Unit 6 Inventors and their inventions C Grammaring 教学设计 2025-2026学年沪外教版（2024）七年级英语上册

该初中英语教学设计聚焦情态动词can、should、must的用法（表能力/许可、建议/义务、必要性/禁止）及What/How...!感叹句结构（What修饰名词，How修饰形容词/副词）。通过展示发明图片提问导入，连接发明主题与语法学习，搭建知识支架。 以发明主题为情境，用视频（如游泳视频）、图片辅助呈现语法点，练习含填空与小组讨论，提升语言运用（描述发明）和思维品质（分析情态动词差异），激发学习兴趣，助力教师高效教学。

Unit 6 Inventors and their inventions-C Grammaring This part of Unit 6 in the 7th grade English textbook of Shanghai Foreign Language Education Press (2024) focuses on grammar learning. It mainly covers the usage of modal verbs "can", "should", "must" and the structure of "What / How...!" exclamatory sentences. These grammar points are presented in the context of inventors and their inventions, helping students understand and apply them while discussing inventions. 教学目标 1. Knowledge Objectives Students will be able to master the correct usage of modal verbs "can", "should", "must", including their semantic differences and usage in different sentence patterns. Students will understand and correctly use the "What / How...!" exclamatory sentence structures to express strong emotions. 2. Ability Objectives Students can use these grammar points accurately in speaking and writing when describing inventions, inventors, or expressing their opinions. Develop students' ability to analyze and judge grammar usage through various exercises. 3. Emotional Objectives Cultivate students' interest in grammar learning by connecting it with the interesting topic of inventions. Encourage students to express their creativity and thoughts bravely using proper grammar. 教学重难点 1. Key Points The specific usage and semantic differences of modal verbs "can", "should", "must". For example, "can" is often used to express ability or permission, "should" for giving advice or expressing obligation, and "must" for strong necessity or prohibition. The correct structure and usage of "What / How...!" exclamatory sentences. "What" is used to modify nouns, while "How" is used to modify adjectives or adverbs. 2. Difficult Points Helping students distinguish the subtle differences in the usage of modal verbs in different contexts, especially when it comes to expressing permission and obligation. Making sure students can correctly choose between "What" and "How" in exclamatory sentences according to the words they modify. 1. Modal Verbs Can Expressing ability: I can ride a bike. Expressing permission: Can I have a glass of water? Should Giving advice: You should study hard for the exam. Expressing obligation: We should keep our environment clean. Must Expressing strong necessity: You must wear a seatbelt in the car. Expressing prohibition: You mustn't smoke here. 2. "What / How...!" Exclamatory Sentences What - type Structure: What + (a/an) + adjective + noun + (subject + verb)! Examples: What a beautiful flower it is! What interesting books they are! How - type Structure: How + adjective/adverb + (subject + verb)! Examples: How beautiful the flower is! How fast he runs! 教学过程 1. Warming - up (5 minutes) Show some pictures of famous inventions, such as the light bulb, the telephone, and the airplane. Ask students: "What are these inventions? Do you know who invented them?" Then lead in the topic of today's grammar learning by saying: "When we talk about inventions, we often use some special grammar to express our feelings and ideas. Let's start learning them today." 2. Presentation (15 minutes) Modal Verbs Write some sentences on the blackboard, such as "I can swim.", "You should go to bed early.", "We must follow the rules." Explain the usage and meaning of each modal verb one by one. Use simple and vivid examples to help students understand. For example, for "can", show a video of a person swimming and say "Look, he can swim very well." Let students make some sentences using "can", "should", and "must" respectively, and then share them with the class. "What / How...!" Exclamatory Sentences Present two sets of sentences: "What a lovely day it is!" and "How lovely the day is!" Explain the structure and difference between them. Show some pictures of amazing inventions or beautiful scenes, and guide students to make exclamatory sentences. For example, show a picture of a high - speed train and ask "How fast the train is! What a fast train it is!" 3. Practice (15 minutes) Exercise 1: Fill in the blanks Give out a handout with a series of sentences that need to be filled with the correct modal verbs or the proper form of "What / How...!" exclamatory sentences. For example: You ____ (can / should / must) wear a helmet when riding a motorcycle. ____ (What / How) interesting the story about the invention is! Let students work independently first, and then check the answers together. Exercise 2: Group discussion Divide students into groups of four. Each group gets a topic related to inventions, such as "The most useful invention in our daily life". Require students to discuss in the group and use at least three modal verbs and two exclamatory sentences in their discussion. Each group selects a representative to report their discussion results to the class. 4. Consolidation (7 minutes) Review the key points of modal verbs and exclamatory sentences with students. Summarize the usage rules and remind students of the common mistakes. Play a short video about new inventions, and ask students to write a short passage about their impressions of the inventions, using the grammar points they have learned. 5. Homework Assignment (3 minutes) Ask students to write a composition titled "My Favorite Invention". They need to use at least five modal verbs and three exclamatory sentences in the composition. Tell students to preview the next part of the unit to get ready for the next class. 教学反思 After this class, overall, students showed a certain degree of enthusiasm in learning grammar related to inventions. The combination of interesting invention pictures and grammar teaching effectively attracted students' attention at the beginning. However, during the practice process, it was found that some students still had difficulty in distinguishing the usage of "should" and "must", especially in complex sentence situations. In future teaching, more real - life examples and in - depth explanations are needed to help them master these differences. Also, for the "What / How...!" exclamatory sentences, although most students can master the basic structure, some students still made mistakes in choosing "What" or "How" according to the modified words. More targeted exercises and individual guidance should be provided. In general, grammar teaching should be more closely integrated with real - life situations and students' interests to improve teaching effectiveness. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $