Unit 3 My School-Section A Grammar Focus 教案 2025-2026学年人教版（2024）英语七年级上册

课程基本信息

学科

英语

年级

七年级

学期

秋季

课题

Unit 3 My School-Section A（Grammar Focus）

教学目标

Students can master the usage of demonstrative pronouns "this" and "that" in interrogative sentences and their corresponding affirmative/negative answers, including the sentence structures: "Is this/that...?" and "Yes, it is./No, it isn’t."

Students can understand and use possessive adjectives "my, your, his, her" correctly to express ownership, e.g., "This is my pen." "Is that your schoolbag?"

Students can recognize and spell core vocabulary related to school things, such as "pen, pencil, book, eraser, schoolbag, notebook".

重难点

The sentence structures: "Is this/that...?" and their affirmative/negative answers "Yes, it is./No, it isn’t."

The correct usage of possessive adjectives "my, your, his, her" in sentences about school objects.

The flexible application of "this" and "that" in different contexts (distinguishing near and far objects); avoiding the mistake of using "this/that" instead of "it" in short answers.

The accurate matching of possessive adjectives "his" and "her" with the gender of the subject, and the correct use of possessive adjectives in interrogative and declarative sentences.

教学过程

教学环节

学习活动（包含设计意图）

Step 1: Warming-up & Lead-in (5 minutes)

Greeting & Daily Talk: The teacher greets students with simple English: "Good morning, class!" "How are you today?" Then asks several students: "What’s your name?" "What’s this in English?" (Holding a pen in hand) to review the vocabulary of school things learned in the previous lesson.

Show & Ask: The teacher shows a schoolbag on the desk (near) and says:

"This is a schoolbag." Then points to a book on the shelf (far) and says: "That is a book." Repeat twice and ask students to follow. Then asks: "What’s this?" (Pointing to a pencil) and "What’s that?" (Pointing to a notebook) to let students answer, reviewing the usage of "this" and "that" in declarative sentences.

Lead-in Question: The teacher holds a student’s pen and asks: "Is this a pen?" Then points to another student’s eraser and asks: "Is that an eraser?" Then writes the two sentences on the blackboard and says: "Today we will learn how to ask and answer questions about school things with 'this' and 'that', and how to talk about whose things they are."

Design Intent

The daily talk and review of vocabulary help students connect with the previous lesson, reducing the difficulty of new knowledge learning.

Using real objects and body language to present "this" and "that" makes the abstract concept concrete, helping students understand the difference between "this" (near) and "that" (far) intuitively.

The lead-in question naturally introduces the new grammar points, arousing students' curiosity and learning interest.

Step 2: Presentation (10 minutes)

Present "Is this/that...?" and Short Answers

The teacher takes a pen and holds it near a student, asks: "Is this a pen?" Then answers by himself: "Yes, it is." Writes the sentence and answer on the blackboard. Then takes the pen away and puts it on the back desk, points to it and asks: "Is that a pen?" Answers: "Yes, it is." Writes it down.

Then the teacher takes an eraser and asks: "Is this a book?" Then shakes his head and answers: "No, it isn’t. It’s an eraser." Does the same with "Is that a pencil?" (Pointing to a ruler) and answers: "No, it isn’t. It’s a ruler." Writes the negative answers on the blackboard.

The teacher explains: "When we ask about a near object, we use 'Is this...?'; when about a far object, we use 'Is that...?'. In short answers, we use 'it' instead of 'this' or 'that'." Then leads students to read the sentences on the blackboard twice.

Present Possessive Adjectives "my, your, his, her"

The teacher holds his own notebook and says: "This is my notebook." (Stresses "my") Then points to a student’s notebook and asks: "Is this your notebook?" (Stresses "your") The student answers: "Yes, it is./No, it isn’t."

The teacher points to a boy student’s pen and says: "That is his pen." (Stresses "his") Then points to a girl student’s schoolbag and says: "This is her schoolbag." (Stresses "her") Writes these sentences on the blackboard.

The teacher shows picture cards: a boy with a book, a girl with a pencil. Asks: "Is this his book?" "Is that her pencil?" Lets students answer. Then explains: "We use 'my' for our own things, 'your' for the listener’s things, 'his' for boys’ things, and 'her' for girls’ things."

Combine Grammar Points

The teacher points to his own eraser and asks a student: "Is this my eraser?" The student answers: "Yes, it is."

Points to a girl’s notebook and asks another student: "Is that her notebook?" The student answers: "No, it isn’t."

Writes two example sentences on the blackboard: "Is this your pen? Yes, it is." "Is that his schoolbag? No, it isn’t." Then plays the audio of Grammar Focus in the textbook, and asks students to listen and repeat.

Design Intent

Using real objects, picture cards and teacher’s demonstration to present grammar points conforms to the cognitive characteristics of seventh-grade students, making abstract grammar rules more vivid and easy to understand.

Combining listening and repeating helps students master the correct pronunciation and intonation of the target sentences.

The step-by-step presentation (from single structure to combination) follows the principle of "from easy to difficult", helping students build a solid foundation of grammar knowledge.

Step 3:

Activity 1: Pair Work - Ask and Answer (5 minutes)