Unit 4 The Earth Section 2 Exploring and Applying Rules 教学设计 2025-2026学年沪教版（2024）七年级英语上册

Unit 4 The Earth Section 2 Exploring and Applying Rules 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master the “there is / there are” structure to describe the existence of rubbish in different bins and environmental problems. Students will be able to use contractions (there’s / there are’t) and distinguish between singular/uncountable and plural nouns in the structure. 2. Ability Objectives Improve grammar application: Correctly using “there is / there are” to write sentences about beach rubbish and give a speech for the Beach Clean - up Day. Enhance environmental communication: Using the grammar structure to raise awareness of sea protection and beach cleaning. 3. Affective Objectives Strengthen environmental protection awareness, understanding the importance of cleaning beaches to protect the sea. Encourage active participation in environmental activities through speech preparation. II. Language Knowledge 1. Key Vocabulary & Phrases Rubbish types: broken glass, fish bone, paper, plastic bottle, clothes, lithium battery, plastic bag, tin can. Bin categories: recyclable waste, residual waste, food waste, hazardous waste. 2. Key Sentence Patterns “There is a lot of paper in the blue bin for recyclable waste.” “There are some plastic bags in the black bin for residual waste.” “There is more and more plastic pollution in the sea.” 3. Key and Challenging Points Key Points: Grasping “there is” (singular/uncountable nouns) vs. “there are” (plural nouns); using the structure to describe environmental situations. Challenging Points: Correctly applying contractions and handling mixed - noun sentences (e.g., “There is a lot of plastic rubbish and many paper bags on the beaches.”). III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - grammar: Activate Rubbish & Bin Knowledge (8 Minutes) Activity 1: Classify Rubbish Types: Show rubbish pictures (broken glass, plastic bags), ask students to classify them into bin categories (recyclable, residual, etc.). Discuss why different rubbish goes into specific bins. Activity 2: Introduce “there is / there are” with Bins: Teacher demos sentences like “There is a plastic bottle in the recyclable bin. There are plastic bags in the residual bin.” Students repeat, noticing noun number and structure. Step 2 Grammar Explanation: “there is / there are” Rules (12 Minutes) Activity 1: Analyze Dialogue Examples: Read the Su Mei & Su Wen dialogue, highlight “there is / there are” uses (e.g., “there is more and more plastic pollution; there are many bottles”). Summarize rules: “there is” for singular/uncountable nouns (plastic pollution, rubbish). “there are” for plural nouns (bottles, plastic bags). Contractions: there’s = there is; there aren’t = there are not. Activity 2: Rule Summary on Board: Write rules clearly: Singular/Uncountable + there is Plural + there are Contractions and mixed - noun examples (e.g., “There is plastic rubbish and paper bags”). Step 3 Grammar Practice: Describe Bin Rubbish (10 Minutes) Activity 1: Complete Bin Sentences: Students write “there is / there are” sentences for each bin (Exercise 1), e.g., “There is a lithium battery in the hazardous waste bin. There are clothes in the residual waste bin.” Pair - check answers, then review as a class, correcting mistakes. Activity 2: Error Correction Drill: Create sentences with common errors (e.g., “There are a plastic bottle” → “There is a plastic bottle”), have students correct them to reinforce rules. Step 4 Grammar in Use: Beach Clean - up Speech (10 Minutes) Activity 1: Plan the Speech: Students use the “Grammar in use” task, planning a speech to encourage beach clean - up. Guide using questions: “Why join? What’s on the beach? How to protect the sea?” Activity 2: Deliver and Evaluate Speeches: Volunteers deliver speeches (e.g., “The sea is important. There is rubbish on the beach. Let’s clean up!”). Class evaluates grammar use (correct “there is / there are”) and persuasive content. Step 5 Summary & Homework (5 Minutes) Activity 1: Class Summary: Quick recap: “Today we learned to use ‘there is / there are’ to talk about rubbish in bins and why we need beach clean - ups. Remember singular with ‘is’, plural with ‘are’!” Activity 2: Homework: Write a short report (4 - 5 sentences) about rubbish you found in your community, using “there is / there are” at least twice. Share your Beach Clean - up speech with family and ask for their environmental protection ideas. IV. Assessment of Teaching Effectiveness In - class Assessment: Observe grammar practice and speech delivery, checking for correct “there is / there are” use and contraction accuracy. After - class Assessment: Evaluate homework reports for grammar correctness and clarity in describing community rubbish. V. Design Purpose Grammar + Environment Integration: Link “there is / there are” grammar to environmental protection, making learning meaningful and actionable. Practical Application: Use speech preparation to let students “apply grammar for a cause”, enhancing engagement and real - world relevance. VI. Blackboard Design Unit 4 The Earth Section 2—“there is / there are” in Environment Grammar Rules: Singular/Uncountable → there is (e.g., plastic pollution, a bottle) Plural → there are (e.g., bottles, plastic bags) Contractions: there’s, there aren’t Key Sentences: “There is a lithium battery in the hazardous bin.” “There are plastic bags on the beach.” Homework: Community rubbish report + speech sharing! 学科网（北京）股份有限公司 $$