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人民教育出版社 七年级上册教学设计
Unit 2 We are family Section 3 Grammar Focus 3a-3c
Content Analysis
The core grammar item of this unit is the usage of the simple present tense with notional verbs. The simple present tense with the linking verb “be” is also integrated into the unit context, aiming to consolidate and review what was learned in the previous unit. The table in Activity 3a mainly presents declarative sentences, general questions, special questions of the simple present tense with notional verbs and their answers. In addition, examples of the possessive case of nouns are also included in the table, such as “Teng Fei’s grandpa”, “Teng Fei’s father”, etc.
The presentation method of this table is convenient for students to observe and compare the corresponding relationships between different personal pronouns and the forms of predicate verbs in the simple present tense, guiding them to discover and summarise the sentence structures of the simple present tense and the changing rules of verbs, and initially establishing the awareness of subject-verb agreement.
Activity 3b focuses on the structure, function and meaning of the possessive case of nouns. Through single-sentence exercises, students can master various situations such as the possessive case of singular nouns, the possessive case of plural nouns, and the possessive case of things jointly owned by two people. Activity 3c provides a short discourse, aiming to train students to correctly use the verb forms of the simple present tense in a richer context, including both the linking verb “be” and different notional verbs. This discourse is a brief introduction of family members. The author introduces his brothers and sisters and also compares their similarities and differences. They have different hobbies and personalities, but this does not affect their love for each other and harmonious coexistence, which reflects the warm connotation of the family. Activity 3d is an open oral activity, aiming to help students consolidate the general questions with notional verbs in the simple present tense and their answers, and at the same time cultivate students’ ability to ask questions and promote students’ understanding of each other’s families.
Learning Objectives
By the end of this section, students will be able to:
1. sort out and summarise the matching relationships between notional verbs and different personal subjects in the simple present tense;
2. understand the expressive function of the simple present tense with notional verbs, initially establish the awareness of subject-verb agreement in English, and be able to use the possessive case of nouns to introduce the ownership of items;
3. correctly use sentence structures with notional verbs to ask and answer questions about the ownership of items, and perform role-play in front of the class.
Focal and Difficult Points
Focal Points
Correctly use notional verbs to make simple inquiries and introductions.
Difficult Points
Introduce other group members’ family information to classmates and teachers.
Procedures
Teaching Activities Learning Activities Purpose
Step 1 Warm-up and lead-in Ask students to brainstorm the knowledge they have about the simple present tense and the possessive case. Brainstorm what they know about the simple present tense and the possessive case. To arouse students’ curiosity about what they will learn.
Step 2 Presentation 1. Ask students to look at the table on page 31 and observe the conversations to find out some rules. T: Observe the example sentences and summarise the rules. T: Read the sentences. Can you circle the subjects and the verbs How do the verb forms change with the subjects 2. Guide students to look at the examples and learn the principle of subject-verb agreement. 3. Guide students to learn the third-person singular change rules for verbs. 4. Guide students to learn the usage of auxiliary verbs (do & does). 1. Look at the table and observe the conversations to try to find the rules. Observe the examples and summarise the plete Task 3a in the book. 2. Learn the principle of subject-verb agreement. 3. Learn the third-person singular change rules for verbs. 4. Learn the use of auxiliary verbs. To help students sort out the target language and the grammar rules.
Step 3 Practice 1. Ask students to talk about their family stories. T: Complete the sentences in task 3b with the correct possessive form (’s) of the words in brackets. 2. Ask students to quickly say out loud the third person singular form of the following verbs in task 3c. T: Change the verb form based on the subject. T: Complete the passage with the correct forms of the verbs in the box (task 3c). 3. Analyse the structure of the passage that introduces family members. 1. Complete 3b of the book. 2. Give the three singular forms of the words in task 3c. Change the verb form according to the plete task 3c. 3. Analyse the structure of the passage. To help students master the grammar points and develop the skill of word selection in specific contexts.
Step 4 Interaction Ask students to make their own family member handbook. Ask students to ask and answer questions about each other’s families and then make their own Family Member Handbook (家庭成员手册). Tips: 1. Complete family member information according to 3a. 2. Take photos of family members that match the content of the table. 3. Write some sentences for each of your family members. 4. Make a handbook and glue the photos. Bring your mini book to the class and share it with your plete Activity 3d in the textbook. First, ask and answer questions (with your partner), then create a family handbook. To guide students, help them apply what they have learned to use.
Step 5 Homework Basic task: Create a mind map to summarise what you have learned today. Advanced task: Prepare a more comprehensive family tree introduction, including details about each member’s appearance, personality, and hobbies. Extension task: Design a dialogue template for asking about someone’s family. Finish their homework. To help students consolidate what they have learned.
Blackboard Design
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