Unit 1 A new start-Understanding ideas-Grammar教学设计2026-2027学年外研版英语七年级上册

该教案聚焦初中英语代词教学，核心知识点为主格、宾格、形容词性物主代词及名词性物主代词。通过阅读文本中的典型句子导入，引导学生观察发现代词功能，搭建从文本实例到系统语法规则的学习支架。 此资料特色在于以单元主题为依托，通过观察文本实例、系统表格讲解、分层练习提升语言能力，对比辨析形容词性与名词性物主代词培养思维品质，联系生活语境增强学习能力。具体如利用阅读材料提取代词例子，设计语境化练习，帮助学生准确运用代词，也为教师提供清晰可操作的教学路径。

Unit 1 A new start Understanding ideas-Grammar Lesson type: Grammar & practice lesson（语法讲练课） 1. Teaching objectives 1.1 Knowledge objectives 1. Students can distinguish four types of pronouns: subject pronouns (I, you, he, she, it, we, they), object pronouns (me, you, him, her, it, us, them), possessive adjectives (my, your, his, her, its, our, their), and possessive pronouns (mine, yours, his, hers, its, ours, theirs). 2. Students can understand the grammar rules summarised from the reading passage The first lesson, especially the use of possessive pronouns like hers and possessive adjectives like my. 3. Students can correctly complete the exercises in Activities 5, 6 and 7 on page 139. 1.2 Skill objectives 1. Students can identify different pronoun forms in sentences and explain their grammatical functions (subject, object, possession). 2. Students can choose the correct pronoun form to complete sentences in controlled practice. 3. Students can use appropriate pronouns in their own spoken and written sentences about themselves and others. 1.3 Emotional & cultural objectives 1. Cultivate students’ awareness of accuracy in language use and encourage them to pay attention to grammatical details. 2. Build students’ confidence in using English pronouns correctly through step‑by‑step practice. 3. Connect grammar learning to real‑life contexts (e.g., introducing oneself, talking about teachers and friends), which relates to the unit theme of teenagers. 2. Key and difficult points Key points: - Understand the functions and positions of subject pronouns, object pronouns, possessive adjectives and possessive pronouns. - Complete the textbook exercises (Activities 5, 6, 7) with correct answers. Difficult points: - Distinguish between possessive adjectives (my, your, his, etc.) and possessive pronouns (mine, yours, his, etc.), and use them correctly in sentences. - Understand the difference between subject and object pronouns, especially in positions after prepositions or verbs. 3. Teaching aids Textbook, PPT (with pronoun tables, example sentences from the reading passage, and exercise slides), blackboard, worksheets with additional practice sentences (if needed), and the reading passage from The first lesson for reference. 4. Teaching procedures (40 mins total) Step 1 Warm‑up & lead‑in (5 mins) 1. Greet the whole class. Teacher writes two sentences from the reading passage on the blackboard: - I look up at Ms Chen. My eyes meet hers. - In fact, this is my first lesson for all of you. 2. Teacher asks: “What do the words ‘I’, ‘my’, ‘hers’ and ‘you’ have in common?” Guide students to say: “They are pronouns.” 3. Briefly explain that today we will focus on pronouns and practise using them correctly. Step 2 Observation & discovery (Activity 5) (8 mins) 1. Read and summarise (3 mins): - Students look at the two example sentences in Activity 5 on the PPT/textbook: - (a) I look up at Ms Chen. My eyes meet hers. - (b) In fact, this is my first lesson for all of you. - Teacher asks: “What does ‘I’ refer to? What does ‘my’ show? What does ‘hers’ mean?” - Students discuss in pairs and try to summarise the grammar rules: - I is a subject pronoun (used as the subject of a sentence). - my is a possessive adjective (used before a noun to show ownership). - hers is a possessive pronoun (used alone to replace ‘her + noun’). 2. Find more examples (5 mins): - Students scan the reading passage The first lesson to find more sentences with pronouns. They can work individually or in pairs. - Teacher guides them to find: - we start to write (subject pronoun) - I write down the first word (subject pronoun) - “Why aren’t you writing, Wang Han?” (subject pronoun) - My mouth feels dry (possessive adjective) - I put up my hand (possessive adjective) - Ms Chen tells us (object pronoun) - Teacher collects examples on the blackboard and highlights the pronoun types. Step 3 Systematic explanation & presentation (10 mins) 1. Teacher presents a clear table on the PPT and blackboard: Subject pronoun Object pronoun Possessive adjective Possessive pronoun 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. Teacher explains the rules in simple English: - Subject pronouns act as the doer of the action (before the verb): I go, she runs, we study. - Object pronouns act as the receiver of the action (after the verb or preposition): see me, talk to him, listen to them. - Possessive adjectives come before a noun: my book, her bag, their school. - Possessive pronouns replace a noun + possessive adjective and stand alone: That book is mine. (my book) 3. Teacher gives contrastive examples: - This is my pen. → This pen is mine. - I like her idea. → I like hers better. (meaning her idea) - They gave us a test. → The test was for us. 4. Emphasise the tricky points: its (possessive) vs. it’s (it is) – though not in these exercises, mention briefly; and your vs. yours. Step 4 Controlled practice (Activity 6) (8 mins) 1. Students open their textbooks to Activity 6. Teacher reads the instructions: Circle the correct words. 2. Students complete the four sentences individually (3 minutes): 1. Ms Wang is my / I Chinese teacher. 2. When is we / our next English class? 3. Fang Wei is a new friend of mine / my in junior high. 4. Jack’s teacher asks their / them to get to school early. 3. Pair check: Students compare answers with their deskmates (2 minutes). 4. Whole‑class check (3 minutes): - Call students to read the correct sentences aloud. - Answers: 1. my (because it comes before ‘Chinese teacher’ – possessive adjective) 2. our (before ‘next English class’ – possessive adjective) 3. mine (after ‘of’ – possessive pronoun, meaning ‘my friend’) 4. them (after ‘asks’ – object pronoun; ‘their’ would need a noun after it) - Teacher explains each choice briefly to reinforce the rules. Step 5 Contextual practice (Activity 7) (7 mins) 1. Students read the short passage A great teacher in Activity 7. Teacher reads the text aloud once, then students read it silently. 2. Students circle the correct words in the passage (3 minutes): - The bell rings, and their / my English teacher comes in. - “My name’s Pan Ming. What’s your / his name?” He asks us to introduce ourselves. - “How about you first?” I / he look up. My eyes meet his / ours. - I feel so nervous. And I give a silly answer! “I’m fine, thank you, sir!” - My face turns red. But Mr Pan just looks at me / her with a smile and says, “Oh, Fine is a great name!” - His / Our clever words make me feel better. I’m so lucky to have a teacher like him. 3. Pair work: Students discuss their choices and explain why (2 minutes). 4. Whole‑class check (2 minutes): - Answers in order: 1. my (the writer’s teacher) 2. your (the teacher asks the students’ name) 3. I (the writer looks up) 4. his (meet the teacher’s eyes) 5. me (the teacher looks at the writer) 6. His (the teacher’s clever words) - Teacher stresses the context clues that help choose the correct pronouns. Step 6 Summary & mini‑production (1 min) Teacher briefly reviews the four pronoun types using the table on the blackboard. Ask students to repeat the key rule: “Possessive adjectives go before nouns; possessive pronouns stand alone.” Optional quick oral check: Teacher says a sentence with a blank, students shout the correct pronoun (e.g., “This book is _____ (I)?” → “mine!”). Step 7 Homework (1 min) 1. Textbook: Review the grammar table on page 139 and complete any additional exercises in the workbook (if assigned). 2. Writing practice: Write 5 sentences about your new school or classmates, using at least one subject pronoun, one object pronoun, one possessive adjective and one possessive pronoun in each sentence (or at least four different types overall). Underline the pronouns and label their types. 3. Preview: Read the passage Art in safe hands on page 4 and try to find all the pronouns in the first paragraph. 5. Blackboard design Unit 1 Teenagers today – Grammar: Pronouns Subject pronoun Object pronoun Possessive adjective Possessive pronoun 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 Key rules: - Subject = before verb (I, you, he...) - Object = after verb/preposition (me, him, her...) - Possessive adj. = before noun (my book) - Possessive pron. = alone, no noun (mine = my book) Examples from passage: - I look up. (subject) - My eyes meet hers. (poss. adj. + poss. pron.) - Ms Chen tells us. (object) Answers for Activities 6 & 7: - Act.6: my, our, mine, them - Act.7: my, your, I, his, me, His 6. Teaching reflection (for teacher reference) 1. Observe whether students can correctly identify and categorise pronouns from the reading passage. If many students confuse my/mine or your/yours, slow down and provide more contrastive drills. 2. Activities 6 and 7 are controlled practice; check if students complete them accurately. For Activity 7, encourage students to read the whole passage for meaning before choosing, as context is key (e.g., his vs. ours depends on who is speaking). 3. Some students may struggle with the difference between subject and object pronouns in sentences like “Jack’s teacher asks them” – emphasise that the object comes after the verb. 4. This grammar lesson is essential for later writing and speaking tasks in the unit. Ensure students grasp the basic framework; more practice can be assigned in the workbook. 5. Connect the grammar to the unit theme: encourage students to use pronouns when talking about their own teenage experiences, teachers, and friends, which will be useful in the final project or speaking activity. 1 学科网（北京）股份有限公司 $