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Unit 2 More than fun Grammar 教学设计
I.Text analyze (语法教学的三维目标：形式、意义和语用)
1.Form:
The "there be" structure begins with "there," followed by the verb "be," which changes according to the noun that follows it (e.g., "is" for singular nouns, "are" for plural nouns).
Tense Variations: The "there be" structure can be used in different tenses:
Present: There is/are
Example: There is a pencil on the desk.
Past: There was/were
Example: There were many people at the event yesterday.
2.different types
Affirmative Sentence:
Structure: There be (is/are/was/were) + sb./sth. + place.
Negative Sentence:
Structure: There be + no/not any + sb./sth. + place.
(Note: In the negative sentence, "some" changes to "any.")
General Question and Answer:
Structure: Be + there + sb./sth. + place
Answers:
Yes, there is. / No, there isn’t.
3. Meaning:
The structure indicates the existence or presence of something in a particular place or context.
Example: There is a park near my house (indicating existence).
4. Usage (Context of Use):
Introducing New Information: Used to introduce new topics or elements.
Describing Locations or Positions: Common in providing the location of objects or people.
Highlighting Quantities: Useful in indicating amounts or numbers.
II.Teaching Objective:
By the end of the lesson, students will be able to:
1.Use the "there be" structure to talk about things and people that exist in different places.
2.Make affirmative, negative, and question sentences with "there be" in both the present and past tenses.
3.Describe hobbies and interests using the "there be" structure
III.Teaching procedures
Stage 1 Grasp the structure and formation of there be and identify their usage in sentences. (presentation)
Step 1: Observation and Identifying Common Features
Begin by displaying sentences from the reading passage, such as:
There is so much fun in music.
There are many fans of them.
Ask students to work in pairs to observe and discuss what these sentences have in common. Focus their attention on the structure: how "there" functions as a subject placeholder, followed by the verb "be" (which changes based on the noun that follows).
Step 2: Finding Additional Sentences in the Passage
Instruct students to find more examples of the "there be" structure within the reading passage. They might find sentences like:
There is an art festival every autumn in my school.
Step 3: Summarizing the Grammar Rules
Lead a class discussion where students collectively summarize the grammar rules they observed. Cover points such as:
(1)肯定句：There be(is/are/was/were)＋ sb./sth.＋地点。如：
There are many people in the national park. 在国家公园有很多人。
(2)否定句：There be ＋ no/not any ＋ sb./sth.＋地点。如：
There aren't any people in the national park. 在国家公园没有很多人。（肯定句变否定句some变any）
(3)一般疑问句及回答：Be ＋ there ＋ sb./sth.＋地点？如：
Is there an apple on the table 桌子上有苹果吗？
(4)回答：Yes, there be. \No, there be not.
There be 句型中be 动词的单复数形式由离be 动词最近的名词的单复数决定。
There is a girl and two boys in the park. 公园里有一个女孩，两个男孩。
There are two boys and a girl in the park.
Stage 2: Practice Using the "There Be" Structure in Contextual Sentences
In this stage, students will engage in various activities that require them to apply the "there be" structure in different contexts, focusing on the correct form and placement within sentences.
Step1: Practice the "There Be" Proximity Principle
Ask students to do exercise in pairs to practice this principle.
Step 2: Complete the Exercise: Describe the Table Using "There Be"
Present a visual aid (a table with various items) and ask students to describe it using "there be" sentences. For example: There are 45 students in my class. Last year there were 15 students in the reading group…
Step 3: Analyze Traditional Chinese Arts Using "There Be"
Show the students an image that highlights traditional Chinese arts
Ask questions like: What can you see in the picture
Encourage students to describe the arts using "there be" sentences: There are two traditional Chinese arts in the pictures…
Step 4: Complete the Blog Exercise Using the Correct Form of "There Be"
Provide students with a text that requires them to fill in the correct form of "there be" based on the context (singular or plural, present or past tense).
Stage 3: Apply and Share Knowledge through Hobby Discussions (Production)
In this stage, students apply the grammar knowledge they have learned by discussing and writing about their hobbies. The focus is on encouraging students to use the "there be" structure naturally in context.
Step 1: Discuss Your Own Hobby
Begin by asking students questions like: What’s your hobby Why do you like this hobby
Step 2: Share a Fun or Special Moment Related to Your Hobby
Ask students to recall a memorable moment related to their hobby and by asking students questions like: Is there a fun or special moment related to your hobby
Step 3: Pair Work: Interview and Record
Students pair up, with one acting as the interviewer and the other as the interviewee.
The interviewer asks questions and takes notes on their partner’s responses. Suggested questions: What’s your hobby Is there a moment when you enjoyed your hobby a lot Are there many people who share the same hobby with you What’s the most memorable experience you’ve had with your hobby
Step 4: Share and Discuss Findings
Students take turns sharing what they learned about their partner’s hobby with the class.
Questions to guide sharing: What did you learn about your partner’s hobby Is there something interesting or surprising in your partner’s hobby story
VI. Assignment
Must do:
Write a paragraph describing your partner’s hobby and a fun or memorable moment (remember to use there be).
Could do:
Design a creative poster introducing your own hobby or a hobby you learned about from your partner.

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