Unit 1 Home Grammar 教学设计 2024-2025学年译林版（2024）七年级英语下册

该初中英语教学设计聚焦基数词与序数词核心语法点，通过展示不同房子的短视频导入，视频中呈现楼层、房间数等数字，结合提问“视频中最高建筑有几层”搭建情境支架，引导学生从具体生活场景过渡到1-100及大数（千、百万）的构成规则，再到序数词不规则形式（first、second）及用法区分。 资料以情境化教学激活语言能力，如小组用数字卡片造句（“7th classroom is clean”）、Number Race游戏抢答数字问题，强化听说应用与思维品质。产出环节“梦想家园短文”需用3个基数词和3个序数词，提升综合语言运用能力。为教师提供完整流程与反思，助力高效教学，帮助学生夯实语法基础与合作学习能力。

Unit 1 Home-Grammar This grammar lesson in Unit 1 “Home” focuses on two main aspects: cardinal numbers and ordinal numbers. Cardinal numbers are used to express quantity, such as the number of people in a family, rooms in a house, etc. Ordinal numbers, on the other hand, are applied to indicate order or position, like the floor number of an apartment building or one’s rank in a class. The content is presented in a way that combines theoretical explanations with practical examples, enabling students to not only understand the rules but also apply them in real - life communication scenarios related to “home”. 教学目标 Students will be able to master the formation and usage of cardinal numbers, including numbers from 1 - 100 and large numbers (e.g., thousands, millions). Students will fully understand the rules for forming ordinal numbers and be proficient in using them, such as 1st, 2nd, 3rd, and up to 100th. Students will know how to use cardinal and ordinal numbers in different contexts, like telling time, expressing dates, and describing locations. 教学重难点 A. Key Points The correct pronunciation and spelling of cardinal and ordinal numbers, especially the irregular forms of ordinal numbers (e.g., first, second, third). The appropriate application of cardinal and ordinal numbers in various situations, such as “There are five people in my family.” (cardinal number) and “I live on the third floor.” (ordinal number). Understanding the difference between cardinal and ordinal numbers and being able to distinguish their usage in sentences. B. Difficult Points Mastering the pronunciation and usage of large numbers, such as billions and trillions, and the conversion between numerical forms and English expressions. Using ordinal numbers correctly in complex sentence structures, for example, in attributive clauses like “The house which is on the fifth floor is very beautiful.” Helping students avoid common mistakes in using cardinal and ordinal numbers, such as confusing “two” with “second” in inappropriate contexts. A. Cardinal Numbers Basic Forms (1 - 12): one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve. These are the foundation, and students need to be extremely familiar with their pronunciation and spelling. Teens (13 - 19): formed by adding - teen to the root number, with some irregularities. For example, thirteen (thir + teen), fifteen (fif + teen), eighteen (eight + een). Notice the spelling changes in “fifteen” and “eighteen”. Tens (20 - 90): formed by adding - ty to the root number. For example, twenty (twent + y), thirty (thirt + y), forty (fort + y). Pay attention to the spelling of “forty” without the letter “u”. Compound Numbers: For numbers between 21 - 99, they are formed by combining the tens and units. For example, 23 is twenty - three, 56 is fifty - six. The hyphen (-) is used to connect the two parts. Large Numbers: Thousands: 1,000 is one thousand, 2,000 is two thousand. When the number is more than 1,000, the plural form of “thousand” is not used, e.g., 5,000 is five thousand. Millions: 1,000,000 is one million, 3,500,000 is three million five hundred thousand. Billions: 1,000,000,000 is one billion. B. Ordinal Numbers Basic Forms (1st - 3rd): first, second, third. These are highly irregular and must be memorized. 4th - 19th: formed by adding - th to the cardinal number. For example, fourth, fifth, sixth. But note that fifth, eighth, ninth, and twelfth have spelling changes. 20th, 30th, etc.: formed by changing the - y in the cardinal number to - ie and then adding - th. For example, twenty - twentyeth (20th), thirty - thirtieth (30th). Compound Ordinal Numbers: For numbers like 21st, 32nd, etc., the ordinal part is only applied to the units digit. For example, 21st is twenty - first, 32nd is thirty - second. 教学过程 A. Warming - up (5 minutes) Greet the students as usual and then show a short video about different houses around the world. In the video, various numbers are presented, such as the number of floors of a building, the number of rooms in a house. After the video, ask students some simple questions related to the numbers in the video, like “How many floors does the tallest building in the video have?” This activity aims to arouse students’ interest and lead them to the topic of numbers. B. Presentation (15 minutes) Cardinal Numbers Present a large number chart on the blackboard or using a PPT, showing numbers from 1 - 100. Read the numbers aloud with the students, emphasizing the correct pronunciation of each number, especially the difficult ones like “thirteen” and “thirty”. Explain the formation rules of different types of cardinal numbers as mentioned in the knowledge list. Use simple examples to illustrate, for example, “We have 25 students in our class. Twenty - five is composed of twenty and five.” Give students some oral exercises. Ask them to count from 1 to 20 quickly, and then randomly call out numbers and ask students to spell them. Ordinal Numbers Display another chart with ordinal numbers from 1st - 100th. Read the ordinal numbers with the students, highlighting the irregular forms. Explain the formation rules of ordinal numbers. Compare them with cardinal numbers, for example, “Cardinal number ‘two’ becomes ordinal number ‘second’.” Use real - life examples like “My birthday is on the fifth of June.” to show the usage. Do some simple fill - in - the - blank exercises on the PPT. For example, “I live on the ______ (three) floor.” Let students think and answer. C. Practice (15 minutes) Group Work Divide students into groups of four or five. Give each group a set of cards with different numbers (both cardinal and ordinal) written on them. Instruct the groups to create sentences using the numbers on the cards. For example, if a group has a card with “7th” and “classroom”, they can make a sentence like “The 7th classroom is very clean.” Each group member should contribute at least one sentence. After a few minutes, ask each group to present their sentences to the whole class. The other groups can listen and correct any mistakes. Game - “Number Race” Prepare some number - related questions on the PPT, such as “What is the ordinal number of 9?” or “How do you say 3,456 in English?” Divide the class into two large groups. Ask a question, and the first student from each group who raises their hand can answer. If the answer is correct, their group gets one point. Keep asking questions until one group reaches 10 points. This game can increase students’ enthusiasm and reinforce their memory of numbers. D. Production (5 minutes) Assign a writing task. Ask students to write a short passage about their dream home, using at least three cardinal numbers and three ordinal numbers. For example, “My dream home has three floors. On the second floor, there are five bedrooms. The living room is on the first floor and it is the largest room in my house.” Walk around the classroom while students are writing, providing guidance and answering questions if necessary. After students finish writing, ask some of them to read their passages aloud. E. Summary and Homework (5 minutes) Summary Review the key points of cardinal and ordinal numbers with the students, including their formation rules and usage in different contexts. Ask students to share what they have learned in this class. Summarize the common mistakes students made during the class and remind them to pay attention in the future. Homework Ask students to make a poster about their family members’ birthdays, using both cardinal and ordinal numbers to write the dates. Assign some written exercises from the textbook related to cardinal and ordinal numbers for further practice. 教学反思 After this grammar class, I noticed several aspects that went well and areas that need improvement. A. Positive Aspects The warming - up video was effective in attracting students’ attention and quickly getting them into the learning atmosphere related to numbers. It successfully aroused their interest, which made the following teaching process more smoothly. The group work and game activities were highly engaging. Students actively participated in creating sentences in groups and the “Number Race” game. These activities not only helped students practice using cardinal and ordinal numbers but also enhanced their cooperation and competition awareness. The step - by - step presentation of cardinal and ordinal numbers, from basic forms to complex rules, was clear. Most students seemed to understand the formation and usage rules, as shown in their responses during class exercises. B. Areas for Improvement Some students still had difficulty with the pronunciation of large numbers, especially when dealing with millions and billions. In future classes, more time should be dedicated to practicing the pronunciation of such large numbers, perhaps through more listening and imitation exercises. During the writing task, a few students made mistakes in using numbers in sentences, such as incorrect word order or wrong choice between cardinal and ordinal numbers. This indicates that more writing guidance and practice are needed, especially in terms of how to correctly integrate numbers into different sentence structures. In the group work, some groups had imbalanced participation. A few students dominated the discussion, while others were less involved. In future group activities, more specific rules should be set to ensure that every student has an equal opportunity to contribute. To address these issues, I plan to design more targeted exercises for large number pronunciation, add more writing - focused lessons on number usage, and improve the group activity management method to promote more active participation from all students. This continuous reflection and improvement will help me better meet the learning needs of students and enhance the teaching quality of English grammar. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$