Unit 7 The natural world Grammar 教学设计- 2025-2026学年译林版英语八年级上册

Unit 7 The natural world-Grammar This grammar section in Unit 7 “The Natural World” focuses on several important language points related to the description of the natural world. It mainly includes the usage of verbs with double objects, object complements, and the use of conjunctions “and, but, or, so” as well as the suffix “-ly”. These grammar points are crucial for students to accurately and vividly describe various phenomena and relationships in the natural ecosystems. Through learning and practicing these grammar items, students can better understand and express the complex information about the natural world, which also helps them improve their reading comprehension, writing, and speaking skills in the context of this unit. 教学目标 Students will be able to understand and identify the structures of verbs with double objects (S + V + IO + DO) and object complements (S + V + O + C), and master the common verbs used in these structures. Students will learn the correct usage of conjunctions “and, but, or, so” to connect different ideas and show the logical relationships between them. Students will grasp the rules of using the suffix “-ly” to form adverbs from adjectives or adjectives from nouns, and be able to use words with “-ly” correctly in sentences. 教学重难点 The correct understanding and application of the structures of verbs with double objects and object complements, including the choice of prepositions “to” and “for” when changing the order of double objects. The accurate usage of conjunctions “and, but, or, so” according to different semantic and logical relationships, and being able to use them to combine sentences appropriately. Mastering the rules of forming words with the suffix “-ly” and correctly using these words in different sentence contexts. 1 Verbs with Double Objects Structure: S + V + IO + DO (Indirect Object + Direct Object). For example, “The sun gives ocean animals light and heat.” Here, “ocean animals” is the indirect object, and “light and heat” is the direct object. Some common verbs used with double objects and often combined with “to”: give, hand, lend, offer, pass, post, read, sell, send, show, take, teach, tell, write. For example, “He passed the book to me.” Some common verbs used with double objects and often combined with “for”: build, buy, cook, find, get, leave, make, order, pick, prepare, save. For example, “My mother cooked dinner for us.” We can change the order of the direct and indirect objects by using “to” or “for”. For example, “The sun gives light and heat to ocean animals.” = “The sun gives ocean animals light and heat.” 2 Object Complements Structure: S + V + O + C (Object + Complement). For example, “The mother bird keeps the eggs safe.” In this sentence, “the eggs” is the object, and “safe” is the object complement, which is used to describe the state or characteristic of the object. Object complements can be adjectives (such as “safe” in the above example), nouns (e.g., “We elected him our monitor.”), or non - finite verbs (e.g., “I saw him playing football in the playground.”). 3 Conjunctions “and, but, or, so” “and”: Used to join ideas that are similar. For example, “Rainforests are hot. They get a lot of rain.” can be combined as “Rainforests are hot, and they get a lot of rain.” When there are more than two expressions, we usually only put “and” before the last one. For example, “The desert is hot, dry and sandy.” “but”: Used to join ideas that are different. For example, “This kind of fish can find enough space here. They can find little food.” can be combined as “This kind of fish can find enough space here, but they can find little food.” “or”: Used to introduce another possibility. For example, “Birds can live in the forest. They can also live in the wetland.” can be combined as “Birds can live in the forest or in the wetland.” In negative sentences, we use “or” to join two or more ideas. For example, “The deep ocean isn’t warm. The deep ocean isn‘t bright.” can be combined as “The deep ocean isn’t warm, bright or noisy.” “so”: Used to express the result of something. For example, “Deserts are dry. Some plants keep water in their leaves.” can be combined as “Deserts are dry, so some plants keep water in their leaves.” 4 Suffix “-ly” Forming adverbs from adjectives: By adding “-ly” to some adjectives, we can form adverbs. For example, “real - really”, “slow - slowly”, “great - greatly”. Forming adjectives from nouns: In some cases, adding “-ly” to nouns can form adjectives. For example, “friend - friendly”, “love - lovely”. 教学过程 1 Lead - in (5 minutes) Show some pictures of different ecosystems on the PPT, such as the ocean, forest, and desert. Then ask students some simple questions: “What can you see in these pictures?” “What are the characteristics of these ecosystems?” Encourage students to recall the knowledge about ecosystems they learned in the previous lessons and answer in English. After students’ answers, say: “Today, we are going to learn some important grammar knowledge that can help us describe these wonderful natural ecosystems more accurately.” 2 Presentation of Verbs with Double Objects and Object Complements (10 minutes) Write two sentences on the blackboard: “The sun gives ocean animals light and heat.” and “The mother bird keeps the eggs safe.” Analyze the first sentence: “Look at this sentence. ‘The sun’ is the subject, ‘gives’ is the verb. ‘Ocean animals’ and ‘light and heat’ are two objects. We call this structure S + V + IO + DO. Here, ‘ocean animals’ is the indirect object, and ‘light and heat’ is the direct object. And we can also say ‘The sun gives light and heat to ocean animals.’ by changing the order of the objects with the preposition ‘to’.” Analyze the second sentence: “In this sentence, ‘The mother bird’ is the subject, ‘keeps’ is the verb, ‘the eggs’ is the object, and ‘safe’ is used to describe the state of the eggs. This is called the object complement, and the structure is S + V + O + C.” Show some more examples on the PPT, such as “He lent me his book.” (S + V + IO + DO) and “We painted the wall white.” (S + V + O + C), and ask students to identify the structures. 3 Practice of Verbs with Double Objects and Object Complements (8 minutes) Hand out a worksheet with some sentences for students to fill in the blanks. The sentences are designed around the theme of the natural world. For example: The forest ______ animals food and shelter. (provides) The heavy rain made the ground ______. (wet) The teacher taught ______ students how to protect the environment. (the) Let students work individually first, and then ask them to check their answers in pairs. Walk around the classroom to provide guidance and answer students’ questions. 4 Presentation of Conjunctions “and, but, or, so” (8 minutes) Show four groups of sentences on the PPT: Group 1: “Rainforests are hot. They get a lot of rain.” (combine with “and”) Group 2: “This kind of fish can find enough space here. They can find little food.” (combine with “but”) Group 3: “Birds can live in the forest. They can also live in the wetland.” (combine with “or”) Group 4: “Deserts are dry. Some plants keep water in their leaves.” (combine with “so”) Analyze each group of sentences one by one: “Look at the first group. The two sentences describe two similar characteristics of rainforests, so we can use ‘and’ to combine them. For the second group, the two ideas are different, so we use ‘but’. In the third group, there are two possibilities for birds’ living places, so we use ‘or’. And for the fourth group, the second sentence is the result of the first one, so we use ‘so’.” Give some more examples and explain the usage of these conjunctions in different situations. 5 Practice of Conjunctions “and, but, or, so” (5 minutes) Let students work in groups of four. Each group gets a set of cards with some sentences about the natural world. They need to use the correct conjunctions “and, but, or, so” to combine these sentences. For example, one card says “The ocean is large.” and another card says “It provides a home for many animals.” The group should combine them as “The ocean is large, and it provides a home for many animals.” After a few minutes, ask each group to present their combined sentences to the class. 6 Presentation and Practice of Suffix “-ly” (7 minutes) Write some words on the blackboard, such as “real, slow, friend, love”. Then add “-ly” to them to form “really, slowly, friendly, lovely” and explain the changes in meaning and part of speech. Show some sentences on the PPT: The coral is ______ a kind of living thing. (actually) The pollution makes the coral die ______. (slowly) The ocean should be ______ to all the creatures. (friendly) Let students fill in the blanks with the correct forms of the words with “-ly”. Then ask them to make their own sentences using words with “-ly” related to the natural world. 7 Summary and Homework Assignment (2 minutes) Summarize the key grammar points learned in this class, including verbs with double objects, object complements, conjunctions “and, but, or, so”, and the suffix “-ly”. Assign homework: Ask students to write a short passage about an ecosystem they like, using at least three grammar points learned in this class. Let students find some sentences in their textbooks or other English reading materials about the natural world and analyze the grammar structures in them. 教学反思 After this class, students showed a certain degree of interest in the grammar related to the natural world. Through various activities such as picture - leading, sentence - analysis, and group - work, most students were able to understand and master the basic usage of verbs with double objects, object complements, conjunctions, and the suffix “-ly”. However, there are still some areas that need improvement. In the teaching process, some students had difficulty in distinguishing between double objects and object complements. Although many examples were given, individual students still made mistakes in identifying and using these two structures. In future teaching, more vivid and practical examples can be provided, and more in - class exercises can be designed to strengthen students’ understanding. When it came to the usage of conjunctions, some students had problems in choosing the correct conjunctions according to the semantic and logical relationships. It is necessary to arrange more group - discussion activities in the following classes to let students analyze and discuss the logical relationships in different sentences, so as to improve their ability to use conjunctions accurately. For the usage of the suffix “-ly”, most students could master the basic rules of word - formation, but some students made mistakes in spelling or using words with “-ly” in inappropriate contexts. More writing exercises can be assigned to help students better understand and use these words. Overall, this grammar class achieved certain teaching goals, but continuous improvement and adjustment of teaching methods are needed to better meet the learning needs of students and help them improve their English grammar application ability in the context of the natural world. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$