Unit 3 Keep Fit Grammar Focus 教案简案 2024-2025学年人教版（2024）七年级英语下册

Unit 3 Keep Fit Grammar Focus 教案简案 一、学习目标 1.学生能理解并掌握物主代词（名词性物主代词 yours、mine、his、ours、theirs 等与形容词性物主代词 your、my、his 等）的用法区别，准确运用物主代词描述物品所属关系。学生能识别并记忆频率副词（never、seldom、hardly ever、once、twice、three times a week、usually 等），明确其含义和表示频率的高低顺序。熟练掌握 “How often...” 句型，用于询问动作发生的频率。 2.在阅读和对话情境中，学生能够准确判断物主代词所指代的对象，正确圈出频率副词并按频率排序。学生能够运用所学知识，使用物主代词和频率副词进行简单的对话交流，描述自己和他人的运动情况，如拥有的运动物品及运动频率。 3.通过讨论运动和保持健康的话题，培养学生积极参与体育运动、保持健康生活方式的意识。 二、重难点 （一）教学重点 1. 名词性物主代词和形容词性物主代词的用法差异及正确运用。 2. 频率副词的理解、记忆和在句子中的正确位置与用法。 3. “How often...” 句型的熟练运用。 （二）教学难点 1. 清晰区分并准确使用不同类型的物主代词，避免混淆。 2. 根据实际情况，恰当地选择频率副词描述动作发生的频率，准确把握频率副词在句子中的位置。 三、教学步骤 （一）复习导入 1. 通过 PPT 展示词汇，带领学生复习 “在那边（over there）、只是、刚好（just）、T 恤（T-shirt ）、属于（belong）、属于（某人）（belong to）、工作的（working）、工作日（working day）、充满（full of）、精力、能量（energy）、组、群（group）” 等词汇，强化记忆。 2. 提问学生关于运动的简单问题，如 “Do you like sports? What's your favorite sport?”，自然过渡到本节课关于运动相关语法知识的学习。 （二）知识讲解 1. 物主代词：展示 PPT 中的例句 “Is this baseball glove yours?”“Whose badminton racket is this? I think it's Han Lin's. His has 'HL' on it.”，引导学生观察红色单词 “yours”“His”，分析其词性、含义和用法特点，对比名词性物主代词与之前学过的形容词性物主代词（your、my、his 等）的联系与区别，如名词性物主代词相当于 “形容词性物主代词 + 名词”，在句子中可单独使用，作主语、宾语或表语；形容词性物主代词后需接名词。 2. 频率副词：呈现例句 “Do you often play ping-pong? Yes, I play once/twice/three times a week. I play it twice a week, usually at weekends. I seldom/hardly ever play it.”，让学生观察红色单词 “seldom、once、hardly ever、three times 、never 、twice”，讲解这些频率副词的含义，引导学生按照频率从低到高对副词进行排序（never < seldom < hardly ever < once < twice < three times），并分析频率副词在句子中的位置和作用（通常位于实义动词前，be 动词、助动词或情态动词之后）。 3. “How often...” 句型：结合上述例句，引出 “How often...” 句型，讲解该句型用于询问动作发生的频率，引导学生理解其用法和答语结构。 （三）课堂练习 1. 3a 练习：让学生阅读 PPT 中的句子，完成判断加粗代词所指对象、圈出频率副词并排序的任务，教师巡视指导，之后请学生分享答案，进行讲解和点评。 2. 3b 练习：学生完成用正确的代词完成对话的练习，教师核对答案，针对学生的错误进行重点讲解，强化物主代词的用法。 3. 3c 练习：学生根据上下文，选择合适的频率副词（always, usually, sometimes, seldom, or never）完成短文填空，教师检查答案，帮助学生理解频率副词在语境中的运用。 （四）小组活动 1. 组织学生进行 3d 活动，让学生分组互相询问如何保持健康，记录组内成员的运动项目和运动频率，完成表格。 2. 每组推选一名代表进行报告，分享小组讨论结果，教师对学生的表现进行评价和鼓励。 （五）当堂检测 通过 PPT 展示选择题，如 “在句子 'Is this baseball glove yours?' 中，代词 'yours' 指的是谁的棒球手套？”“How often do you visit your grandparents?” 等，让学生进行当堂练习，检查学生对本节课知识的掌握情况，及时反馈和讲解。 四、作业设计 根据 3d 活动内容，写一篇题为 “My way to keep fit” 的短文，字数大于 80 词。要求在短文中介绍自己保持健康的方式，包括进行的运动项目和运动频率。 5、 板书设计 6、 物主代词 形容词性物主代词：your、my、his 等 名词性物主代词：yours、mine、his 等 区别：名词性物主代词 = 形容词性物主代词 + 名词 频率副词 never < seldom < hardly ever < once < twice < three times 位置：实义动词前，be、助动词、情态动词后 句型 How often...? 询问动作频率及答语结构 六、教学反思 1. 优点：通过复习旧知导入，衔接自然，帮助学生巩固已有知识，为新知识学习做铺垫。在知识讲解过程中，结合例句进行分析，直观形象，便于学生理解。课堂练习和小组活动形式多样，让学生在实践中运用知识，提高了学生的参与度和积极性。 2. 不足：部分学生在区分名词性物主代词和形容词性物主代词时仍存在困难，课堂练习时间有限，对这部分学生的指导不够充分。在小组活动中，个别学生参与度不高，存在依赖他人的情况。 3. 改进措施：针对物主代词的难点，在后续课程中增加专项练习，强化训练。在小组活动前，明确每个学生的任务和分工，鼓励学生积极参与，对表现优秀的小组和个人给予更多奖励，提高学生的参与热情。 Teaching Plan for Unit 3 Keep Fit Grammar Focus I. Learning Objectives 1. Students can understand and master the usage differences between possessive pronouns (nominal possessive pronouns such as yours, mine, his, ours, theirs and adjectival possessive pronouns such as your, my, his). They can accurately use possessive pronouns to describe the ownership of items. Students can identify and remember adverbs of frequency (never, seldom, hardly ever, once, twice, three times a week, usually, etc.), and clarify their meanings and the order of frequency levels. They can proficiently master the "How often..." sentence pattern to ask about the frequency of actions. 2. In reading and conversation contexts, students can accurately determine the referents of possessive pronouns, correctly circle adverbs of frequency and sort them according to frequency. Students can use the learned knowledge, possessive pronouns and adverbs of frequency to have simple conversations, describing their own and others' sports situations, such as the sports items they own and the frequency of sports. 3. By discussing the topics of sports and keeping fit, students' awareness of actively participating in sports and maintaining a healthy lifestyle can be cultivated. II. Teaching Key and Difficult Points (I) Teaching Key Points 1. The usage differences and correct application of nominal possessive pronouns and adjectival possessive pronouns. 2. The understanding, memory of adverbs of frequency and their correct positions and usages in sentences. 3. The proficient use of the "How often..." sentence pattern. (II) Teaching Difficult Points 1. Clearly distinguish and accurately use different types of possessive pronouns to avoid confusion. 2. Appropriately select adverbs of frequency to describe the frequency of actions according to actual situations, and accurately grasp the positions of adverbs of frequency in sentences. III. Teaching Procedures (I) Review and Lead - in 1. Display vocabulary through PPT and lead students to review words like "over there", "just", "T - shirt", "belong", "belong to", "working", "working day", "full of", "energy", "group" to strengthen memory. 2. Ask students simple questions about sports, such as "Do you like sports? What's your favorite sport?", and naturally transition to the study of grammar knowledge related to sports in this lesson. (II) Knowledge Explanation 1. Possessive Pronouns: Show examples in the PPT like "Is this baseball glove yours?" and "Whose badminton racket is this? I think it's Han Lin's. His has 'HL' on it." Guide students to observe the red - colored words "yours" and "His", analyze their parts of speech, meanings and usage characteristics. Compare the relationships and differences between nominal possessive pronouns and previously learned adjectival possessive pronouns (your, my, his, etc.). For example, a nominal possessive pronoun is equivalent to "adjectival possessive pronoun + noun", and it can be used alone in a sentence as the subject, object or predicative; an adjectival possessive pronoun needs to be followed by a noun. 2. Adverbs of Frequency: Present examples such as "Do you often play ping - pong? Yes, I play once/twice/three times a week. I play it twice a week, usually at weekends. I seldom/hardly ever play it." Let students observe the red - colored words "seldom", "once", "hardly ever", "three times", "never", "twice". Explain the meanings of these adverbs of frequency, guide students to sort the adverbs from the lowest to the highest frequency (never < seldom < hardly ever < once < twice < three times), and analyze the positions and functions of adverbs of frequency in sentences (usually before the main verb, and after the be verb, auxiliary verb or modal verb). 3. "How often..." Sentence Pattern: Based on the above examples, introduce the "How often..." sentence pattern. Explain that this sentence pattern is used to ask about the frequency of actions, and guide students to understand its usage and answer structures. (III) In - class Exercises 1. Exercise 3a: Ask students to read the sentences in the PPT, complete the tasks of determining the referents of bold - faced pronouns, circling adverbs of frequency and sorting them. The teacher walks around to guide, and then asks students to share their answers for explanation and comment. 2. Exercise 3b: Students complete the exercise of filling in the blanks with correct pronouns in the conversation. The teacher checks the answers and focuses on explaining students' mistakes to strengthen the usage of possessive pronouns. 3. Exercise 3c: Students choose appropriate adverbs of frequency (always, usually, sometimes, seldom, or never) to complete the cloze passage according to the context. The teacher checks the answers to help students understand the application of adverbs of frequency in the context. (IV) Group Activities 1. Organize students to carry out the 3d activity. Let students work in groups to ask each other how to keep fit, record the sports items and frequencies of group members, and complete the table. 2. Each group selects a representative to report and share the group discussion results. The teacher evaluates and encourages students' performances. (V) In - class Test Show multiple - choice questions through PPT, such as "In the sentence 'Is this baseball glove yours?', whose baseball glove does the pronoun 'yours' refer to?" and "How often do you visit your grandparents?". Let students do the in - class exercises to check their understanding of the knowledge in this lesson, and provide timely feedback and explanations. IV. Homework Design Write a short passage titled "My way to keep fit" based on the 3d activity, with more than 80 words. In the passage, students are required to introduce their ways of keeping fit, including the sports they do and the frequencies. V. Blackboard Design 物主代词 形容词性物主代词：your、my、his 等 名词性物主代词：yours、mine、his 等 区别：名词性物主代词 = 形容词性物主代词 + 名词 频率副词 never < seldom < hardly ever < once < twice < three times 位置：实义动词前，be、助动词、情态动词后 句型 How often...? 询问动作频率及答语结构 VI. Teaching Reflection (I) Advantages The lead - in through reviewing old knowledge is natural, which helps students consolidate existing knowledge and pave the way for learning new knowledge. During the knowledge - explanation process, the analysis combined with examples is intuitive and easy for students to understand. The diverse forms of in - class exercises and group activities allow students to apply knowledge in practice, improving students' participation and enthusiasm. (II) Disadvantages Some students still have difficulties in distinguishing between nominal and adjectival possessive pronouns. The limited time for in - class exercises does not allow for sufficient guidance for these students. In group activities, the participation of individual students is low, and there is a situation of relying on others. (III) Improvement Measures For the difficulty of possessive pronouns, add special exercises in subsequent courses for intensive training. Before group activities, clarify the tasks and division of labor for each student, encourage students to actively participate, and give more rewards to excellent groups and individuals to increase students' participation enthusiasm. 1 学科网（北京）股份有限公司 $$