Unit One

Grammar-Simple Present Tense

Teaching content : Unit one, Grammar

Teaching Aims:

1.To be able to understand the tense: Simple Present Tense.

2. To be able to use the tense correctly in daily communication.

Teaching Aids: Multi-media

Teaching Procedure:

Step One:

Teacher’s self-introduction, using simple present tense

Hello, I’m your new teacher, let’s be good friends, OK? Do you know my name? Am I tall or short? What colour is my hair? Do you want to know more about me?

Picture1-Picture8 : I’m Chen Yan. My English name is Shirley. I have a happy family. I have a lovely son. I live in Haimen. I go to school by bike. I like watching TV. I watch TV every evening. I love football.

Ss read Teacher’s self-introduction together.

Step Two:

Teacher present “Do you….?Yes, I do./No, I don’t.” by asking Ss questions.

Ss ask and answer questions with each other, using “ Do you…? Yes, I do./No, I don’t.”

Complete Millie’s profile on Page 8.

Ss read Millie’s profile together.

Step Three:

Try to introduce Millie to others, using “she”. Adding “s” to the verbs after “he”, “she” or “it”.

Millie ____ in a flat in Beijing. She _____ breakfast

at 7 a.m. She ____ to school with her friend. She _____

her cousin Andy very much. She _____ to her classmates

at lunchtime. She her dog for a walk every day.

Present some verbs ,let Ss add “s”

Step Four

Ask Ss to say something about your new English teacher: I have a new English teacher. Her name is Chen Yanzi. She has a happy family. She has a son. She doesn’t have any daughter. …Step Five:

T ask questions about the teacher present “Does she…?Yes ,she does./No, she doesn’t.”

Step Six:

Show a picture of their English teacher’s son, ask Ss to ask questions about him freely, using “Does he…? Yes, he does./No, he doesn’t.

Game: Let’ s play a game-Are you the best?

Two tasks:

Task One: 用“Does he+動詞原形?”設計問題向老師提問。

每小組有四次提問機會。

Task Two:搜集信息。根據各小組的問題和老師的回答，

以Our English teacher has a son. He is a lovely boy開頭，說一段介紹老師兒子的話。每小組一次機會。Step Seven

Oral work: Say something about their English teacher, using “she”

Step Eight

Written work :Write an e-mail to their friends and tell them about their English teacher.

Step Nine:

Conclusion: Simple Present Tense.

Step Ten:

Homework assignment: Write an e-mail to their teacher, introducing one of their friends to her.

牛津英語譯林版新教材7A Unit One Grammar 教后感

學生是課堂教學的主角，是課堂中活力最充分的體現。要使學生學得輕松愉快，教師就要想方設法組織好教學活動的全過程，激發起學生的學習興趣。變“要我學”為“我要學”，調動學生積極探求、思考的欲望，從而達到教與學的最佳效果。以下是我對牛津英語譯林版新教材7A Unit One Grammar 教后感：

一、巧設情景導入、激活興趣

著名的外語專家章兼中教授曾經說過：任何一種語言都離不開它當時的情景和實踐的基礎，否則它是無源之水，無本之木。英語作為我國的第二語言，由于它缺乏語言獨有的情景和實踐的基礎，變得枯燥乏味，學習起來困難重重，學生是難于全心全意地投入到英語學習中去。如何巧設一個引人入勝的學習情景，激發學生的求知欲望，達到事半功倍的教學效果，已成為教師教學工作中的一大難題。為了成功地過渡到一般現在時第三人稱單數，我使用了教為先進的多媒體教學手段，利用學生對新老師的好奇心，由介紹自己引出學生比較熟悉和已經掌握的一般現在時非第三人稱單數的用法，為學生創設了一個輕松愉快的，有利于語言學習的學習氛圍，激發起學生的“興奮點”。使學生學習起來加倍親切，降低了教學的難度，學生更容易接受。

二、直觀教學、寓教于樂。

教授新知識是一堂課的中心環節，是提高教學效果的關鍵。要用最短的時間獲得最好的教學效果，這就要求教師要根據教材和學生實際的情況選擇最佳的教學方法。因此，我在教學中用圖片、實物、動作表情、錄音機、多媒體等直觀手段進行教學，做到音畫交融、直觀形象、生動活潑，有利于激發學生的好奇心，使得學生學習的興趣濃厚，欲極性高，注意力集中，達到教學的最佳景界。既排除了母語翻譯的干擾又遵循視、聽、說領先的語言教學原則，注重培養學生模仿、朗讀的語言實踐的能力，培養了學生的良好的學習習慣。

三、形式多樣、游戲激趣。

21世紀的今天，基礎教育正在進行一次大革命，由“應試”教育向“素質”教育過渡。“滿堂灌”的老教學模式已被時代所淘汰。現在學生真正當家作主成為教學活動的主人，這就要求教師要充分發揮學生的主觀能動性，做到精講多練，同時還要善于調動學生的情緒。學生的情緒一旦低落、產生疲勞時，就會對學習失去興趣，造成課堂氣氛沉悶，是難以達到預期的教學效果。這就要求教師要善于觀察學生情緒的變化，及時更新教學形式，以新的教學形式給予學生新的吸引，引發起學生新的學習興趣。學生是天真、好奇、好勝的，我在本節課安排了搶答競賽,讓全體學生參與到活動中去。掌聲、小禮物為整個課堂湊響一首“歡樂之歌”，學生在不知不覺中獲得了知識，調動起課堂學習的氣氛，同時也將整個教學過程推向高潮。

“教學有法，教無定法”。只要一切從學生的實際出發，緊扣教材的特點；以學生為中心，學生自覺、自主地投入到學習活動中去學得有興趣的方法，則是教學英語的最好方法。