǔn)確、自然地運(yùn)用 there be 句型的不同時(shí)態(tài)和形式。
幫助學(xué)生理解并正確運(yùn)用 there be 句型與其他句型的'轉(zhuǎn)換和結(jié)合。
三、教學(xué)方法
情境教學(xué)法、任務(wù)型教學(xué)法、合作探究法
四、教學(xué)過程
�。ㄒ唬⿵�(fù)習(xí)導(dǎo)入（5 分鐘）
1. 教師通過提問的方式復(fù)習(xí)上節(jié)課所學(xué)的 there be 句型的基本結(jié)構(gòu)和用法，如：“What is the structure of There be sentence pattern?” “When do we use is and when do we use are?” 等，讓學(xué)生回顧并回答。
2. 展示一些簡單的圖片，讓學(xué)生用 there be 句型進(jìn)行描述，鞏固基本知識點(diǎn)。
�。ǘ┲R講解（12 分鐘）
1. there be 句型的時(shí)態(tài)
一般現(xiàn)在時(shí)：再次強(qiáng)調(diào)其結(jié)構(gòu)，并舉例：There is a park near my home. There are many people in the park. 說明這是描述現(xiàn)在存在的情況。
一般過去時(shí)：講解其構(gòu)成是“There was/were + 名詞 + 地點(diǎn)”，was 用于單數(shù)或不可數(shù)名詞，were 用于復(fù)數(shù)名詞。給出例句：There was a small pond in the village. (過去村子里有一個(gè)小池塘) There were a lot of old houses here. (這里過去有很多老房子) 強(qiáng)調(diào)過去存在但現(xiàn)在可能不存在了。
一般將來時(shí)：介紹其結(jié)構(gòu)“There will be + 名詞 + 地點(diǎn)” 或 “There is/are going to be + 名詞 + 地點(diǎn)”。例如：There will be a concert in the stadium tomorrow. (明天體育場將有一場音樂會) There is going to be a new shopping mall in the city. (城市里將有一個(gè)新的購物中心)
2. there be 句型的否定形式
一般現(xiàn)在時(shí)：在 be 動詞后加 not，即“There is not/isnt... ” “There are not/arent...” 如：There isnt a book on the table. There arent any flowers in the garden. 注意 some 在否定句中要變?yōu)?any。
一般過去時(shí)：在 was 或 were 后加 not，如：There wasnt a party last night. There werent many students in the classroom.
一般將來時(shí)：在 will 后加 not 變?yōu)?wont，或在 is/are going to 中 is/are 后加 not，如：There wont be a meeting tomorrow. There isnt going to be a test this week.
3. there be 句型的疑問形式及回答
一般疑問句：將 be 動詞提前，如：Is there a TV in the room? Are there any chairs in the hall? 回答用“Yes, there is/are.” 或 “No, there isnt/arent.”
特殊疑問句：對地點(diǎn)提問用“Where is/are + 名詞?” 對數(shù)量提問用“How many + 復(fù)數(shù)名詞 + are there + 地點(diǎn)?” 或 “How much + 不可數(shù)名詞 + is there + 地點(diǎn)?” 例如：Where are the keys? How many trees are there in the forest? How much milk is there in the bottle?
�。ㄈ┚毩�(xí)鞏固（15 分鐘）
1. 時(shí)態(tài)轉(zhuǎn)換練習(xí)
給出一些句子，讓學(xué)生將其改為一般過去時(shí)和一般將來時(shí)，如：There is a dog in the yard. (一般過去時(shí)：There was a dog in the yard. 一般將來時(shí)：There will be a dog in the yard. 或 There is going to be a dog in the yard.)
學(xué)生完成后，同桌之間相互檢查，教師進(jìn)行點(diǎn)評和總結(jié)。
2. 否定句和疑問句練習(xí)
教師在黑板上寫出一些肯定句，讓學(xué)生將其改為否定句和疑問句并回答，如：There are some apples on the tree. (否定句：There arent any apples on the tree. 疑問句：Are there any apples on the tree? 回答：Yes, there are. / No, there arent.) 學(xué)生分組進(jìn)行練習(xí)，每組推選一名代表在黑板上寫出答案，其他小組進(jìn)行評價(jià)和補(bǔ)充。
�。ㄋ模┣榫硲�(yīng)用（10 分鐘）
1. 情境設(shè)置
教師描述一個(gè)即將舉辦的學(xué)�；顒訄鼍�，如校運(yùn)會，里面有各種比賽項(xiàng)目、運(yùn)動員、觀眾、設(shè)施等。
讓學(xué)生根據(jù)這個(gè)場景，運(yùn)用 there be 句型的不同時(shí)態(tài)、否定形式和疑問形式進(jìn)行小組對話練習(xí)。例如：A: Will there be a running race? B: Yes, there will. There is also going to be a long jump. A: Are there many athletes? B: There are quite a few. But there werent so many last year. 等。
教師巡視各小組，參與對話并給予指導(dǎo)和糾正。
2. 寫作任務(wù)
讓學(xué)生以“The Changes in My Hometown”為題，寫一篇短文，要求運(yùn)用 there be 句型描述家鄉(xiāng)過去、現(xiàn)在和將來的變化，包括建筑物、環(huán)境、人口等方面。學(xué)生先在小組內(nèi)討論寫作思路，然后獨(dú)立完成寫作。教師選取部分學(xué)生的作文進(jìn)行展示和點(diǎn)評，從語法運(yùn)用、內(nèi)容豐富度、邏輯結(jié)構(gòu)等方面給予評價(jià)和建議。
（五）課堂總結(jié)（3 分鐘）
1. 教師引導(dǎo)學(xué)生回顧 there be 句型在不同時(shí)態(tài)、否定形式、疑問形式等方面的重點(diǎn)知識和易錯(cuò)點(diǎn)。
2. 讓學(xué)生分享在本節(jié)課學(xué)習(xí)和練習(xí)過程中的收獲和體會，教師進(jìn)行總結(jié)和鼓勵。
3. 布置課后作業(yè)：讓學(xué)生用 there be 句型寫一篇關(guān)于自己夢想中的學(xué)�；蛏鐓^(qū)的短文，要求不少于 100 字，注意運(yùn)用所學(xué)的語法知識。
五、教學(xué)反思
通過這節(jié)課的教學(xué)，學(xué)生對 there be 句型有了更深入、更全面的掌握。在教學(xué)過程中，多種練習(xí)形式和情境應(yīng)用有效地幫助學(xué)生鞏固了知識并提高了運(yùn)用能力。但在時(shí)態(tài)轉(zhuǎn)換和復(fù)雜句式的運(yùn)用上，仍有部分學(xué)生存在困難，需要在今后的教學(xué)中進(jìn)一步加強(qiáng)專項(xiàng)練習(xí)和指導(dǎo)，同時(shí)鼓勵學(xué)生在日常學(xué)習(xí)和生活中多運(yùn)用英語進(jìn)行交流和表達(dá)，提高英語綜合素養(yǎng)。
英語教案there be句型 4
一、教學(xué)目標(biāo)
1. 讓學(xué)生能夠理解 there be 句型的基本含義和結(jié)構(gòu)，即“There + be + 主語 + 地點(diǎn)狀語”，并能準(zhǔn)確認(rèn)讀和書寫該句型。
2. 幫助學(xué)生掌握 be 動詞（is/are）在 there be 句型中的正確使用方法，根據(jù)主語的單復(fù)數(shù)形式選擇合適的 be 動詞。
3. 引導(dǎo)學(xué)生運(yùn)用 there be 句型對簡單的場景和事物進(jìn)行描述，提高學(xué)生的'口語表達(dá)和書面寫作能力。
二、教學(xué)重難點(diǎn)
1. 重點(diǎn)
理解 there be 句型的結(jié)構(gòu)和意義。
學(xué)會正確使用 is 和 are 構(gòu)建 there be 句型。
2. 難點(diǎn)
使學(xué)生能夠在實(shí)際情境中靈活、準(zhǔn)確地運(yùn)用 there be 句型進(jìn)行描述和交流，避免與其他句型混淆。
三、教學(xué)方法
直觀教學(xué)法、情境教學(xué)法、游戲教學(xué)法、小組合作法
四、教學(xué)過程
�。ㄒ唬￤arming-up（5 分鐘）
1. Greetings and free talk.
T: Hello, boys and girls. Nice to see you today. What can you see in our classroom?
Ss: We can see desks, chairs, a blackboard...
T: Great. Now, lets play a little game. I will describe something, and you try to guess what it is. For example, I say, "Its a kind of fruit. Its red and round. There is a small stem on it." What is it?
Ss: An apple.
�。ǘ㏄resentation（10 分鐘）
1. Introduce the there be sentence pattern.
T: Look at this picture. (Show a picture of a park with a tree and some flowers) What can you see in the picture?
Ss: A tree and some flowers.
T: We can say, "There is a tree and some flowers in the park." This is a new sentence pattern we are going to learn today - "There be" sentence pattern. It means something exists in a certain place.
Write the sentence "There is a tree and some flowers in the park." on the blackboard and underline "There is".
Explain the structure: "There" is just a signal word. "Be" is a verb, and we use "is" when the subject is singular or uncountable. Here, "a tree" is singular, so we use "is". The subject comes after "be", and then we have the place expression.
Give more examples: There is a book on the desk. There is some water in the glass.
Then show a picture with several dogs.
T: What can you see now?
Ss: Some dogs.
T: We say, "There are some dogs in the yard." Because "dogs" is plural, we use "are".
Write the sentence on the blackboard and underline "There are".
Give more examples: There are many students in the classroom. There are five apples on the plate.
�。ㄈ㏄ractice（15 分鐘）
1. Oral practice.
Divide the students into pairs. One student describes a simple picture using the there be sentence pattern, and the other student listens and checks. Then they change roles. For example:
S1: (Looking at a picture of a room with a bed and a chair) There is a bed and a chair in the room.
S2: Yes, thats right.
Group work. Show a more complex picture with different objects and places. Each group makes up as many there be sentences as possible to describe the picture. Then ask some groups to share their sentences with the class.
2. Written practice.
Give the students a worksheet with some fill-in-the-blank exercises. For example:
There ___ (be) a cat under the table.
There ___ (be) some pencils in the box.
They need to choose the correct form of "be" and fill in the blanks. After they finish, ask them to check their answers with their partners.
�。ㄋ模㏄roduction（10 分鐘）
1. Describe your bedroom.
Ask the students to think about their own bedrooms and write down several sentences using the there be sentence pattern to describe what is in their bedrooms. Then invite some students to share their descriptions with the class. For example:
S: There is a big bed near the window. There are some toys on the shelf. There is a desk and a chair in the corner.
Make a class picture book.
Each student draws a simple picture of a place (like a park, a zoo, a library, etc.) and writes a there be sentence on the back to describe it. Then collect all the pictures and make them into a class picture book. The students can take turns to read the sentences and look at the pictures during their free reading time.
�。ㄎ澹㏒ummary and Homework（5 分鐘）
1. Summary.
Review the key points of the there be sentence pattern with the students, including the structure, the use of "is" and "are", and how to describe things in different places.
Ask some students to summarize what they have learned in this class.
2. Homework.
Ask the students to take a photo of a place they like (such as their living room, a garden, or a street corner) and write at least five sentences using the there be sentence pattern to describe the photo. They can bring the photo and their writing to the class next time and share them with their classmates.
英語教案there be句型 5
一、教學(xué)目標(biāo)
1. 使學(xué)生進(jìn)一步熟練掌握 there be 句型的各種形式，包括一般現(xiàn)在時(shí)、一般過去時(shí)、一般將來時(shí)的肯定、否定和疑問形式。
2. 培養(yǎng)學(xué)生運(yùn)用 there be 句型進(jìn)行連貫的口語表達(dá)和篇章寫作的能力，能夠描述較為復(fù)雜的場景、事件或故事。
3. 引導(dǎo)學(xué)生理解并掌握 there be 句型中的'就近原則，并能在實(shí)際運(yùn)用中正確體現(xiàn)。
4. 通過小組合作和交流活動，提高學(xué)生的合作學(xué)習(xí)能力和英語思維能力。
二、教學(xué)重難點(diǎn)
1. 重點(diǎn)
掌握 there be 句型在不同時(shí)態(tài)下的結(jié)構(gòu)變化和用法。
理解和運(yùn)用就近原則。
能夠運(yùn)用 there be 句型進(jìn)行段落寫作。
2. 難點(diǎn)
在口語和寫作中自然、準(zhǔn)確地運(yùn)用 there be 句型的各種復(fù)雜形式，避免語法錯(cuò)誤。
使學(xué)生能夠根據(jù)具體情境靈活選擇合適的時(shí)態(tài)和形式進(jìn)行表達(dá)，提高語言運(yùn)用的得體性。
三、教學(xué)方法
情境教學(xué)法、任務(wù)驅(qū)動法、對比教學(xué)法、合作探究法
四、教學(xué)過程
�。ㄒ唬㏑evision（5 分鐘）
1. Review the basic there be sentence pattern.
Show some pictures and ask the students to make sentences using the there be sentence pattern. For example:
T: (Show a picture of a beach with some shells) What can you see?
Ss: There are some shells on the beach.
T: (Show a picture of a kitchen with a fridge) What about this one?
Ss: There is a fridge in the kitchen.
Review the use of "is" and "are" and the structure of the sentence.
�。ǘ㏄resentation（12 分鐘）
1. There be in different tenses.
General past tense.
Show a picture of an old house with a chimney.
T: Look at this picture. This is an old house. There was a chimney on the roof. But now, the chimney is gone.
Write the sentence "There was a chimney on the roof." on the blackboard and explain that when we talk about something that existed in the past, we use "was" or "were" in the there be sentence pattern. "Was" is for singular or uncountable nouns, and "were" is for plural nouns.
Give more examples: There were many trees in the forest. There was a small river near the village.
General future tense.
T: Now, lets think about the future. We are going to build a new school. What can we say?
Ss: There will be a new school.
T: Right. We can also say, "There is going to be a new school." When we talk about something that will exist in the future, we use "will be" or "is/are going to be".
Write the sentences on the blackboard and give more examples: There will be a big concert next week. There are going to be more high-rise buildings in the city.
Negative and interrogative forms.
Explain how to make negative sentences. For the general present tense, we add "not" after "is" or "are". For example: There isnt a book on the table. There arent any chairs in the room.
For the general past tense, we add "not" after "was" or "were". For example: There wasnt a party last night. There werent many people at the meeting.
For the general future tense, we add "not" after "will" or change "is/are going to" to "isnt/arent going to". For example: There wont be a test tomorrow. There isnt going to be a meeting this afternoon.
To make general questions, we put "is", "are", "was", "were", "will" or "is/are going to" at the beginning of the sentence. For example: Is there a park near your home? Were there any animals in the zoo? Will there be a new movie next month?
The principle of proximity.
Show a sentence: There is a pen and two books on the desk. And another sentence: There are two books and a pen on the desk.
T: Look at these two sentences. Notice that when we have two or more subjects in the there be sentence pattern, the form of "be" depends on the first subject. If the first subject is singular, we use "is". If it is plural, we use "are". This is called the principle of proximity.
Give more examples and let the students practice.
（三）Practice（15 分鐘）
1. Tense transformation.
Give the students some sentences in one tense and ask them to change them into the other two tenses. For example:
There is a meeting in the hall. (Change to past and future tenses)
The students should write: There was a meeting in the hall. There will be a meeting in the hall.
Negative and interrogative practice.
Give the students some affirmative sentences and ask them to make negative and interrogative sentences. For example:
There are some birds in the tree. (Negative and interrogative)
The students should write: There arent any birds in the tree. Are there any birds in the tree?
Group competition.
Divide the students into groups. Give each group a set of cards with different words and phrases. The groups need to make as many correct there be sentences as possible in different tenses, including negative and interrogative forms, within a certain time. The group that makes the most correct sentences wins.
�。ㄋ模㏄roduction（10 分鐘）
1. Storytelling.
Show a series of pictures that tell a simple story, such as a girl going to a forest and finding some interesting things. Ask the students to use the there be sentence pattern to tell the story. They can work in groups first to discuss and then each group chooses a representative to tell the story in front of the class. For example:
There was a girl. She went to a forest. There were many tall trees in the forest. There was a small stream. There were some beautiful flowers beside the stream. Suddenly, there was a little rabbit. It was very cute...
Describing a place in the past and now.
Ask the students to choose a place they know well, like their school or a local park. They need to write a paragraph describing how the place was in the past and how it is now, using the there be sentence pattern and different tenses. Then ask some students to read their paragraphs in class.
（五）Summary and Homework（3 分鐘）
1. Summary.
Review the key points of the there be sentence pattern in different tenses, negative and interrogative forms, and the principle of proximity.
Ask some students to share what they think are the most important things they have learned in this class.
2. Homework.
Ask the students to write a short composition about their dream house. They should describe the rooms, furniture, and other things in the house using the there be sentence pattern and different tenses. The composition should be at least 100 words.
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