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课题名称 Unit 2 We’re Family!Section A Grammar Focus (3a – 3d)
教学目标 1.学生能够理解并运用动词形式随主语变化的规则，完成相关练习。 2通过阅读、填空和问答练习，提高学生的语言运用能力和交际能力。 3.培养学生对英语语法学习的兴趣，鼓励学生积极参与课堂活动。
教学重难点 重点：让学生理解和掌握动词形式随主语变化的规则，以及所有格形式的正确使用。 难点：训练学生在实际语境中正确运用这些语法知识。
教学过程 教学活动 设计意图
Step1 Lead in 1.Greet students and review the previous class. 2.Introduce the topic of today's lesson. Ask students to recall what they know about subject-verb agreement. 情感与知识双衔接：通过问候拉近距离，复习前课内容（家庭成员话题），激活学生已有知识储备，为新语法学习（主谓一致、名词所有格）建立内容关联，降低认知门槛。 目标锚定：引导学生回忆 “主谓一致” 的初步认知，明确本节课语法学习焦点，让学生带着 “探索预期” 进入新知识学习，增强学习主动性。
Step2 Work on 3a 1.Explain the concept of subject-verb agreement and how verb forms change with different subjects. Show examples on the board to illustrate the rules. Write a few basic examples on the board, for example: He runs every day. (Singular subject, singular verb) They run every day. (Plural subject, plural verb) Point out how the verb form “run” changes to match the number of the subject. Expand this to include more complex subjects like “one of the students” (singular subject) vs “all of the students” (plural subject). 2.Have students read the sentences in 3a and identify how the verb forms change with the subjects. 3.Ask students to explain the changes they observe. 具象化语法教学：以黑板示例（单复数主语对比，如 He runs / They run）为载体，将抽象的 “主谓一致” 规则转化为直观语言现象，契合学生 “从具体到抽象” 的认知规律，避免语法学习的枯燥感。 自主学习能力培养：让学生阅读 3a 句子并自主观察、归纳动词形式变化，而非被动接受规则，培养 语法分析能力 和 独立思考习惯。 认知深化与表达训练：要求学生解释观察到的变化，促使其将 “隐性理解” 转化为 “显性表达”，进一步深化对规则的掌握，同时锻炼口语输出能力。
Step3 Work on 3b 1.Write the sentences from 3b on the board, leaving blanks for the possessive forms. Ask students to fill in the blanks with the correct possessive form of the words in brackets. 2.Go through each sentence, calling on students to provide their answers. 3.Check the answers. The answers are: (1) Kate’s; (2) Peter and Emma’s; (3) brothers’; (4) grandparents’; (5) Teng Fei’s. 4.Clarify any confusion about possessive forms, especially with plural nouns and compound subjects. 针对性技能训练：通过 “填空练习” 聚焦名词所有格的形式差异（如单数所有格 Kate’s、共同所有 Peter and Emma’s、复数所有格 brothers’ 等），针对易混点（复数名词、复合主语的所有格）进行专项强化，突破语法学习的 “细节盲区”。 即时反馈与澄清：逐句讨论答案并澄清困惑，通过共性问题讲解（如 “以 s 结尾的复数名词所有格规则”“共同所有与分别所有的区别”），纠正错误认知，确保学生掌握规则细节。 知识网络构建：将名词所有格规则与主谓一致知识关联，丰富学生的语法知识体系，提升语言结构的系统性认知。
Step 4 Work on 3c 1.Ask them to read through the passage and fill in the blanks with the correct verb forms from the box provided. Encourage them to refer back to the rules if needed. Allow students time to complete the task independently. 2.Once finished, review the answers together, discussing any difficulties or common mistakes. After students have finished, review the answers together and discuss any difficulties. The answers are: has, makes, looks, likes, talk, play, are. 3.Emphasize the importance of checking subject-verb agreement when writing sentences to ensure clarity and correctness. 语境化语法实践：将主谓一致规则融入语篇填空（描述人物特征、活动），让学生在真实语义情境中运用语法，体现 “语法服务于意义表达” 的语言本质，避免孤立的语法练习。 自主与协作结合：先独立完成任务，培养独立思考能力；再集体核对、讨论难点，通过协作交流深化对 “主语单复数→动词形式匹配” 逻辑的理解，提升问题解决能力。 写作意识培养：强调 “检查主谓一致” 的重要性，引导学生建立语法自检习惯，为后续写作（如 Step 6 的作业）奠定语言准确性基础。
Step 5 Work on 3d 1.Pair students up and have them ask and answer questions about each other's family using the prompts provided. 2.Encourage students to use the correct verb forms based on the subjects they are talking about. 3.Monitor the conversations and provide feedback on language use. 真实交际驱动：以 “询问彼此家庭” 为生活化交际任务，让学生在 “信息交换需求” 中自然运用主谓一致（如 My father likes... / Their grandparents are...），实现 “语法规则→语言功能” 的转化，提升语言运用的实用性。 动态语法训练：鼓励学生根据交流对象的主语（单 / 复数）调整动词形式，强化语境中语法运用的灵活性，避免机械记忆。 过程性反馈支持：教师监控对话并反馈语言问题，及时纠正错误（如主谓不一致、所有格误用），确保交际过程中语法正确，提升学习效果的即时性。
Step 6 Summary and Homework Summarize the key points of subject-verb agreement. Assign homework: Have students write a short paragraph about their family, making sure to use the correct verb forms with different subjects. 知识体系凝练：总结主谓一致核心要点，帮助学生梳理 “主语单复数→动词形式变化” 的逻辑框架，将碎片化知识整合为结构化体系，强化长期记忆。 综合能力延伸：布置 “描述家庭” 的写作作业，要求正确运用不同主语的动词形式，实现 “语法知识→书面表达” 的迁移，同时结合 “家庭话题” 渗透情感教育（如关注家人、用英语表达亲情）。 学习闭环形成：从课堂 “输入 - 练习” 到课后 “输出 - 巩固”，完成 “知识吸收→运用→内化” 的学习闭环，保障语法知识的熟练掌握。
板书设计 Unit 2 We’re Family! Section A: What is your family like (3a – 3d) Words and phrase: funny, laugh, different, violin, have fun Sentences: This is Kate’s cat. This is Peter and Emma’s classroom. These are my little brothers’ balls. They’re my grandparents’. It’s Teng Fei’s.
教学反思 通过这节课的教学，学生们对动词形式随主语变化的规则和所有格形式的正确使用有了初步的了解和实践。但在课堂上，我发现一些学生在理解和运用这些语法知识时存在困难，需要在今后的教学中加强相关练习和巩固。同时，我也要注意引导学生在实际语境中正确运用所学知识，提高他们的语言运用能力。

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