资源简介

教学设计
课程基本信息
学科 英语 年级 七年级 学期 秋季
课题 Unit 1 This is me!（Grammar）
教学目标
Knowledge Aims Students will be able to understand and use the simple present tense correctly, including the forms of be verbs (am, is, are) and action verbs in affirmative, negative, and interrogative sentences. Master the subject - verb agreement in the simple present tense. Learn to use some common adverbs of frequency such as always, usually, often, sometimes, seldom, never. Ability Aims Enable students to talk about their daily lives, hobbies, and habits using the simple present tense. Improve students' ability to analyze and summarize grammar rules through observation, comparison, and practice. Develop students' listening, speaking, reading, and writing skills related to the grammar focus. Emotional Aims Cultivate students' interest in learning English grammar by creating a vivid and interactive learning environment. Encourage students to actively participate in class activities and cooperate with their peers, enhancing their confidence in using English.
重难点
Key Points The correct usage of be verbs (am, is, are) and action verbs in the simple present tense. The formation and transformation of affirmative, negative, and interrogative sentences in the simple present tense. The use of adverbs of frequency to describe habits. Difficult Points Understanding and applying the subject - verb agreement, especially when the subject is the third - person singular (he, she, it). Distinguishing between the usage of be verbs and action verbs in different sentence structures.
教学过程
教学环节 学习活动（包含设计意图）
Lead - in (5 minutes) Activity: Greet the students as usual, and then show some pictures of famous people on the PPT. For example, show a picture of Taylor Swift and say, “Look at this picture. This is Taylor Swift. She is a famous singer. She sings very well.” Then randomly point to some students and ask, “What do you know about him/her ” Encourage students to answer with simple sentences like “He is tall.” “She likes reading.” Design Intent: This activity can arouse students' interest at the beginning of the class. By talking about familiar celebrities and classmates, students can naturally get into the language environment and recall some simple sentence patterns they have learned before, laying a foundation for the following grammar learning.
Presentation (12 minutes) Simple Present Tense of Be Verbs Show examples: Write some sentences on the blackboard: I am a student. You are my good friend. He is from the UK. She is very kind. It is a cute dog. We are in the same class. They are playing football. Guide students to observe: Ask students to observe the forms of be verbs in these sentences and find out the rules. For example, “When the subject is I, we use ‘am’; when the subject is you, we use ‘are’; when the subject is he, she, it, we use ‘is’; when the subject is we, you, they, we use ‘are’.” Summary: Write the rules on the blackboard: I + am You/We/They + are He/She/It + is Negative and interrogative forms: Demonstrate how to change these sentences into negative and interrogative forms. For example, “I am a student.” → “I am not a student.” “Are you a student ” Do several more examples and let students repeat after the teacher. Design Intent: Through presenting vivid examples and guiding students to observe, students can actively participate in the process of discovering grammar rules, which helps them better understand and remember the usage of be verbs in the simple present tense. Simple Present Tense of Action Verbs Show examples: Present some sentences with action verbs on the PPT, such as “I play basketball every day.” “He likes reading books.” “She goes to school by bike.” Subject - verb agreement: Point out the difference in the form of action verbs when the subject is the third - person singular. For example, in “I play basketball every day,” the verb “play” remains the same, but in “He likes reading books,” the verb “like” changes to “likes” when the subject is “he.” Explain the rules of adding “-s” or “-es” to the verb when the subject is the third - person singular (he, she, it). Negative and interrogative forms: Use the sentences above to show students how to form negative and interrogative sentences. For example, “I play basketball every day.” → “I don't play basketball every day.” “Do you play basketball every day ” For the third - person singular, “He likes reading books.” → “He doesn't like reading books.” “Does he like reading books ” Practice: Let students do some simple oral exercises. The teacher gives some subjects and verbs, and asks students to make sentences in different forms. For example, the teacher says “she, dance,” and students should say “She dances every weekend.” “She doesn't dance well.” “Does she dance every day ” Design Intent: By comparing the forms of action verbs with different subjects, students can clearly understand the subject - verb agreement. The practice helps students get familiar with the usage of action verbs in the simple present tense in different sentence structures.
Practice (15 minutes) Group Work: Divide students into groups of four. Give each group a set of cards. On each card, there is a subject (such as I, he, my mother, they, etc.) and a verb (such as eat, watch, study, play, etc.). Students in each group take turns to pick up a card and make three sentences with it: an affirmative sentence, a negative sentence, and an interrogative sentence. The other group members listen and check if the sentences are correct. For example, if a student picks up a card with “he” and “study,” he/she can say “He studies hard.” “He doesn't study hard.” “Does he study hard ” Design Intent: Group work can promote students' cooperation and communication skills. By making sentences in different forms, students can further practice the usage of be verbs and action verbs in the simple present tense, and at the same time, improve their speaking ability. Listening Practice: Play a short dialogue recording on the multimedia. The dialogue is about two students talking about their daily activities. Before playing, give students some questions to answer, such as “What does Tom do after school ” “Does Lucy like playing the piano ” After playing the recording once, let students answer the questions. Play the recording again if necessary. Design Intent: This listening practice can help students improve their listening comprehension ability related to the simple present tense. By answering questions, students can focus on the key information in the dialogue and further understand the usage of the grammar in real - life communication. Writing Practice: Ask students to write a short passage about their daily lives. They should use at least five sentences in the simple present tense, including affirmative, negative, and interrogative sentences. For example, “I get up at 7:00 every morning. I don't like eating breakfast quickly. Do I have a busy day Yes, I do. I go to school by bike. My school starts at 8:00.” Walk around the classroom to provide guidance and help. Design Intent: Writing practice can consolidate students' learning of the simple present tense. It allows students to use the grammar knowledge they have learned to express their own situations, which helps improve their writing ability and language application ability.
Production (10 minutes) Presentation: Show some sentences on the PPT, such as “I always get up early.” “He usually goes to school by bus.” “She often plays games after class.” “We sometimes go to the park on weekends.” “They seldom eat junk food.” “I never stay up late.” Let students observe these sentences and find out the new words. Meaning and order: Explain the meaning of these adverbs of frequency and their order from the most frequent to the least frequent: always (100%) > usually (about 80%) > often (about 60%) > sometimes (about 30 - 40%) > seldom (about 10 - 20%) > never (0%). Position in sentences: Teach students the position of adverbs of frequency in sentences. They usually come before the main verb, but after the be verb. For example, “He is always happy.” “I usually play basketball after school.” Practice: Give students some sentences and ask them to fill in the blanks with appropriate adverbs of frequency. For example, “My father ______ (always/usually) reads newspapers in the evening.” “We ______ (seldom/never) go to the cinema on weekdays.” Design Intent: By presenting examples and explanations, students can quickly understand the usage of adverbs of frequency. The practice helps students master how to use them correctly in sentences, enriching their expressions about habits.
Summary and Homework (3 minutes) Summary: Review the key points of this class with students, including the usage of be verbs and action verbs in the simple present tense, subject - verb agreement, and the use of adverbs of frequency. Ask students to share what they have learned in this class. Homework: Ask students to write a short passage about their family members' daily habits, using at least three adverbs of frequency. Let students make a grammar poster about the simple present tense, including examples, rules, and their own notes. They can use pictures or colors to make it more vivid. The posters will be displayed in the classroom next class. Design Intent: The summary can help students strengthen their memory of the learned knowledge. The homework tasks can not only further consolidate students' learning of the simple present tense but also develop their creativity and self - learning ability. The display of grammar posters can create a good learning atmosphere in the classroom.

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