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中小学教育资源及组卷应用平台
人民教育出版社 七年级上册
Unit 1 You and Me Section 3 Grammar
Content analysis
This section focuses on describing oneself and describing people around students. The key grammatical points here are the “be” verb and personal pronouns. During the learning process, students will practice the matching rules between the personal pronouns and the “be” verb — for example, “I am”, “you are”, “he / she is”, and “they are”. Meanwhile, students will develop a basic awareness of subject-verb agreement, understanding that different personal pronouns need to pair with corresponding forms of the “be” verb. With these skills, students will be able to use the “be” verb accurately to express basic information about themselves and their peers, including details like age, place of origin, and hobbies. This content ultimately lays a solid foundation for students to express themselves clearly and describe others precisely in daily communication.
By presenting the “observation — practice — application” sequence through lifelike activities such as "introducing new friends," this section helps students build foundational grammatical awareness. In turn, this enables them to articulate basic personal and peer information (e.g., age, origin, preferences) clearly and accurately. Moreover, these exercises promote students’ willingness to share information and nurture open, approachable communication mindsets.
The grammar learning in this period is conducted gradually through a series of carefully designed statements. By building a “four-phase learning continuum”: Observation → Consolidation → Application → Communication, this section systematically supports students in mastering grammatical knowledge, ultimately meeting the thematic objective: the accurate use of “am, is, are” and personal pronouns for personal information exchange.
Learning Objectives
At the end of this section, students will be able to:
1. identify different personal pronouns, correctly explain the collocation relationships between various personal pronouns and the linking verb “be” (am, is, are), and initially develop the awareness of subject-verb agreement;
2. correctly use the linking verb “be” (am, is, are) to form proper declarative and interrogative sentences, and apply these sentence patterns to introduce themselves or others;
3. recognize the possessive adjectives corresponding to different personal pronouns and correctly use these possessive adjectives in specific contexts.
Focal and Difficult Points
Focal Points
1. Understand the semantic function of the simple present tense with the linking verb “be”.
2. Correctly use this structure to talk about one’s own or others’ personal information.
Difficult Points
Sort out and summarize how the linking verb “be” matches different personal subjects in the simple present tense, and build a basic awareness of English subject-verb agreement initially.
Procedures
Teaching Activities Learning Activities Purposes
STEP 1 Lead in Show a video about am, is, are. T: What does Be-verb include The teacher shows the sentences in Grammar Focus. T: Let’s read the sentences and find out the rules of sentence Students think and answer the teacher’s question. To guide students to identify the patterns of linking verbs insentences.
patterns. Task 1: Read the sentences and circle the verbs. Task 2: Write am, is, are next to the personal pronouns. Task 3: 1. T: Let’s talk about the rules of am / is / are. The teacher shows the rules. 2. Read the sentences in 3a again. Ask students: What kind of questions are they Students read and circle the verbs: are, is, am. Students find out the rules. Students distinguish and identify “yes / no questions” and “wh-questions”. To help students discover and master the structure of “yes / no questions” and “wh-questions” (with the linking verb “be”) as well as their corresponding answers.
STEP 2 Applying and summarizing Task 1: The teacher shows several sentences about self / peer introductions, where the linking verb “be” is omitted. (1) Ms Han _____ our English teacher. I _____ her student. (2) She _____ 13. She_____ at school today. (3) Where _____ you I____ here. Where _____ my pen It ____ here. Task 2: Circle the correct words to complete the sentences. (3b) Task 3: Complete the passage in 3c with am, is or are. Deep Thinking: T: 1. Why are Liu Yu and Sally friends 2. What are the differences between them 3. What can we talk about when we introduce ourselves and our friends Students fill in the blanks. Students complete the task and figure out how to introduce others. Students read the introduction and fill in the blanks. ss: They have something in common. ss: age; hobby; hometown; favorite food; favorite animal ... To assess students’ ability to accurately apply the correct form of the “be” verb when it follows different personal pronouns. To expand students’ ability to share and exchange detailed information, including preferences (colors, pets), hobbies and other individual traits.
STEP 3 Self-disclosure (分享自我) Know your friends better T: Now, let’s write two short introductions: one about yourself and another about a friend. Please do not include any real names. Ask students to take turns reading their introductions, and have the rest guess who each introduction is about. Students write the introductions. Take turns reading or guessing. To guide students to apply target grammar in real contexts, while improving self-introduction and peer-description skills. To enhance students’ interactive communication skills and consolidate their ability to apply the target language in real scenarios.
STEP 4 Homework Must-do Make a mind map about the functions of the linking verb “be”. Choose-to-do Find out more expressions about introducing your friends. To help students sort out “be” verb functions via a mind map and expand friend-introduction expressions.
Blackboard Design
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