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中小学教育资源及组卷应用平台
7A U1 Grammar
一、板块定位
本单元的主题范畴是“人与社会”，是“社会服务与人际沟通”主题群下“良好的人际关系与人际交往”的子主题内容；话题是“介绍自己与他人”。涉及的语篇类型有图片、对话、音频、视频、人物介绍等。本单元的教学旨在帮助学生认识、问候新同学，初步介绍自己与他人，结识更多新朋友，尽快融入新环境，开启求学新征程。 整个单元的七个板块分别涉及“介绍自己与他人”的多个层面。
Grammar 板块的情境为向他人介绍自己的新同学、新老师、新学校，引导学生深入学习be 动词的一般现在时，并使用 be 动词的一般现在时向他人介绍自己的新学校相关情况，内容衔接小学和初中语法学习项目。引导学生从形式、意义和使用三个维度关注和学习be动词的一般现在时，并准确运用相关知识介绍自己与他人，具体包括三部分内容：首先借助与单元主题相关的语篇，在真实语境中呈现 be 动词的一般现在时的形式、意义和用法；接着通过单句、对话等不同层次的练习巩固所学内容、内化新知；最后引导学生正确使用 be 动词的一般现在时和同学谈论在新学校的生活及感受，提升知识的迁移运用能力，加深对新同学的认识和了解。
二、教学目标
通过本课时学习，学生能够：
1 掌握主语为不同人称时，一般现在时中 be 动词的不同形式；
2 在谈论新学校的人和事的情境中理解、内化 be 动词的一般现在时的基本结 构和意义；
3 在真实情境中正确使用 be 动词的一般现在时介绍自己的新朋友、新老师、 新学校生活。
Step 1：The forms of “be” in the simple present tense
The teacher presents pictures of the students of Class 1, Grade 7 and have students answer the following questions.
(1)Who is he
(2)Who is she
(3)Who are you
(4)What are the forms of “be”
Answer (1)He is Daniel/Simon. (2)She is Amy/Millie/Sandy/Kitty. (3) I am…. (4) am is are
设计意图：通过简要回顾七年级（1）班几位同学的姓名，观察be动词的一般现在时的形式特征，激活已知。
Step 2: The meaning of “be” in the simple present tense
Have students talk about the students of Class 1, Grade 7 with “be” and answer the questions.
What do we talk about
Possible answer Name looks character class school hobbies Facts/事实；statements/陈述；
设计意图：通过free talk介绍七年级（1）班几位同学的名字、外貌、性格、班级学校、爱好等信息，感知be动词的一般现在时的意义，并口头操练三种重要用法。
Step 3: The use of “be” in the simple present tense
Rule 1
Have students read Millie’s message, pay attention to the words in bold.
Have students classify the sentences in Millie’s message according to their functions
(1) To introduce oneself: I am …; We are …
(2) To introduce others: It is …; They are …; She is …; He is …
(3) To ask a question: Are you …
(4) Have students finish “Work out the rule!” on page 11.
Answer am are is
Have students find more subjects for “is” and “are” according to Millie’s message and answer the questions.
What does “it” mean
What does “we” mean
What are other subjects with “is” and “are”
Can you give more examples
Answer The middle school; Simon Sandy Millie Amy Sandy 单数名词 名词复数 略
3. Help students summarize the formula of Rule 1 and have students do some exercise according to the formula.
Answer am are is is is am is is is are is is are are
Show students the abbreviations and teach them to read them out.
Answer [a m] [j (r)] [w (r)] [ e (r)] [hi z] [ i z] [ ts]
设计意图：鼓励学生阅读含有目标语法 be 动词的一般现在时的语篇，并对其中的句子按功能进行分类。再通过问题帮助学生找出更多主语并造句(注意特殊名词，如family, Maths等)，旨在引导学生在单元主题情境中感知、关注本课时的目标语法。随后引出语法口诀，便于识记，并在语境中进行操练，最后将缩写引出并领读。
Rule 2
Show students two emojis, ask them to express the emojis and work out Rule 2 on Page 11.
Answer It is happy. It is not happy./It is unhappy Add “not” after “be”
Help students summarize the formula of Rule 2 and have students do some exercise according to the formula.
Answer is not are not is not am not
3. Show students the abbreviations and teach them to read them out.
Answer [ɑ nt] [ znt]
设计意图：通过开心与难过的表情包引导学生表达简单的否定句，并观察否定句句型、归纳规则，随后引出语法口诀，便于识记。最后在语境中进行操练，并从学生的口头表达中引出缩写并领读。
Rule 3
1.Show students two emojis, ask them to answer the question with “Yes” and “No”.
Is it happy
Answer Yes, it is happy. No, it is not happy.
2. Have students answer the questions on page 11 with “Yes” and “No”, work out Rule 3 and review the abbreviations.
Answer
Help students summarize the formula of Rule 3.
设计意图：通过表情包引导学生观察一般疑问句并进行简单的回答，归纳be动词在不同句式中的形式变化、意义及使用规则，并引出语法口诀。
Step 4：Practice
Have students finish Part A on page 12 and read the abbreviations out.
Answer 1am am 2are 3Are am not 4are 5Is is is 6 is are
Have students finish Part B on page 12 and read them out.
Answer (1) Are (2) are (3) is (4) are (5) are (6) is (7) Is (8) isn’t (9) is (10) Are (11) am (12) am
3.Have students work in groups of two, talk about things and people at school and show their talk in class （Part C）.
Possible answer An example： Student A: you happy in this class Student B: …The teachers very nice. Student A: the English teacher friendly Student B: … you interested in English Student A:…I good at . Student B: Me too. I also interested in playing basketball. I tall in this class Student A:…
设计意图：在语境中从单句和语篇两个层面练习和巩固新知；最后让学生准确使用be动词的一般现在时讨论在新学校的所见所闻，充分内化和运用本单元核心语法知识。提升知识的迁移运用能力，加深对新同学的认识和了解。
Step 5: Summary
What do we learn about “be” in the simple present tense in this class？
Possible answer
设计意图：梳理本节课要点及细节，建构思维导图，实现知识的结构化。
Step 6. Homework
Talk to your classmates about your feelings about the school and the new class using the correct forms of be.
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