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课题名称 Unit1 You and Me Section A Grammar Focus (3a - 3d)
教学目标 1.学生能够识别主语与动词的一致性，并正确使用 am, is, are。 2.学生能够通过阅读和完成练习，增强对 be 动词用法的理解。 3.学生能够流利地完成段落填空，并准确地介绍一位新朋友。
教学重难点 重点：掌握 be 动词的三种形式及其与主语的搭配。 难点：准确运用 be 动词的形式，特别是在复数主语和单数第三人称主语后的正确使用。
教学过程 教学活动 设计意图
Step1 Lead in 1.Greet the class warmly. 2.Review the previous class by asking and answering questions. Conduct a brief review of subject - verb agreement using personal pronouns. 3.Introduce the topic of today’s lesson: Using “am” “is” and “are” correctly. 情感与氛围营造：以热情问候开启课堂，消解学生对语法学习的疏离感，构建轻松互动氛围，降低学习焦虑。 知识衔接与铺垫：通过问答复习前序内容，结合人称代词关联 “主谓一致” 核心逻辑（如 I 对应 am ，第三人称对应 is ），为 be 动词学习搭建认知桥梁，实现旧知向新知的自然过渡。 目标清晰化：明确 “正确运用 am/is/are ” 的教学主题，让学生带着任务意识启动学习，增强主动性与聚焦性。
Step2 Work on 3a 1.Present the rules of using “am” “is” and “are” with different subjects on the board, illustrating with examples. 2.Ask students to read the sentences in 3a and circle the verbs. Then, write the appropriate form of “be” next to each personal pronoun. 3.Discuss the answers as a class, clarifying doubts and emphasizing the correct usage. Read the sentences in 3a together. 规则可视化传授：板书呈现 be 动词用法（搭配不同主语）及示例，将抽象语法规则转化为直观可参照的语言模型（如 I am... / He is... ），帮助学生建立 “主语→be 动词” 的对应认知，突破 “用法记忆” 的基础难点。 主动探究式学习：让学生圈画动词、填写 be 动词形式，迫使学生从 “被动接受” 转向 “主动分析”（如自主发现 you 后接 are ），培养归纳思维与自主学习能力。 集体思辨与纠错：全班讨论答案、澄清疑问，集中解决 “第三人称单数 / 复数主语的 be 动词搭配” 等核心难点（如 She is vs They are ），通过 “错误解析 + 正确用法强调”，确保学生理解精准无误。 语感同步培养：齐读句子，将语法规则与语音语调结合，强化正确表达的肌肉记忆与语感，为后续灵活运用奠定基础。
Step3 Work on 3b 1.Ask students to circle the correct words to complete the sentences, focusing on subject - verb agreement. 2.Encourage students to check and discuss the answers, highlighting the reasons for the correct choices. 精准语法训练：通过 “选择正确单词完成句子”，聚焦 “主谓一致” 核心考点（如单数主语选 is ，复数选 are ），训练学生快速判断主语与 be 动词搭配的能力，巩固语法规则的即时应用。 深度理解推动：鼓励学生讨论答案及选择理由，引导从 “知其然” 到 “知其所以然”（如分析 Why “is” for he ），深化对 be 动词用法的逻辑理解，避免机械记忆。
Step 4 Work on 3c 1.Ask students to complete the passage with “am” “is” or “are”. Monitor their progress, assisting where necessary. Once students have finished, go through the passage together, correcting any mistakes and emphasizing subject - verb agreement. The answers are: Hello! I am Liu Yu. I am 13 years old and from Chengdu, China. My favourite animal is the panda. I like hot pot very much. This is my new classmate. Her name is Sally Wood. She is also 13 years old. She is from Sydney, Australia. Now she lives in Chengdu with her parents. She likes Chinese food a lot. Her favourite food is Mapo tofu. Sally and I are good friends. 2.Get students to read the passage. Pay attention to the answers. 语篇语境融合：将 be 动词融入 “自我介绍 + 介绍朋友” 的真实语篇，让语法学习回归 “语言交流工具” 的本质（如描述年龄 I am 13 、国籍 She is from Australia ），解决 “语法与语境割裂” 的问题。 过程性支持与纠错：教师全程监控，对基础薄弱学生的错误（如复数主语误用 is ）进行一对一指导；集体校对时强调主谓一致，在语篇层面强化语法意识，确保全体学生掌握。 输出强化与巩固：朗读 passage，通过语音输出进一步固化正确表达，让语法规则内化为语言习惯，提升语篇理解与写作能力。
Step 5 Work on 3d Pair students up for exercise 3d. Ask them to introduce one of their new friends to their partner, using the provided sample as a guide. Give them time to prepare and then invite a few pairs to come to the front and role - play their introductions. Provide constructive feedback on their language use, praising correct subject - verb agreement and suggesting improvements. 真实情境迁移：以 “介绍新朋友” 为任务，结合示例引导，将语法知识转化为真实社交场景的表达能力（如 This is my friend. He is... ），突破 “难点：实际情境中灵活运用 be 动词”。 能力展示与反馈：邀请学生上台表演，强化 “语法准确 + 表达流畅” 的双重要求；教师反馈聚焦 “主谓一致”（表扬正确用法、建议改进方向），针对性提升语言输出质量，同时培养学生公开表达的自信。 合作学习深化：结对练习 + 小组展示，促进学生间的交流协作，让语法学习伴随社交互动自然发生，培养团队合作与沟通素养。
Step 6 Summary and Homework Summarize the key points of the lesson, emphasizing the importance of using “am” “is” and “are” correctly in sentences. Assign homework: Students will write a short paragraph about themselves, ensuring correct subject - verb agreement is used throughout. Encourage them to review the lesson material before starting the assignment. 知识体系沉淀：总结 be 动词用法要点，帮助学生梳理清晰的语法体系（如 I→am，You/We/They→are，He/She/It→is ），强化长期记忆，实现知识结构化。 自主巩固与内化：布置 “写自我介绍” 的作业，迫使学生在真实自我表达中反复验证 be 动词用法（如描述自身信息 I am... / My favourite... is... ），推动 “语法规则→个人表达” 的深度内化；要求复习课上内容，引导自主查漏补缺，培养自主学习习惯。
板书设计 Unit 1 You and Me Section A: How do we get to know each other (3a - 3d) Words and phrase: same, twin, both, band, pot, a lot, tofu, UK, US, Australia Grammar: I am　You are　He/She/It is　We/They are Structures: Hello! I’m ... This is my new friend. His/Her name is ... He’s/She’s from... His/Her favourite ... is...
教学反思 本节课重点在于强化学生对 be 动词的正确使用。通过多个练习活动，学生得到了充分的实践机会。在介绍新朋友的口语活动中，学生表现出较好的语言运用能力，但在某些句子构造上还需加强流畅性和准确性。未来教学中，我将继续设计更多真实场景的对话练习，帮助学生更好地内化这一语法点，并注重引导学生在口语表达中自我纠正，提高语言输出的质量。

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