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Unit 3 My School Section A Grammar Focus 教学设计
This part of Unit 3 in the 2024 - 2026 academic year's People's Education Press (2024) English textbook for Grade 7 focuses on two key grammar points related to the theme of “My School”. The first is the “There be” structure, which is used to express the existence of someone or something in a certain place. For example, “There is a library in our school.” It helps students describe the facilities and items in the school environment. The second important aspect is the usage of prepositions of position, such as “in”, “on”, “under”, “behind”, “in front of”, “next to”, “between... and...”, “across from”. These prepositions are used to indicate the location of things. By combining the “There be” structure with prepositions of position, students can vividly and accurately describe the layout and location of different school facilities. Through Grammar Focus, 3a - 3d exercises, students will practice using these grammar points in various contexts, including reading sentences, circling prepositions, and making comparisons between different classrooms.
教学目标 Students should be able to understand and master the structure and usage of the “There be” sentence pattern. They can correctly use “There is” for singular countable nouns or uncountable nouns, and “There are” for plural countable nouns. For example, they can distinguish between “There is a book on the desk.” and “There are some books on the desk.” Grasp the usage of common prepositions of position. They know how to use these prepositions to describe the relative position of objects, like “The ball is under the chair.”, “The picture is on the wall.” Be familiar with the transformation of the “There be” structure, including affirmative, negative, and interrogative sentences. For instance, they can change “There is a cat in the box.” into “There isn't a cat in the box.” and “Is there a cat in the box ”
教学重难点 Students may have trouble understanding and applying the “There be” structure in complex sentences or real - life communication situations. For example, when there are multiple objects or when using the structure in a long description. Differentiating and correctly using similar prepositions of position, such as “in front of” and “in the front of”. “In front of” means outside and in front of an object, while “in the front of” means inside and at the front part of an object. For example, “There is a tree in front of the classroom.” (the tree is outside the classroom) and “There is a blackboard in the front of the classroom.” (the blackboard is inside the classroom at the front). Mastering the “There be” structure's “proximity principle” in sentences with multiple subjects. The form of “be” should be consistent with the subject closest to it. For example, “There is a pen and two books on the desk.” (because “a pen” is singular, we use “is”).
The “There be” structure
Basic structure: “There be + subject + place/ time adverbial”. “There” is an introductory word, and “be” is the predicate verb. The subject is the person or thing that exists, and the place/ time adverbial indicates where or when the existence occurs. For example, “There is a playground in our school.” (place adverbial), “There was a meeting yesterday.” (time adverbial).
Subject - verb agreement:
When the subject is a singular countable noun or an uncountable noun, use “There is”. For example, “There is an apple on the table.”, “There is some water in the bottle.”
When the subject is a plural countable noun, use “There are”. For example, “There are some students in the classroom.”
Negative form: Add “not” after “be”. For “There is”, it becomes “There is not/isn't”; for “There are”, it becomes “There are not/aren't”. For example, “There isn't a TV in the room.”, “There aren't any books on the shelf.”
Interrogative form: Move “be” to the front of “there”. For “There is”, it is “Is there... ”; for “There are”, it is “Are there... ”. The answer is usually “Yes, there is/are.” or “No, there isn't/aren't.” For example, “Is there a park near here Yes, there is.”, “Are there any birds in the tree No, there aren't.”
教学过程
I. Warm - Up（5 分钟）
Revise school facilities vocabulary
Display pictures of various school facilities such as a library, a classroom, a playground, a laboratory, etc. on the PPT. Ask students to quickly say the English names of these facilities. For example, show a picture of a library and ask, “What is this ” Students respond, “It's a library.”
Then, randomly point to different pictures and ask students to describe what they can do in these places. For instance, when pointing to the playground picture, students may answer, “We can play basketball and run on the playground.” This activity can review the vocabulary related to school facilities learned in previous sections and lead to the introduction of grammar points about describing the existence and location of these facilities.
Lead - in grammar topic
Present a simple question: “Are there many books in the library ” Write this sentence on the blackboard. Then, ask students to think about how to answer this question. Some students may answer, “Yes, there are.” Write this answer on the blackboard as well. Explain to students that this “There be” structure and the way we answer such questions are the main grammar points we will learn in this class. Also, mention that we will learn how to use prepositions to describe the location of things more precisely, just like we will talk about where the library is in the school.
II. Presentation（12 分钟）
Explain the “There be” structure
Positive form:
Write the basic structure “There be + subject + place/ time adverbial” on the blackboard. Use simple examples to illustrate. For example, “There is a book on the desk.” Point to the words in the sentence and explain that “There” is just an introductory word, “is” is the verb corresponding to the singular subject “a book”, and “on the desk” is the place adverbial indicating where the book is. Then, give more examples with different singular countable nouns, like “There is a pen in the pencil - box.”
For plural countable nouns, use examples such as “There are some students in the classroom.” Emphasize that when the subject is plural, we use “are”. Write more examples on the blackboard and ask students to read them aloud, like “There are many trees in the schoolyard.”
Negative form:
Show how to change the positive sentences into negative ones. Take “There is a book on the desk.” as an example. Explain that we add “not” after “be”, so it becomes “There is not/isn't a book on the desk.” Do the same for plural - subject sentences. For example, change “There are some students in the classroom.” to “There are not/aren't any students in the classroom.” Point out that we usually use “any” in negative sentences instead of “some”. Let students practice changing several positive sentences into negative ones on their own, and then check the answers together.
Interrogative form:
Demonstrate how to turn positive sentences into general questions. For a singular - subject sentence like “There is a book on the desk.”, move “is” to the front of “there”, getting “Is there a book on the desk ” The answer is “Yes, there is.” or “No, there isn't.” For plural - subject sentences, such as “There are some students in the classroom.”, change it to “Are there any students in the classroom ” and the answers are “Yes, there are.” or “No, there aren't.” Let students practice making questions and answering them in pairs. Walk around the classroom to listen and provide guidance.
Teach prepositions of position
Use a large picture of a simple classroom layout on the PPT. Point to different items in the picture and introduce prepositions. For example, point to a chair under a table and say, “The chair is under the table.” Write the sentence on the blackboard and circle the preposition “under”. Then, show other prepositions like “in” (There is a pencil in the pencil - box), “on” (There is a picture on the wall), “behind” (There is a tree behind the house), “in front of” (There is a bus stop in front of the school), “next to” (The bank is next to the post office), “between... and...” (The library is between the teaching building and the laboratory), “across from” (There is a supermarket across from the hospital).
After introducing each preposition, ask students to find similar examples in the classroom. For example, ask them to describe the location of a classmate's schoolbag using a preposition. A student may say, “Tom's schoolbag is on his desk.”
III. Practice（13 分钟）
3a exercise
Guide students to look at the exercise in 3a. Read the instructions together. In this exercise, students need to read the sentences and circle the correct form of “be” in the “There be” structure and underline the prepositions.
Give students a few minutes to work on it individually. Walk around the classroom to observe and offer help if students have questions.
After students finish, ask them to share their answers one by one. Check the answers together as a class. For any wrong answers, discuss with students why the correct form is chosen, strengthening their understanding of the “There be” structure and preposition usage.
3b fill - in - the - blanks
Move on to the 3b exercise. This is a fill - in - the - blanks activity to practice the “There be” structure. Read the first sentence as an example: “______ a library near my home.” Ask students to think about which form of “be” should be used. Since “a library” is singular, the correct answer is “There is”.
Let students complete the rest of the sentences on their own. Encourage them to pay attention to the number of the subject (singular or plural) to determine the correct form of “be”.
Once they are done, ask several students to come to the blackboard and write their answers. Check the answers and correct any mistakes. Have a brief discussion about the sentences, for example, if there are any difficult words or expressions in the sentences.
3c preposition selection
Present the 3c exercise. In this exercise, students are given pictures and sentences with blanks for prepositions. For example, the picture shows a cat under a chair and the sentence is “The cat is ______ the chair.”
Ask students to look at the pictures carefully and choose the correct preposition from the given options to fill in the blanks. Let them work in pairs to discuss and complete the exercise. This can promote students' communication and cooperation skills while practicing preposition usage.
After they finish, check the answers with the whole class. For each sentence, ask students to explain why they choose that particular preposition, which helps them better understand the meaning and usage of different prepositions.

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