Unit 4 Grammar Focus(3a－3d)（word教案）-【优翼·学练优】2025-2026学年七年级英语下册同步备课（人教版）

该初中英语教案聚焦食物饮料名词、可数与不可数名词区分、复数变化及选择疑问句，以Tom购物图片导入，引导学生描述并积累词汇，通过购物清单观察名词复数差异，搭建从词汇积累到语法探究的学习支架。 此资料以真实情境（购物清单、笑话）激活语言运用，3a活动让学生自主归纳名词分类规则培养思维品质，3d对话练习促进合作学习提升学习能力，助力学生在实践中掌握语法，为教师提供清晰教学路径，有效提升课堂效率与学生语言能力。

第三课时Grammar Focus(3a－3d) 1、 Teaching Objectives In this class，students will： 1. learn more nouns about food and drinks. 2. learn how to change countable nouns into plurals. 3. learn to distinguish between countable nouns and uncountable nouns. 4. use alternative questions to offer choices about food and drinks. 2、 Teaching Advice Lead-in Look and Say 1. Present some pictures to students and ask them to describe what Tom buys according to the pictures.(见优翼配套教学课件) 2. Present different kinds of vegetables, fruits, meat , dairy products and fast food. Elicit English words from students. For the new words, the teacher can present the pronunciations and demonstrate them. · Vegetables:carrot,cucumber,garlic,lettuce,mushroom, tomato. · Fruit:cherry,grape,lemon,orange,watermelon,strawberry … · Meat:beef,lamb,pork,bacon,ham,chicken,steak,sausage… · Dairy products:butter,cheese, cream,ice cream , milk, milk shake... · Fast food:chips,hamburger,hot dog,pizza,sandwich ... 3. Have students complete Tom's shopping list and notice the nouns. 4. Ask students the following question to lead into the target grammar: Why do some nouns end up with“s”and some do not? Explore the Grammar 3a 1. Have students read the sentences in the chart and circle all the nouns for food and drink. 2. Let students identify countable and uncountable nouns and check answers in pairs. 3. Invite some students to share their answers and give feedback. Guide students to summarize how to distinguish between countable and uncountable nouns. 4. Present the relevant rules to students. Grammar Rules ◆ 可数名词和不可数名词 名词按其所表示的事物的性质可分为可数名词和不可数名词。可数名词有单数和复数 两种形式,如an apple-two apples,a bag-some bags等。不可数名词一般只有一种形 式,没有复数形式,如milk、bread、rice等。还有一些词既可以充当可数名词,也可以充 当不可数名词,如fruit、fish、chicken等。 · 可数名词及其单复数 名词的复数形式一般在单数形式后面加-s或-es。名词复数词尾-s或-es的读音规律一般是:在清辅音后读作/s/,在浊辅音和元音后读作/z/,在/s/、/z/、/J/、/3/、/tJ/、/d3/等音结尾 的词后读作/Iz/。 1.规则变化. 2.不规则变化 · 不可数名词 表示不能计算数目的人或物的名词,称为不可数名词。不可数名词前面不能用不定冠词 a/an,也没有复数形式。当表示不可数名词的确切数量时,通常可以在不可数名词的前 面加上表示数量单位的词。例如: a glass of water a jar of honey two bags of ricefour cartons of milk · 有些名词既可以充当可数名词又可以充当不可数名词 chicken n.鸡肉;鸡 作为“鸡肉”,是不可数名词。指“鸡”(可数的动物个体)时,是可数名词。 e. g. I like fried chicken. There are several chickens in the yard. fish n.鱼肉;鱼 作为“鱼肉”,是不可数名词。表示“鱼”的个体时,它的复数形式有两种情况: (1)指同一种鱼的多条鱼,复数形式还是“fish”。 e.g. There are five fish in the pond. (2)指不同种类的鱼,复数形式是“fishes”。 e. g. There are many fishes in the aquarium. · 选择疑问句(Alternative questions) 选择疑问句是指提出两个或两个以上可能的答案供对方选择的句式。它的前一部分是 一个一般疑问句或特殊疑问句,后面加上or提供给对方另一个选择。 e. g. Are you a teacher or a student? Do you like coffee or juice? Which do you prefer,noodles or rice? Grammar Exercises 3b 1. Ask students to read the words in the boxes and clarify the meanings. 2. Have students complete the jokes with the correct forms of the nouns and then check answers in pairs. 3. Invite some pairs to share their answers by reading the completed jokes. 4.Explain the difficult parts to students. 3c 1. Let students read the passage to get the meaning and complete it with the correct forms of the given nouns. 2. Ask students to check answers in pairs first,and then share them with the whole class. 3. Explain the tricky parts and language points if necessary. 3d 1. Have students read the instruction to make sure they get the meaning. The teacher can present some pictures of different food and drink. Remind students to use the alternative questions. 2. Ask students to work in pairs to make up conversations based on the setting. The teacher can walk around to monitor and provide help when needed. 3. Invite some pairs to role-play their conversations and have other students give feedback. Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write some important grammar rules and sample sentences on the blackboard. Teaching Reflection This lesson effectively introduced food nouns and countable/uncountable concepts by using engaging contexts like shopping lists and jokes. Students participated actively in categorizing words and practising plural forms. The use of visual aids and real-life scenarios helped clarify grammar rules. However, some learners struggled with irregular plurals and quantifying uncountable nouns. Future lessons should include more drills on exceptions and interactive games for reinforcement. Overall, students demonstrated improved awareness of noun types and could confidently use alternative questions in dialogues. 学科网（北京）股份有限公司 $