Unit 2 Language and communication C Communication skills (Reading & Grammar in use)教学设计2024-2025学年沪教版（五四学制）英语七年级下册.docx

该初中英语教学设计聚焦“语言与沟通”主题，围绕沟通相关词汇（communication, method等）及定语从句（关系代词/副词）展开，通过图片导入激活兴趣，读前词汇教学与头脑风暴搭建认知支架，读中分层阅读（略读抓主旨、查读找细节、精读析长难句）梳理文本，语法结合阅读实例讲解，形成“词汇-阅读-语法”递进学习路径。 其特色在于主题引领的语言技能深度整合，阅读与语法紧密结合，用文本中含定语从句的例句（如“The Internet which...”）帮助理解语法功能，分层阅读策略培养信息提取与分析能力（思维品质），读后“未来最佳沟通方式”讨论激发批判性思维，写作作业（用3个定语从句描述偏好沟通方式）提升语言运用能力（语言能力）。既助学生综合发展语言技能，又为教师提供流程清晰、活动可操作的教学方案。

Unit 2 Language and communication-C Communication skills (Reading & Grammar in use) This unit focuses on the theme of "Language and communication". In this part of "Communication skills (Reading & Grammar in use)", students will first encounter a reading passage related to different communication methods. The text may introduce various ways of communication, such as face - to - face communication, communication through technology like mobile phones and the Internet, and their respective advantages and disadvantages. Following the reading, the grammar in use section will likely concentrate on grammar points relevant to expressing communication concepts. For example, it may cover relative clauses which can be used to describe communication tools or situations, like "The mobile phone which we use every day has changed the way we communicate." This combination of reading and grammar aims to enhance students' reading comprehension ability while also strengthening their grammar usage in the context of communication - related topics. 教学目标 Students will be able to understand and master new words and phrases related to communication, such as "communication", "method", "advantage", "disadvantage", "mobile phone", "Internet", etc. They can accurately identify and analyze relative clauses in the reading text and understand their functions in modifying nouns or pronouns. Students will learn how to use relative clauses to describe people, things, places, and reasons in the context of communication, like "The person who invented the telephone is Alexander Graham Bell." 教学重难点 A. Key Points New vocabulary and expressions related to communication. The understanding and application of relative clauses, including the usage of relative pronouns (who, whom, which, that) and relative adverbs (when, where, why). How to extract key information from the reading text about communication methods and summarize the main idea. B. Difficult Points Distinguishing between different relative pronouns and adverbs and using them correctly in sentences. For example, when to use "which" and when to use "where" in a description of a communication situation. Using relative clauses flexibly and accurately in writing and speaking to express complex ideas about communication. Helping students understand the implicit information in the reading text and make inferences about the future development of communication methods. A. Vocabulary Communication - related nouns: communication (n.) - the act of communicating, or the information or ideas that are communicated method (n.) - a particular way of doing something advantage (n.) - a condition or circumstance that puts one in a favorable or superior position disadvantage (n.) - an unfavorable or negative condition or situation mobile phone (n.) - a portable telephone that can make and receive calls over a radio frequency link Internet (n.) - a global computer network providing a variety of information and communication facilities Other relevant words: invent (v.) - to create or design something that has not existed before develop (v.) - to grow or cause to grow and become more mature, advanced, or elaborate B. Grammar - Relative Clauses Relative Pronouns: Who/Whom: Used to refer to people. "Who" is the subject form, and "whom" is the object form. For example, "The girl who is singing is my sister." (Subject) "The man whom we met yesterday is a famous scientist." (Object) Which: Used to refer to things. "The book which I bought yesterday is very interesting." That: Can be used to refer to both people and things. "The car that he drives is very expensive." "The teacher that teaches us English is very kind." Relative Adverbs: When: Used to refer to a time. "I still remember the day when we first met." Where: Used to refer to a place. "This is the school where I studied ten years ago." Why: Used to refer to a reason. "I don't know the reason why he is late." 教学过程 A. Warming - up (5 minutes) Greet the students and show some pictures on the PPT. The pictures can include people talking face - to - face, chatting on mobile phones, sending emails, etc. Ask students some simple questions based on the pictures, such as "What are these people doing?" "Which way of communication do you think is the most common?" "Do you like to communicate with others by mobile phone? Why or why not?" This can arouse students' interest and lead them into the topic of communication. B. Pre - reading (8 minutes) Present new words and phrases related to communication on the blackboard or PPT. Teach students how to read them correctly and explain their meanings briefly. For example, for the word "advantage", explain that it means something good or helpful. Let students read the new words and phrases in chorus and then individually to ensure they can pronounce them accurately. Brainstorm with students about different communication methods they know. Write their answers on the blackboard. Then, ask them to predict what the reading passage may be about according to the words and phrases they have learned and the communication methods they have brainstormed. C. While - reading (15 minutes) Skimming: Let students quickly read the reading passage to get the general idea. Set a time limit, such as 2 minutes. After they finish reading, ask them to answer a general question, like "What is the main idea of this passage? Is it about the history of communication, different communication methods, or the future of communication?" Scanning: Ask students to read the passage again more carefully. This time, give them some specific questions, such as "What are the advantages of face - to - face communication mentioned in the passage?" "What are the disadvantages of using the Internet for communication?" Let students find the relevant information in the passage and underline it. Then, ask them to share their answers with the class. Detailed Reading: Analyze the long and difficult sentences in the passage, especially those containing relative clauses. For example, "The Internet, which has become an important part of our daily life, provides us with a lot of information." Explain to students that "which has become an important part of our daily life" is a relative clause modifying "The Internet", and it gives more information about the Internet. Let students imitate the sentence structure to make their own sentences. D. Grammar Presentation (10 minutes) Based on the relative clauses in the reading passage, systematically introduce the grammar knowledge of relative clauses. Explain the usage of relative pronouns and adverbs again, using more examples on the PPT. Do some simple exercises on the blackboard or PPT. For example, give students some sentences with blanks and ask them to fill in the correct relative pronouns or adverbs. "The boy ____ is playing basketball is my brother." "This is the house ____ I lived last year." Let students work in pairs to practice making sentences with relative clauses. One student says a simple sentence, and the other adds a relative clause to it. Then, they switch roles. E. Post - reading (5 minutes) Organize a group discussion. Divide students into groups of 4 - 5. The discussion topic can be "Which communication method do you think is the best in the future? And why?" Each group selects a representative to report their group's discussion results to the class. Encourage other students to ask questions or express different opinions. F. Summary and Homework (2 minutes) Summarize the key points of this class, including new words, phrases, reading content, and grammar knowledge. Assign homework: Ask students to write a short passage about their favorite communication method, using at least three relative clauses. Let students preview the next part of the unit. 教学反思 After this class, it is necessary to reflect on the teaching process. In the warming - up stage, the pictures shown can effectively arouse students' interest, but maybe more interactive ways can be adopted, such as asking students to act out a short communication scene. In the vocabulary teaching part, although students can master the pronunciation and basic meanings, more context - based teaching can be used to help them better understand the usage of words. During the reading teaching, most students can follow the steps of skimming, scanning, and detailed reading, but some students still have difficulties in understanding long and complex sentences with relative clauses. In grammar teaching, the exercises can be more diversified, not just limited to filling in the blanks. Group discussions in the post - reading stage are quite active, but some students may be a little shy to express their opinions. In the future, more encouragement and guidance should be given to these students. Overall, continuous improvement of teaching methods is needed to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$