Unit 3 Social networking-C Grammaring 教学设计 2024-2025学年沪外教版英语七年级下册

Unit 3 Social networking-C Grammaring 1. Content Overview This part of Unit 3 "Social networking" in the 7th - grade English textbook of Shanghai Foreign Language Education Press (2024) focuses on two key grammar points: alternative questions and indefinite pronouns. It aims to help students understand the structure and usage of these grammar items and be able to apply them correctly in communication. Through various exercises and examples related to social networking, students will strengthen their grammar skills while also deepening their understanding of the topic of social networking. 教学目标 2.1 Knowledge Objectives Students will be able to understand the concept and structure of alternative questions. Students will master the usage of indefinite pronouns such as all, any, one, other, many, some, etc. 2.2 Ability Objectives Students can correctly form and use alternative questions to ask for choices in real - life conversations. Students are capable of using indefinite pronouns appropriately to refer to unspecified people or things in sentences. Improve students' reading and writing skills related to the grammar points, enhancing their overall language proficiency. 2.3 Emotional Objectives Cultivate students' interest in English grammar learning by connecting grammar with the popular topic of social networking. Encourage students to actively participate in class discussions and group work, enhancing their teamwork spirit and confidence in using English. 教学重难点 3.1 Teaching Key Points The structure and intonation of alternative questions. For example, "Do you like apples or bananas?" The rising intonation is usually used before "or" and the falling intonation after "or". The correct usage of different indefinite pronouns. For instance, "all" refers to the whole group, "any" is often used in negative sentences and questions to mean "it doesn't matter which", "one" can be used to refer to a single person or thing in a group, etc. 3.2 Teaching Difficult Points Helping students distinguish between the subtle differences in the usage of some indefinite pronouns, such as the difference between "some" and "any" in different sentence types. "Some" is commonly used in affirmative sentences, while "any" is used in negative and interrogative sentences. However, there are also some special cases, like when making requests or offers, "some" can be used in questions, e.g., "Would you like some tea?" Getting students to use alternative questions and indefinite pronouns accurately and fluently in complex communication situations, especially when combined with other grammar and vocabulary. 4.1 Alternative Questions Structure: An alternative question offers a choice between two or more options. It is formed by presenting the two or more choices separated by "or". For example: "Is he a student or a teacher?" "Do you want to go to the park or stay at home?" Intonation: The intonation in an alternative question rises before the "or" and falls after the last option. This helps to clearly show the choices being presented. 4.2 Indefinite Pronouns All: Refers to the whole amount or number of people or things in a group. For example, "All of the students passed the exam." Any: Used in negative sentences and questions to mean "it doesn't matter which". For example, "I don't have any money." "Do you have any questions?" One: Can be used to refer to a single person or thing in a group. For example, "I have many books. One is very interesting." Other: Refers to a different person or thing from the one already mentioned. For example, "Some students like reading, other students like sports." Many: Means a large number of people or things. For example, "Many people like traveling." Some: Used to refer to an unspecified amount or number of people or things, usually in affirmative sentences. For example, "Some students are playing basketball on the playground." 教学过程 5.1 Warming - up (5 minutes) Greet the students and start a simple conversation about their daily life. For example, ask: "Do you usually go to school by bus or by bike?" Encourage several students to answer. This question is used to naturally introduce the concept of alternative questions. Show some pictures related to social networking, such as people chatting on social media platforms, sharing photos, etc. Then ask students: "What can you see in the pictures? Do people share their happy moments or sad stories on social networks?" Let students freely express their opinions. 5.2 Presentation (12 minutes) Alternative Questions Write the two example sentences of alternative questions on the blackboard: "Is he a student or a teacher?" and "Do you want to go to the park or stay at home?" Analyze the structure of alternative questions with students. Point out that we use "or" to separate the two choices. Explain that the first part of the alternative question is usually in the form of a general question (beginning with an auxiliary verb, a modal verb, or "be" verb). Teach the intonation of alternative questions. Read the sentences aloud several times, emphasizing the rising intonation before "or" and the falling intonation after the last option. Let students imitate the reading. Give more examples and ask students to repeat after the teacher, paying attention to the intonation. For example, "Are you from China or from Japan?", "Can you play the piano or the guitar?" Indefinite Pronouns Present some sentences containing indefinite pronouns on the PPT: "All of us like music.", "Do you have any ideas?", "One of my friends is good at dancing.", "Some students are in the library.", "Many people are waiting for the bus." Explain the meaning and usage of each indefinite pronoun one by one. Use simple and easy - to - understand examples to help students understand. For example, when explaining "all", say "Look at our class. All of you are here, which means every one of you is present." Compare the usage of some similar indefinite pronouns, like "some" and "any". Show more examples to clarify their differences in different sentence types. 5.3 Practice (15 minutes) Alternative Questions Practice Divide students into pairs. Each pair is given a set of topics related to social networking, such as "using social media: for study or for entertainment", "making friends on social networks: with people you know or with strangers". Students in each pair need to create alternative questions based on the given topics and then ask and answer these questions with each other. Walk around the classroom to monitor and offer help if necessary. After a few minutes, invite several pairs to come to the front of the class and act out their conversations for the whole class. Indefinite Pronouns Practice Present a short passage on the PPT about social networking, with some blanks. The blanks should be filled with appropriate indefinite pronouns. For example: "Social networking is very popular among us. ____ of my classmates spend at least one hour on social media every day. They share many things there. Some share their daily life, and ____ share their hobbies. But we should be careful. We shouldn't trust ____ we meet on social networks. ____ of the information might be false." Let students read the passage carefully and fill in the blanks with the correct indefinite pronouns. Then check the answers together as a class. Have a group competition. Divide students into several groups. Give each group a set of sentences with blanks for indefinite pronouns. The first group to complete the sentences correctly and raise their hands wins a point. The group with the most points at the end of the competition is the winner. 5.4 Consolidation (8 minutes) Mixed Practice Present a more comprehensive exercise on the PPT, which combines both alternative questions and indefinite pronouns. For example: "1. Do you think social networking is more beneficial for ____ (make new friends / keeping in touch with old friends) or for ____ (sharing knowledge / showing off)? ____ of the students in our class have accounts on social media platforms. But ____ of them spend too much time on it. Do you have ____ suggestions on how to use social networking properly?" Let students work on these exercises individually first. Then ask them to exchange their answers with their deskmates and discuss. Finally, check the answers with the whole class. Encourage students to create their own sentences using alternative questions and indefinite pronouns. They can write down two to three sentences and then share them with the class. 5.5 Summary and Homework (5 minutes) Summary Summarize the key points of this class with students. Review the structure and intonation of alternative questions, as well as the usage of different indefinite pronouns. Ask students to recall and repeat some of the important examples. Emphasize the importance of using these grammar points correctly in communication, especially when talking about social networking. Homework Ask students to write a short passage about their views on social networking. They need to use at least three alternative questions and three different indefinite pronouns in the passage. Suggest students to pay attention to how people use alternative questions and indefinite pronouns in their daily conversations or when they are browsing social media, and try to collect some interesting examples. 教学反思 After this class, overall, students showed a certain level of interest in the topic of social networking, which helped to engage them in grammar learning. The combination of real - life examples and grammar explanations seemed to be effective, as most students could understand the basic concepts of alternative questions and indefinite pronouns. However, during the practice, it was found that some students still had difficulties in using indefinite pronouns accurately, especially in complex sentence structures. Also, a few students were not confident enough to use alternative questions in oral communication, with incorrect intonation. In future teaching, more targeted exercises should be designed for the usage of indefinite pronouns, especially for the easily - confused ones. For alternative questions, more oral practice opportunities should be provided to improve students' intonation and confidence. Group work and pair work can be further optimized to ensure that every student actively participates and gets enough practice. Additionally, more real - life materials related to social networking can be introduced to make the learning context more vivid and practical. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $