Unit 1 Let's Be Friends! Exploring the Topic-Grammar in use教学设计 2025-2026学年仁爱科普版（2024）七年级英语上册

该初中英语教学设计聚焦七年级仁爱版（2024）第一单元语法模块，核心知识点为主格人称代词（I/you/he等）和be动词一般现在时（肯定/否定/疑问形式）。课堂导入通过自由交谈与名人卡通图片提问，自然衔接旧知与新知，搭建语法学习支架。 该资料特色在于多样化情境化活动，结合图片、表格及“我用am你用are”口诀辅助理解，通过pair-work对话、小组卡片造句、角色扮演新同学介绍等活动，培养学生语言运用能力（语言能力）、观察归纳语法规则的思维品质及合作学习能力。具体实例如改写句子、家庭描写写作，提升学生参与度，助力教师高效教学，夯实基础语法。

Unit 1 Let's Be Friends!-Exploring the Topic-Grammar in use This lesson is about "Grammar in use" in Unit 1 of the Ren'ai Science Edition (2024) English textbook for Grade 7. The main grammar points covered include personal pronouns in the subjective case and the simple present tense with the verb "be". These grammar elements are fundamental for students to express themselves accurately and build a solid foundation for further English learning. Personal pronouns help students refer to people or things in a concise way, while the simple present tense with "be" is used to describe current states, identities, and characteristics. 教学目标 1. Knowledge Objectives Students will be able to understand and master the usage of personal pronouns in the subjective case, such as "I", "you", "he", "she", "it", "we", "they". Students will fully grasp the affirmative, negative, interrogative forms and usage of the simple present tense with the verb "be". 2. Ability Objectives Enable students to use personal pronouns and the simple present tense with "be" correctly in oral and written communication. Develop students' ability to analyze and summarize grammar rules through observation and practice. 3. Emotional Objectives Cultivate students' interest in English grammar learning and enhance their confidence in using English. Promote students' cooperation spirit through group work and class interaction. 教学重难点 1. Key Points The correct usage of personal pronouns in the subjective case in different sentence structures. The formation and usage of the simple present tense with the verb "be", including how to use "am", "is", "are" according to different subjects. 2. Difficult Points Helping students distinguish the usage of different personal pronouns accurately, especially in complex sentence structures. Making students understand and apply the simple present tense with "be" flexibly in various real - life situations, rather than just memorizing the rules mechanically. 1. Personal Pronouns (Subjective Case) Definition and Function: Personal pronouns are used to substitute people or things. The subjective case personal pronouns are the subjects of sentences, performing the actions or being described. For example, in the sentence "I like English", "I" is the subject pronoun, indicating the doer of the action "like". Forms: First - person singular: I Second - person singular: you Third - person singular: he, she, it First - person plural: we Second - person plural: you Third - person plural: they 2. The Simple Present Tense with the Verb "be" Formation Affirmative form: I am... (I'm...) You are... (You're...) He/She/It is... (He's/She's/It's...) We/You/They are... (We're/You're/They're...) Negative form: I am not... (I'm not...) You are not... (You aren't...) He/She/It is not... (He isn't/She isn't/It isn't...) We/You/They are not... (We aren't/You aren't/They aren't...) Interrogative form: Am I...? Are you...? Is he/she/it...? Are we/you/they...? Usage To describe current states, such as "He is happy today." To state identities, for example, "I am a student." To express characteristics, like "She is tall and beautiful." 教学过程 1. Warming - up (5 minutes) Greet the students as usual and have a short free talk. For example, ask students "How are you today?" "What did you do yesterday?" This can not only review previous knowledge but also create a relaxed English - speaking atmosphere. Show some pictures of famous people or cartoon characters on the PPT. Point to a picture of a boy and ask students "Who is he?" Then point to a picture of a girl and ask "Who is she?" This activity can arouse students' interest and lead in the topic of personal pronouns naturally. 2. Presentation (15 minutes) Personal Pronouns (Subjective Case) Show some simple sentences on the PPT, such as "I am reading a book.", "You are my good friend.", "He is playing football." and ask students to read them aloud. Then, circle the personal pronouns in these sentences and explain their meanings and functions. Present a table on the PPT showing the forms of personal pronouns in the subjective case. Explain each form one by one, giving more examples for students to understand. For example, for "we", say "We are classmates. We like studying together." Do a simple practice. Show some incomplete sentences on the PPT, like "_____ am from China." "_____ is a cute dog." and ask students to fill in the blanks with the correct personal pronouns. Check the answers together. The Simple Present Tense with the Verb "be" First, show some sentences with the verb "be" in the simple present tense on the PPT, both affirmative and negative ones, such as "I am a student. I am not a teacher." "He is tall. He is not short." Let students read these sentences and observe the forms of "be". Explain the rules of using "am", "is", "are" according to different subjects. Use the mnemonic "I use am, you use are, is follows he, she, it; singular uses is, plural uses are" to help students remember. Present the interrogative forms on the PPT. For example, "Am I right?", "Are you happy?", "Is she a dancer?" Explain how to form general questions with the verb "be" in the simple present tense. Do a pair - work activity. Ask students to make up short dialogues using the simple present tense with "be", including affirmative, negative and interrogative sentences. For example, A: "Are you in Class One?" B: "Yes, I am. I am in Class One. You are in Class Two, aren't you?" Walk around the classroom to monitor and offer help if necessary. 3. Practice (10 minutes) Exercise on Personal Pronouns Hand out a worksheet with some exercises about personal pronouns. The exercises can include filling in the blanks, choosing the correct personal pronouns, and rewriting sentences. For example: Fill in the blanks: ______ (I/Me) like playing basketball. Choose the correct one: ______ (He/His) is my brother. Rewrite the sentence: The cat is cute. (Use "it" to substitute "the cat") Let students finish the exercises individually first, and then check the answers in pairs. Finally, go through the answers together as a class, explaining the reasons for each answer. Exercise on the Simple Present Tense with the Verb "be" Show some pictures on the PPT, each picture with a description. For example, there is a picture of a girl sitting at a desk, and the description is "She is doing homework." Ask students to make negative and interrogative sentences based on the given affirmative sentences. Do a group - based activity. Divide students into groups of four. Each group gets a set of cards with different subjects (such as "a boy", "two girls", "my parents", etc.) and a set of cards with different states or identities (such as "happy", "students", "tall", etc.). Students need to pick one subject card and one state/identity card, and then make a sentence using the simple present tense with "be", for example, "My parents are happy." Each group member takes turns to make sentences, and other members listen and check if the sentences are correct. 4. Consolidation (10 minutes) Role - play Activity Create a situation: Suppose there is a new student coming to the class. Students need to introduce themselves and ask about the new student's information using personal pronouns and the simple present tense with "be". Divide students into groups of three or four, with one student acting as the new student. Give students some time to prepare their dialogues. Then, ask several groups to come to the front of the class and perform their role - plays. After each performance, let other students comment on their grammar usage and pronunciation. Writing Activity Ask students to write a short passage about their family members. They need to use personal pronouns and the simple present tense with "be" to describe each family member's identity, appearance or character. For example, "My father is a tall man. He is a doctor. He likes reading books. My mother is kind. She is a teacher. She loves cooking. We are a happy family." Walk around the classroom to offer guidance while students are writing. After they finish writing, ask some students to read their passages aloud to the class. Give positive feedback and correct any grammar mistakes. 5. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with students, including the usage of personal pronouns in the subjective case and the simple present tense with the verb "be". Review the important grammar rules and remind students of the common mistakes they made in the exercises and activities. Ask students if they have any questions about the grammar points learned today. Answer their questions and clarify any misunderstandings. Homework Ask students to write a short introduction about their best friend, using at least five sentences with personal pronouns and the simple present tense with "be". Let students find some English sentences in books, newspapers or online that contain personal pronouns and the simple present tense with "be", and bring them to class next time to share with their classmates. 教学反思 Successes The warming - up activities effectively attracted students' attention and created a good start for the class. The use of pictures and free talk made the beginning of the class lively and engaging. The step - by - step presentation of grammar points, from personal pronouns to the simple present tense with "be", was clear and easy for students to follow. The examples, tables and mnemonics helped students understand and remember the rules well. The various practice and consolidation activities, such as pair - work, group - work, role - play and writing, provided students with sufficient opportunities to practice the grammar in different contexts. Students were actively involved in these activities, which improved their speaking and writing abilities. Deficiencies In the practice part, some students still made mistakes in using personal pronouns, especially confusing "he" and "she", which indicated that more targeted practice was needed. During the group - work activities, a few students were less active and relied on their group members too much. In the future, more specific guidance should be given to ensure the full participation of every student. Improvement Measures Design more personalized practice exercises for students who have difficulties in using personal pronouns, such as special drills on differentiating "he" and "she", and provide more one - on - one tutoring. In group - work, set clear roles for each student in the group in advance and establish an evaluation mechanism to encourage every student to contribute actively. Also, increase the frequency of group - work in class to let students get used to cooperation and improve their teamwork skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$