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Unit 3 My School Section A Grammar Focus 教学设计
This part of the teaching materials focuses on grammar, mainly expounding the usage of "There be" sentence pattern and prepositions of place. The Grammar Focus section systematically presents different forms of the "There be" sentence pattern and the application of prepositions of place. Exercises from 3a - 3d provide progressive practice activities, ranging from identification, filling in the blanks to practical application, helping students to consolidate grammar knowledge. The design of the teaching materials attaches great importance to the combination of grammar rules and practical application, which is in line with the law of language learning.
教学目标 By observing and analyzing the example sentences in Grammar Focus, students can identify the structure of the "There be" sentence pattern and the usage of prepositions of place, and accurately understand and summarize grammar rules. Through completing fill - in - the - blank and multiple - choice exercises, students can apply the "There be" sentence pattern and prepositions of place to complete sentences, and correctly use the learned grammar structures in written exercises. By comparing the layout differences of different classrooms, students can use the learned grammar to describe and compare, and can naturally and accurately express location relationships in real - life situations. Through the activity of designing an ideal classroom, students can creatively use the "There be" sentence pattern and prepositions of place, cooperate to complete the design, and make a logical oral description.
教学重难点 Key Points: Master the structure and usage of the "There be" sentence pattern, and correctly use prepositions of place to describe location relationships. Difficult Points: The principle of subject - verb agreement in the "There be" sentence pattern and the accurate description of complex location relationships.
"There be" Sentence Pattern
肯定句结构 (Affirmative sentence structure): There be + subject + place/time adverbial. For example, "There is a blackboard in the classroom." When the subject is singular, "be" uses "is"; when the subject is plural, "be" uses "are".
否定句结构 (Negative sentence structure): There + be + not/no + subject + place/time adverbial. For example, "There isn't a TV in our classroom." or "There are no books on the desk."
一般疑问句结构 (General question structure): Be + there + subject + place/time adverbial The answer is "Yes, there + be." or "No, there + be + not." For example, "Is there a library in your school Yes, there is."
特殊疑问句结构 (Special question structure): Special interrogative word + be + there + other elements For example, "What's there in the park "
Prepositions of Place
in: It means "inside", for example, "The books are in the bag."
on: It means "on the surface of", for example, "The pen is on the desk."
under: It means "below", for example, "The ball is under the chair."
behind: It means "at the back of", for example, "The tree is behind the house."
in front of: It means "in the front of (outside)", for example, "There is a car in front of the building."
next to: It means "beside", for example, "The bank is next to the post office."
between... and...: It means "in the middle of two things", for example, "The library is between the teaching building and the laboratory building."
教学过程
I. Warming - up (3 minutes)
Greet the students and start with a simple chat. “Good morning/afternoon, class. Yesterday, we talked about different places in our school. Now, I want you to quickly think about your favorite place in our school and be ready to share it in one sentence.”
Invite 2 - 3 students to share. For example, a student might say, “My favorite place is the library because I can read many interesting books there.” This quick sharing not only warms up the class atmosphere but also reviews the previous content related to school places.
II. Presentation (10 minutes)
Display some pictures of the school on the PPT, such as the classroom, playground, library, etc. Point to the pictures and start to introduce the “There be” sentence pattern.
“Look at this picture of our classroom. There is a blackboard at the front of the classroom. There are many desks and chairs for us to sit on.” Write these sentences on the blackboard.
Explain the structure of the “There be” sentence pattern: “There be + subject + place adverbial”. Emphasize that when the subject is singular, we use “is”; when the subject is plural, we use “are”.
Then, introduce prepositions of place. “Here, we use words like ‘at the front of’ to show the position. Let's look at some other common prepositions of place.” Show a chart on the PPT with prepositions like “in, on, under, behind, in front of, next to, between... and...” and give examples for each, such as “The ball is under the chair. The book is on the desk. The tree is behind the house. The teacher's desk is in front of the students' desks. The bank is next to the post office. The library is between the teaching building and the laboratory building.”
III. Practice (15 minutes)
Activity 1: Fill - in - the - blanks (5 minutes)
Present some sentences on the PPT with blanks. For example:
“______ (There is / There are) a big playground in our school.”
“There ______ (is / are) many trees and flowers in the garden.”
“The pencil is ______ (in / on) the pencil - box.”
“The cat is hiding ______ (behind / under) the sofa.”
Let students think for a while and then call on them to answer. Correct their answers and explain the reasons if there are mistakes.
Activity 2: Pair - work (5 minutes)
Ask students to work in pairs. Give each pair a piece of paper with a simple map of a school - like place drawn on it. The map should have different places like a gym, a cafeteria, a teaching building, etc.
In pairs, students need to describe the positions of the places on the map to each other using the “There be” sentence pattern and prepositions of place. For example, “There is a gym next to the teaching building. There are many tables in the cafeteria.” Walk around the classroom to listen to their conversations and offer help if necessary.
Activity 3: Guessing game (5 minutes)
One student stands up and thinks of a place in the school. The other students in the class ask questions using the “There be” sentence pattern and prepositions to guess the place. For example, “Is there a place with many books in it Is it behind the teaching building ” The student who thought of the place can only answer “Yes” or “No”. This activity can increase students' enthusiasm and help them practice the grammar in a more interesting way.
IV. Production (10 minutes)
Group work: Design an ideal school (7 minutes)
Divide the students into groups of 4 - 5. Each group is given a large piece of white paper and some colored pens.
In their groups, students need to design an ideal school on the paper. After drawing, they should write descriptions about the positions of different parts of the school using the “There be” sentence pattern and prepositions of place. For example, “There is a beautiful lake in the middle of our ideal school. There are several bridges over the lake. The teaching buildings are around the lake.”
Each group presents their ideal school to the class. One member shows the drawing while others read out their descriptions.
Summary and homework assignment (3 minutes)
Summarize the key points of this class, including the structure and usage of the “There be” sentence pattern and common prepositions of place.
Assign homework: “Draw a map of your real school at home and write at least 5 sentences to describe the positions of different places in your school using the ‘There be’ sentence pattern and prepositions of place.”

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