Unit 1 Learning to be C Grammar教学设计2024-2025学年沪外教版七年级英语下册

Unit 1 C Grammar教学设计 I. Teaching Objectives Help students master the differences between “will” and “be going to” in English grammar, including their usage scenarios and structural forms. Enable students to correctly use “will” and “be going to” in various sentence - making and communication activities. Improve students' grammar application ability through practice, and enhance their accuracy in expressing future intentions and predictions. II. Language Knowledge 1. Key concepts “be going to”: Used for planned actions (already decided to do something) and predictions based on evidence. “will”: Used for new decisions, spontaneous actions, and predictions without strong evidence (thinking something is likely to happen). 2. Key sentences “I’m going to share a story.” “We will dig them out and move them to bigger pots.” “Life in the new pot will be difficult for the plant.” “I am going to worry.” 3. Key and challenging points Distinguishing the usage contexts of “will” and “be going to”. Correctly applying “will” and “be going to” in different sentence structures and communication situations. III. Teaching Procedures Step 1: Introduction (5 minutes) Present some pictures about future plans (e.g., a student planning to join a club, a family planning a trip) and simple future events (e.g., the sun rising tomorrow, a ball falling if dropped). Ask students to describe these pictures and events using their own words, naturally leading to the topic of expressing future actions and intentions, and introducing “will” and “be going to”. Step 2: Grammar Exploration (12 minutes) Guided Analysis (C1): Have students study the example sentences in C1: “I’m going to share a story.” “We will dig them out and move them to bigger pots.” “Life in the new pot will be difficult for the plant.” “I am going to worry.” Guide students to answer the questions in C1 one by one: For Q1: “Is sharing a story a planned action?” (Yes, because “be going to” shows a planned action, so the answer is yes.) For Q2: “When did the mother decide to move the plants?” (From the context, it can be inferred that the decision was made before the action, and “will” here is used for the planned action of moving the plants, so it's a prior decision.) For Q3: “Does the speaker believe that life in the new pot will be difficult?” (Yes, “will” is used here to express a prediction that the speaker thinks is likely to happen.) For Q4: “Is the speaker pretty sure about her future worries?” (Yes, “be going to” is used to express a prediction that the speaker thinks is certain to happen, so the speaker is sure about the future worry.) Summarize the usage rules of “will” and “be going to” based on the analysis: “be going to” for planned actions and certain predictions; “will” for new decisions, spontaneous actions, and likely predictions. Grammar Highlights Explanation: Explain the content in “Grammar highlights” in detail: “We use will to talk about a new decision. When we have already decided to do something, we use be going to.” Illustrate with simple examples, like “I will buy a pen now.” (new decision) vs “I’m going to buy a pen tomorrow.” (already planned). “We use both will and be going to for future happenings: When we say something will happen, we think something is likely to happen. We use be going to to predict something that we think is certain to happen.” Give examples such as “It will rain tomorrow.” (likely) and “The sun is going to rise tomorrow.” (certain). Step 3: Practice (15 minutes) Sentence Completion (C2): Have students complete the sentences in C2 using “will” or “be going to” independently. Walk around the classroom to provide timely guidance. After students finish, check the answers together: 2. “I have borrowed a book from the library. This weekend, I’m going to stay at home and start reading it.” (planned action) “Just a moment. I will help you with that maths problem.” (spontaneous decision) “A: I don’t know how to do this project. B: It’s OK. We are a team. We will work together to solve the problem.” (spontaneous decision to cooperate) “A: I forgot to wear a T - shirt. I can’t go to football training after school. B: Don’t worry. I will lend you one.” (spontaneous decision to lend) “A: Has Dandan decided what changes to make in this new term? B: Yes. Everything is planned. First, she’s going to join the drama club. Second, she’s going to learn to play volleyball.” (planned actions) For each answer, ask students to explain why they chose “will” or “be going to”, reinforcing their understanding of the usage differences. Sentence Matching (C3): Have students do the sentence - matching task in C3. They need to understand the meaning of each sentence part and make appropriate matches. Check the answers: 2. “He looks very tired.” — “I think he’s going to fall asleep.” (prediction based on evidence, so “be going to”) “I’m sorry I made you so disappointed.” — “I won’t do it again.” (spontaneous decision to apologize and promise, so “will”) “The book is thick.” — “I’m not going to finish it tonight.” (prediction based on the book's thickness, so “be going to”) “Let’s ask our teacher for help.” — “He’ll give us some useful advice.” (prediction of what the teacher will do, so “will”) “The sports meeting starts in five minutes and it takes 15 minutes to get there.” — “We’re going to be late.” (prediction based on time calculation, so “be going to”) Discuss with students why each match is correct, focusing on the usage of “will” and “be going to” in different contexts. Step 4: Common Sentence Choice (C4) Task Explanation: Explain to students that this task is to help them understand the common usage of “will” and “be going to” in daily English. Independent Completion: Have students independently complete the task in C4, choosing the more common sentences or marking “Both sentences are very common”. Answer Checking and Discussion: Check the answers: “Are you going to play basketball after school today?” and “Will you play basketball after school today?” — Both sentences are very common. In daily communication, both can be used to ask about future actions, although “Are you going to...” may imply a more planned action, and “Will you...” can be more spontaneous, but they are both widely used. “Let’s ask Jack how to solve this problem. He’s going to know.” and “Let’s ask Jack how to solve this problem. He’ll know.” — “Let’s ask Jack how to solve this problem. He’ll know.” is more common. “Will” is often used here for a simple prediction that Jack is likely to know the solution. “I’m going to need your help in the garden tomorrow.” and “I’ll need your help in the garden tomorrow.” — Both sentences are very common. “I’m going to need...” may emphasize a planned need, while “I’ll need...” is a more general expression of future need, but in practice, they are interchangeable in many cases. “If she doesn’t start working harder, she’s going to fail the test.” and “If she doesn’t start working harder, she’ll fail the test.” — Both sentences are very common. “Be going to” here emphasizes a more certain prediction based on the current situation, and “will” also expresses a likely prediction. For each item, discuss with students the subtle differences in usage and why one might be more common in certain situations, helping them better grasp the natural application of “will” and “be going to” in daily English. Step 5: Summary and Homework (3 minutes) Summary: Recap the key points of the lesson: the differences between “will” and “be going to” in terms of planned actions, new decisions, and predictions; how to choose between them in different contexts. Emphasize the importance of using the correct form to accurately express future intentions and predictions in English communication. Homework: Ask students to write 5 sentences about their own future plans and predictions, using “will” and “be going to” appropriately. For example, plans for the weekend, predictions about future events, etc. Encourage students to share their sentences with family members or friends and check if the usage of “will” and “be going to” is correct. IV. Assessment of Teaching Effectiveness Through students' performance in C1 - C4, check their understanding of the usage rules of “will” and “be going to”. Evaluate students' ability to apply “will” and “be going to” correctly in sentence - making and communication through classroom practice and homework. Observe students' participation in discussions and their ability to explain the reasons for choosing “will” or “be going to”, assessing their depth of understanding. V. Design Purpose The introduction links to real - life scenarios, making the grammar learning more relatable and engaging. Grammar exploration through guided analysis helps students discover and understand the rules themselves, promoting deeper learning. Sufficient practice tasks in different forms (sentence completion, matching, common sentence choice) allow students to consolidate their knowledge and improve their application ability. Summary and homework help students review and extend their learning, ensuring the grammar points are internalized. VI. Blackboard Design Unit 1 Grammar “will and be going to” “be going to”: Planned actions, certain predictions (e.g., I’m going to share a story.) “will”: New decisions, spontaneous actions, likely predictions (e.g., We will dig them out.) Key Differences: Decided vs spontaneous; Certain vs likely predictions Practice Answers: (Key answers from C2 - C4 for quick reference) VII. Teaching Reflection Pay attention to students' performance during practice. If some students still have difficulties in distinguishing “will” and “be going to”, provide more targeted explanations and practice in follow - up lessons. Also, check students' homework to see if they can accurately apply the grammar points in real - life - related writing, and adjust teaching strategies accordingly. 学科网（北京）股份有限公司 $$