Unit 1 Personal and Family Life Language Practice教案2026-2027学年中职英语高教版（2023修订版）基础模块1

该中职英语教案聚焦动词“be”的主谓一致、物主代词及名词所有格's等核心语法点，通过自由对话与词汇快速反应游戏复习旧知，搭建从感知到系统归纳的学习支架，衔接前后听说写内容。 特色在于采用引导发现与游戏化教学，如小组观察句子归纳be动词规则并通过韵文记忆，“Lost and Found”情境任务提升语言能力，对比中英文表达差异培养思维品质，错误笔记本和分层作业发展学习能力，助力学生语法应用与自主学习，为教师提供结构化教学方案。

Vocational School English Lesson Plan · Basic Module 1 · Unit 1 Personal and Family Life Unit 1 Personal and Family Life　 Language Practice Topic Unit 1 Personal and Family Life — Language Practice Lesson Type Language induction and comprehensive practice (grammar) Duration 1 period (45 minutes) Target Students First-year vocational school students (Grade 10) Textbook English (Basic Module 1), Higher Education Press Teacher I. Analysis of the Teaching Material This is the Language Practice section of Unit 1, which systematically summarises and comprehensively trains the vocabulary and grammar of the unit. The core grammar items are: (1) the verb “be” (am / is / are); (2) possessive adjectives (my, your, his, her, its, our, their); (3) the possessive case of nouns ('s). Placed after the listening, speaking and writing periods, this lesson plays the role of “summarising — training — consolidating”, helping students upgrade their perceptual knowledge gained in context into systematic rules and realise the structuring of language knowledge. II. Analysis of the Students Students have met and preliminarily used these grammar structures in abundant contexts in the previous periods, so they have sufficient perceptual knowledge; however, they lack systematic organisation and have a vague sense of the rules. Typical errors concentrate on disagreement between “be” and the subject, mixing up his/her, and omitting possessive adjectives. Vocational students show little interest in pure grammar lecturing and their attention drifts easily, so this lesson follows a guided-discovery path of “observe and discover — induce and summarise — fun drilling — use in context”, replacing lecture-and-drill with activities. III. Teaching Objectives (Based on Core Competencies) 1. Workplace language communication: Students can correctly choose am / is / are and possessive adjectives in the context of introducing themselves and their families, reaching an accuracy rate of over 80% in the tasks. 2. Awareness of thinking differences: Students compare how Chinese and English express possession (in Chinese “wo baba”, literally “I father”, whereas English requires “my father” with the possessive “my”) as well as the “one verb ‘be’ in one English sentence” rule, deepening their understanding of the hypotactic feature of English. 3. Cross-cultural understanding: Students experience the real communicative function of possessive adjectives and the possessive case in everyday cross-cultural situations such as “Lost and Found” and “Finding the Owner”. 4. Autonomous learning: Students learn to summarise grammar rules with tables, build awareness of keeping an error notebook, and gradually form the habit of self-monitoring language accuracy. IV. Key Points and Difficult Points Key points: (1) agreement between the verb “be” and the subject (person and number); (2) recognising and using possessive adjectives; (3) the possessive case 's expressing ownership (my father's job / Lily's mother). Difficult points: (1) distinguishing his from he and her from she (students tend to use possessive adjectives as subject pronouns); (2) the combined use of possessive adjectives and the verb “be” (This is his wallet.); (3) calling up the rules quickly and accurately in real contexts. V. Teaching Methods and Preparation Teaching methods: Guided discovery, induction, task-based teaching and game-based teaching. Preparation: multimedia courseware, practice worksheets, props for “Lost and Found” (wallet, keys, book, umbrella, etc.), information-gap task cards, blank Bingo cards. VI. Teaching Procedures Stage Teacher's Activities Students' Activities Purpose Step 1　Revision (5 min) 1. Free talk between the teacher and students to revise the patterns of the previous lesson: What's your name? How old are you? Where are you from? What does your mother do? 2. “Vocabulary Quick Response”: flash pictures of family members and jobs for students to call out the English words. 1. Answer the teacher's questions bravely. 2. Look at the pictures and give quick answers to reactivate the learned words. Reviewing the old prepares for the new and provides language material for grammar discovery; the quick-response game gets the class into gear quickly. Step 2　Grammar Discovery (12 min) 1. Present six typical sentences from this unit: I am a student. / She is my sister. / We are from Beijing. / My father is a driver. / His mother is a nurse. / They are teachers. 2. Group work: observe the sentences and complete the induction table of the verb “be” (which subject goes with am / is / are). 3. Sum up with the whole class and read the rhyme aloud: “I” goes with am, “you” goes with are, is goes with “he, she and it”; singular subjects take is, plural subjects take are. 4. Present the table of subject pronouns and possessive adjectives (I–my, you–your, he–his, she–her, it–its, we–our, they–their), fill it in together with students, stressing that “his” has no apostrophe; briefly point out the difference between its and it's. 5. Present the possessive case with my father's job and Lily's mother, inducing the rule “singular noun + 's”. 1. Read the example sentences aloud. 2. Discuss in groups, fill in the induction table and report. 3. Read the rhyme together to memorise the rule. 4. Join in completing the pronoun table and read after the teacher. 5. Observe the examples and try to induce the rule. Rules discovered by students themselves work better than lecturing; table induction structures the knowledge; the rhyme lightens the memory load; group work widens participation. Step 3　Controlled Practice (10 min) 1. Exercise 1 (choose the right word): My mother ______ (is / are) a doctor. / ______ (His / He) father is a cook. etc. (6 items). 2. Exercise 2 (error correction): I is a student. / This is he book. / My parents is workers. etc. (5 typical wrong sentences). 3. Exercise 3 (possessive case): ________ (Lily) mother is our teacher. / My ________ (father) job is interesting. 4. Check the answers immediately, count the accuracy rate and go back to the rules for the items with high error rates. 1. Complete the exercises independently. 2. Check with deskmates first, then share with the whole class and explain the corrections. 3. Reflect on the causes of errors and re-read the induction table. Controlled practice consolidates the newly induced rules in time; the typical wrong sentences target vocational students' high-frequency errors; accuracy statistics provide evidence for later teaching. Step 4　Meaningful Practice (12 min) 1. Game “Lost and Found”: put a wallet, keys, a book, an umbrella, etc. on the desk; students come up to describe and claim them: This is my wallet. / This is his key. The whole class verifies with Is this your…? 2. Information-gap activity “Finding the Owner”: in pairs, each holds a profile card of a new classmate with complementary information; through Q&A (What's his name? Where is she from? Is his mother a nurse?) they complete the profile. 3. Situational guessing game “Who is he/she?”: the teacher or a student describes (He is tall. His father is a doctor. They are in Class 3…) and the whole class races to guess; the first correct guesser scores. 1. Describe and claim the items using possessive adjectives. 2. Ask and answer with the partner to exchange information and complete the profile. 3. Listen to the descriptions, catch the key words and race to guess. Using grammar in real communicative contexts unifies “form – meaning – use”; games and information-gap tasks arouse interest and realise “learning by using”. Step 5　Production (4 min) Ask students to produce three sentences to introduce their deskmate (orally or in writing), using the verb “be” and a possessive adjective at least once each; invite 2–3 students to present, with the whole class correcting errors together. Organise the language to produce three sentences, listen to peers' presentations and join in error correction. Authentic output tests the attainment of this lesson's objectives and realises the transfer from exercise to use. Step 6　Homework Assignment (2 min) Assign tiered homework (see Section VIII), focusing on explaining the format for the error notebook. Write down the homework. Tiered implementation; keeping an error notebook cultivates autonomous learning. VII. Blackboard Design Unit 1 Personal and Family Life — Language Practice [The verb “be”] Rhyme: [Possessive adjectives] “I” goes with am, “you” goes with are, I–my you–your he–his is goes with “he, she and it”; she–her it–its we–our they–their singular takes is, plural takes are. Note: his (possessive) ≠ he (subject) [Possessive case] singular noun + 's: my father's job / Lily's mother Examples: My parents are workers. Her brother is a student. VIII. Homework (Tiered) Level A (required): (1) Finish the Language Practice exercises of this unit in the workbook; (2) copy the wrong items of this lesson into the error notebook (original sentence — correction — reason). Level B (optional): Make a set of “subject pronoun — possessive adjective” cards, write an original sentence for each pronoun, and test each other with a deskmate in the next period. IX. Teaching Reflection (to be completed after class) (1) How was the quality of students' discovery in the “observe and induce” stage? Did the teacher need to supplement explanations? ________________________________________________ (2) How were the accuracy rate of the controlled practice and the participation in the games? Were the difficult points effectively broken through? ________________________________________________ 学科网（北京）股份有限公司 $