2.4 Accepting Everyone's Uniqueness-Grammar&Writing（教学设计）-《英语 基础模块1》（语文版2022版）《上好课》

课程名称 《英语 基础模块1》（语文版2022版） Unit 2 Accepting Everyone's Uniqueness-Grammar&Writing 教材分析 This lesson focuses on Part I Grammar (Pronouns) in the Language in Use section of Unit 2 Accepting Everyone’s Uniqueness. The grammar content introduces four types of personal pronouns: subject pronouns, object pronouns, adjectival possessive pronouns, and nominal possessive pronouns. The exercises guide students through identifying pronouns in sentences, completing a pronoun table, choosing the correct pronoun form, and rewriting sentences by changing subjects (e.g., "Li Wei is quick-minded" → "I am quick-minded"). This lesson is foundational for students’ ability to form grammatically correct sentences in English. It builds on previous unit content (describing people’s personalities and strengths) by teaching students how to use pronouns to replace nouns and avoid repetition. The sentence rewriting activity directly connects grammar practice to the unit theme, allowing students to apply pronoun rules to describe themselves and others. Mastery of these pronoun forms is essential for students to participate in the unit’s final project (creating an e-poster about their major) and for future vocational communication. 学情分析 Knowledge Reserve: Students have basic knowledge of simple English sentences (e.g., "I am...") but lack systematic understanding of pronoun types and their correct usage. Many confuse subject and object pronouns, or adjectival and nominal possessive forms. Ability Level: Students struggle with abstract grammar rules and often rely on memorization rather than understanding. They respond well to visual aids, tables, and structured exercises that break down complex concepts into simple parts. Interest & Attitude: Grammar lessons can feel dry to students, but connecting pronoun practice to describing themselves and their classmates (aligned with the unit theme) increases engagement. as it makes the rules practical and relevant. Learning Difficulties: Distinguishing between the four types of pronouns; choosing the correct pronoun form in sentences; applying pronoun rules to rewrite sentences accurately. 教学目标 Knowledge Objectives 1　 Students will be able to identify the four types of personal pronouns: subject, object, adjectival possessive, and nominal possessive. 2　 Students will master the forms of all pronouns in the table (I/me/my/mine, you/you/your/yours, he/him/his/his, etc.). 3　 Students will understand the basic usage rules for each pronoun type (e.g., subject pronouns as sentence subjects, object pronouns after verbs/prepositions). Skill Objectives 4　 Students will be able to choose the correct pronoun form in fill-in-the-blank exercises. 5　 Students will be able to rewrite sentences by changing the subject, using the correct pronoun form. 6　 Students will be able to use pronouns correctly in simple sentences about themselves and others, avoiding repetition. Affective Objectives 7　 Students will build confidence in using grammatically correct English sentences. 8　 Students will develop awareness of clear and concise communication through proper pronoun use. 9　 Students will reinforce the unit theme of accepting uniqueness by using pronouns to describe their own and others’ strengths. 教学重难点 Key Points: Mastering the four types of personal pronouns and their forms; using subject and object pronouns correctly in sentences. Difficult Points: Distinguishing between adjectival and nominal possessive pronouns; applying pronoun rules to rewrite sentences accurately. 教学方法 Inductive Grammar Teaching: Using examples from the unit to introduce pronoun rules. Visual Teaching: Using tables and charts to organize pronoun forms for easy memorization. Drill and Practice: Structured exercises (fill-in-the-blank, sentence rewriting) to reinforce rules. 课前准备 Teacher: Lesson PPT (with pronoun type definitions, pronoun table, example sentences, exercises), pronoun flashcards (subject/object/possessive forms), student worksheets with grammar exercises, whiteboard markers, "Pronoun Sort" activity cards. Students: Review unit vocabulary (personality traits, strengths); bring a notebook to take grammar notes. 教学媒体 Multimedia projector, computer, whiteboard, flashcards, student worksheets. 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Lead-in 1. Greet students and play "Pronoun Quick Fire": Say sentences with missing pronouns (e.g., "____ am a student." "The book is ____ (mine/my).") and ask students to shout the correct word. 2. Introduce the lesson theme: "Today we’ll learn about pronouns – the words that take the place of nouns, like ‘I’, ‘me’, ‘my’, and ‘mine’. They help us talk about people without repeating names all the time!" 3. Quick check: "Can you name one pronoun you know?" 1. Participate in the "Pronoun Quick Fire" game, shouting answers. 2. Share one pronoun they know (e.g., "you", "he"). 3. Take out notebooks and prepare for the lesson. Activate prior knowledge of basic pronouns in a fun, low-pressure way. Connect the lesson to practical communication (avoiding repetition) to show the relevance of grammar. Set a positive tone for learning grammar. Presentation 1. Concept Explanation: Define the four types of pronouns with simple language and examples from the unit: - Subject Pronouns: Used as the subject of a sentence (I, you, he, she, it, we, they). Example: "I’m Li Wei’s new classmate." - Object Pronouns: Used as the object of a verb or preposition (me, you, him, her, it, us, them). Example: "He showed me around the campus." - Adjectival Possessive Pronouns: Show ownership before a noun (my, your, his, her, its, our, their). Example: "my club." - Nominal Possessive Pronouns: Show ownership without a noun (mine, yours, his, hers, its, ours, theirs). Example: "The car is mine." 2. Visual Table: Present the complete pronoun table from the textbook on the board. Fill in the missing forms together (e.g., "For ‘she’, the adjectival possessive is ‘her’, nominal possessive is ‘hers’"). 3. Pronunciation Practice: Practice saying all pronouns with the class, focusing on correct pronunciation of "he/him", "she/her", etc. 1. Take notes on the four pronoun types and their definitions. 2. Fill in the pronoun table on their worksheets, following along with the teacher. 3. Repeat the pronouns after the teacher, practicing pronunciation. 4. Ask questions about confusing forms (e.g., "What’s the difference between ‘my’ and ‘mine’?"). - Use clear definitions and examples from the unit to make abstract grammar rules concrete The pronoun table organizes information visually, helping students memorize forms easily. Address common confusion between possessive forms with direct examples. Practice 1. Exercise 1: Underline Pronouns: Present the textbook sentences: "1) I’m Li Wei’s new classmate. 2) He showed me around the campus and introduced me to his friends. 3) They are all nice and we became friends quickly." Ask students to underline all pronouns, then check answers as a class. Exercise 2: Fill in the Table: Have students complete the pronoun table individually, then pair up to check answers. Walk around to support struggling students. 2. Exercise 3: Choose the Correct Word: Present the fill-in-the-blank sentences: "1) This term ____ (I/me) have met some new friends in my club. Let’s meet ____ (they/them)! 2) Martin: Hi, Suzy! Can I borrow ____ (you/your) notebook? Suzy: Why? ____ (Your/Yours) is just on your desk! 3) We love ____ (their/theirs) gifts and they also love ____ (our/ours)." Go over each answer, explaining the rule (e.g., "Subject pronouns come before the verb, so we use ‘I’ here"). 4. Exercise 4: Rewrite Sentences: Present the example: "Li Wei is quick-minded. → I am quick-minded." Then have students rewrite the sentences: 1) "Sara is confident and outgoing." (Rewrite with "We") 2) "Martin is active and energetic." (Rewrite with "You") 3) "Wang Yang is creative and crazy about making models." (Rewrite with "They"). Explain the rule: "Change the subject pronoun, then change the verb ‘is’ to ‘are’ if the subject is plural." 1. Underline pronouns in the sentences and share answers with the class. 2. Complete the pronoun table and check answers with a partner. 3. Choose the correct pronoun for each blank, then listen to teacher explanations of the rules. 4. Rewrite the sentences on their worksheets, then share their answers with the class. 5. Ask questions about sentence rewriting (e.g., "Why do we use ‘are’ with ‘We’?"). Gradually increase the difficulty of exercises to build confidence, starting with simple identification and moving to application. Pair work in Exercise 2 encourages peer support for weak students The sentence rewriting activity connects grammar practice to the unit theme, allowing students to use pronouns to describe people’s personalities. Writing 1. Activity Introduction: "Now let’s use pronouns to write about our friends! Write 3 sentences about your classmates using different pronouns (subject, object, possessive). For example: ‘She is my classmate. I like her drawings. Her style is different from mine.’" 2. Sentence Frames: Provide frames to support students: - "____ (Subject pronoun) is my friend. ____ (He/She) likes ____ (hobby). I admire ____ (him/her) because ____." - "This is ____ (friend’s name)’s book. It’s ____ (his/hers). My book is different from ____ (his/hers)." 3. Writing & Sharing: Give students 7 minutes to write their sentences, then invite 2-3 students to share their work with the class. Praise correct pronoun use and creativity. 1. Write 3 sentences about classmates using pronouns, using the provided frames if needed. 2. Share their sentences with the class, reading aloud. 3. Listen to peers’ sentences and identify the pronouns used. Apply grammar rules to a meaningful writing task, connecting pronoun use to describing others (aligned with the unit theme). Sentence frames reduce anxiety for weak students, providing structure for their writing Sharing work reinforces correct usage and builds confidence. Summary &Homework 1. Lesson Summary: Guide students to recap the four pronoun types and their uses: "Today we learned about subject, object, adjectival possessive, and nominal possessive pronouns. Remember: subject pronouns go before verbs, object pronouns after verbs/prepositions, ‘my’ needs a noun, and ‘mine’ doesn’t!" 2. Key Takeaway: "Using pronouns correctly makes your sentences clear and easy to understand!" 3. Homework Assignment: 1. Copy the pronoun table 2 times to memorize the forms. 2. Write 5 sentences about your family using all four types of pronouns (e.g., "My mom is kind. She helps me with homework. Her favorite color is blue. Mine is red."). Blackboard design Unit 2 Accepting Everyone’s Uniqueness Grammar: Personal Pronouns 1. Four Types of Pronouns | Subject | Object | Adj. Possessive | Nom. Possessive | | I | me | my | mine | | you | you | your | yours | | he | him | his | his | | she | her | her | hers | | it | it | its | its | | we | us | our | ours | | they | them | their | theirs | 2. Rules - Subject: Before verb (e.g., "I am...") - Object: After verb/preposition (e.g., "help me") - Adj. Possessive: + noun (e.g., "my book") - Nom. Possessive: No noun (e.g., "the book is mine") 3. Example Sentences - "She is confident. → We are confident." - "He likes making models. They like making models." Teaching Evaluation Formative Evaluation 1　 Exercise Performance: Check students’ completion of the textbook exercises to assess their understanding of pronoun forms and rules. 2　 Writing Activity: Evaluate students’ sentences about classmates, focusing on correct use of all four pronoun types. 3　 Participation: Observe students’ engagement in class discussions and sharing activities, noting their ability to identify and use pronouns correctly. Summative Evaluation 4　 Homework assessment: Grade students’ pronoun table copies and family sentences based on accuracy. 5　 Quick quiz in the next lesson: Ask students to complete a pronoun fill-in-the-blank exercise and rewrite two sentences using different subjects. Teaching reflection Strengths 1　 The visual pronoun table and clear definitions helped students organize the four types of pronouns, with most able to complete the fill-in-the-blank exercises correctly. 2　 The contextualized writing activity (describing classmates) made grammar practice meaningful, with students actively participating in sharing their work. 3　 Sentence frames provided effective support for weak students, reducing anxiety about writing. Areas for Improvement 4　 Some students still confused adjectival and nominal possessive pronouns (e.g., "my" vs. "mine"). In future lessons, I need to add more contrastive examples and practice with these forms. 5　 A few students struggled with the sentence rewriting activity, particularly changing "is" to "are" for plural subjects. I should add a brief review of subject-verb agreement before the rewriting exercise. 6　 The lesson could include more interactive practice (e.g., a pronoun sorting game) to keep students engaged, as grammar lessons can feel repetitive. 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $