Unit 4 Ready, steady, go-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于and、but、or、so四个常用连词的语法知识，通过“运动场景导入—句子组合讲解—分层练习巩固—小组合作实践”的学习支架结构，自然衔接学生已有生活经验与新知建构，帮助学生从感知到理解再到迁移运用，逐步形成语言表达的逻辑意识。 本设计亮点突出，融合语言能力、思维品质与学习能力三大核心素养。例如，在group activity环节中，学生需根据语境判断连词功能，不仅锻炼了语言输出能力，更培养了分析与推理的思维品质。教师借助真实语境（如体育活动）创设问题链，引导学生对比不同连词带来的语义差异，强化逻辑思维训练。此设计既提升学生用英语表达复杂关系的能力，又激发其主动探究兴趣，为教师提供可复制、易操作的高效课堂范式。

Unit 4 Ready, steady, go-C Grammaring This part of Unit 4 focuses on conjunctions "and", "but", "or", and "so". These conjunctions play a crucial role in connecting simple sentences to form compound sentences, enabling students to express more complex ideas and relationships between thoughts. Through various examples and exercises, students will learn how to use these conjunctions correctly to improve the coherence and fluency of their English writing and speaking. 教学目标 A. Knowledge Objectives Students will be able to identify the four conjunctions "and", "but", "or", and "so" in sentences. Understand the different functions and usage scenarios of each conjunction. Master the rules for using these conjunctions to combine simple sentences into compound sentences. B. Ability Objectives Be able to use "and", "but", "or", and "so" accurately in their own spoken and written English to express logical relationships. Improve students' reading comprehension ability by analyzing sentences with these conjunctions. Develop students' writing skills by creating more complex and meaningful sentences using conjunctions. C. Emotional Objectives Cultivate students' interest in English grammar learning by making the learning process vivid and practical. Encourage students to actively participate in classroom activities and group discussions, enhancing their confidence in using English. 教学重难点 A. Key Points The specific functions and usage of "and", "but", "or", and "so". "And" is used to connect two related independent clauses, adding information. For example, "I like apples and I like bananas." "But" is used to show contrast between two clauses. For example, "He is rich, but he is not happy." "Or" presents a choice between two options. For example, "You can go to the park or stay at home." "So" indicates a cause - and - effect relationship. For example, "It was raining, so I took an umbrella." The correct way to form compound sentences using these conjunctions. B. Difficult Points Helping students distinguish the subtle differences in meaning and usage between the conjunctions, especially when dealing with complex sentence structures. Encouraging students to use the conjunctions appropriately in context, rather than just mechanically applying the rules. A. Conjunction "and" Function: It is used to connect words, phrases, or clauses that are similar in meaning or are part of the same idea. It can also be used to list items or actions. Examples: Words: "I bought a pen and a notebook." Phrases: "She likes singing and dancing." Clauses: "He is tall and he is strong." B. Conjunction "but" Function: It is used to show a contrast or contradiction between two ideas. Examples: "The weather was sunny, but it was very cold." "She studied hard, but she still didn't pass the exam." C. Conjunction "or" Function: It is used to present a choice between two or more alternatives. Examples: "Do you want tea or coffee?" "You can either come with me or stay here." D. Conjunction "so" Function: It is used to show a result or consequence of a previous statement. Examples: "He was tired, so he went to bed early." "It rained heavily, so the football match was cancelled." 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different sports scenes, such as students running, playing basketball, and swimming. Then ask students: "What sports do you see in the pictures? Do you like these sports? Why or why not?" Encourage several students to answer the questions, which can quickly activate the classroom atmosphere and lead to the topic of sports, which is related to the content of this grammar lesson. B. Presentation (10 minutes) Write the following simple sentences on the blackboard: "I like sports. I play basketball every weekend." "She wants to go out. It is raining outside." "You can choose the red one. You can choose the blue one." "He didn't study hard. He failed the exam." Then, combine these sentences using the conjunctions "and", "but", "or", and "so" respectively: "I like sports and I play basketball every weekend." "She wants to go out, but it is raining outside." "You can choose the red one or you can choose the blue one." "He didn't study hard, so he failed the exam." Explain to the students how each conjunction changes the relationship between the two simple sentences. For example, when using "and", it adds the second idea to the first one; "but" shows a contrast; "or" gives a choice; and "so" shows a cause - and - effect relationship. Let students read the combined sentences aloud to get a feel for the usage of these conjunctions. C. Explanation and Practice (15 minutes) Explain in detail the functions and usage rules of each conjunction on the PPT, along with more examples. For "and": Emphasize that the two parts connected by "and" should be related in meaning. For example, "We have a big house and a beautiful garden." Here, both "a big house" and "a beautiful garden" are about the property, so they can be connected by "and". For "but": Point out that the contrast can be in terms of situation, opinion, or action. For example, "He is very young, but he is very wise." The contrast is between his age and his wisdom. For "or": Explain that the choices presented should be mutually exclusive or alternative options. For example, "You can take the bus or the subway to school." For "so": Make sure students understand that the first part is the cause and the second part is the result. For example, "The road was wet, so the car skidded." Conduct in - class exercises: Hand out a worksheet with incomplete sentences. Students need to fill in the blanks with the correct conjunctions "and", "but", "or", and "so". For example: "You can play football, basketball, volleyball, ______ you can play water sports—there are so many sports to choose from!" "Sports are fun, ______ sometimes you need to practise to get better." "You’ve been sitting for a long time, ______ let’s go outside ______ get some exercise!" After students finish, check the answers together. Invite students to explain why they choose a certain conjunction, which can deepen their understanding of the usage. D. Group Activity (10 minutes) Divide the students into groups of four. Each group is given a set of cards with simple sentences written on them. The task for each group is to use the conjunctions "and", "but", "or", and "so" to combine these simple sentences into compound sentences as many as possible within 5 minutes. After that, each group selects a representative to come to the front of the class and share their combined sentences. The other groups listen and can raise questions or make comments. This activity can not only improve students' practical ability to use conjunctions but also enhance their teamwork spirit. E. Summary and Homework (5 minutes) Summarize the key points of this class: Review the functions and usage of the four conjunctions "and", "but", "or", and "so" with the students. Ask students to give examples by themselves to reinforce their memory. Assign homework: Ask students to write a short passage about their weekend activities, using at least three of the four conjunctions learned in this class. Ask students to find five sentences with conjunctions in English reading materials (such as English storybooks or newspapers) and analyze the usage of the conjunctions. 教学反思 After this class, I will first reflect on whether the teaching objectives have been achieved. Observe if students can accurately identify and use the four conjunctions "and", "but", "or", and "so" in sentences. If a large number of students still make mistakes in using these conjunctions, I need to consider if my explanation in class was not clear enough or if the practice exercises were not sufficient. Regarding the teaching methods, I will think about whether the group activity was effective. Did all students actively participate in the group discussion? If some students were left out, I need to adjust the way of grouping or the task design in the future. Also, I will consider if the examples I used in class were vivid and relevant enough to help students understand the abstract grammar knowledge. In terms of students' performance, I will pay attention to the differences among students. Some students may master the knowledge quickly, while others may need more time and practice. For those students who have difficulties, I will provide additional tutoring or more targeted exercises to help them catch up. Overall, based on this teaching reflection, I will continuously improve my teaching design and methods 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 $