Unit 12 Better Together-Exploring the Topic-Grammar in use 教学设计2024-2025学年仁爱科普版英语七年级下册

Unit 12 Better Together-Exploring the Topic-Grammar in use This “Grammar in use” section in Unit 12 of Ren’ai Science Edition (2024) for Grade 7 focuses on two main grammar points: the suffix “-ly” and the conjunctions “and/but/or”. For the suffix “-ly”, students will first observe pictures and read sentences. By doing this, they can perceive the word - formation method of turning adjectives into adverbs by adding the suffix “-ly” and then summarize its changing rules. For example, from “heavy” to “heavily”, “quiet” to “quietly”. Subsequently, through filling in blanks in sentences and a short passage, students will observe, generalize, and conclude the usage and pragmatic functions of adverbs. Adverbs can modify verbs, adjectives, other adverbs, or the whole sentence. For instance, “He runs quickly.” (modifying a verb), “The weather today is really fine.” (modifying an adjective), “He speaks English very fluently.” (modifying an adverb), “Unfortunately, I missed the last bus.” (modifying the whole sentence). As for the conjunctions “and/but/or”, students start by sensing the language phenomenon through dialogues. Then, they sort out the usage rules by filling in a table. Finally, they apply the learned language knowledge correctly in specific contexts. “and” is used to show a connection or addition, like “We tried our best, and we won the game.” “but” indicates a contrast, for example, “They practiced hard, but they lost the game.” “or” is for presenting choices, such as “Would you like to play basketball or football?” There are a total of 6 activities in this part to help students gradually master these grammar points. 教学目标 Knowledge Aim: Students are expected to understand the form, meaning, and usage of the suffix “-ly” word - formation method and the conjunctions “and/but/or” in context. Ability Aim: Cultivate students' initial awareness and ability to use the suffix “-ly” word - formation method and the conjunctions “and/but/or”. They should be able to correctly form adverbs with “-ly” and choose the proper conjunctions according to the context in sentences. Emotional Aim: Enable students to use the learned grammar knowledge in new contexts to describe team activities, and further experience the team spirit of communication and collaboration. Through group work and discussions related to grammar exercises, students can enhance their sense of cooperation and communication skills. 教学重难点 1. Key Points The word - formation rules of turning adjectives into adverbs with the suffix “-ly”, including general cases (e.g., adding “-ly” directly like “quick - quickly”), special cases such as adjectives ending with “-le” (e.g., “simple - simply”), “-y” (e.g., “happy - happily”), etc. The usage and semantic differences of the conjunctions “and/but/or”. Students need to clearly understand when to use each conjunction to express different logical relationships in sentences. 2. Difficult Points Helping students distinguish the subtle differences in the usage of adverbs formed by “-ly” and correctly apply them in various sentence structures. For example, knowing the difference between “He is a careful boy.” and “He does his homework carefully.” Guiding students to use the conjunctions “and/but/or” accurately according to the context in complex sentences or longer passages, especially when there are multiple clauses and various logical relationships involved. 1. Suffix “-ly” Word - formation Rules: Generally, add “-ly” directly to the adjective. e.g., slow - slowly, clear - clearly. For adjectives ending with “-le”, remove “-e” and add “-y”. e.g., terrible - terribly, gentle - gently. If the adjective ends with a consonant + “y”, change “y” to “i” and add “-ly”. e.g., easy - easily, busy - busily. For adjectives ending with “-ll”, just add “-y”. e.g., full - fully, dull - dully. A few adjectives ending with “-e” need to remove “-e” and add “-ly”. e.g., true - truly, due - duly. Some adjectives and adverbs have the same form. e.g., hard, late. Usage of Adverbs: Modify verbs. e.g., She sings beautifully. Modify adjectives. e.g., The book is very interesting. Modify other adverbs. e.g., He runs extremely fast. Modify the whole sentence. e.g., Luckily, we arrived on time. 2. Conjunctions “and/but/or” “and”: Used to connect words, phrases, or clauses that are similar or in a parallel relationship. It can express addition, continuation, or result. e.g., I like apples and bananas. (connecting words) We got up early and caught the first bus. (connecting clauses showing a result) “but”: Expresses a contrast or contradiction between two parts of a sentence. e.g., He is rich but not happy. “or”: Presents a choice between two or more options. e.g., Do you want tea or coffee? It can also be used in negative sentences to connect similar elements. e.g., I don't like apples or bananas. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of students participating in different team activities, such as a basketball game, a group discussion, and a cleaning activity. Ask students some simple questions like “What are they doing in the picture?” “Do you like team activities? Why or why not?” This can arouse students' interest and lead in to the topic of team activities, which is related to the grammar usage in this class as students will use the grammar to describe team activities later. 2. Presentation of the Suffix “-ly” (10 minutes) Activity 1: Show the first set of pictures and corresponding sentences on the PPT. For example, a picture of a heavy rain with the sentence “There is a heavy rain. It is raining heavily.”, a picture of a quiet library with “The library is quiet. We should speak quietly to each other.” Ask students to read the sentences carefully and pay attention to the words in bold. Then, lead a simple discussion: “What do you notice about these two words (e.g., heavy - heavily)? How are they different in form and usage?” Let students share their initial thoughts. This step helps students perceive the basic form and meaning change when an adjective turns into an adverb with the suffix “-ly” in a visual and intuitive way. Activity 2: Give students a set of sentences on the worksheet and ask them to fill in the blanks with the correct form of the given words. For example: “We win!” he says _ (happy). “That's wonderful teamwork!” I _ (deep) love my country. I will do my best to work for it. After many years, their hometown changed _ (great). _ (lucky), Li Xiang didn't give up his team and they won at last. _ (last), we worked out this math problem with the help of our teacher. Walk around the classroom to monitor students' work. After they finish, ask several students to read out their answers. Then, guide students to summarize the rules of turning adjectives into adverbs with “-ly” according to these examples. Write the rules on the blackboard. This activity helps students practice and internalize the word - formation rules of “-ly” adverbs. 3. Practice of the Suffix “-ly” (10 minutes) Activity 3: Provide a short passage on the PPT with some blanks. The passage can be about a team activity, for example, a school sports meeting. The blanks should be filled with appropriate adverbs formed from the adjectives given in brackets. Let students work individually first to fill in the blanks. For example: Last week, our school held a sports meeting. The athletes prepared _ (careful) for it. They trained _ (hard) every day. In the 100 - meter race, the runners ran _ (fast). One of our classmates, Tom, fell down at the beginning, but he stood up _ (quick) and continued running. _ (final), our class won the team prize. We all felt _ (proud) of our class. After students complete the passage, ask them to check their answers in pairs. Then, invite some pairs to share their answers with the class. Explain any difficult points or common mistakes. This practice can further strengthen students' understanding and correct usage of “-ly” adverbs in a context. 4. Presentation of Conjunctions “and/but/or” (10 minutes) Activity 1: Present a dialogue on the PPT. For example: A: I want to join the school club. There are two clubs I like. B: Which ones? A: The art club and the music club. I can draw pictures and play the piano. But I don't know which one to choose. B: Why not choose the art club? You can also learn to sing in the art club or practice the piano by yourself after school. Ask students to read the dialogue in pairs and then think about the function of the words “and”, “but”, and “or” in the dialogue. Invite some students to share their understanding. This step allows students to initially sense the usage of these conjunctions in a natural conversation context. Activity 2: Show a table on the blackboard with columns for “Conjunction”, “Meaning”, and “Example”. Let students fill in the table according to the dialogue and their understanding. Walk around to help students who have difficulties. After most students finish, go through the table together, explaining and clarifying any misunderstandings. This activity helps students systematically summarize and understand the usage rules of these conjunctions. 5. Practice of Conjunctions “and/but/or” (5 minutes) Activity 3: Give students a short passage on the worksheet with some blanks where they need to choose the correct conjunction “and”, “but”, or “or” to fill in. The passage can be about a team project. For example: Our group decided to do a project on environmental protection. We first made a plan _ divided the tasks. Some students went to collect information in the library, _ some students interviewed people on the street. At first, we met some difficulties, _ we didn't give up. We worked together, discussed different ideas, _ finally came up with a good solution. We can present our project in the class meeting next week _ in the school exhibition. Let students work independently to complete the passage. Then, check the answers as a class. Analyze the reasons for choosing each conjunction in each blank to deepen students' understanding of their usage in context. 6. Summary (3 minutes) Briefly review the key points of this class, including the word - formation rules of “-ly” adverbs and the usage of conjunctions “and/but/or”. Summarize the common mistakes students made during the practice and remind them to pay attention to these points. Encourage students to use these grammar points more in their daily English learning and communication. 7. Homework (2 minutes) Ask students to write a short passage about a team activity they participated in. They need to use at least three “-ly” adverbs and two conjunctions “and/but/or” correctly in the passage. This homework can help students further consolidate the grammar knowledge learned in class and improve their writing ability. Suggest students to find more examples of “-ly” adverbs and conjunctions “and/but/or” in English articles, stories, or movies they read or watch in their spare time, and write them down in their notebooks. This can expand students' language input and enhance their language sense. 教学反思 Overall, this class was designed to help students master the grammar points of the suffix “-ly” and the conjunctions “and/but/or” through a series of activities. The use of pictures, dialogues, and practical exercises made the abstract grammar knowledge more vivid and accessible. However, there are still some aspects that can be improved. During the class, some students had difficulties in quickly applying the complex rules of turning adjectives into adverbs with “-ly”, especially for special cases. In future teaching, more targeted exercises and more vivid memory - aids can be designed. For example, making flashcards with adjective - adverb pairs for special cases and playing some memory games in class to help students better remember these rules. When it came to the practice of conjunctions, some students still had trouble choosing the correct conjunction according to the context, especially in longer passages with more complex logical relationships. In the follow - up teaching, more in - depth analysis of sentence logic and more practice of long - passage filling can be arranged. Also, group discussions can be encouraged to let students share their understanding of the logical relationships in sentences, which can enhance their comprehension and application ability. In terms of class interaction, most students actively participated in pair work and group discussions. However, a few shy students still did not fully engage. In future classes, more attention should be paid to these students, and more incentives can be given to encourage their participation, such as small rewards for active participation or special praise. In conclusion, through this teaching reflection, I will adjust my teaching methods and strategies in the next class to better meet the learning needs of students and improve the teaching effect. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$