Unit 6 Beautiful landscapes-Grammar 教学设计2024-2025学年牛津译林版英语七年级下册

课题 译林版七年级Unit 6 Beautiful landscapes-Grammar 教学设计 课型 新授课 主备人 一、教学目标 1. Knowledge goals Students can master the use of the indefinite pronoun somebody/someone/something,anybody/anyone/anything,everybody/everyone/everything,nobody/no one/nothing. Students can use what and how to express strong emotions. 2. Ability goals Students can accurately use indefinite pronouns and sentence patterns in context to communicate and write. Cultivate students' ability of observation, analysis and induction. 3. Emotional goals Stimulate students' interest in learning English and enhance their confidence in learning. Cultivate students to appreciate the natural beauty, love the natural emotion. 二、教学重难点 1. Teaching focus The usage and distinction of indefinite pronouns. The sentence pattern structure of expressing strong emotions with what and hold. 2. Teaching difficulties The use of indefinite pronouns in a specific context. Choose choose what and how to express the right emotion. 三、教学方法 Task-based teaching method, situational teaching method, cooperative learning method 四、教学过程 (I) Leading In(5 minutes) 1. Show a beautiful picture of the natural scenery, such as mountains, rivers, forests, and so on. To guide the students to describe the picture in simple English. For example: There are many trees in the forest. The river is very long. 2. Ask the students: What can you see in the picture? The topic of this lesson is introduced to —— indefinite pronouns and sentence patterns that express strong emotions. (II2) Study of indefinite pronouns (10 minutes) 1. Present the indefinite pronoun table, lead the students to read aloud and explain the meaning and usage of each indefinite pronoun. somebody / someone is used for positive sentences, for "someone", and something is used for "something, something". anybody / anyone is used for interrogatory and negative sentences for "anyone"; anything is used for interrogatory and negative sentences for "anything, anything". everybody / everyone means "everyone, everyone"; everything says "everything, everything". nobody / no one means "no one"; nothing says "nothing, nothing". 2. Give some example sentences to let the students judge whether the indefinite pronouns are correct and explain the reasons. For example: There is someone in the room. (correct, positive sentence with someone) Ican't find anything. (correct, no sentence with anything) 3. Ask the students to complete the A1 exercises, then check the answers and explain. (III) To express strong emotions with what and how (15 minutes) 1. Present the dialogue about Huanglong, and guide the students to pay attention to the usage of what and how. Explanation: What + a / an + adjectives + noun phrase! How + adjective! 2. Give some example sentences, let the students imitate the sentences, experience the usage difference between what and how. For example: What a beautiful flower!How beautiful the flower is! 3. Students complete the exercises in part B1, the teacher patrol and give guidance, and then check the answers. (IV) Group activities (10 minutes) 1. Let the students be grouped in groups, and each group should choose a picture of the natural scenery (no person). 2. Students use indefinite pronouns and what / how sentence patterns to describe the pictures, and the group members communicate and complement each other. 3. Each group will elect a representative to show and describe the pictures to the whole class. (V) Summary and homework assignment (5 minutes) 1. Summarize the key points of this lesson: the usage of indefinite pronouns and the sentence patterns that express strong emotions in what / hold. 2. Assignment: Write a short essay about your favorite natural scenery with an indefinite pronoun and what / how sentence patterns, no less than 80 words. Complete the relevant exercises in the textbook. Teaching reflection Through the teaching of this lesson, the students have a preliminary understanding and grasp of the indefinite pronouns and the sentence patterns that express strong emotions. In the teaching process, we should create more opportunities for students to use language and strengthen practice to improve students' language use ability. At the same time, we should pay attention to the individual differences of students, and give more help and guidance to students with learning difficulties.   学科网（北京）股份有限公司 $$