Unit 2 Grammar 教案 2025-2026学年译林版（2024）七年级英语上册

课题名称 七年级上册 Unit 2 Hobbies 第4课时：Grammar 语篇类型 对话 授课时长 40分钟 语篇研读 【what】本单元的主题是Hobbies，隶属于主题语境“人与自我”。本单元语法板块的重点是指导学生学习行为动词的一般现在时的使用规则、形式特征以及在语境中表达的意义和变化以及发音的规律。 【why】 语法板块在整个单元中处于第三板块，起到承上启下的作用。在位置上，语法板块在单元主题与学习目标、导入和阅读板块的输入环节后，也在语音或词汇拓展以及综合活动、评价等输出环节之前，是连接输入与输出的重要桥梁，起到至关重要的作用。同时，在内容上，本单元的核心输出任务是与同伴分享自己的爱好，而语法部分的一般现在时是表达自己或他人爱好时不可或缺的语法项目，因此显得尤为必要。 【how】 该板块语篇主要为内容关联度较高的短句和短文。通过分析例句、短文中的语法等知识要素的语用功能，理解语篇的构建和主题意义的表达。 学情分析 通过小学阶段的英语学习，七年级学生已经具备基本的英语语法和词汇知识，能够理解简单的与兴趣爱好相关的句子并进行简短的日常对话，但并未完全掌握行为动词的一般现在时的构成和用法，包括第三人称单数的变化和发音规律。七年级学生刚刚步入初中阶段的学习生活，对未知充满了好奇与憧憬，学习积极性较高，教师应把握时机，充分激发其学习兴趣，鼓励学生勇于开口去说，帮助其能够在真实境中正确使用一般现在时去描述日常活动和爱好。 教学目标 在本节课结束后，学生能够： 1. 获取和梳理一般现在时的肯定句、否定句和一般疑问句中行为动词和助动词do的形式变化规律和读音规则； 2. 辨别和归纳行为动词的一般现在时的表意功能，即用于描述惯常行为、普遍真理或目前符合事实的事情； 3. 仿照课本对话，在交流自己和奥运游泳健儿的兴趣爱好的情境中正确运用行为动词的一般现在时，进一步增进对同学兴趣爱好的了解，学习优秀青年运动员榜样。 教学评一体的教学设计 教学目标 学习活动 设计意图 效果 评价 导入活动快速引出课堂教学内容相关的话题。 一．Lead in Teacher presents the picture of Daniel and asks students to answer the following questions with the help of the pictures and what they learnt in the Reading part: (1)What does he often do? (2)What does science do? (3)What does he like to be? Answer (1)He often visits science museums. (2)Science changes people’s lives. (3)He likes to take things apart. 本节课的教学围绕单元话题，以谈论彼此的兴趣爱好为话题创设情境。 热身话题与Reading部分内容衔接，易于学生在思想层面快速进入课堂。 以具体而生动的例子引导学生掌握行为动词的一般现在的使用规则和结构，以及行为动词第三人称单数的变化和发音规律。 二．Presentation (一) What do we use it for? 1. Students circle the verbs in the answers, recognize the simple present tense, finish the matching activity and conclude the expressive functions of simple present tense. Answer We can use the simple present tense when we talk about things that we often do, things that are always true or things that are true now. 2. Students give more examples of the three uses of simple present tense orally. (二)How do we use it? 1. Students watch the three pictures and answer questions with the help of their own hobbies and what they learnt in the Welcome to the unit part: (1) What do you like? (2) Do they like painting? (3) Does she like singing? Answer (1) I like ... (2) No, they don't. They like jogging. (3) No, she doesn’t. She likes paper-cutting. 2. Students work out rule 1 on page 23. Answer 1. do 2. does 3. Students finish the Exercise part B and tell the difference between “do not/does not” and “don’t/doesn’t”. Answer 2. Does; No, she doesn’t. 3. Does; No, she doesn’t. 4. Does; Yes, he does. 5. Do; No, they don’t. 4. Do more exercises (with the example of Olympic athletes) (3) 1.Students read a list of sentences about Daniel and find out we have to use the third person singular after “he”, “she” and “it”. Answer (1) When the subject is “I”, “you”, “we” or “they”, we use the basic form of the verbs. (2) When the subject is “he”, “she” or “it”, we use the third person singular form of the verbs. 2. Students read another list of sentences, underline all the verbs, put them into different groups according to different changing rules and work out rule 2. Answer 1. Most verbs +s 2. Verbs ending in a consonant+y —y +ies 3. Verbs ending in ch, sh, ss or x +es 4. Verbs ending in o +es 3. Students think of more examples of each rule. 4. Students finish the Exercise part A on page 23. Answer 1. loves; reads 2. plays; watches 3. goes; flies 4. dances; wants (4) How do we read them? 1. Students try to read all the verbs and turn to page 141 for further information. 2. Students finish the Exercise part C on page 24 and practice reading all the verbs. Answer (1) like (2) knows (3) helps (4) Do; like (5) go (6) Do; go (7) loves (8) goes (9) doesn’t like (10) watches 以“What do we use simple present tense for?/How do we use it?/How do we read them?”三个主问题为主线展开对于一般现在时的讨论，指导学生重点学习行为动词的一般现在时的形式特征以及在语境中表达的意义和使用的规则。 根据书本上的例句引导学生归纳出助动词在不同人称情况下的使用规则。 引入“巴黎奥运会”热点话题，以为国争光的运动员为例，进行口说操练。 通过观察多个例句归纳出行为动词的第三人称单数形式变化规律。 补充学习行为动词第三人称单数的发音规律。 以课本练习为文本，巩固练习三单发音。 学生在清晰的、一环扣一环的英语活动中理解并掌握行为动词的一般现在的使用规则和结构。 用学生感兴趣的话题作为练习材料，学生参与活动的积极性更高。 补充学习行为动词第三人称的变化规则以及读音，从听说读写多个方面强化英语语言能力。 以小组活动带动学生操练课堂所学，并利用奥运选手的榜样力量实现课堂教学的育人价值。 三．Group work 1. Students work in groups of four, watch an interview and make dialogues. （注：超链接点不开的话，原始地址如下） 2.Further thinking: What do you think of Pan Zhanle? Answer: He is hard-working, smart, independent … He sets an example for us. We can learn a lot from him. 生成性活动紧扣热点话题，以潘展乐的访谈视频为基础，引导学生结合访谈内容完成对话，反复操练含有行为动词的一般现在时语句,并结合潘展乐的特点和为国争光的榜样行为实现课堂的育人价值。 归纳总结课堂所学，帮助学梳理课堂重难点，提升其概括、整合能力。 四．Summary Self-conclusion: What do you learn about simple resent tense in today’s class？ Possible answer 1. What do we use simple present tense for? 2. How do we use it? 3. How do we read them? 带领学生回顾课堂所学，抓稳重难点。 学生再次回顾课堂所学，强化学生对重难点的记忆。 作业设计 Option 1: Draw your own mind-map to conclude(总结) what you have learnt about simple present tense; Option 2: Introducing Pan Zhanle and other Chinese swimmers to your friends and parents by using simple present tense(at least 5 sentences). 学科网（北京）股份有限公司 $$