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 C Grammaring 教学设计 I. Teaching Objectives Guide students to master the usage of “ever, have been, have gone” in present perfect tense, understanding their differences in expressing experiences and positions. Develop students’ ability to correctly use these structures in various communicative situations, such as asking about experiences and describing people's whereabouts. Enhance grammar application skills through practice activities like matching, completing quizzes and conversations, focusing on accurate tense and structure usage. II. Language Knowledge 1. Key words & phrases “ever”: used in present perfect questions about life experiences. “have been to”: indicating being at a place in the past and having returned. “have gone to”: meaning being at a place now and not having returned. 2. Key sentences “Have you ever read any classic books?” (using “ever” in present perfect question). “She has gone to New Jersey. She will be back during holidays.” (showing “have gone to” for someone’s current whereabouts). “She has been to New Jersey.” (indicating past experience of being there and returning). 3. Key and challenging points Differentiating “have been to” and “have gone to”: Understanding the context to use the correct structure for describing people's positions and experiences. Using “ever” appropriately: Incorporating it into present perfect questions to inquire about life experiences. Applying present perfect tense structures in different communicative tasks: Completing quizzes, conversations, etc., with accurate verb forms. III. Teaching Procedures Step 1: Lead - in & Introduction (8 minutes) Warm - up Questions: Ask students simple present perfect questions with “ever” like “Have you ever traveled to another city?”, “Have you ever tried a new sport?”. Let students answer and introduce the topic of “ever” in present perfect tense. Grammar Explanation: Present the definition of “ever” (at any time in life up to present) and its use with present perfect. Write the structure “Have/Has + 主语 + ever + 过去分词 +...?” on the board. Step 2: Study & Practice “ever” (12 minutes) C1 & C2 Activities: First, have students do C1 (study sentences with “ever” and answer questions about time reference and sentence type). Then, move to C2 (match questions with answers). Discuss the answers together, emphasizing how “ever” functions in each question and how to choose appropriate responses. Q&A Discussion: After C2, ask students to make their own questions using “ever” and exchange with deskmates to answer, reinforcing the usage. Step 3: Differentiate “have been to” & “have gone to” (12 minutes) C3 Activity Analysis: Guide students to study C3, analyzing the two conversations about Amanda’s whereabouts. Explain the differences between “has gone to” (Amanda is in New Jersey now, not back) and “has been to” (Amanda was in New Jersey and has returned). Write the usage rules on the board. Examples Expansion: Give more examples like “My father has gone to work. He’ll be back at 6.” and “I have been to Beijing. It's a great city.” Let students practice making sentences with the two structures. Step 4: Comprehensive Practice (10 minutes) C4 & C5 Activities: Have students complete C4 (quiz) and C5 (conversations with verb forms). Walk around to offer help. After completion, check answers as a class, explaining the reasoning behind each choice, especially the use of present perfect structures and verb forms. Error Correction: Pick out common errors from students’ answers and do error correction together, emphasizing key points like correct past participles and structure usage. Step 5: Summary & Homework (3 minutes) Summary: Recap the usage of “ever, have been to, have gone to” in present perfect tense. Highlight the differences and key structures. Homework: Assign students to write 5 sentences using “ever, have been to, have gone to” correctly, and find 2 more examples from English materials (like stories, articles) that use these structures. IV. Assessment of Teaching Effectiveness Formative Assessment: Check students’ performance in class activities (C1 - C5), observing their understanding of “ever” usage, differentiation of “have been to” and “have gone to”, and accuracy in completing practice tasks. Summative Assessment: Evaluate students’ homework for correct usage of the target structures, looking at sentence accuracy, appropriate context use, and creativity in finding examples from outside class. V. Design Purpose Skill - focused Learning: Focuses on mastering specific present perfect structures through step - by - step analysis, practice, and application. Communicative Application: Incorporates various communicative tasks (conversations, quizzes) to help students use grammar in real - like situations. Progressive Mastery: From understanding basic concepts to comprehensive practice, ensuring students gradually master the grammar points. VI. Blackboard Design Unit 7 Grammar ing — Present Perfect with “ever, have been, have gone” “ever”: Used in present perfect questions (Have/Has + 主语 + ever + 过去分词 +...?) “have been to”: Been to a place, back now. “have gone to”: In a place now, not back. Examples: Have you ever...? She has gone to... He has been to... VII. Teaching Reflection If students have difficulty differentiating “have been to” and “have gone to”, provide more real - life scenarios and visual aids (like simple pictures showing someone away or back). For errors in verb forms, reinforce the past participle forms of common verbs and do more drill exercises. Celebrate students’ correct and creative sentence - making to boost confidence. 学科网（北京）股份有限公司 $$