Therebe句型Teachinganalysis：Thisclassisteachingstudentstolearnhowtouse“thereis/are”correctly,soIchoosetoteachby“Thesituationalteachingmethodandtask-basedmethod”inordertomakestudentsunderstandthemeasilyandknow“wherethereiswill，thereisaway”ifwewanttosucceed.Inthislanguageenvironment,studentscanuse“thereis/are”bycomparingandobserving.Thenteacherleadsstudentstoworkouttherules.Studentsmastertherulesandcanuse“thereis/are”correctly.Teachingaims:1.knowledgeandability：Studentscanuse“thereis/are”tosaysomethingexitssomewherecorrectly.2.Processandmethods：Studentscanworkouttherulesbycomparingthepicturesandsentences3.Emotionalattitudeandvalues：Accordingtolearning,studentscanknow“wherethereiswill，thereisaway”andweshouldbecleanandtidy.Teachingimportantanddifficultpoints：Studentscanuse“thereis/are”tosaysomethingexitssomewherecorrectly.Teachingpreparations：PPT，teachingdesigningTeachingmethod：Thesituationalteachingmethodandtask—basedmethodTeachingprocess:=1\*ROMANI.LeadinginTeachershowsapictureoftheroomandintroduceit.Wecansee“books、sofa、keys、bed、schoolbag、table”Showfive“therebe”sentences,readthemandfindthedifferencesandsame.Therearesomebooksonthesofa.Thereisasofaintheroom.Therearesomekeysonthefloor.Thereisaschoolbagonthebed.ThereisatablenexttothewallLeadstudentstofindout—Allthesentencesbeginwith“therebe”What’sthemeaningof“therebe”Thenunderstandthesentences.=2\*ROMANII.ShowthePPTandlearnthestructureT:WecanseethefoodinthefridgeWhatisthereinthebasket?Leadstudentstoreadthemandpayattentionto“is/are”Workouttherule:Manyeggs-pluralnoun-use“are”Awatermelon-singularnoun–use“is”So,weuse“thereis/are+sth/sb+somewhere”tosaythatsomethingexitssomewhere.=3\*ROMANIII.practice（agame）1.Whenpointtoasingularnounoranuncountablenoun,weuse“thereis”Whenpointtoapluralnoun,use“thereare”Summarize:Therebe看名詞，單數(shù)is，復(fù)數(shù)are，不可數(shù)名詞要用isFinishtheexercisesClass4Grade7isabigfamily.There()35students.Ourclassroomiscleanandtidy.There()anoldbookcasebehindtheclassroom.There()twoblackboards.Onthetercher’sdesk,there()somechalk.Also,there()manyfansandlights.Inourclass,terchersarenice.Classmatesarefriendlytoeachother.Weloveourbigfamily.Leadstudentstopayattentiontothekeywords–35studentsanoldbookcase、twoblackboards、somechalk、manyfansandlights.checktheanswersIV.leadstudentspayattentionto2sentencesTheyhavethesamemeaningsbutthefirst:“abook”isbefore“somepencils”,thesecond:“somepencils”isbefore“abook”.總結(jié)：therebe近視眼，遵循就近原則，be單復(fù)數(shù)形式跟therebe之后第一個主語保持一致。V．learn“negativepattern”Studentsreadthemandleadstudentstounderstandthesentences.Thereis“be”inthesentences,soweput“not”after“be”Rule:be后加not,some變anyLearn“Yes/No”question.Becauseof“is/are”,soweput“is/are”atthebeginningofthesentences.總結(jié)：be提前,some變any.VI.Homework:Finishtherelatedexercisesandstudentscanunderstandgrammardeeply.Teacherleadsstudentstopayattentiontokeywordsandtherules.Moraleducation:“wherethereiswill，thereis