Unit 1 You and Me Section A（Grammar Focus）教学设计 2025-2026学年人教版（2024）七年级英语上册

Unit 1 You and Me-Section A（Grammar Focus） This part of Grammar Focus in Unit 1 of the new PEP English textbook for Grade 7 mainly focuses on the usage of the simple present tense with the be - verb (am, is, are), personal pronouns (I, you, he, she, it, we, they), and adjective - possessive pronouns (my, your, his, her, its, our, their). Through a series of sentences and examples, students are guided to understand and master the correct collocations and applications of these grammatical elements. It serves as a crucial foundation for students to express personal information, introduce themselves and others, and describe various situations in the English language. 教学目标 Students will be able to understand and master the three forms of the be - verb (am, is, are) in the simple present tense and their correct usage according to different subjects. Students will be able to correctly identify and use personal pronouns (I, you, he, she, it, we, they) as subjects. Students will be able to distinguish and correctly use adjective - possessive pronouns (my, your, his, her, its, our, their) to express possession. 教学重难点 1. Key Points The correct usage of the three forms of the be - verb (am, is, are) in the simple present tense according to different subjects. The correct collocation between personal pronouns and the be - verb. The understanding and correct application of adjective - possessive pronouns. 2. Difficult Points Helping students accurately distinguish and use the be - verb forms in complex sentence structures, especially in negative sentences and general and special questions. Training students to use the learned grammar knowledge flexibly in real - life communication scenarios to achieve natural and fluent expression. 1. Be - verb in the Simple Present Tense Forms: “am” is used with the first - person singular subject “I”. For example, “I am a student.” “is” is used with the third - person singular subjects “he”, “she”, “it”. For example, “He is tall. She is from China. It is a book.” “are” is used with the second - person singular and plural subjects “you”, and the first - person plural subject “we” and the third - person plural subject “they”. For example, “You are clever. We are friends. They are in the classroom.” Sentence Structures: Affirmative Sentence: Subject + be + other elements. For example, “She is in Class 2, Grade 7.” Negative Sentence: Subject + be + not + other elements. The contractions are: “am not” (no common contraction for “am not” in this context), “is not = isn't”, “are not = aren't”. For example, “He isn't at home. They aren't in the library.” General Question: Be + subject + other elements? The short answers are: For “am”: Yes, I am. / No, I'm not. For “is”: Yes, he/she/it is. / No, he/she/it isn't. For “are”: Yes, you/we/they are. / No, you/we/they aren't. For example, “Is she a teacher? Yes, she is. Are they students? No, they aren't.” Special Question: When the interrogative word is the subject: Interrogative word (who, what, etc.) + be + other elements? For example, “Who is your teacher? What is on the desk?” When the interrogative word is not the subject: Interrogative word + be + subject + other elements? For example, “Where is he from? How old are you?” 2. Personal Pronouns Definition: Personal pronouns are used to refer to people or things to avoid repeating nouns. Classification: Subject Pronouns: “I”, “you”, “he”, “she”, “it”, “we”, “they”. They are used as the subjects of sentences, usually placed before the predicate verb. For example, “She likes reading. They play football every day.” Object Pronouns: “me”, “you”, “him”, “her”, “it”, “us”, “them”. They are used as the objects of verbs or prepositions, usually placed after the verb or preposition. For example, “He helps me. The book is for her.” 3. Adjective - possessive Pronouns Definition: Adjective - possessive pronouns are used to show possession, meaning “whose”. They are placed before nouns to modify them. Forms: “my” (我的), “your” (你的；你们的), “his” (他的), “her” (她的), “its” (它的), “our” (我们的), “their” (他们的；她们的；它们的). For example, “This is my book. Your bag is beautiful.” 教学过程 1. Warming - up (2 minutes) Greet the students as usual. Then, show some pictures of famous people or cartoon characters on the PPT. Ask students to quickly say their names. For example, show a picture of SpongeBob SquarePants and ask “Who is he?” Students answer “He is SpongeBob.” This activity can arouse students' interest and quickly bring them into the English - learning atmosphere. 2. Review (3 minutes) Ask several students to come to the front of the class and introduce themselves briefly using the knowledge learned in the previous class, including name, where they are from, and what class they are in. For example, “Hello, everyone. My name is Tom. I'm from the UK. I'm in Class 3, Grade 7.” After each student's introduction, the rest of the class can ask some simple questions, such as “How old are you?” This review activity can consolidate students' previous learning and also create a transition to the grammar focus of this class. 3. Presentation (10minutes) Be - verb Teaching Write some sentences on the blackboard, such as “I am happy. You are a good student. He is tall. She is kind. It is a cat. We are classmates. They are playing.” Guide students to read these sentences aloud and circle the be - verbs. Then, explain the usage rules of “am”, “is”, and “are” according to different subjects. Use the chant “I am, you are, he/she/it is; we are, you are, they are” to help students remember. Show some more examples on the PPT, including affirmative, negative, general question, and special question sentences with the be - verb, and explain the sentence structures one by one. For example, for the negative sentence “He isn't at school”, explain how to change the affirmative sentence “He is at school” to a negative one. Personal Pronouns Teaching Present a chart on the PPT showing the subject and object forms of personal pronouns. Explain the differences between them. Use examples like “I love my mother. My mother loves me.” to illustrate the usage of subject and object pronouns. Ask students to do some simple exercises, such as filling in the blanks with the correct form of personal pronouns: “____ (I) like English. The teacher likes ____ (I).” Adjective - possessive Pronouns Teaching Write some phrases with adjective - possessive pronouns on the blackboard, such as “my book, your pen, his bag, her dress, its tail, our classroom, their toys”. Explain that these pronouns are used to show possession. Compare adjective - possessive pronouns with the corresponding personal pronouns. For example, “I - my”, “you - your”, “he - his”, etc. Let students understand the relationship and usage differences. 4. Practice (15 minutes) Group Activity 1: Sentence Building Divide the students into groups of four. Give each group a set of cards with different subjects (personal pronouns or nouns), be - verbs, and other elements (such as “a student”, “from China”, “in Class 5” etc.). Students in each group need to build correct sentences using these cards. For example, if a group gets the cards “she”, “is”, and “from Canada”, they should build the sentence “She is from Canada.” Each group takes turns to show their sentences to the class, and the class checks if the sentences are correct. Group Activity 2: Question - Answer Game Still in groups of four. One student in the group starts by asking a question using the be - verb, such as “Is he a teacher?” Another student in the group needs to answer according to the given information. Then, the answering student asks a new question, and so on. For example, if the answer is “No, he isn't. He is a doctor.” Then the student who answered can ask “Are you a doctor?” This activity can help students practice using the be - verb in questions and answers. 5. Consolidation (10 minutes) Exercise on the PPT Show a series of exercises on the PPT, including filling in the blanks with the correct form of the be - verb, choosing the correct personal or adjective - possessive pronoun, and transforming sentences (such as changing affirmative sentences to negative or question forms). Students do the exercises individually first, and then the teacher goes through the answers with the whole class, explaining the reasons for each answer. Writing Activity Ask students to write a short passage to introduce themselves and their best friends. They need to use at least five sentences with the be - verb, personal pronouns, and adjective - possessive pronouns. For example, “My name is Lily. I am 12 years old. My best friend is Lucy. She is from the same class as me. Her favorite subject is English, and my favorite subject is math.” After writing, students can exchange their passages with their deskmates to check for grammar mistakes. 6. Summary (3 minutes) Invite a few students to summarize what they have learned in this class, including the usage of the be - verb in the simple present tense, personal pronouns, and adjective - possessive pronouns. Then, the teacher makes a comprehensive summary, emphasizing the key points and difficult points again. Write the main knowledge points on the blackboard for students to copy down if necessary. 7. Homework (2 minutes) Ask students to make a personal information card about themselves. On the card, they should include their name, age, nationality, class, school, hobbies, and some information about their family members. They need to use the grammar knowledge learned in this class, especially the be - verb, personal pronouns, and adjective - possessive pronouns. Tell students to prepare a short speech to introduce their personal information cards in the next class. 教学反思 After teaching this Grammar Focus section, I found that most students could master the basic usage of the be - verb in the simple present tense, personal pronouns, and adjective - possessive pronouns through various teaching methods such as presentation, practice, and consolidation. The group activities were quite effective in engaging students and making them actively participate in the learning process. However, there were still some problems. Some students still had difficulty in accurately using the be - verb forms in complex sentence structures, especially in special questions. In the future teaching, more targeted exercises and explanations should be provided for these difficult points. Also, during the writing activity, some students made mistakes in spelling and word order. This indicates that more attention should be paid to students' writing skills training in the following classes. Overall, this class laid a certain foundation for students' further English learning, but there is still room for improvement in teaching methods and content arrangement. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$