课题: Unit 1 You and me 课时: Section A 3a-3d Period 3 课型: Grammar Teaching objectives Language competence a. To understand the personal pronouns are different from possessive pronouns and use them to introduce one of new friends to a partner. Cultural awareness a. To observe the usage of be verbs, summarize the correspondence between be verbs and personal pronouns and use them flexibly. Learning ability a. To sort out and summarize sentence patterns relate to the topic of making friends. Teaching objectives Important and difficult points 1. To observe the usage of be verbs, summarize the correspondence between be verbs and personal pronouns and the use them flexibly. 2. To sort out and summarize sentence patterns relate to the topic of making friends. Teaching methods Task based teaching method, situational teaching method. Teaching tools PPT, textbook, blackboard, a multimedia computer. Teaching Procedures: 1. Lead-in Teacher’s Activities: Start with a quick "Greeting Game"—ask students to turn to their deskmates and greet each other using sentences they learned before. Walk around to listen, then call 23 pairs to act out their greetings in front of the class. After that, say: "Great! You all know how to greet, but do you notice the important words in these sentences—like ‘are’ and ‘is’ Today we’ll learn how to use these ‘be’ verbs well!" Students’ Activities: Do pair work to greet each other, perform in class, and focus on the mentioned "be" verbs. Purpose: Connect with students’ prior knowledge through a fun greeting game—they get to practice familiar sentences first, then naturally focus on the key "be" verbs, making the transition to new content smooth. 2. Presentation <3a> Teacher’s Activities: 1. Write the sentences from 3a on the blackboard and ask students to read them aloud together. Then ask: "What kind of questions are these How would you answer them " Let 12 students try answering. 2. Say: "Now, let’s find the ‘be’ verbs here! Underline them, and also circle the personal pronouns next to them." Give students 1 minute to work alone, then invite a student to come up and mark the words on the blackboard. 3. Guide the class to summarize the rules together: "When we use ‘I’, the be verb is ‘am’; when we use ‘you/we/they’, it’s ‘are’; when we use ‘he/she/it’, it’s ‘is’." Then let students fill in the blanks in 3a by themselves, and check answers as a class. Students’ Activities: Read sentences, answer questions, underline be verbs and circle pronouns, summarize rules, and fill in 3a. Purpose: Let students discover "be" verbs and their matching pronouns through independent marking and class discussion—instead of just listening to the teacher’s explanation. This helps them understand and remember the usage rules more deeply. 3. Practice <3b & 3c> Teacher’s Activities: 1. Hand out the 3b worksheet. Say: "Circle the correct words in each sentence, and talk to your deskmate about why you chose that word." G ... ...
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