Unit 8 Safe and sound Grammar 教学设计- 2025-2026学年译林版英语八年级上册

该初中英语教学设计聚焦过去进行时的概念、结构及when/while/as引导的时间状语从句用法，通过图片展示过去动作引导学生描述，构建从直观感知到句式操练再到语篇运用的学习支架。 以实例解析连词细微差异，结对活动与写作任务提升语言运用能力，培养分析比较的思维品质，助力学生在语境中准确使用语法，为教师提供清晰流程与反思建议，高效落实教学目标。

Unit 8 Safe and sound-Grammar This grammar section in Unit 8 of the 2024 Yilin English textbook for Grade 8 mainly focuses on two key grammar points: the past continuous tense and the usage of "when", "while", and "as" in adverbial clauses of time. The past continuous tense is used to describe an action that was in progress at a specific time in the past. It helps students to vividly depict ongoing events in past scenarios. For example, "I was reading a book at 8 o'clock last night." The usage of "when", "while", and "as" in adverbial clauses of time is also crucial. These conjunctions are used to connect two actions happening in the past, showing different relationships such as simultaneity or one action occurring during another. For instance, "When the bell rang, I was doing my homework." Here, "when" is used to introduce a short action that interrupted a longer one. "While" is often used when two continuous actions are happening simultaneously, like "While my mother was cooking, my father was reading a newspaper." "As" can be used to mean "while" or to show two actions happening at the same time and developing together, such as "As time went by, he became more and more confident." 教学目标 Students will be able to understand the concept and structure of the past continuous tense. They can correctly form the affirmative, negative, interrogative sentences of the past continuous tense. Students will master the usage of "when", "while", and "as" in adverbial clauses of time and distinguish their differences. 教学重难点 A. Teaching Key Points The formation and usage of the past continuous tense, including the correct use of "was/were + verb - ing". The typical sentence patterns and usage scenarios of "when", "while", and "as" in adverbial clauses of time. B. Teaching Difficult Points Helping students distinguish the subtle differences in the usage of "when", "while", and "as", especially in complex sentence structures. Getting students to use the past continuous tense and the relevant conjunctions appropriately in context, avoiding misuse and confusion. A. The Past Continuous Tense Formation Affirmative: Subject + was/were + verb - ing + other components. For example, "He was playing basketball at that time." Negative: Subject + was/were + not + verb - ing + other components. For example, "They were not watching TV last night." Interrogative: Was/Were + subject + verb - ing + other components? For example, "Was she singing a song when you came in?" Usage To describe an action that was in progress at a specific time in the past. The specific time can be indicated by adverbials like "at this time yesterday", "at 8 o'clock last night", etc. It is often used in combination with the simple past tense. The past continuous tense represents the background or ongoing action, and the simple past tense represents a sudden or short - term action that interrupted it. For example, "I was walking in the park when it suddenly rained." B. Usage of "When", "While", and "As" in Adverbial Clauses of Time When Can be used to introduce both short - term and long - term actions. When the main clause is in the past continuous tense and the subordinate clause is in the simple past tense, "when" is used to show that a short - term action interrupted a long - term action. For example, "When I was having breakfast, the phone rang." It can also be used when both actions are short - term or long - term. For example, "When he arrived, she left." (both short - term); "When I lived in Beijing, I often went to the Great Wall." (both long - term) While Usually used to introduce a long - term action. When both the main clause and the subordinate clause are in the past continuous tense, "while" is used to show that two long - term actions were happening simultaneously. For example, "While my sister was doing her homework, I was cleaning my room." "While" can also be used to contrast two situations. For example, "While some people like coffee, others prefer tea." As Can be used in a similar way to "when" and "while" to mean "at the same time as". For example, "As she walked, she sang." It can also be used to show that two actions are happening at the same time and developing together. For example, "As the days passed, he became more and more worried." 教学过程 A. Lead - in (5 minutes) Show some pictures of people doing different things in the past, such as a boy playing football, a girl reading a book, etc. T: Look at these pictures. What were they doing? Try to describe the pictures using sentences like "The boy was playing football." Let several students describe the pictures. This activity can arouse students' interest and lead them to think about actions in progress in the past, thus naturally introducing the topic of the past continuous tense. B. Presentation (15 minutes) The Past Continuous Tense Write the structure of the past continuous tense "was/were + verb - ing" on the blackboard. Explain that "was" is used for the first person singular (I) and the third person singular (he, she, it), and "were" is used for the second person singular (you) and all plural forms (we, you, they). Give more examples on the blackboard: I was sleeping at 10 o'clock last night. They were having a party when I arrived. Then show some negative and interrogative sentences and explain how to form them. Negative: She was not dancing at that time. Interrogative: Were you studying English this morning? Drill: Ask students to make sentences in different forms (affirmative, negative, interrogative) using the given verbs and time adverbials. For example, give "play basketball/at 3 o'clock yesterday afternoon", and ask students to make sentences like "He was playing basketball at 3 o'clock yesterday afternoon." "He was not playing basketball at 3 o'clock yesterday afternoon." "Was he playing basketball at 3 o'clock yesterday afternoon?" Usage of "When", "While", and "As" Write three groups of sentences on the blackboard: Group 1: When the teacher came in, the students were talking. Group 2: While the students were reading, the teacher was walking around the classroom. Group 3: As the sun was rising, we were climbing the mountain. Explain the differences in the usage of "when", "while", and "as" according to these sentences. Use simple and vivid language to help students understand. For example, for "when", say "When is like a little interruption. The teacher came in suddenly and interrupted the students' talking." For "while", say "While is like two things going on at the same time, just like the students reading and the teacher walking around at the same time." For "as", say "As shows two things happening together and changing together, like the sun rising and us climbing the mountain together." Give more examples and ask students to analyze which conjunction is used correctly and why. C. Practice (15 minutes) Oral Practice Divide students into pairs. Give each pair a set of cards with different actions and time adverbials on them. For example, one card says "wash the dishes/at 7 o'clock yesterday evening" and another says "watch TV/at 8 o'clock last night". Students take turns to pick a card and make a sentence using the past continuous tense. Then they make a sentence using "when", "while", or "as" to connect the two actions. For example, Student A: "I was washing the dishes at 7 o'clock yesterday evening." Student B: "While you were washing the dishes, I was watching TV at 8 o'clock last night." Walk around the classroom to monitor and help students. Written Practice Hand out a worksheet with a series of exercises. The exercises include filling in the blanks with the correct form of the past continuous tense, choosing the correct conjunction ("when", "while", "as") to complete the sentences, and rewriting sentences using the given grammar structures. For example: Fill in the blanks: I ______ (read) a storybook at 9 o'clock last night. Choose the correct word: ______ I was doing my homework, my mother was cooking. (When/While/As) Rewrite the sentence: He played basketball. I watched TV. (Use "while") Let students do the exercises independently first, and then check the answers together in class. Explain the reasons for each answer. D. Production (5 minutes) Ask students to write a short passage about what they and their families were doing at a certain time last weekend. They need to use the past continuous tense and at least one of the conjunctions "when", "while", or "as". Give them some guidance: First, think about the time, for example, "at 4 o'clock in the afternoon last Saturday". Then describe what each family member was doing. You can start like this: "At 4 o'clock in the afternoon last Saturday, my family and I were all at home. My father was reading a newspaper in the living room. While my father was reading, my mother was cleaning the house. I was doing my homework in my room. When I finished my homework, I went to help my mother..." After students finish writing, ask several students to read their passages aloud in class. Give them positive feedback and praise for their good expressions and correct grammar usage. E. Summary and Homework (5 minutes) Summary Review the key points of the past continuous tense and the usage of "when", "while", and "as" with students. Ask students to summarize what they have learned in this class. For example, call on a student to say the structure of the past continuous tense and another student to explain the main differences in the usage of the three conjunctions. Emphasize the importance of using these grammar points correctly in communication. Homework Ask students to write a composition about an unforgettable event in their past. They should use the past continuous tense and "when", "while", or "as" at least three times in the composition. The composition should be at least 80 words. Let students review the grammar points in this class and preview the next part of the unit. 教学反思 After this 45 - minute grammar class, overall, students showed a certain level of understanding and participation. The lead - in activity with pictures successfully attracted students' attention and engaged them in thinking about past actions in progress. However, during the presentation of the grammar rules, some students seemed a bit confused, especially when distinguishing the usage of "when", "while", and "as". In the future, more vivid and real - life - based examples could be used to illustrate these differences. The practice part was relatively effective. The oral practice in pairs gave students more opportunities to speak English, but some students still made mistakes in using the correct verb forms. For the written practice, most students could do the basic exercises correctly, but the more complex ones, such as rewriting sentences with multiple grammar requirements, were challenging for some students. In the production part, students' creativity was demonstrated in writing their passages, but there were still grammar errors, indicating that more practice and individual guidance are needed. For the homework, it is hoped that writing a longer composition will help students further consolidate what they have learned. In the next class, more time should be allocated to review students' homework, correct common mistakes, and provide more in - depth explanations and additional exercises to strengthen students' understanding and application of these grammar points. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$