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第三课时　Grammar Focus
1．Talk about the prepositions of the positions.
2．Know the grammar：there be structure.
3．Talk about how students' classroom is different from the classroom in 3c.
Language AbilitiesGrasp the following important points as well as be able to read and write correctly.Key words and phrases：in front of，on，next to，between…and…，behind，under，across from，in front ofKey sentences：①In our classroom，there are plants next to the teacher's desk.②—Where is/are…？—It is/They are…③—Is there a whiteboard in your classroom —Yes，there is./No，there isn't.④There is a shop between the teachers' building and the science building.⑤There are some trees in front of the sports field.
Learning Abilities●Learn to use the “there be” structure accurately.●Learn to master and apply various prepositions of position.
Thinking Qualities●Be able to train spatial thinking ability when using prepositions to describe positions.●Be able to train logical thinking ability，understand and construct sentences with “there be” structure.
Cultural Awareness●Understand different ways of expressing existence and positions in different languages and cultures，promoting an understanding of cultural diversity.●Understand that the use of language structures and prepositions may vary in different cultural contexts.
重点：
1．Students are able to understand and correctly use “there be” structure to express the existence of things.
2．Students are able to master the common prepositions of positions.
难点：
Students are able to combine “there be” structure with prepositions to describe the positions of objects in a scene.
Step 1　Review & Lead in
Show students some pictures and ask them to make a sentence with the prepositions.
(When students are sharing their answers，the teacher writes down the fallible points on the blackboard.)
T：Look at the map.Where is the teachers' building
Ss：It is…
【设计意图】通过看图回答的形式导入新课，帮助学生复习已有短语和句型，同时为接下来的学习作铺垫。
Step 2　Grammar(3a)
Work on 3a
1．Ask students to read the sentences in the grammar box，underline the verbs in “there be” structure and circle the prepositions of positions.
2．Ask students to research in groups and find out the three questions：a.the changes of “be” verb in “there be” structure；b.general question of “there be” sentence pattern；c.the change rule of the “be” verb in special interrogative sentence “where”．
3．Ask students to share their discussion(summary)．
a．In the “there is/are” sentence pattern，the change of the “be” verb depends on the singularity or plurality of the subject.
b．In the “there be” sentence pattern，the rules for turning it into a general question are mainly the following points：
Directly put the “be” verb at the beginning of the sentence，and use a question mark at the end of the sentence.If there is “some” in the original sentence，it should be changed to “any” in the general question.
c．In the special interrogative sentence guided by “where”，the change rule of the “be” verb needs to be determined according to the singularity or plurality of the subject.When the subject is singular：the “be” verb uses “is”．When the subject is plural：the “be” verb uses “are”．
(When students share the answers，the teacher writes the rules on the blackboard.If necessary，correct their discussion at the same time.)
4．Give students two minutes to understand the rules and try to memorize.
【设计意图】通过小组讨论观察总结，学生能够掌握there be句型及其疑问句，be的变化规律，以及where引导的特殊疑问句中be动词的变化规律。
Step 3　Grammar(3b～3c)
Work on 3b
1．Ask students to complete the sentences.
2．Ask students to share their answers in class and the teacher helps to correct if necessary.
3．Ask students to make a summary about sentence structure：“there be” and “Where is/are…”
(The teacher writes down the meaning and examples on the blackboard.)
Work on 3c
1．Ask students to circle the correct prepositions in 3c.
T：Here is a passage of the description of the classroom in the UK.Read it and circle the correct prepositions to complete the description.
2．Ask students to share their answers in class and the teacher helps to correct if necessary.
(Students must read the complete sentences.)
【设计意图】通过练习，学生能够对目标语法进行充分理解和掌握。
Step 4　Speaking(3d)
Work on 3d
1．Students work in pairs，describe their classroom and find out the differences between their classroom and the classroom in 3c.
T：What is your classroom like？How is your classroom different from the classroom in 3c？Talk about it with your deskmates.You can use the sentence patterns in 3d or the key points on the blackboard.You have three minutes.Go!
2．Ask some pairs to act out the dialogue in front of the class.
【设计意图】对目标语言进行口头训练，培养学生的语言交际能力。
Step 5　Summary(guessing game)
1．Show photos of the classrooms in different countries，ask them to describe the classrooms in groups.
S1：There are forty desks in the classroom.
S2：There is a teacher's desk in the front of the classroom.
S3：…
2．Choose one or two groups to describe in class.
【设计意图】通过看图描述不同城市的教室，学生能够进一步掌握语言点，正确流畅地进行交际运用。
Step 6　Homework
1．Make a poster to talk about their classroom.
2．Do the exercises in students' workbooks.
Unit 3　My School第三课时　Grammar Focus in front of，on，next to，between…and…，behind，under，across from，in front of①there is ＋n.(singular.) there are＋n.(plural.) ②—Where is ＋n.(singular.)…？　—It/He/She is…—Where are ＋n.(plural.)…？　—They are…

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