资源简介

教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 7 Role models of our time-Section 2 Exploring and applying rules (Grammar)
教学目标
1. Knowledge Objectives Students will be able to understand the structures and usages of exclamatory sentences (both “what” - and “how” - led exclamatory sentences) and imperative sentences (including positive and negative forms). Master the key vocabulary and phrases related to expressing emotions and giving instructions in these sentence patterns. 2. Ability Objectives Enable students to correctly construct and use exclamatory and imperative sentences in oral and written English to express strong emotions and give clear instructions. Improve students' language sense and the ability to use grammar knowledge flexibly in different communication situations. 3. Emotional Objectives Cultivate students' interest in grammar learning through vivid and practical teaching activities. Encourage students to express their true feelings and communicate with others bravely using appropriate sentence patterns.
重难点
1. Teaching Key Points The structures of “what” - and “how” - led exclamatory sentences: “What + (a/an) + adj. + n. + (subject + predicate)!” For example, “What a beautiful girl she is!” “What delicious food it is!” “How + adj./adv. + (subject + predicate)!” For example, “How beautiful the girl is!” “How fast he runs!” The positive and negative structures of imperative sentences: Positive imperative sentences: start with the base form of the verb. For example, “Open the door.” “Be quiet.” “Let's go.” Negative imperative sentences: use “don't” or “never” before the base form of the verb. For example, “Don't be late.” “Never give up.” 2. Teaching Difficult Points Helping students distinguish the correct usage of “what” - and “how” - led exclamatory sentences, especially when dealing with uncountable nouns and countable nouns in different forms. Guiding students to use imperative sentences appropriately in real - life situations, considering the tone and context.
教学过程
教学环节 学习活动（包含设计意图）
Lead - in (5 minutes) Design Intent: This part aims to arouse students' interest in learning and create a relaxed learning atmosphere, as well as lead in the topic of grammar learning. Show some exciting pictures on the PPT, such as a wonderful football match, a beautiful natural scenery, and a moving moment of helping others. While showing the pictures, the teacher exclaims: “What an exciting football match it is!” “How beautiful the scenery is!” “What a kind - hearted person he is!” Then ask students some questions like “Do you feel excited when you see these pictures How do you express your feelings ” to lead students to think about how to express strong emotions in English.
Knowledge Presentation (10 minutes) Design Intent: Present new grammar knowledge in a clear and systematic way, helping students build a solid foundation for understanding and using exclamatory and imperative sentences. Exclamatory Sentences Show the basic structures of “what” - and “how” - led exclamatory sentences on the PPT: “What + (a/an) + adj. + n. + (subject + predicate)!” “How + adj./adv. + (subject + predicate)!” Explain each part of the structure with more examples. For “what” - led exclamatory sentences, show more examples like “What an interesting story it is!” “What lovely dogs they are!” “What difficult homework we have today!” For “how” - led exclamatory sentences, give examples such as “How tall the building is!” “How carefully she writes!” Use simple animations or pictures to help students understand the differences between the two types of exclamatory sentences. For example, show a picture of a big apple and say “What a big apple it is!” and then emphasize the noun “apple”. Then show a picture of a fast - running boy and say “How fast the boy runs!” and emphasize the adverb “fast”. Imperative Sentences Present the positive and negative structures of imperative sentences on the PPT: Positive: Verb base form + other elements. For example, “Come here.” “Read the text aloud.” Negative: Don't/Never + Verb base form + other elements. For example, “Don't play with fire.” “Never waste food.” Explain the usage of imperative sentences by giving real - life examples. For example, in a classroom, say “Be quiet, please.” to ask students to keep quiet. In a park, say “Don't pick the flowers.” to give a negative instruction.
Practice (15 minutes) Design Intent: Through various forms of practice, students can deepen their understanding and memory of grammar knowledge, and improve their ability to use these sentence patterns correctly. Exclamatory Sentence Practice Group Work: Divide students into groups of four. Give each group a set of cards with different words (including adjectives, nouns, adverbs). Students need to make exclamatory sentences using these words within 3 minutes. For example, if the cards have “big”, “elephant”, students can make a sentence “What a big elephant it is!”. Each group then presents their sentences to the class. Fill - in - the - blanks Exercise: Show some incomplete exclamatory sentences on the PPT, such as “____ a clever boy he is!”, “____ beautiful the dress looks!”. Students need to fill in “what” or “how” correctly. After they finish, ask several students to answer and explain their choices. Imperative Sentence Practice Role - play: Set up some situations, such as a teacher - student situation in a classroom, a parent - child situation at home, and a traffic policeman - driver situation on the road. Students in pairs need to create short dialogues using imperative sentences according to the given situations. For example, in the teacher - student situation, the teacher can say “Open your books to page 20.” and the student responds “OK, teacher.” Write Instructions: Give students some topics, like “How to Keep a Classroom Clean”, “How to Take Care of a Pet”. Students need to write at least three imperative sentences for each topic. Then ask some students to share their sentences with the class.
Production (10 minutes) Design Intent: This part further strengthens students' understanding and application of grammar knowledge, and helps them integrate new knowledge with previous learning. Mixed Practice Show a short passage on the PPT which contains some blank spaces. Students need to fill in the blanks with appropriate exclamatory or imperative sentences according to the context. For example: “____ a sunny day it is! Let's go out for a picnic. ____ forget to bring some food and drinks. ____ beautiful the flowers are on the way! ____ carefully we should walk.” After students finish, ask them to read the passage aloud with the completed sentences, and check the answers together. Error - correction Activity: Show some sentences with mistakes in exclamatory or imperative sentence structures on the PPT, such as “How a beautiful girl she is!”, “Don't to be late.” Students work in pairs to find and correct the mistakes. Then each pair reports their corrections to the class.
Summary and Homework (5 minutes) Design Intent: Summarize the key points of this class to help students review and consolidate knowledge. Appropriate homework can help students further practice and master grammar knowledge after class. Summary Review the structures and usages of exclamatory and imperative sentences with students. Ask students to recall the key points by themselves first, and then the teacher supplements and emphasizes. For example, review the difference between “what” and “how” in exclamatory sentences, and the forms of positive and negative imperative sentences. Homework Ask students to write a short passage about their weekend plans, using at least three exclamatory sentences and three imperative sentences. Encourage students to collect more examples of exclamatory and imperative sentences from English movies, songs, or books they like, and share them in the next class.

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