Unit 1 You and Me Section A Grammar Focus 教案 2024-2025学年人教版英语七年级上册

Unit 1 You and Me Instruction Design Section A Grammar Focus 1. The analysis of the text. 【What】This part presents a text, which mainly introduces Liu Yu's age, hometown, favorite animal and food, as well as his good friend Sally and her details. 【How】 It is mainly divided into two parts. The first part is Liu Yu's self-introduction, where I appears as the subject. At the same time, the third person singular my favourite animal appears as the subject and the predicate verb is chosen. The second part introduces the personal information of Sally, because the subject is the third person singular, here we use is, where Sally and I appear as the subject, and the predicate verb is are. 【Why】In the process of completing the tasks, students master the use of Be verbs and learn to use Be verbs properly in the context. 2. The analysis of students. 【Strength】Students can identify the usage of be and personal pronouns in the sentences. 【Weakness】Some students can’t use the right form of be in certain complex contexts. 3. Aims of teaching. 【Language competence】 (1)Identify the usage of“be” (am, is, are); (2)Give a self-introduction with various information; 【Thinking ability】 Improve the thinking ability of logic and classification by analyzing the text; 【Cultural awareness】 Understand the truth of friendship to some degree; 【Learning strategy】 Learn to use the outline the information and put it into practical use; 4. Process of instruction. Teacher activities Students activities Evaluation 1. Lead in Today, let’s go to the grammar part. Now, watch the video and figure out the usage of “be”. 1. Students watch the video and try to work out the usage of be. 1.Students can perceive the use of be through the video. 2.3a Read the sentences and circle the verbs. 2.Students look through the sentences in the form and circle the verbs. Then try to figure out the rules. 2.Students can circle the verbs and work out the rules of the usage of be. 3.Knowledge time. Be的肯定式: Be的否定式: 变疑问句: 用法口诀: 3.Students review and summarize the usage of be. Be的肯定式: 第一人称:I am a girl. 第二人称:You are a student. 第三人称: He/ She/ It is at home. 复数:We/ They are young. Be的否定式: 第一人称:I am not a girl. 第二人称:You aren’t a student. 第三人称: He/ She/ It isn’t at home. 复数:We/ They aren’t young. 变疑问句: 1. 肯定式:She is a good student. 2. 否定式:She isn’t a good student. 3 .一般疑问句: -Is she a good student? -Yes, she is. / No, she isn’t. 用法口诀: 我(I)用am;你(you)用are; is跟着他/她/它(he/she/it); 单数is, 复数are; 否定,be后加not; 疑问,前提就可以。 3.Students can summarize the usage of be on the notebook. Purpose of the design: By observing the grammar focus table, students can master the use of Be verbs and learn to use them reasonably in the discourse. 4.Identify the usage of personal pronouns. 4.Students look at the table and summarize the personal pronouns. 形容词性物主代词表示人和物之间的所有关系的代词。如:我的,你的,她的,我们的,你们的,他们的。 在句中具有形容词的特征,不能独立使用,在句中作定语,用来修饰后面的名词。 4.Students can review the usage of personal pronouns. Purpose of the design: This part aims to make students go over the usage of personal pronouns. 5. Practice Quick response!(am, is, are) Look at the pictures and speak out which form of be need to be used following certain subjects. 5.Students give quick response to the subjects. 5.Students can use the right form of be after certain subjects. 6.Game Time - funny squat(statement) 6.Students chosen practice with the sentences given and then the class read to consolidate. 6.Students can make a quick response in the sentences. 7. Game Time - funny squat(question) 7.Students chosen practice with the sentences given to make a complete sentence. 7.Students can make a quick response in the sentences. 8.3b Circle the words to complete the sentences. 8.Students circle the proper words in the sentences. 8.Students can choose the right form of be in the sentences. 9.3c Complete the passage with am, is or are. 9. Students read the passage and complete it with am, is or are. 9. Students can fill in the blanks with proper words. 10.Complete the mind map with details and classify them. 10. Students read the passage again and complete the mind map. 10.Students can complete the mind map with details from the passage and put them into groups. 11.Further thinking Look at the mind map and think:Why can Sally and Liu Yu be good friends? 11. Students Look at the mind map and think further. They are at the same age and have some common things. 11.Students can observe and think up the reasons behind. 12.3d Write a passage to introduce yourself and one of your new friends. 12. Students try to complete the mind map first and then write a passage to complete the task. Hello! I am_. I am _ years old. I come from _, China. My favourite animal is _. I like _ very much. This is my new classmate. His/Her name is _. He/She is _ years old. He/She is from _. He/She likes _ a lot. His/Her favourite _ is _. We are good friends. 12.Students can write a passage based on the requirement. And then evaluate their works by the assessment checklist. Purpose of the design: This part aims to consolidate the grammar they learned by language chunks, sentences and discourse. Blackboard design Unit 1 You and Me Section A Grammar Focus Be的肯定式: Be的否定式: 变疑问句: 用法口诀: 学科网(北京)股份有限公司 $$