资源简介

Unit 1 You and Me
Period 3 Grammar (3a-3d)
I. Teaching Objectives
1. Language Abilities
Learn to identify the three forms of the verb "be" (am, is, are) and master their basic usage rules.
Learn to recognize and use possessive adjectives (my, your, his, her, our, their) correctly in simple contexts.
Be able to use the verb "be" and possessive adjectives to make simple sentences for self-introduction and introducing friends.
2. Learning Abilities
Develop the ability to summarize the usage rules of "be" through analyzing conversations, matching activities, and games.
Improve the ability to apply grammar rules (of "be" and possessive adjectives) to practical tasks, such as completing sentences, filling in passages, and speaking.
Enhance cooperative learning skills by working in groups to discuss and present introductions of themselves and friends.
3. Thinking Qualities
Cultivate logical thinking and classification skills by comparing the matching relationship between different subjects and corresponding forms of "be".
Improve observational and reasoning skills by analyzing the connection between subjects (person, number) and the verb "be" in the passage (3c).
4. Cultural Awareness
Gain a basic understanding of the importance of friendship through the theme of "introducing friends".
Learn simple polite expressions in English communication (e.g., "Nice to meet you") to develop good communication etiquette.
II. Teaching Important and Difficult Points
1. Teaching Important Points
Grasp the core usage of "be":
Use "am" with the subject "I";
Use "are" with "you", plural nouns, or plural pronouns (we, they);
Use "is" with third-person singular subjects (he, she, it) or singular nouns.
Master the basic meaning and usage of possessive adjectives (e.g., "my" modifies nouns to show possession: "my name").
2. Teaching Difficult Points
Correctly choose "am", "is", or "are" according to the person and number of the subject (e.g., using "is" with "this/that" and "are" with "these/those").
Appropriately use possessive adjectives with nouns in oral introduction and written tasks (avoiding mistakes like missing nouns after possessive adjectives).
III. Teaching Procedures
Step 1: Lead-in (5 minutes)
Warm Greeting: Greet students warmly (e.g., "Good morning, class! How are you today ") to create a relaxed classroom atmosphere. Invite 2-3 students to respond (e.g., "I am fine, thank you.").
Video Learning: Play a 2-minute English cartoon video about the verb "be" (introducing "am, is, are" and simple examples). After watching, ask:
"What forms of the verb 'be' did you see in the video "
Guide students to answer: "am, is, are" and write them on the blackboard.
Step 2: Presentation (10 minutes)
Conversation Review: Show the dialogue from Unit 1 Section A (e.g., "A: What’s your name B: My name is Tom. A: Nice to meet you, Tom. B: Nice to meet you, too.") on the screen. Ask students to read the dialogue aloud and underline the verb "be" (is) in it.
Matching Activity: Prepare two columns on the blackboard/PPT:
Column 1 (Subjects): I, you, he, she, it, we, they, Tom, my friends
Column 2 (Forms of "be"): am, is, are
Invite students to come to the front to match subjects with the correct "be" forms. After matching, summarize the usage rules together (e.g., "I → am; He/She/It/Singular Nouns → is; You/We/They/Plural Nouns → are").
Quick Response Game: Play "Be Verb Flash". Show subject cards (e.g., "she", "they", "Li Ming") on the screen quickly. Ask students to stand up and shout the correct "be" form as fast as possible. Reward the fastest and most accurate students with small stickers.
Step 3: Practice (15 minutes)
Task 3a:
Ask students to open their textbooks to Page X (3a). Read the sentences aloud together first.
Guide students to circle the verbs in each sentence, then write "am", "is", or "are" next to the personal pronouns (I, you, he, etc.) in the margin.
Check answers by calling on students to share. For wrong answers, lead the class to correct them by reviewing the usage rules.
Task 3b:
Let students read the sentences in 3b independently. Remind them to first mark the subject of each sentence (e.g., "This ___ a pen." → Subject: "This").
Ask students to circle the correct "be" form (is/are) to complete each sentence.
Organize a "pair check": Students compare answers with their deskmates. Then invite 3-4 pairs to report their answers to the class.
Sentence Completion: Provide 5 extra sentences on the PPT for further practice (e.g., "We ___ in Grade Seven." "Her name ___ Lucy."). Ask students to write answers on their exercise books and hand in 2-3 randomly for quick feedback.
Task 3c:
Ask students to read the passage in 3c silently. Highlight the coloured words (e.g., my, your, his) and ask: "What do these words tell us " (Guide students to understand they show "possession" — these are possessive adjectives.)
Explain the basic usage of possessive adjectives: "They must be used with nouns (e.g., 'my book' not 'my')."
Let students complete the passage with "am", "is", or "are". Walk around the classroom to help students who have difficulties.
Possessive Adjectives Game: Play "Match & Say". Show cards of pronouns (I, you, he) and nouns (name, pen, bag) on the screen. Ask students to match them with correct possessive adjectives (e.g., "I → my → my name") and say the phrase aloud (e.g., "my name").
Step 4: Production (10 minutes)
Passage Analysis: Ask students to read the completed passage in 3c again. Guide them to divide the passage into 2 parts: "Introduction of 'I'" and "Introduction of 'my friend'".
Group Work (Introduction Practice):
Divide students into groups of 4. Ask each group member to prepare a short introduction including:
Self: "I am [name]. I am [age]. My favourite subject is [English]."
A Friend: "This is my friend [Lily]. She is [12]. Her favourite colour is [pink]."
Give 3 minutes for group discussion and preparation. Encourage students to help each other correct grammar mistakes (e.g., wrong "be" forms, incorrect possessive adjectives).
Task 3d:
Ask students to write a short passage (50-60 words) about themselves and their best friend, using the structure from 3c and their group practice.
After writing, invite 2-3 students to read their passages aloud. Praise their good usage of "be" and possessive adjectives, and help correct minor mistakes.
Step 5: Summary (3 minutes)
Use a mind map on the PPT to summarize the key points of the lesson:
Verb "be": Forms (am, is, are) + Usage Rules (match with subjects).
Possessive Adjectives: my, your, his, her + Use with nouns.
Ask 1-2 students to retell the key points to check their understanding.
Step 6: Homework
Must-do Tasks:
Work with a partner to make a 1-minute dialogue using the verb "be" (including self-introduction and asking about a friend).
Introduce yourself and one friend to your family after class (in English).
Finish the grammar exercises (provided in the worksheet).
Choose-to-do Tasks:
Recite the "Grammar Focus" part of Unit 1.
Search the Internet for 1-2 English sayings about friendship (e.g., "A friend in need is a friend indeed.") and share them in the next class.
IV. Blackboard Design
Left Side Middle Side Right Side
Verb "be" Usage Examples Possessive Adjectives
I → am I am a student. I → my (my name)
You/We/They/Plural Nouns → are You are nice. We are friends. You → your (your bag)
He/She/It/Singular Nouns → is He is Tom. This is a pen. He → his (his pen); She → her (her book)

展开更多......

收起↑