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Unit 1 School life-C Grammaring
This part of "Unit 1 School life - C Grammaring" mainly focuses on several important grammar points closely related to school life. It includes the simple present tense which is used to describe daily routines, general facts, and habits in school life scenarios. For example, "I go to school at 7:30 every morning." Also, the grammar of noun singular and plural forms and uncountable nouns are covered. Students need to learn how to distinguish between them and use the correct forms. For instance, "There are many books in the library." Here, "books" is in plural form. And "There is some water in the bottle." where "water" is an uncountable noun. Besides, the "there be" (is/are) sentence pattern is taught, which is used to express the existence of something in a certain place. These grammar points are essential for students to accurately describe and express various aspects of school life, laying a solid foundation for their further English learning.
教学目标 A. Knowledge Objectives Students will be able to understand and master the usage of the simple present tense, including how to use it to describe habitual actions, general truths, and current situations in school life. They can correctly identify and use noun singular, plural forms, and uncountable nouns related to school, such as "classroom - classrooms", "information" (uncountable). Students will fully grasp the structure and usage of the "there be" (is/are) sentence pattern to express the presence of people, things, or places in the school environment. B. Ability Objectives Enable students to use the learned grammar knowledge to describe their own school life in oral and written forms accurately and fluently. For example, they can write a short passage about their daily school routine using the simple present tense and the "there be" sentence pattern. Develop students' ability to analyze and judge grammar usage in different contexts, so as to improve their language comprehension and application ability. C. Emotional Objectives Cultivate students' interest in learning English grammar through vivid and interesting teaching methods, making them realize the importance of grammar in expressing ideas precisely. Encourage students to actively participate in classroom activities, enhancing their confidence in using English to communicate and express themselves.
教学重难点 A. Key Points The correct usage and formation of the simple present tense, especially the third - person singular form of verbs. For example, "He likes reading books in the library." The "likes" is the third - person singular form of "like". The distinction and correct usage of noun singular, plural forms, and uncountable nouns. Students need to know when to add "-s" or "-es" to form plurals and which nouns are uncountable. The structure and application of the "there be" (is/are) sentence pattern, including how to choose "is" or "are" according to the number of the subject. B. Difficult Points Helping students correctly use the simple present tense in complex sentences and distinguish it from other tenses in context. Sometimes, students may be confused about when to use the simple present tense and when to use the present continuous tense. Making students master the irregular plural forms of some nouns, such as "child - children", "foot - feet", and the usage of quantifiers with uncountable nouns like "some", "any", "much", "a little". Teaching students how to use the "there be" sentence pattern flexibly in different types of sentences, such as negative sentences and interrogative sentences, and how to combine it with other grammar points.
A. Simple Present Tense
Usage
Habitual actions: Used to describe actions that happen regularly. For example, "I usually play basketball after school every day."
General truths: Statements that are always true. For example, "The earth moves around the sun."
Current situations: Describing present states or conditions that are relatively stable. For example, "She lives near the school."
Formation
For the first and second person singular and plural, and the third - person plural: The verb remains in its base form. For example, "I/You/We/They go to school by bike."
For the third - person singular: Add "-s" or "-es" to the base form of the verb. Rules for adding "-s" or "-es":
For most verbs, just add "-s", e.g., "work - works", "play - plays".
For verbs ending in "-ch", "-sh", "-s", "-x", or "-o", add "-es", e.g., "watch - watches", "wash - washes", "guess - guesses", "fix - fixes", "go - goes".
For verbs ending in a consonant + "y", change "y" to "i" and add "-es", e.g., "study - studies", "carry - carries".
B. Noun Singular, Plural Forms, and Uncountable Nouns
Singular Nouns
Represent one person, place, thing, or idea. For example, "a book", "a classroom".
Plural Nouns
Represent more than one person, place, thing, or idea.
Regular plural forms:
Most nouns add "-s", e.g., "pen - pens", "desk - desks".
Nouns ending in "-s", "-x", "-sh", "-ch" add "-es", e.g., "bus - buses", "box - boxes", "dish - dishes", "watch - watches".
Nouns ending in a consonant + "y" change "y" to "i" and add "-es", e.g., "city - cities", "family - families".
Nouns ending in a vowel + "y" just add "-s", e.g., "boy - boys", "day - days".
Irregular plural forms: Some nouns have special plural forms, such as "man - men", "woman - women", "child - children", "foot - feet", "tooth - teeth".
Uncountable Nouns
Cannot be counted as individual units. Examples include "water", "milk", "bread", "information", "advice". They usually do not have a plural form and are used with singular verbs. Quantifiers like "some", "any", "much", "a little", "a lot of", "plenty of" can be used with uncountable nouns. For example, "There is some water in the glass." "I need much information for my project."
C. "There Be" (Is/Are) Sentence Pattern
Structure
Positive sentence: There is + singular noun/ uncountable noun + location. For example, "There is a book on the desk." "There is some milk in the bottle."
There are + plural nouns + location. For example, "There are many students in the classroom."
Negative sentence
There is not (isn't) + singular noun/ uncountable noun + location. For example, "There isn't a pen in the pencil - box."
There are not (aren't) + plural nouns + location. For example, "There aren't any trees in the garden."
Interrogative sentence
Is there + singular noun/ uncountable noun + location Answer: Yes, there is. / No, there isn't. For example, "Is there a library in your school Yes, there is."
Are there + plural nouns + location Answer: Yes, there are. / No, there aren't. For example, "Are there any computers in the computer room No, there aren't."
教学过程
A. Lead - in (5 minutes)
Greet the students as usual and then show some pictures of school life on the PPT, such as students having classes, playing in the playground, borrowing books in the library.
Ask students some simple questions related to the pictures using the simple present tense, like "What do the students do in the classroom " "Where do they play " to arouse their interest and lead them to recall the school life scenes, and at the same time, introduce the topic of grammar learning in this class.
B. Knowledge Presentation (15 minutes)
Simple Present Tense
Write some sentences on the blackboard, such as "I get up at 6:30 every morning.", "He likes English.", "They play football on weekends."
Explain the usage of the simple present tense through these sentences, emphasizing the expressions of habitual actions, general truths, and current situations. Then show the formation rules of the simple present tense, especially the third - person singular form, and give more examples for students to understand.
Noun Singular, Plural Forms, and Uncountable Nouns
Use flashcards to show some nouns, first show singular forms like "apple", "book", then show the plural forms "apples", "books" and explain the rules of forming plurals. For irregular plural forms, show pictures of "man - men", "child - children" and so on to help students remember.
Then introduce uncountable nouns, show some pictures of uncountable things like water, bread, and explain that they cannot be counted as individual units and their usage with verbs and quantifiers.
"There Be" (Is/Are) Sentence Pattern
Draw a simple picture of a classroom on the blackboard with some desks and a teacher's desk. Say, "Look, there is a teacher's desk in the classroom. There are many desks in the classroom."
Write the positive, negative, and interrogative sentence structures of the "there be" sentence pattern on the blackboard and explain them in detail, giving more examples for each type of sentence.
C. Practice (15 minutes)
Simple Present Tense Practice
Hand out a worksheet with some fill - in - the - blank exercises about the simple present tense. For example:
He ____ (go) to school by bike every day.
They ____ (not like) math.
____ she ____ (read) English every morning
Let students do the exercises individually first, and then check the answers together. Ask some students to explain why they choose that form of the verb.
Noun Singular, Plural Forms, and Uncountable Nouns Practice
Show some words on the PPT, and ask students to change the singular nouns to plural forms or identify whether the given nouns are countable or uncountable. For example:
box - ____ (plural)
information - ____ (countable or uncountable)
child - ____ (plural)
After that, let students make sentences using the correct forms of nouns.
"There Be" (Is/Are) Sentence Pattern Practice
Divide students into pairs. Give each pair a picture of a place (like a park, a zoo, etc.). One student describes the picture using the "there be" sentence pattern, and the other student listens and writes down the sentences. Then they switch roles. For example, if the picture shows a park with a lake and some trees, the student can say, "There is a lake in the park. There are many trees around the lake."
D. Summary (7 minutes)
Review the key points of the simple present tense, noun singular, plural forms, uncountable nouns, and the "there be" sentence pattern with students. Ask students to summarize what they have learned in this class.
Write a short passage on the blackboard about school life, using all the grammar points learned in this class. Underline the relevant grammar parts and explain how they are used. For example:
"My school life is very interesting. I go to school at 7:30 every morning. There are many classrooms in my school. The library has a lot of books. I like reading books there. There is a big playground, and we often play sports there after class."
Encourage students to pay attention to the correct usage of these grammar points in their daily English learning and communication.
E. Homework Assignment (3 minutes)
Ask students to write a short passage about their dream school, using at least five sentences with the simple present tense, the correct forms of nouns, and the "there be" sentence pattern.
Let students make a grammar poster about the knowledge learned in this class, including the rules and some examples of the simple present tense, noun forms, and the "there be" sentence pattern, and bring it to class next time for sharing.
教学反思
Positive Aspects
The use of pictures and real - life examples in the lead - in and knowledge presentation stages effectively attracted students' attention and made the abstract grammar knowledge more vivid and easier to understand. For example, when showing pictures of school life in the lead - in, students were actively involved in answering questions, which created a good learning atmosphere.
The diverse practice activities, such as individual fill - in - the - blank exercises, pair - work description with pictures, and group discussions, provided students with sufficient opportunities to practice the grammar knowledge. Students seemed to be more engaged and confident in using the grammar in different situations.
Problems Encountered
Some students still had difficulty in using the third - person singular form of verbs correctly in the simple present tense, especially when the verb has an irregular third - person singular form. For example, some students wrote "He gos to school by bike." instead of "He goes to school by bike."
In the practice of the "there be" sentence pattern, a few students had trouble choosing the correct form of "is" or "are" according to the number of the subject, especially when there are multiple subjects in a sentence.
Solutions for Improvement
For the problem of the third - person singular form, more targeted exercises can be designed in the next class, focusing on irregular verb forms. For example, make a game where students need to quickly change the base form of a verb to its third - person singular form.
Regarding the usage of "is" and "are" in the "there be" sentence pattern, more complex sentence examples can be given in class for analysis and practice. Also, encourage students to pay more attention to the number of the subject when using this sentence pattern through more oral and written exercises.

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