Unit 7 Who we are C Grammaring 教学设计 2024-2025学年沪外教版（2024）七年级英语下册

Unit 7 Who we are-C Grammaring This part of Unit 7 focuses on grammar learning, aiming to help students master certain grammar points related to describing people and their characteristics. It includes the usage of relative pronouns (who, that, which) in attributive clauses, as well as some common adjectives and adverbs for description. The content is presented through examples, exercises, and communicative activities, enabling students to understand the grammar rules in context and be able to apply them in speaking and writing. 教学目标 A. Knowledge Objectives Students will be able to understand and identify the structure and function of attributive clauses with relative pronouns "who", "that", and "which". Students will master the usage of common adjectives and adverbs for describing people's personalities, qualities, and behaviors, such as "kind", "patient", "helpful", "bravely", etc. Students can correctly use the learned grammar and vocabulary to make sentences and short passages. B. Ability Objectives Develop students' ability to analyze and understand grammar structures in reading materials. Improve students' oral and written expression skills by using the learned grammar and vocabulary to describe people. Cultivate students' ability to cooperate and communicate in group activities, enhancing their language application in real - life - like situations. C. Emotional Objectives Stimulate students' interest in English grammar learning through vivid and interesting teaching methods. Encourage students to observe and describe people around them in English, promoting their awareness of using English in daily life. Foster students' sense of teamwork and confidence in expressing themselves in English. 教学重难点 A. Key Points The correct usage of relative pronouns "who", "that", and "which" in attributive clauses. For example, "The man who/that is standing there is my teacher." (when referring to a person as the subject), "The book which/that I bought yesterday is very interesting." (when referring to a thing). Mastery of a series of adjectives and adverbs for description and their proper positions in sentences. For instance, "She is a kind girl." and "He runs fast." Using the learned grammar and vocabulary to create meaningful sentences and short paragraphs to describe people. B. Difficult Points Helping students distinguish when to use "who", "that", and "which" accurately, especially in more complex sentence structures. For example, in some cases where both "who" and "that" can be used to refer to a person, students may be confused about the subtle differences. Guiding students to use the learned grammar and vocabulary flexibly in different communicative situations, rather than just rote - learning. For example, in a free - talk activity about role models, students need to combine various grammar and vocabulary knowledge to express their ideas clearly. Encouraging students to use complex sentence structures such as attributive clauses in their writing to improve the quality of their compositions. A. Grammar - Attributive Clauses Relative Pronoun "Who" Used to refer to people and act as the subject or object in the attributive clause. Example as subject: The girl who is singing on the stage is my sister. Example as object: The man who/whom we met yesterday is a famous scientist. (whom can be omitted when it is the object) Relative Pronoun "That" Can refer to both people and things. As subject: The dog that is running after the cat is very cute. As object: The movie that I watched last night was really exciting. (that can be omitted when it is the object) Relative Pronoun "Which" Used to refer to things and act as the subject or object in the attributive clause. As subject: The book which lies on the table is mine. As object: The pen which I lost yesterday was a birthday gift. (which can be omitted when it is the object) B. Adjectives and Adverbs for Description Adjectives Describing Personality: kind, patient, helpful, friendly, brave, honest, generous, etc. Example: My neighbor is a kind and helpful person. Describing Appearance: tall, short, fat, thin, beautiful, handsome, etc. Example: She is a beautiful girl with long hair. Adverbs Describing Manner: bravely, patiently, carefully, quickly, slowly, etc. Example: He answered the questions bravely in the class. Describing Degree: very, quite, rather, too, etc. Example: The test was quite difficult for some students. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous people on the PPT, such as scientists, athletes, and artists. Then ask students to describe these people briefly in one or two sentences. For example, "He is a famous scientist. He is very clever." This activity can review some simple sentence patterns and vocabulary for description that students have learned before and arouse their interest in the topic of describing people. B. Presentation (12 minutes) Attributive Clauses Write a simple sentence on the blackboard: "The boy is my classmate. The boy is wearing a red T - shirt." Then combine these two sentences into an attributive clause: "The boy who/that is wearing a red T - shirt is my classmate." Explain to students that "who/that" is used to connect the two sentences and introduce the additional information about "the boy". Use more examples to illustrate the usage of "who", "that", and "which" in attributive clauses. Show the examples on the PPT and analyze the function of each relative pronoun in the sentence, such as "The book which/that I borrowed from the library is very interesting." and "The woman who works in the hospital is my mother." Let students do some simple exercises on the PPT to practice identifying the correct relative pronoun to fill in the blanks, for example: The man ______ is standing at the door is our new teacher. (who/that) The bag ______ I bought yesterday is blue. (which/that) Adjectives and Adverbs for Description Present a list of adjectives and adverbs on the PPT. Divide them into different categories such as adjectives for personality, appearance, and adverbs for manner and degree. Explain the meaning and usage of each word with examples. For example, when teaching the adjective "kind", say "She is always kind to others. She often helps her classmates with their homework." For the adverb "bravely", say "The soldier fought bravely in the war." Let students make sentences with the given adjectives and adverbs individually. Then ask several students to share their sentences with the class. C. Practice (15 minutes) Group Activity - Role Model Introduction Divide students into groups of four or five. Each group is required to choose a role model, it can be a famous person or someone around them. Students in each group need to use attributive clauses and the learned adjectives and adverbs to describe their chosen role model. They can make a simple poster with pictures and descriptions. For example, if they choose Yuan Longping, they can write "Yuan Longping is a great scientist who made great contributions to agriculture. He was very hard - working and devoted." Each group presents their poster and introduction to the whole class. Other groups listen carefully and can ask questions or give comments. Writing Practice Give students a writing task. Ask them to write a short passage about a person they admire. They must use at least two attributive clauses and some adjectives and adverbs for description. Walk around the classroom to provide guidance and help while students are writing. After they finish writing, ask several students to read their passages aloud, and give them positive feedback and suggestions for improvement. D. Consolidation (8 minutes) Grammar Quiz Show some grammar - related multiple - choice questions, fill - in - the - blanks questions, and sentence - combining questions on the PPT. These questions cover the key points of attributive clauses and the usage of adjectives and adverbs. For example: Multiple - choice: The movie ______ we saw last week was very funny. A. who B. which C. where Fill - in - the - blanks: She is a ______ (kind) girl and she always helps others ______ (patiently). Sentence - combining: The man is a doctor. The man is talking to my father. (Combine them into an attributive clause) Let students answer these questions individually within a certain time limit. Then check the answers together and explain the reasons for each answer. Summary Summarize the key grammar points (attributive clauses with relative pronouns and the usage of adjectives and adverbs for description) and vocabulary learned in this class with students. Ask students to recall and share what they have learned in this class. E. Homework Assignment (5 minutes) Ask students to write a more detailed passage about their family member using at least three attributive clauses and a variety of adjectives and adverbs. They need to illustrate the relationship between family members and their characteristics. Encourage students to find more examples of attributive clauses in English articles or stories they read, and write them down in their notebooks, along with an analysis of the function of each relative pronoun. 教学反思 Positive Aspects The warm - up activity with pictures of famous people effectively engaged students' attention at the beginning of the class. It successfully activated their prior knowledge and made them more interested in the following content. The group activity of role - model introduction provided students with a good opportunity to cooperate and communicate in English. They actively participated in the discussion and presentation, which improved their language application ability and teamwork spirit. The use of various teaching methods, such as example - explanation, group work, and writing practice, made the grammar class more vivid and interesting. Students seemed to have a better understanding of the grammar points through practical exercises. Areas for Improvement In the presentation of attributive clauses, although sufficient examples were given, some students still had difficulty understanding the subtle differences between "who", "that", and "which", especially in more complex sentence structures. In future teaching, more in - depth explanations and more targeted exercises could be designed. During the writing practice, some students made mistakes in grammar and spelling. This indicates that more individual guidance and error - correction training are needed. Also, setting a time limit for writing tasks might put some pressure on students, so it could be adjusted according to the actual situation. In the feedback process of students' presentations and writings, the time was a bit tight, and not all students' works could be fully discussed. In the future, more time should be allocated for feedback to ensure that every student can get useful suggestions for improvement. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $