Unit 9 From Here to There Exploring the Topic Grammar in use 教学设计 2024-2025学年仁爱科普版（2024）七年级英语下册

Unit 9 From Here to There-Exploring the Topic-Grammar in use Students will first be exposed to the grammatical phenomenon of prepositions through pictures and sentences that describe the location-themed context. They will perceive and learn the expressions of prepositions in a specific context by observing pictures and reading sentences. Then, students will internalize the semantic function of prepositions through activities such as rewriting sentences. Finally, by reading a text and writing the names of neighbors using the learned prepositions, students can use the learned grammar knowledge in a specific context, carrying out transfer and innovation activities, which reflects the pragmatic function of prepositions. There are 3 activities related to prepositions in this part. 教学目标 Knowledge Aims Students can understand and master the usage of common prepositions to describe positions, such as "in front of", "behind", "next to", "between... and...", "across from", etc. Students can understand the formation and usage of the simple past tense, including regular and irregular verb changes. Ability Aims Students are able to use prepositions accurately to describe the location of objects or places in pictures, texts or real - life situations. Students can use the simple past tense correctly to describe past events, experiences or actions in oral and written expressions. Emotional Aims Cultivate students' interest in learning English grammar through various activities. Encourage students to actively participate in class discussions and group work, enhancing their cooperation awareness. 教学重难点 Teaching Key Points The usage and differences of various prepositions for expressing positions. The formation rules of the simple past tense for regular and irregular verbs and its usage in different contexts. Teaching Difficult Points Helping students distinguish and correctly use prepositions that are easily confused, such as "in front of" and "in the front of", "across" and "through". Letting students master the irregular verb forms in the simple past tense and use the simple past tense appropriately in real - life communication. Prepositions in: indicates being inside a space, e.g., "There is a ball in the box." on: implies being in contact with the surface of something, e.g., "The book is on the table." under: means below or beneath something, e.g., "The cat is under the chair." in front of: shows the position outside and before an object, e.g., "There is a tree in front of the house." in the front of: refers to the front part inside an object, e.g., "The driver is in the front of the bus." behind: indicates the position at the back of something, e.g., "The park is behind the school." next to: means beside or adjacent to something, e.g., "The bank is next to the supermarket." between... and...: shows the position in the middle of two things, e.g., "The library is between the hotel and the restaurant." across from: implies being on the opposite side, e.g., "The hospital is across from the cinema." Simple Past Tense Regular Verbs Add "-ed" to the base form: work - worked, play - played. For verbs ending with "e", just add "-d": live - lived, like - liked. For verbs ending with a consonant + "y", change "y" to "i" and add "-ed": study - studied, carry - carried. For 重读闭音节 verbs with a single consonant at the end, double the consonant and add "-ed": stop - stopped, plan - planned. Irregular Verbs (Some common ones) go - went, do - did, have - had, eat - ate, see - saw, say - said, make - made, take - took 教学过程 Lead - in (5 minutes) Show some pictures of a community with different buildings (such as a hospital, a hotel, a bank, etc.). Ask students: "Look at these pictures. Can you tell me the positions of these buildings? For example, where is the hospital?" Encourage students to answer with simple words they know, like "near", "beside", etc. This activity aims to arouse students' interest and lead in the topic of prepositions. Presentation of Prepositions (10 minutes) Activity 1: Show more detailed pictures and read the sentences related to the pictures, such as "The girl is standing behind the door." "There is a lake in front of the teaching building." "Go across the bridge, and you can find the zoo on your right." Let students pay attention to the prepositions in bold. Explain the meanings and basic usages of these prepositions briefly. Activity 2: Write some sentences on the blackboard and ask students to rewrite them using different prepositions in the brackets. For example, "The post office is on the left of the shopping mall. (on the right of)" After students rewrite the sentences, check the answers together and ask some students to read the sentences aloud. This activity helps students internalize the usage of prepositions. Practice of Prepositions (8 minutes) Activity 3: Provide a short text about a neighborhood. The text describes the positions of different houses and their occupants. Ask students to read the text carefully and write the names of the neighbors in the houses according to the description. After they finish, check the answers and let students explain how they got the answers using prepositions. This activity enables students to use prepositions in a real - life - like context. Transition to Simple Past Tense (2 minutes) Say to the students: "We have learned how to describe positions. Now, let's talk about something that happened in the past. Just like when we traveled to different places." Then show a picture of a family on a trip and ask: "Do you like traveling? What did you do on your last trip?" This question leads to the presentation of the simple past tense. Presentation of Simple Past Tense (10 minutes) Activity 1: Present a dialogue related to the unit's travel theme, such as: A: "Hi, B. How was your weekend?" B: "It was great. I went to the park with my parents." A: "What did you do there?" B: "We flew a kite and had a picnic." Let students read the dialogue in pairs and pay attention to the verbs in bold. Explain that these verbs are in the simple past tense, which is used to describe actions or states that happened in the past. Activity 2: Show a table on the blackboard with two columns. One column is for the base form of verbs, and the other is for their past - tense forms. Include both regular and irregular verbs, such as "work - worked", "go - went", "play - played", "have - had". Guide students to observe the changes of verb forms and summarize the rules of forming the past tense of verbs. Then let students complete some blanks in the table with the correct past - tense forms of given verbs. Practice of Simple Past Tense (8 minutes) Activity 3: Show a picture of a past event (for example, a school sports meeting). Describe some actions that happened in the picture in general, and then ask students to use the simple past tense to complete a short text about the picture. For example, "Last week, our school had a sports meeting. The students ____ (run), ____ (jump) and ____ (cheer) for their classmates." After students finish, ask several students to read their completed texts aloud, and correct any mistakes. 教学反思 Positive Aspects The use of pictures and real - life - related examples in the teaching process can effectively arouse students' interest and make the abstract grammar knowledge more intuitive and easier to understand. For example, when teaching prepositions, showing pictures of community buildings helps students quickly understand the meaning and usage of prepositions. The step - by - step teaching method, from presentation to practice, enables students to gradually master the grammar knowledge. First, students learn the basic concepts and rules, and then they have enough opportunities to practice in different activities, which improves their ability to use grammar correctly. Problems Encountered Some students still have difficulty in distinguishing and using prepositions that are easily confused, such as "in front of" and "in the front of". Although explanations and examples were given, more targeted exercises may be needed. For irregular verbs in the simple past tense, some students find it hard to remember the forms. The traditional way of rote - memorization may not be very effective for all students. Improvement Measures Design more special exercises for confusing prepositions, such as fill - in - the - blanks, sentence correction, and translation exercises. Also, create more real - life situations for students to practice using these prepositions to strengthen their understanding. Regarding irregular verbs, try to use more vivid memory methods, such as making up short stories or rhymes to help students remember the forms of irregular verbs. In future classes, review irregular verbs regularly to reinforce students' memory. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$