Unit 3 Our Colorful School Life Lesson 5 Grammar in Use 教学设计-2025-2026学年仁爱科普版（2024）英语七年级上册

Unit 3 Our Colorful School Life Lesson 5 Grammar in Use 教学设计 I. Core Literacy Goals - Language Competence: Students can grasp the form, meaning, and usage of adjective possessive pronouns and action verbs in the simple present tense, and apply this grammar knowledge to describe themselves, family, and friends in contextual communication. - Cultural Awareness: Students recognize that describing personal and family information is a universal way to build connections in English-speaking cultures, and they develop respect for how different cultures value self-expression and family bonds. - Thinking Quality: Students can analyze the structural rules of possessive pronouns and the simple present tense through observation and summarization, and logically apply these rules in different language tasks (like role-play and text completion). - Learning Ability: Students can independently observe language patterns, collaborate with peers in role-play and group work to deepen grammar understanding, and reflect on their own grammar learning process. II. Key & Difficult Points 1. Master the form and usage of possessive pronouns and action verbs in the simple present tense. 2. Flexibly apply the learned grammar knowledge in contextual situations III. Teaching Aids Multimedia, PPT, blackboard IV. Learning Procedures Step 1: Observing 1. Look at the pictures in A1 and read the sentences. 2. Pay attention to the pronouns in bold. 3. Identify the position of possessive pronouns in a sentence. Design Rationale: This step encourages students to independently observe language forms from visual materials and texts. By focusing on bold pronouns and their sentence positions, students activate their noticing ability, which is the first step to understanding grammar rules naturally instead of just being told. Step 2: Summarizing 1. Complete the table in A2 with the correct form of the personal pronouns. Then check. 2. Role play: Suppose you are Kangkang, choose two pictures in A1, follow the examples and make up new conversations, using the personal pronouns. Design Rationale: Completing the table helps students systematically summarize the correspondence between personal pronouns and possessive pronouns, turning scattered observations into structured knowledge. Role-playing provides a contextual platform for students to apply the summarized grammar in simulated real-life communication, making abstract grammar more practical. Step 3: Applying 1. Complete the text in A3 with correct pronouns. 2. Read it aloud and understand the usage of possessive pronouns in the context. Design Rationale: Filling in the blanks in a text requires students to integrate grammar knowledge with contextual understanding, testing whether they can use possessive pronouns appropriately in a coherent passage. Reading aloud helps reinforce pronunciation and intonation while deepening comprehension of how grammar functions in connected discourse. Step 4: Observing 1. Free talk: Q: What kind of sport do you like? 2. Read the conversation in A1. Role play. 3. Discuss how to use the verbs correctly. Pay attention to the words in bold. Design Rationale: Free talk connects grammar learning to students’ real lives, making the topic of “verbs in simple present tense” (related to hobbies) more relatable. Role-playing the conversation lets students experience verb usage in an interactive context, and the subsequent discussion guides them to actively analyze verb forms, fostering critical thinking about grammar rules. Step 5: Summarizing 1. Complete the table in A2 and learn how to use the simple present tense. 2. Summarize the rules of the simple present tense. Design Rationale: Revisiting the table and summarizing tense rules helps students consolidate their understanding of the simple present tense, moving from specific examples to general grammatical principles. This process enhances their ability to generalize and organize language knowledge logically. Step 6: Applying 1. Complete the table in A2. 2. Group work: Make short conversations according to the table. Then share. Design Rationale: Group work encourages collaborative learning, where students can support each other in applying the simple present tense. Creating and sharing short conversations allows them to practice using the tense in personalized, creative ways, while also learning from peers’ different sentence structures and ideas. Step 7: Homework Finish the exercise book of this lesson. Blackboard Design: 1. Adjective Possessive Pronouns: I → my you → your he → his she → her we → our they → their it → its 2. The Simple Present Tense Teaching Reflection: In today’s grammar lesson, students showed active engagement during the observing and summarizing stages—many were eager to point out pronoun positions and complete the tables. The role-play activities in Steps 2 and 4 were particularly successful, as most students could use possessive pronouns and simple present verbs in short dialogues, which reflected their improved language competence. However, two areas need improvement. First, a few students still confused “his” and “her” when doing text completion in Step 3, indicating that more differentiated practice for pronoun pairs is necessary. Second, during group work in Step 6, some groups relied on simple sentence structures and lacked variety, so future lessons should model more complex sentence patterns before group tasks. To address these, I’ll design targeted worksheets for pronoun confusion and provide sentence scaffolds for group conversations in next classes. Overall, the lesson achieved most core literacy goals, but small adjustments in practice diversity will better support all students’ grammar learning. 学科网（北京）股份有限公司 $