Unit 1 You and Me! (Grammar Focus～3d)教学设计 2025-2026学年人教版（2024）七年级英语上册

该初中英语教学设计聚焦be动词与代词搭配、物主代词及目标句型（Is he/she...? Are you...? He's/She's...），通过让学生介绍同桌暴露常见错误（如“He am”），连接已有自我介绍基础，自然引出语法学习需求，搭建学习支架。 特色在于以归纳思维引导学生分组讨论图片对话，自主总结be动词规则，结合任务型教学（句子/语篇填空、小组介绍朋友真实交际）与游戏巩固搭配。提升思维品质与语言能力，分层作业与反思助教师高效教学，学生在真实情境中掌握语法，提升交际与合作能力。

新人教版七年级上册英语Unit 1 You and Me! (Grammar Focus-3d)教学设计 Ⅰ. Core Literacy Objectives 1. Language Competence - Master the correct collocation of "be" verbs with pronouns: "I → am", "you → are", "he/she/it → is", "they → are"; and use possessive adjectives (my/your/his/her) accurately in sentences. - Use target句型 (sentence patterns) fluently: "Is he/she...?", "Are you...?", and "He's/She's..." to ask about others and introduce friends (including details like name, origin, and favorite things). - Integrate grammar into communication: Apply "be" verb usage to complete sentences, fill in passages, and make oral introductions, turning abstract grammar into practical language skills. 2. Cultural Awareness - Understand that using correct pronouns and "be" verbs when introducing others is a basic polite behavior in English communication (e.g., saying "She's from Beijing" instead of "Her from Beijing" shows clarity and respect). - Recognize that personal introduction structures (name → origin → favorite things) are similar across cultures, while small language details (like "be" verb changes) are unique to English—develop sensitivity to cross-cultural language differences. 3. Thinking Quality - Cultivate inductive thinking: Summarize the usage of "be" verbs by analyzing example sentences (e.g., "I am...", "He is...") to find rules independently, instead of just memorizing rules passively. - Develop logical thinking: Link pronouns to corresponding "be" verbs and possessive adjectives (e.g., "he" → "is" → "his") to avoid confusion (e.g., mixing up "he is" and "his is"). 4. Learning Ability - Actively participate in grammar games, group discussions, and introduction activities; gradually improve autonomous learning skills (e.g., correcting own "be" verb mistakes) and cooperative learning skills (e.g., helping peers fix pronoun errors). - Reflect on grammar difficulties (e.g., confusing "her" and "she") and ask for teacher/peer help, forming the habit of solving problems in learning. Ⅱ. Student Analysis Students have already mastered basic greeting sentences, name-asking dialogues (e.g., "What's your name?"), and self-introductions (e.g., "Hello, I'm Li Ming"). They have a foundation in simple English communication but lack systematic understanding of "be" verb usage and pronoun collocations. For example, they may say "He am a student" or "Her name is Lily" (correct: "She's a student" "Her name is Lily")—this lesson will focus on fixing such common mistakes. Ⅲ. Teaching & Learning Methods - Teaching Methods: Task-based Teaching Method (designing sentence-completion, passage-filling, and introduction tasks to practice grammar), Game Teaching Method (using quick-response games to reinforce "be" verb-pronoun collocations). - Learning Methods: Inductive learning (summarizing grammar rules independently), cooperative learning (group introduction practice), and hands-on practice (filling in exercises). Ⅳ. Warm-up (5 mins) - Teacher’s Activity: Greet students in a lively tone ("Good morning, everyone! Let’s start today with a small game—greet your classmates using your English names! For example: ‘Hello, Tom! How are you?’"). Walk around to encourage interaction. - Students’ Activity: Move around slightly, greet classmates with English names (e.g., "Hello, Amy! I’m Jack."), and respond to others’ greetings. Ⅴ. Knowledge Link Pronouns "Be" Verbs Example Sentences Possessive Adjectives I am Hello, I'm Lucy. my you are Are you from Shanghai? your he/she/it is He's my friend. / Her name is Mia. his/her/its they are They are students. their Key Sentence Patterns - This is my new friend. - His/Her name is... - Is he/she from...? - Are you...? Ⅵ. Lead-in (3 mins) 1. Teacher’s Activity: Greet a student individually: "Hello, Xiao Hong! Are you 12 years old?" (Wait for response.) Then ask the class: "Who can introduce your deskmate to me? Try: ‘This is my deskmate. He/She is...’" 2. Students’ Activity: Volunteer to introduce their deskmates (e.g., "This is my deskmate. He is Tom."). The teacher gently corrects small mistakes (e.g., "He is Tom" not "He am Tom"). Design Intention: The lead-in connects to students’ existing introduction skills, naturally exposing "be" verb mistakes (e.g., "He am")—this makes students aware of the need to learn "be" verb usage, laying a foundation for the grammar focus. Ⅶ. Teaching Procedures Step 1: Lead-in & Grammar Induction (10 mins) Teacher’s Activity 1. Show PPT pictures of students (e.g., a boy named Mike, a girl named Emma) with incomplete conversations: - Picture 1: A: Hello, ______ (I/am) Mike. B: Hi, Mike! ______ (You/are) from Guangzhou? - Picture 2: A: This is Emma. ______ (She/is) my friend. B: ______ (Her/Is) favorite food noodles? 2. Guide students to fill in the blanks and ask: "What kind of questions are these? (Yes/no questions about people.)" 3. Organize students into groups of 4: "Discuss with your group—what rules do you find for ‘am/is/are’? For example: When do we use ‘am’?" Write group conclusions on the board. Students’ Activity 1. Fill in conversation blanks based on pictures, sharing answers with the class. 2. Identify question types (yes/no questions) and discuss in groups to summarize "be" verb rules (e.g., "We use ‘am’ with ‘I’; ‘is’ with ‘he/she/it’"). Design Intention 1. Using picture-based conversations activates students’ prior knowledge—they can guess blanks using common sense, reducing grammar anxiety. 2. Letting students summarize rules independently (inductive learning) helps them remember rules better than passive listening. Group discussions let students learn from each other and solve confusion together. Step 2: Grammar Practice & Application (15 mins) Task 1: Sentence Completion (3b) Teacher’s Activity Hand out the 3b worksheet (sentences like: "This ______ (am/is) my friend. ______ (He/His) name is Tom.") and say: "Circle the correct words to finish each sentence. If you’re not sure, look at the ‘be’ verb rules on the board." Walk around to help struggling students. Students’ Activity Complete the worksheet independently, then check answers with a partner. Raise hands to ask about confusing sentences (e.g., "Why use ‘is’ here, not ‘are’?"). Design Intention Controlled practice (sentence completion) helps students consolidate basic "be" verb-pronoun collocations. Peer checking encourages students to explain rules to each other, deepening understanding. Task 2: Passage Filling (3c) Teacher’s Activity Show a short passage on PPT (e.g., "Hello! I ______ (am/is) Lisa. This ______ (are/is) my friend, John. ______ (He/She) ______ (am/is) 13 years old. We ______ (are/is) from Chengdu. ______ (Our/We) favorite sport ______ (is/are) basketball.") and say: "Read the passage and fill in the blanks with ‘am/is/are’. Let’s read the completed passage together later." Students’ Activity Fill in the passage, then take turns reading the completed text aloud. Correct mistakes as a class (e.g., "We are" not "We is"). Design Intention Passage filling connects single sentences to a coherent text, helping students apply "be" verbs in a real context (not just isolated sentences). Reading aloud reinforces correct pronunciation and sentence rhythm. Task 3: Group Introduction Practice Teacher’s Activity "Get into groups of 3. Choose one new friend in your group and introduce him/her to the other members. Use this structure: 1. Hello, I'm... 2. This is my new friend. 3. His/Her name is... 4. He/She is from... 5. His/Her favorite... is..." Give 5 minutes for practice, then invite 2 groups to perform. Students’ Activity Practice introductions in groups, using real details (e.g., "His favorite food is rice"). Perform in front of the class, accepting gentle corrections from the teacher. Design Intention Turning grammar into a real communication task (introducing friends) makes learning meaningful—students see that grammar is not just rules, but a tool for talking to others. Group practice creates a low-pressure setting, so shy students feel comfortable speaking. Step 3: Summary (2 mins) - Teacher’s Activity: "Let’s review today’s key points: 1. ‘Be’ verb rules: I → am, you → are, he/she/it → is, they → are. 2. Possessive adjectives: my (for I), your (for you), his (for he), her (for she). 3. We can use these to introduce friends—remember to match pronouns and ‘be’ verbs!" - Students’ Activity: Repeat key points aloud, especially confusing parts (e.g., "his → he is"). Design Intention A concise summary reinforces core grammar rules, focusing on the most易混淆 (confusing) parts (pronouns and "be" verbs) to help students avoid mistakes later. Ⅷ. Blackboard Design Unit 1 You and Me! (Grammar Focus-3d) "Be" Verb & Pronoun Rules I → am you → are he/she/it → is they → are --------------------------------------- Possessive Adjectives I → my you → your he → his / she → her --------------------------------------- Introduce Friends 1. Name: His/Her name is... 2. Age: He/She is... years old. 3. From: He/She is from... 4. Favorite: His/Her favorite... is... Ⅸ. Homework Design Compulsory Homework - Level A: Introduce 1 friend to your family in English (use the blackboard structure) and write down 3 sentences about this friend (e.g., "Her name is Lily. She is 12. She is from Beijing."). (10 mins) - Level B: Recite the "be" verb-pronoun rules (write them down once to help memorize). (5 mins) Optional Homework - Make a mind map: Draw branches for "I", "you", "he/she/it", "they"—write corresponding "be" verbs and possessive adjectives on each branch. (5 mins) Ⅹ. Teaching Reflection This grammar lesson focused on "be" verbs and pronouns—instead of lecturing rules directly, I used picture conversations, group discussions, and introduction tasks to let students discover rules independently. Most students engaged well: the group rule-summarizing activity was lively, and many could correctly say "he is" instead of "he am" after practice. The introduction task was a highlight—students used real friends’ details, which made the grammar feel useful, not just abstract. However, there were still challenges: A few students confused possessive adjectives with pronouns (e.g., saying "Her is from Shanghai" instead of "She is from Shanghai"). Next time, I’ll add a quick "pronoun vs. possessive" game (e.g., hold up a "he" card and ask students to shout "is" and "his") to reinforce this difference. Also, some students were shy to speak in group practice—next lesson, I’ll pair shy students with more outgoing peers to build their confidence. Overall, the lesson achieved its goal: students can now use "be" verbs and pronouns to introduce others correctly. With more targeted games for confusing points, future grammar lessons will be more effective. 学科网（北京）股份有限公司 $