仁爱科普版七年级上册 Review of Units1-2 教案（表格式）

教学设计
The Personal Pronouns and Possessive Pronouns.
教材版本 仁爱英语 课型 Grammar
教材分析 The grammar of The Personal Pronouns and Possessive Pronouns play an important part in Project English Grade 7, even in learning English. The type of this lesson is grammar, and according to the Junior High School English Curriculum Standards that requests the students who are in Grade 7 should achieve the level 3.From the aspects of language skills, the students can tell the differences from The Personal Pronouns and Possessive Pronouns; understand and master the usages of them; They can use The Personal Pronouns and Possessive Pronouns to make sentences correctly in their bined with the teaching content of this lesson, I design the teaching aims.
学情分析 This time, I’m not familiar with the students who are from Zha Lantun NO. 5 Middle School. But I’ sure that the students in Grade 7 are interested in English, especially the pair work and group work in the class. The students are active in this type of teaching. But the students are lack of learning abilities and the students seldom communicate in English in their daily life. They are not confident. So I should help them to form a good habit in learning English. In this way, I can achieve my teaching aims.
教学目标 After learning this class, the students will be able to achieve these aims:Read the Personal Pronouns and Possessive Pronouns fluently; Pay attention to the pronunciation of we[wi:].Understand and master the usages of the Personal Pronouns and Possessive Pronouns; Point out which components they refer to in the sentence such as subject , object and understand their meanings.Use the Personal Pronouns and Possessive Pronouns to make sentences correctly and describe the things they have learned.4. Inspire the interest of learning grammars and cultivate the spirit of cooperation.
教学重点 In the end, the students will be able to grasp the key points below.1.They can make a difference between subject and object2.Use the Personal Pronouns and Possessive Pronouns to make sentences correctly and write a passage correctly.
教学难点 Use the Personal Pronouns and Possessive Pronouns to write a passage correctly.
教法学法 Situational Methods, tasked- based methods and group work.
教学准备 Multimedia A blackboard
教学过程 设计意图
Step1 Lead- in1.Greeting:T：What’ your name What’s his name （指向另一位学生） What’s her name？2.Warming-up : Sing a song together “ Are you happy ”Step 2 Learn Personal PronounsLearn the sentence structure: S + V + O, lead to the Personal Pronouns.第一人称第二人称第三人称单数复数单数复数单数复数主格IWeYouYouHeSheItThey宾格meusYouYouhimheritthemLearn the Personal Pronouns by the body languages. Pay attention to the pronunciation we[wi:].Read and remember them.Check the Personal Pronouns.T: Make some sentences use these verbs( study; enjoy; like; eat; have; drink; swim; play...) Practice: ①Let several students write down sentences on the exercise book. ②Do the exercise on the paper.Group work: Who has finished correctly, who has the right to check others.（教师现场评阅，现场反馈）Step 3 Learn the Prossessive Pronouns第一人称第二人称第三人称单数复数单数复数 单数复数主格I WeYouYouHeSheItThey宾格 we usYouYouhimheritthem形容词性物主代词MyouryourYourhisherItstheir名词性物主代词mineoursyoursyourshishersitstheirsLead students find out the rulesT: Would you like to tell us how to remember them ( my→ mine, 形容词性物主代词+s =名词性物主代词)Pay attention to his →his (They look the same, but they are different.)Practice and remember them:.①Use body languages to remember them.②Let students recite them. 一 二 三 0 00 0 00 0 00主格：宾格：形物：名物:Step 4 Practice1.Do the exercise on the paper ( ten questions ten points).2. Group work. (each group chooses a student to write on the blackboard)Write a short passage( your dag; your pet; your mom......) , use the structure S + V + O3.Let students to find out the mistakes.Step5 Summary1) Ask the students to make a summary first, and the teacher guide the students to pay more attention to the usages of the Personal Pronouns and Possessive Pronouns.2) Cultivate the students to love learning grammar. 1.师生问好，通过询问对方的名字交朋友，转换人称问答为接下来学习人称代词做铺垫。2.课前热身，调动了学生的积极性，拉近了教师和学生之间的距离。 渗透句子结构，让学生在语境中体会人称代词的主格和宾格。.利用手指操练习人称代词，即调动了课堂气氛，又加深学生的记忆。利用本册教材学过的动词让学生造句，真正做到了词不离句，注重了知识的完整性。教师现场评阅，现场反馈问题，课堂效率高。1.在掌握人称代词的基础上，在语境中呈现关系代词，过渡自然。2.引导学生发现便于记忆的规律，并且总结关系代词的用法，发现特殊形式加强记忆。手指操加强对人称代词和关系代词的记忆。3.检测学生对表格的记忆情况，教师用通俗易懂的板书展示给学生。1.小组间比赛，十个问题十分，教师边评阅边反馈问题，发展小组长，谁得了十分，谁就有权利给组员判，激励学生的同时，加深学生对易错点的印象。2.以小作文作为输出，帮助学生巩固所学知识，增强了课堂的广度和深度。
板书设计 The Personal Pronouns and Possessive Pronouns 一 二 三 0 00 0 00 0 00主格：宾格：形物：名物:
课后反思 语法教学一直是困扰教师和学生的话题，语法在教学中是比较枯燥的，本课打破了传统观念，重难点突出，将语法内容融入到具体语境中呈现，使语法不再枯燥无味；教师教态自然，表情丰富，课堂用语简洁、明了，用简单的用语和板书向学生渗透知识点、语言点，课堂环节环环相扣，加入了生动有趣儿的歌谣、手指操，使课堂气氛轻松自如，学生学得高效，教师讲的轻松。教师随教随练，随讲随判，及时反馈问题，纠正错误，使整堂课不留教学死角。整堂课采取小组合作，发展小组长为机制，充分调动了学生的积极性，将学生作品展示，帮助学生树立了自信心。