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英语教案模板there be句型（通用5篇）
作为一名默默奉献的教育工作者，总不可避免地需要编写教案，通过教案准备可以更好地根据具体情况对教学进程做适当的必要的调整。写教案需要注意哪些格式呢？下面是小编为大家收集的英语教案模板there be句型，仅供参考，希望能够帮助到大家。
英语教案there be句型 1
教学目标：
知识与技能目标：
（1） 学生能熟练掌握There be 句型的陈述句、一般疑问句。
（2） 学生能熟练掌握主谓一致原则；
（3） 学生能正确区分There be句型和“have/has”表示“有”的含义。
（4） 学生能熟练运用“There be ”句型描述日常生活中的事物。
过程与方法目标：
听、说、读、写贯穿教学的全过程，以自主、合作、探究及“任务型”教学为主，充分调动学生的主观能动性和探索精神，注重知识教学适合学生的认知水平，由简到繁，由易到难。
情感目标：
教和学的'过程中，注意培养学生的团结协作精神，培养学生的跨文化意识。
教学重点：
There be 句型的各种句式变化及be的正确运用。
教学难点：
主谓一致；There be和have/has表示“有”的正确运用。
教学用时：
一课时
教学过程：
Step1.复习
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.板书： have/has 表示“拥有，所有” Step2.课堂导入
T．Look at our claroom, you can see some things(desk, chair, book…)in it.Can you say “墙上有一幅画”、“桌子上有两支钢笔”with “have/has” ?
Step3.呈现新句型
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.让学生初步感知 There be 句型并找出句型规律。 板书： There
is/are…+某物/某人+某地…
表示：某地有某物/某人 （表示存在）
教师先引导学生运用此句型结构造句，然后让学生两人一组进行操练，相互检查，然后让一部分学生把练习成果和大家分享。 Step4.T.Can you use “be” easily? 引入主谓一致的教学
a.让学生识别句子的主语（在刚才呈现的句子里试着找一下） b.找出规律： 有（拥有，所有）
There is/are…+某物/某人+某地…
某地有某物/某人（存在）
主谓一致：
There is+可数名词单数/不可数名词…
There are +可数名词复数…
句式变化： 否定句：There is not/isn’t …
There are not/aren’t…
疑问句：Is/Are there…? Yes,there is/are.
No,there are not/aren’t.Some ------------------ any 肯定句
否定句/疑问句
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.
英语教案there be句型 2
一、教学目标
1. 知识目标
学生能够理解并掌握 there be 句型的基本结构：There is + 单数可数名词/不可数名词 + 地点状语；There are + 复数可数名词 + 地点状语。
能够正确运用 there be 句型描述事物的存在。
2. 能力目标
通过听说读写练习，提高学生运用 there be 句型进行交流和表达的能力。
培养学生观察、归纳和总结语法规则的能力。
3. 情感目标
激发学生学习英语语法的兴趣，增强学习英语的自信心。
鼓励学生积极参与课堂活动，培养合作精神。
二、教学重难点
1. 教学重点
there be 句型的结构和用法。
正确区分使用 is 和 are。
2. 教学难点
引导学生在实际情境中灵活运用 there be 句型，尤其是在描述复杂场景时。
让学生理解 there be 句型的就近原则。
三、教学方法
情境教学法、任务驱动法、小组合作法
四、教学过程
（一）导入（5 分钟）
1. 展示一些含有不同事物的图片，如一间教室（里面有桌椅、黑板、学生等）、一个花园（有花、树、蝴蝶等）、一个动物园（有各种动物）。
2. 教师提问：“What can you see in these pictures?” 引导学生用简单的句子回答，如“I can see a desk.” “I can see some flowers.” 等。
3. 教师引出本节课的主题：“Today we are going to learn a new sentence pattern to describe things in a place. Its called There be sentence pattern.”
（二）知识讲解（10 分钟）
1. 呈现 there be 句型的基本结构
教师在黑板上写出：There is a book on the desk. 并解释：“There is” 表示 “有”，“a book” 是单数可数名词，“on the desk” 是地点状语，表示书所在的位置。
再写出：There are some pens in the pencil case. 解释 “There are” 用于复数可数名词 “some pens”，“in the pencil case” 是地点。
强调 is 用于单数或不可数名词，are 用于复数名词。
2. 举例说明
教师展示更多图片，让学生用 there be 句型描述图片内容，如：There is a tree in the picture. There are three birds in the sky. 等，教师巡视并给予指导和纠正。
3. 讲解就近原则
给出句子：There is a pen and two erasers on the table. 和 There are two erasers and a pen on the table. 对比讲解，让学生理解当 there be 句型中有多个并列主语时，be 动词的形式取决于离它最近的主语。
（三）练习巩固（15 分钟）
1. 口头练习
将学生分成小组，每组给定一幅图片，让小组内成员轮流用 there be 句型描述图片，其他成员认真倾听并纠正错误。
教师在各小组间巡视，参与学生的讨论并提供帮助。
2. 书面练习
发放练习纸，上面有一些填空题，如：There ___ (be) a cat under the chair. There ___ (be) some water in the glass. There ___ (be) five students in the classroom. 等，让学生根据所给名词的单复数形式填写正确的 be 动词。
学生完成练习后，同桌之间相互批改，教师讲解答案并强调易错点。
（四）拓展应用（10 分钟）
1. 情境创设
教师描述一个场景：“想象一下你自己的卧室，里面有床、书桌、衣柜、一些玩具等，请用 there be 句型向你的同桌介绍你的卧室。”
学生先自己准备，然后同桌之间进行交流，教师巡视并鼓励学生尽量详细地描述。
2. 写作练习
让学生以“My Ideal Room”为题，写一篇小短文，要求至少使用三个 there be 句型描述房间里的物品摆放。学生写好后，教师选取部分学生的'作文进行展示和点评，表扬优点并指出不足之处，同时给予改进建议。
（五）课堂总结（5 分钟）
1. 教师引导学生回顾 there be 句型的结构、用法、就近原则等重点内容。
2. 提问学生：“What have you learned today?” 让学生总结本节课的收获，教师进行补充和完善。
3. 鼓励学生在课后继续练习 there be 句型，尝试用它来描述更多的场景和事物。
五、教学反思
在教学过程中，通过多种教学方法和丰富的练习活动，大部分学生能够较好地理解和掌握 there be 句型。但仍有部分学生在运用时会出现 be 动词选择错误或描述不够准确的问题，在今后的教学中应加强对这部分学生的个别辅导，增加更多的实践机会，让学生能够更加熟练、灵活地运用 there be 句型进行英语表达。
英语教案there be句型 3
一、教学目标
1. 知识目标
学生能够熟练运用 there be 句型的各种时态，如一般现在时、一般过去时、一般将来时。
掌握 there be 句型的否定形式和疑问形式及其回答。
2. 能力目标
提高学生在不同语境下运用 there be 句型进行听说读写的综合能力。
培养学生运用英语思维构建句子和段落的能力。
3. 情感目标
让学生体会到英语语法学习的乐趣和成就感，进一步激发学习英语的热情。
通过小组合作学习，增强学生的团队协作意识和沟通能力。
二、教学重难点
1. 教学重点
there be 句型不同时态的构成和用法。
否定句和疑问句的转换规则及回答方式。
2. 教学难点
引导学生在实际交流和写作中准确、自然地运用 there be 句型的不同时态和形式。
帮助学生理解并正确运用 there be 句型与其他句型的'转换和结合。
三、教学方法
情境教学法、任务型教学法、合作探究法
四、教学过程
（一）复习导入（5 分钟）
1. 教师通过提问的方式复习上节课所学的 there be 句型的基本结构和用法，如：“What is the structure of There be sentence pattern?” “When do we use is and when do we use are?” 等，让学生回顾并回答。
2. 展示一些简单的图片，让学生用 there be 句型进行描述，巩固基本知识点。
（二）知识讲解（12 分钟）
1. there be 句型的时态
一般现在时：再次强调其结构，并举例：There is a park near my home. There are many people in the park. 说明这是描述现在存在的情况。
一般过去时：讲解其构成是“There was/were + 名词 + 地点”，was 用于单数或不可数名词，were 用于复数名词。给出例句：There was a small pond in the village. (过去村子里有一个小池塘) There were a lot of old houses here. (这里过去有很多老房子) 强调过去存在但现在可能不存在了。
一般将来时：介绍其结构“There will be + 名词 + 地点” 或 “There is/are going to be + 名词 + 地点”。例如：There will be a concert in the stadium tomorrow. (明天体育场将有一场音乐会) There is going to be a new shopping mall in the city. (城市里将有一个新的购物中心)
2. there be 句型的否定形式
一般现在时：在 be 动词后加 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 在否定句中要变为 any。
一般过去时：在 was 或 were 后加 not，如：There wasnt a party last night. There werent many students in the classroom.
一般将来时：在 will 后加 not 变为 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 句型的疑问形式及回答
一般疑问句：将 be 动词提前，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.”
特殊疑问句：对地点提问用“Where is/are + 名词?” 对数量提问用“How many + 复数名词 + are there + 地点?” 或 “How much + 不可数名词 + is there + 地点?” 例如：Where are the keys? How many trees are there in the forest? How much milk is there in the bottle?
（三）练习巩固（15 分钟）
1. 时态转换练习
给出一些句子，让学生将其改为一般过去时和一般将来时，如：There is a dog in the yard. (一般过去时：There was a dog in the yard. 一般将来时：There will be a dog in the yard. 或 There is going to be a dog in the yard.)
学生完成后，同桌之间相互检查，教师进行点评和总结。
2. 否定句和疑问句练习
教师在黑板上写出一些肯定句，让学生将其改为否定句和疑问句并回答，如：There are some apples on the tree. (否定句：There arent any apples on the tree. 疑问句：Are there any apples on the tree? 回答：Yes, there are. / No, there arent.) 学生分组进行练习，每组推选一名代表在黑板上写出答案，其他小组进行评价和补充。
（四）情境应用（10 分钟）
1. 情境设置
教师描述一个即将举办的学校活动场景，如校运会，里面有各种比赛项目、运动员、观众、设施等。
让学生根据这个场景，运用 there be 句型的不同时态、否定形式和疑问形式进行小组对话练习。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。
教师巡视各小组，参与对话并给予指导和纠正。
2. 写作任务
让学生以“The Changes in My Hometown”为题，写一篇短文，要求运用 there be 句型描述家乡过去、现在和将来的变化，包括建筑物、环境、人口等方面。学生先在小组内讨论写作思路，然后独立完成写作。教师选取部分学生的作文进行展示和点评，从语法运用、内容丰富度、逻辑结构等方面给予评价和建议。
（五）课堂总结（3 分钟）
1. 教师引导学生回顾 there be 句型在不同时态、否定形式、疑问形式等方面的重点知识和易错点。
2. 让学生分享在本节课学习和练习过程中的收获和体会，教师进行总结和鼓励。
3. 布置课后作业：让学生用 there be 句型写一篇关于自己梦想中的学校或社区的短文，要求不少于 100 字，注意运用所学的语法知识。
五、教学反思
通过这节课的教学，学生对 there be 句型有了更深入、更全面的掌握。在教学过程中，多种练习形式和情境应用有效地帮助学生巩固了知识并提高了运用能力。但在时态转换和复杂句式的运用上，仍有部分学生存在困难，需要在今后的教学中进一步加强专项练习和指导，同时鼓励学生在日常学习和生活中多运用英语进行交流和表达，提高英语综合素养。
英语教案there be句型 4
一、教学目标
1. 让学生能够理解 there be 句型的基本含义和结构，即“There + be + 主语 + 地点状语”，并能准确认读和书写该句型。
2. 帮助学生掌握 be 动词（is/are）在 there be 句型中的正确使用方法，根据主语的单复数形式选择合适的 be 动词。
3. 引导学生运用 there be 句型对简单的场景和事物进行描述，提高学生的'口语表达和书面写作能力。
二、教学重难点
1. 重点
理解 there be 句型的结构和意义。
学会正确使用 is 和 are 构建 there be 句型。
2. 难点
使学生能够在实际情境中灵活、准确地运用 there be 句型进行描述和交流，避免与其他句型混淆。
三、教学方法
直观教学法、情境教学法、游戏教学法、小组合作法
四、教学过程
（一）Warming-up（5 分钟）
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.
（二）Presentation（10 分钟）
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.
（三）Practice（15 分钟）
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.
（四）Production（10 分钟）
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.
（五）Summary and Homework（5 分钟）
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.
英语教案there be句型 5
一、教学目标
1. 使学生进一步熟练掌握 there be 句型的各种形式，包括一般现在时、一般过去时、一般将来时的肯定、否定和疑问形式。
2. 培养学生运用 there be 句型进行连贯的口语表达和篇章写作的能力，能够描述较为复杂的场景、事件或故事。
3. 引导学生理解并掌握 there be 句型中的'就近原则，并能在实际运用中正确体现。
4. 通过小组合作和交流活动，提高学生的合作学习能力和英语思维能力。
二、教学重难点
1. 重点
掌握 there be 句型在不同时态下的结构变化和用法。
理解和运用就近原则。
能够运用 there be 句型进行段落写作。
2. 难点
在口语和写作中自然、准确地运用 there be 句型的各种复杂形式，避免语法错误。
使学生能够根据具体情境灵活选择合适的时态和形式进行表达，提高语言运用的得体性。
三、教学方法
情境教学法、任务驱动法、对比教学法、合作探究法
四、教学过程
（一）Revision（5 分钟）
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.
（二）Presentation（12 分钟）
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 分钟）
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.
（四）Production（10 分钟）
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 分钟）
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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