1、Unit 1 This is me! Grammar I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. understand the definition of the simple present tense and when to use this tense; 2. learn how to make positive and negative sentences, and ask and answer questions using the
2、verb “be” in the simple present tense; 3. frequently communicate with each other using the verb “to be” in the simple present tense. II. Teaching contents 1. New words and phrases: over there 2. New structures: Im (not) You/We/They are (not) He/She/It is (not) Am I ? Yes, I am. /No, Im not. Are you/
3、we/they ? Yes, we/you/they are. /No, we/you/they arent. Is he/she/ it ? Yes, he/she/it is. /No, he/she/it isnt. III. Focus of the lesson and predicted area of difficulty How to make positive and negative sentences, and ask and answer questions using the verb “be” in the simple present tense. IV. Tea
4、ching procedures Step 1 Lead-in 1. Listen to a self-introduction by Millie. T: Hello, boys and girls. Now we make six new friends with the students from Sunshine Middle School. Millie is one of them. Shes introducing herself. Lets listen to her. 2. Show “am”, “is” and “are” in the passage. T: Pay at
5、tention to these circled words. Millie uses a lot of “am”, “is” and “are” to talk about her friends and herself. In fact, “am/is/are” are different forms of the verb “be”. 【设计意图：本节课通过一段关于 Millie自我介绍的文本，在学生熟悉的语篇中引起学生 对文本中 be动词的一般现在时用法的注意，快速导入本节课的教学内容。 】 Step 2 Presentation 1. Presentation of the simp
6、le present tense. T: In English, the verb “be” is also called the linking verb. It has three different forms: “am”,“is” and “are”in the simple present tense. We use one of them according to the different forms of subjects. We can use “be” to talk about the fact and the present state. For example, I
7、am from Wuxi. Her hair is long. We are happy. Different subjects have different forms of the verb “be”. 2. Present the three forms of the verb “be”: am, is, are. (1) Present when to use “am”, and how to use “am”. (2) Present when to use “is”, and how to use “is”. (3) Present when to use “are”, and h
8、ow to use “are”. 3. Make a conclusion about the proper usage of the three forms of “be”. 4. Play a game. Present different subject forms in a short time, and ask students to tell am/is/are as quickly as possible. (you, he, my brothers, his friend, our parents, Lucys cat, I, her teachers) 5. Present
9、the usage of the negative forms with the verb “be” in the simple present tense. 6. Present the usage of the question forms with the verb “be” in the simple present tense. 【设计意图：逐个单独呈现知识点并加以强 调，再以朗朗上口的口诀形式使学生迅速掌握 并记忆，最后以小练习巩固成果。 】 Step 3 Practice 1. Finish Part A on the textbook. (1) Fill in the blan
10、ks T: Millie has some pictures of her new classmates and her teacher. Complete what they are saying with the correct forms of the verb “be”. (2) Check the answers. (3) Read together. 2. Finish Part B on the textbook. (1) Fill in the blanks. (2) Check the answers together. T: Millie is talking to her
11、 new friends. Complete their conversation with the correct forms of the verb “be”. (3) Read together. 【设计意图：通过书上的练习，使学生能够掌握 be动词的一般现在时在具体语境中的灵活 运用。 】 Step 4 Summary 1. Make a conclusion. Show a rhyme to help students grasp the usage of the simple present tense. T: Boys and girls, today we have learn
12、ed something about the verb “be” in the simple present tense. Do you still remember the three forms? What are they? When do we use them? Lets read the following rhyme together. 2. Fill in the blanks with the proper forms of the verb “be”. 【设计意图：以复习 be动词用法口诀的形式总结整节课的知识点，并附加相应练习，加深 学生对教学内容的记忆。 】 Step
13、5 Activity Introduce your new classmates. T: Boys and girls, now we make friends with our new classmates. Would you like to introduce your new friend to other classmates and make more new friends? Here is a table about the personal information. Try to ask and get the relevant information to fill in
14、the blanks. Then make a report to introduce your new classmates. When you make your report, try to use as many “be” as possible. You can talk about the following things: name, age, school, class, grade, birthplace, looks, hobbies and strong points. 【设计意图：在熟悉本单元 Reading章节内容的基础上，口头问答个人信息并填写表格， 介绍新同学，以实现教学内容在语境中真正的灵活运用，让学生收获和分享成功 的喜悦。 】 V. Homework 1. Revise the usage of the simple present tense; 2. Finish the exercises on the worksheet. 【教学反思】
