Unit1Thisisme!GrammarI.TeachingaimsandlearningobjectivesBytheendofthelesson,studentsshouldbeableto:1.understandthedefinitionofthesimplepresenttenseandwhentousethistense;2.learnhowtomakepositiveandnegativesentences,andaskandanswerquestionsusingtheverb“be”inthesimplepresenttense;3.frequentlycommunicatewitheachotherusingtheverb“tobe”inthesimplepresenttense.II.Teachingcontents1.Newwordsandphrases:overthere2.Newstructures:I’m(not)…You/We/Theyare(not)…He/She/Itis(not)…AmI…?Yes,Iam./No,I’mnot.Areyou/we/they…?Yes,we/you/theyare./No,we/you/theyaren’t.Ishe/she/it…?Yes,he/she/itis./No,he/she/itisn’t.III.FocusofthelessonandpredictedareaofdifficultyHowtomakepositiveandnegativesentences,andaskandanswerquestionsusingtheverb“be”inthesimplepresenttense.IV.TeachingproceduresStep1Lead-in1.Listentoaself-introductionbyMillie.T:Hello,boysandgirls.NowwemakesixnewfriendswiththestudentsfromSunshineMiddleSchool.Millieisoneofthem.She’sintroducingherself.Let’slistentoher.2.Show“am”,“is”and“are”inthepassage.T:Payattentiontothesecircledwords.Millieusesalotof“am”,“is”and“are”totalkaboutherfriendsandherself.Infact,“am/is/are”aredifferentformsoftheverb“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。】Step2Presentation1.Presentationofthesimplepresenttense.T:InEnglish,theverb“be”isalsocalledthelinkingverb.Ithasthreedifferentforms:“am”,“is”and“are”inthesimplepresenttense.Weuseoneofthemaccordingtothedifferentformsofsubjects.Wecanuse“be”totalkaboutthefactandthepresentstate.Forexample,IamfromWuxi.Herhairislong.Wearehappy.Differentsubjectshavedifferentformsoftheverb“be”.2.Presentthethreeformsoftheverb“be”:am,is,are.(1)Presentwhentouse“am”,andhowtouse“am”.(2)Presentwhentouse“is”,andhowtouse“is”.(3)Presentwhentouse“are”,andhowtouse“are”.3.Makeaconclusionabouttheproperusageofthethreeformsof“be”.4.Playagame.Presentdifferentsubjectformsinashorttime,andaskstudentstotellam/is/areasquicklyaspossible.(you,he,mybrothers,hisfriend,ourparents,Lucy’scat,I,herteachers)5.Presenttheusageofthenegativeformswiththeverb“be”inthesimplepresenttense.6.Presenttheusageofthequestionformswiththeverb“be”inthesimplepresenttense.【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。】Step3Practice1.FinishPartAonthetextbook.(1)FillintheblanksT:Milliehassomepicturesofhernewclassmatesandherteacher.Completewhattheyaresayingwiththecorrectformsoftheverb“be”.(2)Checktheanswers.(3)Readtogether.2.FinishPartBonthetextbook.(1)Fillintheblanks.(2)Checktheanswerstogether.T:Millieistalkingtohernewfriends.Completetheirconversationwiththecorrectformsoftheverb“be”.(3)Readtogether.【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。】Step4Summary1.Makeaconclusion.Showarhymetohelpstudentsgrasptheusageofthesimplepresenttense.T:Boysandgirls,todaywehavelearnedsomethingabouttheverb“be”inthesimplepresenttense.Doyoustillrememberthethreeforms?Whatarethey?Whendoweusethem?Let’sreadthefollowingrhymetogether.2.Fillintheblankswiththeproperformsoftheverb“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。】Step5ActivityIntroduceyournewclassmates.T:Boysandgirls,nowwemakefriendswithournewclassmates.Wouldyouliketointroduceyournewfriendtootherclassmatesandmakemorenewfriends?Hereisatableaboutthepersonalinformation.Trytoaskandgettherelevantinformationtofillintheblanks.Thenmakeareporttointroduceyournewclassmates.Whenyoumakeyourreport,trytouseasmany“be”aspossible.Youcantalkaboutthefollowingthings:name,age,school,class,grade,birthplace,looks,hobbiesandstrongpoints.【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.Homework1.Revisetheusageofthesimplepresenttense;2.Finishtheexercisesontheworksheet.【教学反思】
