Unit 7 Being a Smart Shopper Exploring the Topic Grammar in use教学设计 2024-2025学年仁爱科普版（2024）七年级英语下册

Unit 7 Being a Smart Shopper-Exploring the Topic-Grammar in use This grammar section in Unit 7 of the Ren’ai Science Edition (2024) English textbook for Grade 7 focuses on several key grammar points related to daily shopping and descriptions. It mainly includes the usage of modal verbs for expressing ability and permission, such as “can” and “could”, as well as the simple present tense for stating regular actions and habits in the context of shopping. For example, “I can buy some snacks at the store.” and “She often goes shopping on weekends.” These grammar points are presented through various shopping - related dialogues and texts, helping students understand how to use them in real - life communication. 教学目标 Students will be able to understand the correct usage of modal verbs “can” and “could” to express ability and past ability. For instance, they can distinguish between “I can ride a bike now.” and “I could ride a bike when I was seven.” Master the simple present tense for describing habitual shopping behaviors. They should be able to use sentences like “My mother always buys fresh vegetables in the morning.” correctly. Learn how to form and use interrogative and negative sentences with these grammar structures. For example, “Can you help me carry these bags?” and “He doesn't often buy expensive clothes.” 教学重难点 1. Key Points The correct form and usage of modal verbs “can” and “could”. This includes how to use them in affirmative, negative, and interrogative sentences, as well as the difference in meaning between them when expressing present and past ability. The structure and application of the simple present tense in the context of shopping. Students need to understand how to use the correct verb forms (especially the third - person singular form) and adverbs of frequency to describe regular shopping actions. The transformation of sentences between different tenses and structures, such as changing a statement into a question or a negative sentence using the appropriate grammar rules. 2. Difficult Points Distinguishing the subtle differences in meaning and usage between “can” and “could” in various contexts. For example, understanding when to use “could” to make a polite request rather than just expressing past ability. Mastering the correct usage of the third - person singular form in the simple present tense, as students often make mistakes in adding “-s” or “-es” to verbs. Applying the learned grammar points comprehensively and accurately in complex sentences and real - life communication situations. 1. Modal Verbs “Can”: Form: The base form is “can”, and it has no person or number changes. For example, “I can”, “You can”, “He/She/It can”, “We can”, “They can”. Usage: Express ability. “I can speak English.” Make requests. “Can you pass me the book?” Give permission. “You can go home now.” Negative form: “Can not” or the contracted form “can't”. “I can't swim.” Interrogative form: Put “can” before the subject. “Can you play the guitar?” “Could”: Form: The past form of “can”. It also has no person or number changes in its basic form. Usage: Express past ability. “I could run faster when I was young.” Make polite requests. “Could you help me, please?” (more polite than “Can you...?”) Negative form: “Could not” or the contracted form “couldn't”. “He couldn't come to the party yesterday.” Interrogative form: Put “could” before the subject. “Could you lend me your pen?” 2. Simple Present Tense Form: For the first - person singular (I), second - person singular (you), first - person plural (we), second - person plural (you), and third - person plural (they), the verb remains in its base form. For example, “I go shopping every week.” “You play basketball after school.” “They like eating ice - cream.” For the third - person singular (he, she, it), add “-s” or “-es” to the base form of the verb. Rules for adding “-s” or “-es”: Most verbs add “-s”. For example, “play - plays”, “walk - walks”. Verbs ending in “s”, “x”, “sh”, “ch”, or “o” add “-es”. For example, “watch - watches”, “do - does”, “wash - washes”. Verbs ending in a consonant + “y” change “y” to “i” and add “-es”. For example, “study - studies”, “carry - carries”. Usage: Describe habitual or regular actions. “She always gets up early in the morning.” State general facts or truths. “The earth moves around the sun.” Express timetables or fixed arrangements. “The train leaves at 8 o'clock.” Negative form: Use “do not” (don't) for the first - person singular (I), second - person singular (you), first - person plural (we), second - person plural (you), and third - person plural (they). Use “does not” (doesn't) for the third - person singular (he, she, it), and the verb returns to its base form. For example, “I don't like coffee.” “He doesn't play football on Sundays.” Interrogative form: Use “do” for the first - person singular (I), second - person singular (you), first - person plural (we), second - person plural (you), and third - person plural (they). Use “does” for the third - person singular (he, she, it), and the verb returns to its base form. For example, “Do you like reading?” “Does she go to school by bike?” 教学过程 1. Warming - up (5 minutes) Greet the students and start a simple conversation about their weekend activities. For example, “Hi, class! How was your weekend? Did anyone go shopping?” Encourage several students to share their experiences briefly. This can quickly draw students' attention and lead them into the shopping - related topic of this class. Show some pictures of people shopping in different places, such as supermarkets, department stores, and online shops on the PPT. Ask students to describe what they see in the pictures in simple English, using any words or phrases they know. This activity can activate students' prior knowledge related to shopping and create a relaxed English - learning atmosphere. 2. Presentation (12 minutes) Modal Verbs “Can” and “Could”: Write the sentence “I can ride a bike.” on the blackboard. Explain to students that “can” here is used to express the ability to do something. Give more examples like “You can sing very well.” and “He can draw beautiful pictures.” Then ask students to make their own sentences using “can” to describe their abilities. Next, write the sentence “Could you pass the salt?” on the blackboard. Explain that “could” can be used to make a more polite request. Compare it with “Can you pass the salt?” and let students feel the difference in politeness. Provide more examples of using “could” for requests, such as “Could you open the window?” and ask students to practice making requests with “could”. Present the negative and interrogative forms of “can” and “could” through examples on the PPT. For example, “I can't swim.” “Can you dance?” “Could you help me?” and explain the formation rules. Simple Present Tense: Show a short video of a girl's daily shopping routine. After the video, write some sentences on the blackboard based on the video, such as “She goes to the supermarket every day.” “She buys some fruits.” Explain that these sentences are in the simple present tense and are used to describe habitual actions. Explain the structure of the simple present tense, especially focusing on the third - person singular form. Use different color chalk to mark the “-s” or “-es” added to the verbs in the third - person singular sentences. Provide more examples and have students identify the subject and the correct verb form. Present the negative and interrogative forms of the simple present tense on the PPT. Use examples like “He doesn't like shopping.” “Do you often go shopping?” and explain how to form them. 3. Practice (15 minutes) Group Work 1: Modal Verbs Practice Divide students into groups of four. Give each group a set of cards with different tasks written on them. For example, one card might say “Use 'can' to describe an ability of a group member”, another might say “Make a polite request using 'could' to a group member”, and so on. Each group member takes turns to pick a card and complete the task. The other group members listen and check if the grammar is used correctly. After everyone in the group has had a turn, the groups can share some of their interesting sentences with the whole class. Group Work 2: Simple Present Tense Practice In the same groups, provide each group with a shopping - related passage with some blanks. The blanks should require students to fill in the correct form of the verbs in the simple present tense. For example: “My mother ____ (go) shopping every Saturday. She usually ____ (buy) fresh vegetables and fruits. Sometimes she ____ (try) on new clothes in the department store. I often ____ (help) her carry the bags.” Students work together in their groups to fill in the blanks. Then each group presents their answers to the class, and the teacher can check and correct any mistakes. 4. Consolidation (8 minutes) Grammar Exercises on PPT Display a series of grammar exercises on the PPT, including multiple - choice questions, fill - in - the - blank questions, and sentence - making questions related to both modal verbs and the simple present tense. For example: Multiple - choice: “____ you swim when you were five?” A. Can B. Could C. Are Fill - in - the - blank: He ____ (not like) shopping alone. Sentence - making: Use “can” and “play basketball” to make a sentence. Students answer the questions individually first, and then the teacher goes through the answers with the whole class, explaining the reasons for each answer. Role - play Set up a shopping - related role - play situation. Divide students into pairs. One student plays a shop assistant, and the other plays a customer. They need to create a dialogue using the grammar points they have learned, such as using “can” to ask for help, and using the simple present tense to talk about their shopping habits. For example: Customer: Can you help me find a pair of shoes? Shop assistant: Sure. What size do you usually wear? Customer: I usually wear size 37. Some pairs can come to the front of the class to perform their dialogues for the rest of the class. 5. Summary and Homework (5 minutes) Summary Review the key grammar points of this class with the students. Ask them to summarize the usage of “can” and “could” and the structure and usage of the simple present tense. The teacher can write down the main points on the blackboard to help students remember. Homework Assign a written exercise worksheet that contains more comprehensive grammar questions about modal verbs and the simple present tense for students to complete at home. Ask students to write a short passage about their own shopping experiences, using at least five sentences in the simple present tense and two sentences with modal verbs. They can share their passages in the next class. 教学反思 After teaching this grammar class, I have several reflections. In the warming - up stage, starting with students' weekend shopping experiences and showing pictures effectively engaged students and introduced the topic smoothly. However, in the presentation of grammar points, although using examples and visual aids helped students understand, the explanation of the difference between “can” and “could” in terms of politeness might have been a bit rushed. Some students still seemed confused when making requests in the practice stage. During the practice activities, group work was generally successful in getting students to actively participate and practice using the grammar. But in some groups, a few students were less involved, and I should have paid more attention to ensuring everyone's participation. The grammar exercises on the PPT were helpful for consolidating knowledge, but some students still made mistakes in the third - person singular form of the simple present tense, indicating that more targeted practice is needed. The role - play activity was a great way for students to apply the grammar in a real - life context, but the time limit was a bit tight, and some pairs didn't have enough time to fully develop their dialogues. In future teaching, I will adjust the time allocation, spend more time on difficult grammar points, and design more activities to ensure all students are actively involved in the learning process. Also, I will provide more individual feedback to help students correct their grammar mistakes. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$