Unit 7 Global warming C Grammaring 教学设计 2025-2026学年沪外教版（2024）七年级英语上册

该初中英语教学设计聚焦现在完成时，结合全球变暖主题，通过展示冰川融化等图片导入，以“Has global warming become more serious?”等问题连接现实情境与语法点，搭建从感知到应用的学习支架。 特色在于语境化语法教学，融合语言能力（小组讨论“全球变暖引发的日常变化”用现在完成时表达）、文化意识（提升环保责任感）与思维品质（区分两种用法），通过读写听力练习巩固，助力学生真实运用语法，方便教师高效教学。

Unit 7 Global warming-C Grammaring This "Grammaring" section in Unit 7 of the 2024 Shanghai Foreign Language Education Press English textbook for Grade 7 focuses on grammar related to the topic of global warming. It mainly involves the present perfect tense, which is used to describe actions or states that started in the past and continue to the present or have an impact on the present. Through examples and exercises related to global warming, students will understand how to use this tense correctly to express ideas such as the long - term effects of global warming and the actions that have been taken to address it. The content also helps students to connect grammar learning with real - world issues, enhancing their language application ability in the context of environmental topics. 教学目标 A. Knowledge Objectives Students will be able to understand the structure and usage of the present perfect tense. They can correctly identify the form of the present perfect tense: have/has + past participle. Comprehend the two main uses of the present perfect tense: actions that started in the past and continue to the present, and past actions with a result in the present. Master the past participles of common verbs used in the context of global warming, such as "rise" (risen), "melt" (melted), "increase" (increased), etc. Be familiar with some key expressions and sentence patterns related to global warming using the present perfect tense, for example, "The sea level has risen because of global warming." B. Ability Objectives Enable students to use the present perfect tense accurately to describe the causes and effects of global warming in speaking and writing. Students can make sentences to explain how global warming has affected the environment, like "Many glaciers have melted due to the increase in temperature." They are able to write short paragraphs about the changes that have occurred as a result of global warming. Improve students' reading and listening comprehension skills when dealing with texts or materials related to global warming and the present perfect tense. Students can understand the main ideas and details in a passage about the impact of global warming on animals where the present perfect tense is frequently used. Comprehend relevant information from a listening material about the measures that have been taken to fight global warming. C. Emotional Objectives Raise students' awareness of environmental protection through learning about the grammar in the context of global warming. Make students realize the urgency of addressing global warming and the importance of taking actions to protect the environment. Cultivate students' interest in learning English by connecting grammar learning with real - life and significant environmental issues. 教学重难点 A. Key Points The structure and correct usage of the present perfect tense. Focus on the difference between the present perfect tense and the simple past tense. For example, explain that the simple past tense only indicates an action that happened in the past with no connection to the present, while the present perfect tense emphasizes the connection to the present. Guide students to use "already", "yet", "just" and other adverbs correctly in the present perfect tense sentences. The application of the present perfect tense in the description of global warming - related phenomena and problems. Help students use the present perfect tense to express the long - term impact of global warming on the earth, such as "The temperature has been increasing steadily over the past few decades." B. Difficult Points Differentiating the two usage scenarios of the present perfect tense (actions continuing from the past to the present and past actions with present results) and using them accurately. Provide a lot of examples and exercises for students to practice and distinguish. For instance, give sentences like "I have lived in this city for 10 years." (action continuing) and "I have lost my key. I can't get into the house." (past action with present result) and let students analyze. Helping students to use the present perfect tense flexibly in complex sentences and real - life communication when talking about global warming. Design role - play activities where students need to discuss global warming issues with each other, forcing them to use the present perfect tense in a natural way. The present perfect tense structure: Affirmative form: Subject + have/has + past participle. For example, "We have studied the causes of global warming." Negative form: Subject + have/has + not + past participle. For example, "They haven't realized the seriousness of global warming yet." Interrogative form: Have/Has + subject + past participle? For example, "Has the government taken any measures to reduce carbon emissions?" Past participles of common verbs: Regular verbs: add - ed to the base form. For example, "work - worked", "visit - visited", "help - helped". Irregular verbs: need to be memorized separately. Some common ones related to global warming are "rise - risen", "melt - melted", "become - become", "increase - increased", "decrease - decreased". Adverbs used with the present perfect tense: "already": used in affirmative sentences to mean something has happened before now. For example, "Scientists have already found evidence of the impact of global warming." "yet": used in negative and interrogative sentences to mean something has not happened until now. For example, "The ice in the Arctic hasn't completely melted yet. Has the situation improved yet?" "just": used to mean something has happened very recently. For example, "I have just read an article about global warming." 教学过程 A. Lead - in (5 minutes) Show some pictures of the earth with obvious signs of global warming, such as melting glaciers, rising sea levels, and extreme weather. T: "Boys and girls, look at these pictures. What can you see? What has happened to our earth?" Encourage students to express their opinions. Some students may say "The ice is melting", "The sea level is rising" and so on. Then, ask students some questions related to the present perfect tense in a simple way. T: "Have you ever heard of the term 'global warming'? Has it become a more serious problem in recent years?" Let students answer these questions briefly. B. Presentation (12 minutes) Explain the structure of the present perfect tense. Write the formula "Subject + have/has + past participle" on the blackboard. Use some simple examples to illustrate. For example, "I have eaten breakfast." Show the action of eating breakfast started in the past and has an impact on the present (not feeling hungry now). Then, specifically introduce the usage of "have" and "has". "Have" is used with the first - person singular and plural (I, we), the second - person singular and plural (you), and the third - person plural (they). "Has" is used with the third - person singular (he, she, it). Teach the past participles of common verbs. Write some regular and irregular verbs on the blackboard, such as "work", "play", "go", "do", "see". First, let students try to change the regular verbs into past participles. For irregular verbs, explain and write down their past participles one by one. Make a comparison between the base form, past simple form, and past participle form for better understanding. Explain the two main uses of the present perfect tense. Use examples related to global warming. For the use of actions continuing from the past to the present, say "The temperature has been rising for many years. It started in the past and is still rising now." For past actions with present results, say "Many species have become extinct due to global warming. The action of species disappearing happened in the past, and now we have the result that these species no longer exist." C. Practice (15 minutes) Do some sentence - making exercises. Give students some prompts, such as "the sea level/rise", "many animals/lose their habitats", "people/take some measures to protect the environment". Let students make sentences using the present perfect tense. Ask several students to write their sentences on the blackboard and then check and correct them together. For example, a correct sentence could be "The sea level has risen because of the melting of glaciers." Group work: discussion. Divide students into groups of four or five. Give each group a topic related to global warming, such as "What changes have occurred in our daily life because of global warming?" or "What actions have people taken to fight global warming?" Each group member needs to contribute ideas and use the present perfect tense as much as possible in the discussion. After the discussion, each group selects a representative to report to the class. During the report, other students listen carefully and can ask questions if there are any unclear points. D. Consolidation (8 minutes) Do a short reading comprehension exercise. Provide a passage about the impact of global warming on a certain area. The passage should contain a lot of sentences in the present perfect tense. For example: "Over the past few decades, the small island has been greatly affected by global warming. The sea level around the island has risen by several centimeters. Many beaches have disappeared. The local people have had to move to higher ground. The government has tried to build some protective walls, but the effect has not been very good yet." Then, design some questions based on the passage, such as "What has happened to the beaches around the island?", "What actions has the government taken?" Let students read the passage carefully and answer the questions. Listen to a short dialogue about global warming. Play a recording of a dialogue between two students discussing the things they have done to help the environment. For example: A: "I have planted some trees in my garden. What about you?" B: "I have started to use reusable bags instead of plastic bags when I go shopping." After listening, ask students some questions, like "What has student A done?", "What has student B changed in shopping?" E. Summary and Homework (5 minutes) Summary Review the key points of this class, including the structure, usage of the present perfect tense, and the past participles of common verbs. T: "Today, we have learned the present perfect tense. Remember its structure: have/has + past participle. We use it to describe actions related to global warming that either continue from the past to the present or have an impact on the present. Also, don't forget to memorize the past participles of irregular verbs." Homework Ask students to write a short passage about the impact of global warming on their hometown using at least five sentences in the present perfect tense. Encourage students to collect more information about global warming and the actions that have been taken around the world to address it, and share it in the next class. 教学反思 In this class, the use of pictures and real - life examples related to global warming in the lead - in part effectively aroused students' interest and made it easier for them to understand the context of grammar learning. However, in the future, more diverse materials such as short videos can be added to further enhance the visual impact. When presenting the grammar points, the step - by - step explanation of the structure, past participles, and usage was relatively clear. But some students still seemed a bit confused about the difference between the two main uses of the present perfect tense. In the future, more vivid and easy - to - understand examples and more practice opportunities should be provided. The group work and practice exercises gave students a chance to apply what they had learned. But during the group work, some students were a bit passive. In the future, more specific guidance and incentives can be given to ensure that every student participates actively. The reading and listening comprehension exercises at the consolidation stage helped to strengthen students' understanding of the present perfect tense in different contexts. However, the difficulty level of the materials could be better adjusted according to the actual situation of students in the class. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $