英語教案模板there be句型（通用5篇）

　　作為一名默默奉獻的教育工作者，總不可避免地需要編寫教案，通過教案準備可以更好地根據具體情況對教學進程做適當的必要的調整。寫教案需要注意哪些格式呢？下面是小編為大家收集的英語教案模板there be句型，僅供參考，希望能夠幫助到大家。

　　英語教案there be句型 1

　　教學目標：

　　知識與技能目標：

　　（1） 學生能熟練掌握There be 句型的陳述句、一般疑問句。

　　（2） 學生能熟練掌握主謂一致原則；

　　（3） 學生能正確區分There be句型和“have/has”表示“有”的含義。

　　（4） 學生能熟練運用“There be ”句型描述日常生活中的事物。

　　過程與方法目標：

　　聽、說、讀、寫貫穿教學的全過程，以自主、合作、探究及“任務型”教學為主，充分調動學生的主觀能動性和探索精神，注重知識教學適合學生的認知水平，由簡到繁，由易到難。

　　情感目標：

　　教和學的'過程中，注意培養學生的團結協作精神，培養學生的跨文化意識。

　　教學重點：

　　There be 句型的各種句式變化及be的正確運用。

　　教學難點：

　　主謂一致；There be和have/has表示“有”的正確運用。

　　教學用時：

　　一課時

　　教學過程：

　　Step1.復習

　　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.板書： have/has 表示“擁有，所有” Step2.課堂導入

　　T．Look at our claroom, you can see some things(desk, chair, book…)in it.Can you say “墻上有一幅畫”、“桌子上有兩支鋼筆”with “have/has” ?

　　Step3.呈現新句型

　　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.讓學生初步感知 There be 句型并找出句型規律。 板書： There

　　is/are…+某物/某人+某地…

　　表示：某地有某物/某人 （表示存在）

　　教師先引導學生運用此句型結構造句，然后讓學生兩人一組進行操練，相互檢查，然后讓一部分學生把練習成果和大家分享。 Step4.T.Can you use “be” easily? 引入主謂一致的教學

　　a.讓學生識別句子的主語（在剛才呈現的句子里試著找一下） b.找出規律： 有（擁有，所有）

　　There is/are…+某物/某人+某地…

　　某地有某物/某人（存在）

　　主謂一致：

　　There is+可數名詞單數/不可數名詞…

　　There are +可數名詞復數…

　　句式變化： 否定句：There is not/isn’t …

　　There are not/aren’t…

　　疑問句：Is/Are there…? Yes,there is/are.

　　No,there are not/aren’t.Some ------------------ any 肯定句

　　否定句/疑問句

　　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.

　　英語教案there be句型 2

　　一、教學目標

　　1. 知識目標

　　學生能夠理解并掌握 there be 句型的基本結構：There is + 單數可數名詞/不可數名詞 + 地點狀語；There are + 復數可數名詞 + 地點狀語。

　　能夠正確運用 there be 句型描述事物的存在。

　　2. 能力目標

　　通過聽說讀寫練習，提高學生運用 there be 句型進行交流和表達的能力。

　　培養學生觀察、歸納和總結語法規則的能力。

　　3. 情感目標

　　激發學生學習英語語法的興趣，增強學習英語的自信心。

　　鼓勵學生積極參與課堂活動，培養合作精神。

　　二、教學重難點

　　1. 教學重點

　　there be 句型的結構和用法。

　　正確區分使用 is 和 are。

　　2. 教學難點

　　引導學生在實際情境中靈活運用 there be 句型，尤其是在描述復雜場景時。

　　讓學生理解 there be 句型的就近原則。

　　三、教學方法

　　情境教學法、任務驅動法、小組合作法

　　四、教學過程

　　（一）導入（5 分鐘）

　　1. 展示一些含有不同事物的圖片，如一間教室（里面有桌椅、黑板、學生等）、一個花園（有花、樹、蝴蝶等）、一個動物園（有各種動物）。

　　2. 教師提問：“What can you see in these pictures?” 引導學生用簡單的句子回答，如“I can see a desk.” “I can see some flowers.” 等。

　　3. 教師引出本節課的主題：“Today we are going to learn a new sentence pattern to describe things in a place. Its called There be sentence pattern.”

　　（二）知識講解（10 分鐘）

　　1. 呈現 there be 句型的基本結構

　　教師在黑板上寫出：There is a book on the desk. 并解釋：“There is” 表示 “有”，“a book” 是單數可數名詞，“on the desk” 是地點狀語，表示書所在的位置。

　　再寫出：There are some pens in the pencil case. 解釋 “There are” 用于復數可數名詞 “some pens”，“in the pencil case” 是地點。

　　強調 is 用于單數或不可數名詞，are 用于復數名詞。

　　2. 舉例說明

　　教師展示更多圖片，讓學生用 there be 句型描述圖片內容，如：There is a tree in the picture. There are three birds in the sky. 等，教師巡視并給予指導和糾正。

　　3. 講解就近原則

　　給出句子：There is a pen and two erasers on the table. 和 There are two erasers and a pen on the table. 對比講解，讓學生理解當 there be 句型中有多個并列主語時，be 動詞的形式取決于離它最近的主語。

　　（三）練習鞏固（15 分鐘）

　　1. 口頭練習

　　將學生分成小組，每組給定一幅圖片，讓小組內成員輪流用 there be 句型描述圖片，其他成員認真傾聽并糾正錯誤。

　　教師在各小組間巡視，參與學生的討論并提供幫助。

　　2. 書面練習

　　發放練習紙，上面有一些填空題，如：There ___ (be) a cat under the chair. There ___ (be) some water in the glass. There ___ (be) five students in the classroom. 等，讓學生根據所給名詞的單復數形式填寫正確的 be 動詞。

　　學生完成練習后，同桌之間相互批改，教師講解答案并強調易錯點。

　　（四）拓展應用（10 分鐘）

　　1. 情境創設

　　教師描述一個場景：“想象一下你自己的臥室，里面有床、書桌、衣柜、一些玩具等，請用 there be 句型向你的同桌介紹你的臥室。”

　　學生先自己準備，然后同桌之間進行交流，教師巡視并鼓勵學生盡量詳細地描述。

　　2. 寫作練習

　　讓學生以“My Ideal Room”為題，寫一篇小短文，要求至少使用三個 there be 句型描述房間里的物品擺放。學生寫好后，教師選取部分學生的'作文進行展示和點評，表揚優點并指出不足之處，同時給予改進建議。

　　（五）課堂總結（5 分鐘）

　　1. 教師引導學生回顧 there be 句型的結構、用法、就近原則等重點內容。

　　2. 提問學生：“What have you learned today?” 讓學生總結本節課的收獲，教師進行補充和完善。

　　3. 鼓勵學生在課后繼續練習 there be 句型，嘗試用它來描述更多的場景和事物。

　　五、教學反思

　　在教學過程中，通過多種教學方法和豐富的練習活動，大部分學生能夠較好地理解和掌握 there be 句型。但仍有部分學生在運用時會出現 be 動詞選擇錯誤或描述不夠準確的問題，在今后的教學中應加強對這部分學生的個別輔導，增加更多的實踐機會，讓學生能夠更加熟練、靈活地運用 there be 句型進行英語表達。

　　英語教案there be句型 3

　　一、教學目標

　　1. 知識目標

　　學生能夠熟練運用 there be 句型的各種時態，如一般現在時、一般過去時、一般將來時。

　　掌握 there be 句型的否定形式和疑問形式及其回答。

　　2. 能力目標

　　提高學生在不同語境下運用 there be 句型進行聽說讀寫的綜合能力。

　　培養學生運用英語思維構建句子和段落的能力。

　　3. 情感目標

　　讓學生體會到英語語法學習的樂趣和成就感，進一步激發學習英語的熱情。

　　通過小組合作學習，增強學生的團隊協作意識和溝通能力。

　　二、教學重難點

　　1. 教學重點

　　there be 句型不同時態的構成和用法。

　　否定句和疑問句的轉換規則及回答方式。

　　2. 教學難點

　　引導學生在實際交流和寫作中準確、自然地運用 there be 句型的不同時態和形式。

　　幫助學生理解并正確運用 there be 句型與其他句型的'轉換和結合。

　　三、教學方法

　　情境教學法、任務型教學法、合作探究法

　　四、教學過程

　　（一）復習導入（5 分鐘）

　　1. 教師通過提問的方式復習上節課所學的 there be 句型的基本結構和用法，如：“What is the structure of There be sentence pattern?” “When do we use is and when do we use are?” 等，讓學生回顧并回答。

　　2. 展示一些簡單的圖片，讓學生用 there be 句型進行描述，鞏固基本知識點。

　　（二）知識講解（12 分鐘）

　　1. there be 句型的時態

　　一般現在時：再次強調其結構，并舉例：There is a park near my home. There are many people in the park. 說明這是描述現在存在的情況。

　　一般過去時：講解其構成是“There was/were + 名詞 + 地點”，was 用于單數或不可數名詞，were 用于復數名詞。給出例句：There was a small pond in the village. (過去村子里有一個小池塘) There were a lot of old houses here. (這里過去有很多老房子) 強調過去存在但現在可能不存在了。

　　一般將來時：介紹其結構“There will be + 名詞 + 地點” 或 “There is/are going to be + 名詞 + 地點”。例如：There will be a concert in the stadium tomorrow. (明天體育場將有一場音樂會) There is going to be a new shopping mall in the city. (城市里將有一個新的購物中心)

　　2. there be 句型的否定形式

　　一般現在時：在 be 動詞后加 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 在否定句中要變為 any。

　　一般過去時：在 was 或 were 后加 not，如：There wasnt a party last night. There werent many students in the classroom.

　　一般將來時：在 will 后加 not 變為 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 句型的疑問形式及回答

　　一般疑問句：將 be 動詞提前，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.”

　　特殊疑問句：對地點提問用“Where is/are + 名詞?” 對數量提問用“How many + 復數名詞 + are there + 地點?” 或 “How much + 不可數名詞 + is there + 地點?” 例如：Where are the keys? How many trees are there in the forest? How much milk is there in the bottle?

　　（三）練習鞏固（15 分鐘）

　　1. 時態轉換練習

　　給出一些句子，讓學生將其改為一般過去時和一般將來時，如：There is a dog in the yard. (一般過去時：There was a dog in the yard. 一般將來時：There will be a dog in the yard. 或 There is going to be a dog in the yard.)

　　學生完成后，同桌之間相互檢查，教師進行點評和總結。

　　2. 否定句和疑問句練習

　　教師在黑板上寫出一些肯定句，讓學生將其改為否定句和疑問句并回答，如：There are some apples on the tree. (否定句：There arent any apples on the tree. 疑問句：Are there any apples on the tree? 回答：Yes, there are. / No, there arent.) 學生分組進行練習，每組推選一名代表在黑板上寫出答案，其他小組進行評價和補充。

　　（四）情境應用（10 分鐘）

　　1. 情境設置

　　教師描述一個即將舉辦的學校活動場景，如校運會，里面有各種比賽項目、運動員、觀眾、設施等。

　　讓學生根據這個場景，運用 there be 句型的不同時態、否定形式和疑問形式進行小組對話練習。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。

　　教師巡視各小組，參與對話并給予指導和糾正。

　　2. 寫作任務

　　讓學生以“The Changes in My Hometown”為題，寫一篇短文，要求運用 there be 句型描述家鄉過去、現在和將來的變化，包括建筑物、環境、人口等方面。學生先在小組內討論寫作思路，然后獨立完成寫作。教師選取部分學生的作文進行展示和點評，從語法運用、內容豐富度、邏輯結構等方面給予評價和建議。

　　（五）課堂總結（3 分鐘）

　　1. 教師引導學生回顧 there be 句型在不同時態、否定形式、疑問形式等方面的重點知識和易錯點。

　　2. 讓學生分享在本節課學習和練習過程中的收獲和體會，教師進行總結和鼓勵。

　　3. 布置課后作業：讓學生用 there be 句型寫一篇關于自己夢想中的學校或社區的短文，要求不少于 100 字，注意運用所學的語法知識。

　　五、教學反思

　　通過這節課的教學，學生對 there be 句型有了更深入、更全面的掌握。在教學過程中，多種練習形式和情境應用有效地幫助學生鞏固了知識并提高了運用能力。但在時態轉換和復雜句式的運用上，仍有部分學生存在困難，需要在今后的教學中進一步加強專項練習和指導，同時鼓勵學生在日常學習和生活中多運用英語進行交流和表達，提高英語綜合素養。

　　英語教案there be句型 4

　　一、教學目標

　　1. 讓學生能夠理解 there be 句型的基本含義和結構，即“There + be + 主語 + 地點狀語”，并能準確認讀和書寫該句型。

　　2. 幫助學生掌握 be 動詞（is/are）在 there be 句型中的正確使用方法，根據主語的單復數形式選擇合適的 be 動詞。

　　3. 引導學生運用 there be 句型對簡單的場景和事物進行描述，提高學生的'口語表達和書面寫作能力。

　　二、教學重難點

　　1. 重點

　　理解 there be 句型的結構和意義。

　　學會正確使用 is 和 are 構建 there be 句型。

　　2. 難點

　　使學生能夠在實際情境中靈活、準確地運用 there be 句型進行描述和交流，避免與其他句型混淆。

　　三、教學方法

　　直觀教學法、情境教學法、游戲教學法、小組合作法

　　四、教學過程

　　（一）Warming-up（5 分鐘）

　　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 分鐘）

　　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 分鐘）

　　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 分鐘）

　　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 分鐘）

　　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.

　　英語教案there be句型 5

　　一、教學目標

　　1. 使學生進一步熟練掌握 there be 句型的各種形式，包括一般現在時、一般過去時、一般將來時的肯定、否定和疑問形式。

　　2. 培養學生運用 there be 句型進行連貫的口語表達和篇章寫作的能力，能夠描述較為復雜的場景、事件或故事。

　　3. 引導學生理解并掌握 there be 句型中的'就近原則，并能在實際運用中正確體現。

　　4. 通過小組合作和交流活動，提高學生的合作學習能力和英語思維能力。

　　二、教學重難點

　　1. 重點

　　掌握 there be 句型在不同時態下的結構變化和用法。

　　理解和運用就近原則。

　　能夠運用 there be 句型進行段落寫作。

　　2. 難點

　　在口語和寫作中自然、準確地運用 there be 句型的各種復雜形式，避免語法錯誤。

　　使學生能夠根據具體情境靈活選擇合適的時態和形式進行表達，提高語言運用的得體性。

　　三、教學方法

　　情境教學法、任務驅動法、對比教學法、合作探究法

　　四、教學過程

　　（一）Revision（5 分鐘）

　　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 分鐘）

　　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 分鐘）

　　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 分鐘）

　　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 分鐘）

　　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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