Unit 3 Keep Fit-Section A Grammar Focus教学设计 2024-2025学年人教版英语七年级下册

Unit 3 Keep Fit-Section A Grammar Focus This section mainly focuses on two important grammar points: nominal possessive pronouns and adverbs of frequency. Through a series of dialogues and statements related to daily life, students are guided to understand and master the usage of these grammar items. For example, in the dialogues about the ownership of sports equipment, nominal possessive pronouns are used to clearly indicate who the items belong to. And in the description of jogging habits, adverbs of frequency are applied to show how often an action occurs. This helps students improve their language accuracy and logical thinking ability when expressing about daily activities and personal belongings. 教学目标 Students can understand and correctly distinguish the semantic functions of nominal possessive pronouns and adverbs of frequency by observing and analyzing example sentences. Students can master the usage rules of nominal possessive pronouns and adverbs of frequency, and use them to express ideas accurately. 教学重难点 The usage of nominal possessive pronouns, such as mine, yours, his, hers, its, ours, theirs. How to use them to replace the "adjective possessive pronoun + noun" structure correctly. The usage of adverbs of frequency, including always, usually, often, sometimes, seldom, hardly ever, never. How to use them to describe the frequency of actions accurately and their correct positions in sentences. The structure and usage of special interrogative sentences guided by "whose" and "how often", such as "Whose... is this?" and "How often do you...?" 1. Nominal Possessive Pronouns Function: Nominal possessive pronouns are used to indicate possession. They can be used independently in a sentence, equivalent to "adjective possessive pronoun + noun". For example, "This is not my pen. It's yours (= your pen)." List of nominal possessive pronouns: First person singular: mine Second person singular: yours Third person singular (male): his; (female): hers; (thing): its First person plural: ours Second person plural: yours Third person plural: theirs 2. Adverbs of Frequency Function: Adverbs of frequency are used to express how often an action occurs. They can be used to answer the question "How often...?" Common adverbs of frequency and their frequencies (from high to low): always (100% of the time) usually (about 80% of the time) often (about 60% of the time) sometimes (about 40% of the time) seldom (about 20% of the time) hardly ever (almost never) never (0% of the time) Position in a sentence: They are usually placed before the main verb. For example, "I usually go to school by bike." When there is a be verb in the sentence, they are placed after the be verb. For example, "He is always late for class." 3. Special Interrogative Sentences "Whose" is used to ask about the owner of something. Structure: "Whose + noun + be + this/that/these/those?" or "Whose + be + this/that/these/those + noun?" For example, "Whose book is this?" or "Whose is this book?" "How often" is used to ask about the frequency of an action. Structure: "How often + do/does + subject + verb 原形...?" For example, "How often do you play basketball?" 教学过程 1. Warming-up (5 minutes) Greet the students as usual. Play a short video about different people doing various sports, such as jogging, swimming, playing basketball, etc. After watching the video, ask students some simple questions, like "What sports did you see in the video?" and "Do you like these sports?" to arouse their interest and lead in the topic of sports and keeping fit. 2. Presentation (10 minutes) Nominal Possessive Pronouns Show some pictures of sports equipment, such as a basketball, a tennis racket, and a football. Point to the basketball and say, "This is a basketball. Is this my basketball? No, it's not my basketball. It's Tom's basketball. We can also say, It's his." Write the sentences on the blackboard: "It's not my basketball. It's his." Underline "my" and "his", and explain the difference between the adjective possessive pronoun "my" and the nominal possessive pronoun "his". Give more examples and let students imitate. For example, show a picture of a tennis racket and say, "This is a tennis racket. Is this your tennis racket? No, it's not your tennis racket. It's Lucy's tennis racket. We can say, It's hers." List all the nominal possessive pronouns on the blackboard and have students read them aloud several times to make them familiar with the forms. Adverbs of Frequency Ask students some questions about their daily activities, like "Do you go to school every day?" "Do you watch TV on weekends?" Then ask, "How often do you go to school?" "How often do you watch TV?" Write the answers on the blackboard, such as "I go to school every day. I always go to school." "I watch TV on weekends. I sometimes watch TV." Explain the meaning and usage of adverbs of frequency. Show the list of adverbs of frequency on the blackboard and explain their frequencies one by one. Use a timeline or a percentage to help students understand better. Give some sentences with blanks and ask students to fill in the blanks with proper adverbs of frequency, such as "I ____ (always/usually/often/sometimes/seldom/never) play basketball after school." Let students choose the correct words according to their own situations and explain their choices. 3. Practice (15 minutes) Exercise 1: Nominal Possessive Pronouns Present some dialogues on the screen. For example: A: Dad, where are my tennis shoes? And Tom's? B: Yours are right here. His are over there. Let students read the dialogues in pairs and then ask them to answer some questions, like "Whose tennis shoes are 'yours' referring to in this dialogue?" and "Whose tennis shoes are 'his' referring to?" Give students more similar dialogues with blanks. For example: A: Is this your football? B: No, it's not ____ (mine/yours/his/hers/its/ours/theirs). It's Mike's. We can say it's ____ (mine/yours/his/hers/its/ours/theirs). Let students complete the dialogues in pairs and then check the answers together. Exercise 2: Adverbs of Frequency Show some pictures of people doing different activities, such as a person running every morning, a person playing computer games once a week, etc. Ask students to describe the pictures using adverbs of frequency. For example, "He always runs every morning." "She sometimes plays computer games once a week." Give students a passage with blanks and ask them to fill in the blanks with proper adverbs of frequency. For example: I ____ (always/usually/often/sometimes/seldom/never) go to the park on weekends. I like to fly a kite there. But last weekend, it rained, so I ____ (always/usually/often/sometimes/seldom/never) stayed at home. I ____ (always/usually/often/sometimes/seldom/never) do my homework in the evening. But yesterday evening, I watched TV because I finished my homework early. Let students work individually first and then discuss their answers in groups. Finally, check the answers together. 4. Group Activity (10 minutes) Divide students into groups of 4 - 5. Ask each group to conduct a survey about the sports habits of group members. They need to ask questions like "What sports do you like?" "How often do you do this sport?" and "Whose sports equipment is this?" (If they have some sports equipment pictures or real objects to refer to, it will be better.) Each group member should answer the questions truthfully. The group leader takes notes. After the survey, each group makes a report about the sports habits of their group members. They need to use nominal possessive pronouns and adverbs of frequency in the report. For example, "In our group, Tom likes basketball. He often plays basketball three times a week. His basketball is very new. Lucy likes jogging. She usually jogs in the park near her home every morning. Her jogging shoes are comfortable." Each group presents their report in front of the class. Other groups listen carefully and can ask some questions if they have any. 5. Summary and Homework (5 minutes) Summary Review the key points of nominal possessive pronouns and adverbs of frequency with students. Ask students to summarize what they have learned in this class, such as the usage of nominal possessive pronouns, the common adverbs of frequency and their meanings, and the structure of special interrogative sentences guided by "whose" and "how often". Emphasize the importance of using these grammar knowledge correctly in daily communication. Homework Ask students to write a short passage about their own sports habits and their family members' sports habits. They need to use at least three nominal possessive pronouns and three adverbs of frequency in the passage. Let students make a poster about sports. They can draw some pictures of sports and write some sentences about sports using the grammar knowledge they learned in this class. They can also collect some interesting sports news or stories and paste them on the poster. They will share their posters in the next class. 教学反思 After this class, generally speaking, students showed great interest in the topic of sports and were actively involved in various activities. Most students could understand the basic usage of nominal possessive pronouns and adverbs of frequency, and were able to use them to complete simple exercises and group reports. However, there were still some problems. Some students still had difficulty distinguishing between nominal possessive pronouns and adjective possessive pronouns, especially in complex sentences. For example, they might say "This is mine book" instead of "This is my book" or "This book is mine." In the future, more exercises and examples should be provided to strengthen this point. When using adverbs of frequency, some students had trouble accurately choosing the appropriate adverb according to the actual frequency. For instance, they might use "usually" to describe an activity that actually happens only sometimes. To solve this problem, more real-life examples and discussions can be carried out in class to help students better understand the subtle differences between these adverbs. In the group activity, although most groups could complete the survey and report smoothly, some groups had problems with organization and expression. Some students were a little shy to speak in front of the class. In the following classes, more opportunities for group cooperation and public speaking should be given to improve students' cooperation ability and communication skills. Overall, according to the problems found in this class, corresponding adjustments and improvements will be made in future teaching to better help students master these grammar knowledge. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$