Unit 3 Be healthy, be happy-C Grammaring教学设计 2024-2025学年沪外教版英语七年级上册

该初中英语教学设计聚焦健康生活主题，围绕简单现在时、名词单复数、there be句型及句子成分四大语法点展开，通过“日常对话导入—情境化讲解—分层练习—小组应用”构建清晰的学习支架。从早餐话题自然过渡到习惯表达，再借助图片与实物强化语境理解，层层递进地引导学生从感知走向运用。 本设计亮点突出语言能力与思维品质的融合，如在小组活动中要求学生用所学语法描述“健康的一天”，既锻炼语言输出能力，又促进逻辑组织与批判性思考。文化意识体现在对健康生活方式的探讨中，引导学生关注自身行为与社会健康责任。教学过程巧妙融入视觉化工具（PPT图示、黑板板书分析句子结构），帮助学生建立语法知识的具象认知，提升学习效率。教师可直接套用此框架开展高效课堂，学生则能在真实语境中实现语法内化与综合素养发展。

Unit 3 Be healthy, be happy-C Grammaring This unit focuses on grammar related to a healthy lifestyle, aiming to help students master the usage of grammar in the context of discussing health. The main grammar points include the simple present tense, singular and plural forms of nouns and uncountable nouns, the “there be (is/are)” sentence pattern, and an understanding of sentence components. These grammar items are not only fundamental for students to express daily life habits and describe things accurately but also lay a solid foundation for further English learning. 教学目标 Knowledge Objectives Students will be able to understand and correctly use the simple present tense to describe habitual actions, general truths, present situations, and activities according to schedules. Master the formation and usage of singular and plural nouns, as well as the characteristics of uncountable nouns. Comprehend and apply the “there be (is/are)” sentence pattern to express the existence of something. Have a basic understanding of sentence components such as subject, predicate, object, and attributive. Ability Objectives Improve students’ ability to use grammar correctly in speaking and writing, enhancing their language output accuracy. Develop students’ reading comprehension skills by analyzing texts with relevant grammar structures. Train students’ listening ability to identify grammar information in oral English. Emotional Objectives Cultivate students’ interest in English grammar learning and make them realize the importance of grammar in language expression. Encourage students to actively participate in classroom activities and cooperate with their peers, enhancing their sense of teamwork. 教学重难点 Key Points The correct usage of the simple present tense, especially the third - person singular form of verbs. The rules of forming plural nouns and the distinction between countable and uncountable nouns. The proper use of the “there be (is/are)” sentence pattern and its conversion with other sentence structures. Identification and understanding of basic sentence components. Difficult Points Helping students distinguish between the various usages of the simple present tense in different contexts, such as differentiating between habitual actions and general truths. Mastering the irregular plural forms of nouns and the usage of uncountable nouns with quantifiers. Understanding the logical relationship expressed by the “there be (is/are)” sentence pattern and applying it flexibly in complex sentences. Analyzing and understanding sentence components in long and complex sentences. Simple Present Tense Usage Habitual actions: I often play basketball after school. General truths: The earth moves around the sun. Present situations: She lives in a big city. Scheduled activities: The plane takes off at 8:00 am. Formation For the first - person, second - person, and plural subjects, use the base form of the verb. e.g., We go to school by bike. For the third - person singular subject, add -s or -es to the base form of the verb. Regular verbs add -s, such as He likes reading. Verbs ending in s, sh, ch, x, o add -es, e.g., She watches TV every evening. Verbs ending in consonant + y change y to i and add -es, e.g., He studies hard. Be Verb in Simple Present Tense First - person singular: am, e.g., I am a student. Second - person singular and all plurals: are, e.g., You are my friends. They are playing football. Third - person singular: is, e.g., He is tall. Have/Has in Simple Present Tense As main verbs, they mean “possess”. I have a book. She has a pet dog. Nouns Singular Nouns Refer to a single object. It is usually used with a singular verb. e.g., The cat is cute. Plural Nouns Refer to two or more objects. The general way is to add -s or -es at the end of the noun. General cases: Add -s. desks, maps, days. Ending with s, x, ch, sh: Add -es. buses, boxes, watches, fishes. Ending with consonant + y: Change y to i and add -es. families, factories, parties. Ending with vowel + y: Add -s. days, boys, keys. Ending with f or fe: Change f or fe to v and add -es. knives, lives, wives, halves. Ending with consonant + o: Add -es. potatoes, tomatoes, heroes. Ending with vowel + o: Add -s. radios, zoos. Irregular plural forms: man - men, woman - women, child - children, tooth - teeth, foot - feet, goose - geese, mouse - mice, sheep - sheep, deer - deer, fish - fish. Uncountable Nouns Have no plural forms, usually representing abstract concepts, substances, or phenomena. e.g., water, information, milk. There Be (Is/Are) Sentence Pattern Used to express the existence of something. Structure: There is + singular noun/ uncountable noun + other elements. There are + plural nouns + other elements. e.g., There is a book on the desk. There are some students in the classroom. Sentence Components Subject: The doer of the action or the entity being described. Usually a noun, pronoun, or noun - equivalent. e.g., He (pronoun) runs fast. The boy (noun) likes music. Predicate: The verb that shows the action or state of the subject. e.g., She plays (verb) the piano every day. Object: The receiver of the action. Usually a noun or pronoun. e.g., I like apples (noun). He sees her (pronoun). Attributive: Used to modify a noun, usually an adjective, a noun in the possessive case, or a phrase. e.g., a beautiful (adjective) girl, Tom’s (possessive case) book. 教学过程 Warming - up (5 minutes) Greet the students and start a simple conversation. “Do you usually have breakfast in the morning? What do you usually eat?” Through this kind of daily conversation, lead in the topic of the simple present tense and a healthy lifestyle. Show some pictures related to daily activities such as a person running, a child eating an apple, and a family having dinner. Ask students to describe what they see in the pictures using simple sentences, guiding them to use the simple present tense unconsciously. Presentation (15 minutes) Simple Present Tense Write some sentences on the blackboard: “I go to school every day.” “He plays football on weekends.” “The sun rises in the east.” Explain the concept and usage of the simple present tense, emphasizing the differences in verb forms for different subjects. Use more examples to illustrate the usage in habitual actions, general truths, and present situations. Do a small exercise: give students some subjects (I, you, he, she, they, etc.) and verbs (play, eat, study, etc.), and ask them to form sentences in the simple present tense. Nouns Show pictures of single objects (a pen, a dog) and multiple objects (two pens, three dogs) on the PPT. Teach the concept of singular and plural nouns. Explain the rules of forming plural nouns one by one, and use examples to help students understand. Present some uncountable nouns like water, milk, and air. Explain that they have no plural forms and are usually used with some quantifiers like “some”, “a little”, “a lot of”. Conduct a quick quiz: show a list of nouns on the screen, and ask students to tell whether they are singular, plural, or uncountable nouns. There Be (Is/Are) Sentence Pattern Draw a picture of a classroom on the blackboard with some desks and a teacher. Say, “There is a teacher in the classroom. There are many desks in the classroom.” Explain the structure and usage of the “there be” sentence pattern. Let students make sentences using the “there be” pattern according to some given pictures, such as a park with trees and flowers, a fridge with food. Sentence Components Take a simple sentence “The girl reads a book.” as an example. Analyze the sentence components on the blackboard, marking the subject “the girl”, the predicate “reads”, and the object “a book”. Give students some more sentences and ask them to identify the subject, predicate, and object. Practice (15 minutes) Grammar Exercises Distribute a handout with a series of grammar exercises related to the simple present tense, noun forms, and the “there be” sentence pattern. For example: Fill in the blanks with the correct form of the verb in the simple present tense. (He ____ (go) to school by bike every day.) Change the singular nouns to plural forms. (book - ____, box - ____) Complete the “there be” sentences. (____ (be) some water in the bottle.) Let students work individually first, and then check the answers together in class. Group Activity Divide students into groups of four. Give each group a topic related to a healthy lifestyle, such as “A Healthy Day”. Ask them to make a short dialogue using the grammar knowledge they have just learned, including the simple present tense, noun forms, and the “there be” sentence pattern. Each group presents their dialogue in front of the class. The rest of the students listen carefully and can ask questions or give comments. Summary (7 minutes) Review the key grammar points of this class with the students, including the usage and formation of the simple present tense, the rules of noun forms, the “there be” sentence pattern, and basic sentence components. Use mind maps or summary charts on the PPT to make the review more vivid and clear. Ask students if they have any questions or confusion about the grammar content. Answer their questions and clarify any misunderstandings. Homework Assignment (3 minutes) Assign written homework: ask students to write a short passage about their daily life, using at least five sentences in the simple present tense, and correctly using noun forms and the “there be” sentence pattern. Encourage students to read some simple English texts at home to further familiarize themselves with the grammar they have learned. 教学反思 Positive Aspects The warming - up activities were effective in attracting students’ attention and leading them into the grammar topic smoothly. The pictures and daily conversations made the learning context more vivid and relevant to students’ lives, which helped them better understand and accept the new grammar knowledge. The presentation of grammar points was clear and systematic. By using a combination of examples, explanations, and visual aids, most students were able to follow the teaching rhythm and master the basic concepts. The step - by - step teaching method for each grammar item, such as first introducing the concept, then the rules, and finally doing exercises, was beneficial for students to build a solid foundation. The group activity provided students with an opportunity to practice grammar in a communicative context. Through group cooperation, students not only improved their grammar usage ability but also enhanced their communication and teamwork skills. The atmosphere during the group presentation was active, and students showed great enthusiasm. Areas for Improvement In the practice section, some students still made mistakes in the third - person singular form of the simple present tense and the irregular plural forms of nouns. This indicates that more targeted exercises and drills are needed in future classes. Maybe design more games or competitions to help students better remember these difficult points. The time control for the group activity could be improved. Some groups needed more time to prepare and present their dialogues, which made the summary part a bit rushed. Next time, set a more strict time limit for each group to ensure that all teaching links can be completed in a more balanced way. Although most students participated actively in the class, a few students seemed a bit passive. In the future, pay more attention to these students, encourage them to participate more, and provide more individual guidance to help them catch up with the class progress. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $