Unit 1 Learning to be-C Grammaring 教学设计 2024-2025学年沪外教版（2024）七年级英语下册

该初中英语教学设计聚焦动名词作主语、“and”并列句、if条件状语从句及动词不定式作目的状语，以“个人品质”为主题。通过展示助人、守信等品质图片导入，提问引发兴趣，搭建“主题情境→语法呈现→应用实践”的学习支架，衔接自然。 亮点在于主题式情境整合语法，如用“Learning to be a person with good character...”等例句结合品质培养，提升语言能力。练习含选择、改写，产出环节小组合作写“如何成为负责任学生”短文，培养思维品质与合作学习能力。环节清晰易操作，助学生在情境中掌握语法，教师教学更高效。

Unit 1 Learning to be-C Grammaring 1. Content Overview This part of Unit 1 focuses on several key grammar points related to learning about personal qualities and growth. The grammar content includes gerunds as subjects, coordinate sentences, conditional adverbial clauses, and the usage of verb infinitives as adverbials of purpose. These grammar structures are presented in the context of learning to be a person with good character, such as being honest, responsible, independent, and cooperative. Through various examples and exercises, students will learn how to use these grammar forms correctly to express ideas about personal development and values. 教学目标 2.1 Knowledge Objectives Students will be able to understand the concept and usage of gerunds as subjects, and be able to identify gerund phrases in sentences. Students will master the usage of coordinate sentences connected by “and” to express parallel or sequential relationships. Students will learn the structure and rules of conditional adverbial clauses led by “if”, especially the “main clause in the future tense, subordinate clause in the present tense” principle. Students will be familiar with the function and usage of verb infinitives as adverbials of purpose to indicate the intention of an action. 2.2 Ability Objectives Students will be able to use gerunds as subjects to construct sentences accurately, expressing general statements or facts about learning and personal qualities. Students can create coordinate sentences to connect related ideas and describe different aspects of personal characteristics and behaviors. Students will be able to use conditional adverbial clauses to express assumptions, conditions, and possible results in the context of personal growth and choices. Students can correctly use verb infinitives as adverbials of purpose to clarify the goals of actions when discussing how to develop good qualities. 2.3 Emotional Objectives By learning grammar in the context of personal qualities, students will be inspired to reflect on their own growth and the importance of cultivating good character traits. Through group work and pair - work activities related to grammar practice, students will enhance their cooperation skills and communication abilities, and also build confidence in using English to express their thoughts. 教学重难点 3.1 Key Points The correct form and usage of gerunds as subjects, including the singular form of the predicate verb when a gerund phrase is the subject. The understanding and application of coordinate sentences with “and”, focusing on the logical relationship between the two parts of the sentence. Mastery of the structure and tense rules of conditional adverbial clauses led by “if”, and being able to distinguish different types of conditional sentences according to the context. The correct use of verb infinitives as adverbials of purpose, and being able to place them appropriately in sentences. 3.2 Difficult Points Helping students distinguish gerunds from present participles, as they have the same form (-ing), but different grammatical functions. For coordinate sentences, guiding students to use them to express complex ideas clearly and coherently, especially when there are multiple clauses. In conditional adverbial clauses, students may have difficulty understanding the “main clause in the future tense, subordinate clause in the present tense” principle and applying it correctly in various sentence patterns. Also, differentiating between real - condition and unreal - condition clauses can be challenging. For verb infinitives as adverbials of purpose, students may struggle with choosing the appropriate verb infinitive to accurately convey the intended purpose, and with the correct placement of the infinitive phrase in more complex sentences. 4.1 Gerunds as Subjects A gerund is a verb form that ends in -ing and functions as a noun. When a gerund or a gerund phrase is used as the subject of a sentence, the predicate verb should be in the singular form. Example: “Learning to be a person with good character is an important part of our growth.” Here, “Learning to be a person with good character” is the gerund phrase acting as the subject, and “is” is the singular predicate verb. 4.2 Coordinate Sentences Coordinate sentences are formed by connecting two or more independent clauses with coordinating conjunctions. In this unit, we focus on the conjunction “and”. “And” is used to show a parallel or sequential relationship between the clauses. Example: “We should be honest with others and take responsibility for our actions.” The two verb phrases “be honest with others” and “take responsibility for our actions” are connected by “and”, showing two parallel behaviors that we should have. 4.3 Conditional Adverbial Clauses Conditional adverbial clauses led by “if” are used to express a condition and the result that will occur if the condition is met. In most cases, when the main clause is in the future tense, the subordinate clause (the “if” - clause) should be in the present tense. This is known as the “主将从现” principle in Chinese. Example: “If we want to be independent, we need to learn how to solve problems on our own.” The “if” - clause “If we want to be independent” states the condition, and the main clause “we need to learn how to solve problems on our own” shows the result. 4.4 Verb Infinitives as Adverbials of Purpose The structure “to + verb 原形” is used as an adverbial of purpose to indicate the reason or goal of an action. It can be placed at the beginning or in the middle of a sentence. Example: “Students should cooperate with each other in group activities to achieve better results.” Here, “to achieve better results” is the verb - infinitive phrase as an adverbial of purpose, showing the purpose of students' cooperation. 教学过程 5.1 Lead - in (5 minutes) Greet the students and start the class. Show some pictures related to good personal qualities, such as a picture of a student helping others (showing kindness), a student keeping his promise (showing honesty). Ask students: “What good qualities can you see from these pictures? How can we become a person with these good qualities?” Encourage students to express their opinions briefly. This step is to arouse students' interest in the topic of personal qualities and lead them into the grammar learning related to it. 5.2 Presentation (12 minutes) Gerunds as Subjects Write the sentence “Learning is important.” on the blackboard. Underline “Learning” and explain that here “Learning” is a gerund, which is formed by adding -ing to the verb “learn”. It functions as a noun and is the subject of the sentence. Give more examples like “Reading books makes me happy.” and “Doing sports is good for our health.” Analyze the sentences with students, emphasizing that when a gerund phrase is the subject, the predicate verb is in the singular form. Ask students to think of some gerund phrases as subjects and share their sentences with the class. Coordinate Sentences Write two simple sentences on the blackboard: “He likes reading.” and “He likes writing.” Then combine them into a coordinate sentence with “and”: “He likes reading and writing.” Explain that “and” here connects two parallel actions that he likes. Show more examples such as “We should study hard and respect our teachers.” and “She can sing well and dance beautifully.” Let students understand the function of “and” in coordinate sentences to show parallel or sequential relationships. Ask students to create their own coordinate sentences using “and” and share them with their partners. Conditional Adverbial Clauses Write the sentence “If it rains tomorrow, we will stay at home.” on the blackboard. Point out the “if” - clause “If it rains tomorrow” and the main clause “we will stay at home”. Explain the “主将从现” principle, that is, the “if” - clause uses the present tense to express a future condition, and the main clause uses the future tense to express the result. Give more examples like “If you study hard, you will get good grades.” and “If he has time, he will visit his grandparents.” Have students analyze the sentences and identify the condition and the result. Let students make conditional adverbial clauses according to some given situations, for example, given the situation “want to go to the park tomorrow”, students may say “If it is sunny tomorrow, I will go to the park.” Verb Infinitives as Adverbials of Purpose Write the sentence “I get up early to catch the first bus.” on the blackboard. Underline “to catch the first bus” and explain that this is a verb - infinitive phrase used as an adverbial of purpose, which shows the purpose of getting up early. Provide more examples such as “They save money to buy a new house.” and “We practice speaking English every day to improve our English skills.” Let students understand the function of verb infinitives as adverbials of purpose. Ask students to make sentences using verb infinitives as adverbials of purpose according to some given actions, for example, given the action “clean the classroom”, students may say “We clean the classroom to make it tidy.” 5.3 Practice (15 minutes) Exercise 1: Multiple - choice Questions Present a series of multiple - choice questions on the PPT, covering all the grammar points just taught. For example: （ ）______ is a good way to relax. A. Read books B. Reading books C. Reads books He is kind ______ helpful. A. or B. but C. and If she ______ to the party, she will have a great time. A. go B. goes C. will go They work hard ______ get good grades. A. in order B. in order to C. in order that Have students do the exercises individually first, and then check the answers together. Explain the reasons for each choice to help students understand the grammar rules better. Exercise 2: Sentence Rewriting Give students some sentences and ask them to rewrite them according to the requirements related to the grammar points. For example: Original sentence: She likes singing. She likes dancing. (Rewrite it into a coordinate sentence) Answer: She likes singing and dancing. Original sentence: I want to buy a gift for my mother. I save money. (Rewrite it using a verb - infinitive as an adverbial of purpose) Answer: I save money to buy a gift for my mother. Original sentence: We will go on a picnic. The weather is fine. (Rewrite it into a conditional adverbial clause) Answer: If the weather is fine, we will go on a picnic. Let students work in pairs to complete the exercises. Walk around the classroom to offer help and guidance. After that, ask some pairs to share their answers with the class. 5.4 Production (8 minutes) Group Work Divide students into groups of four. Give each group a topic related to personal qualities, such as “How to be a responsible student”. Ask each group to create a short passage using at least three of the grammar structures (gerunds as subjects, coordinate sentences, conditional adverbial clauses, or verb infinitives as adverbials of purpose) they have learned. For example, a group may write: “Learning to be responsible is not easy. A responsible student should listen carefully in class and finish homework on time. If we want to be responsible, we need to start from small things. We should also help our classmates to create a good learning environment.” Have each group present their passage to the class. The rest of the students listen carefully and can ask questions or give suggestions. This activity can help students integrate the grammar knowledge they have learned and use it to express their ideas about personal qualities. 5.5 Summary and Homework (5 minutes) Summary Summarize the key grammar points of this class with students, including gerunds as subjects, coordinate sentences, conditional adverbial clauses, and verb infinitives as adverbials of purpose. Review the main usage and characteristics of each grammar structure. Ask students if they have any questions or if there are any grammar points they still don't understand. Answer their questions on the spot. Homework Assign written homework: Ask students to write a short composition about “My Plan to Improve Myself” using at least four of the grammar structures learned in this class. They should write about 100 - 120 words. Ask students to find at least three English sentences from English books, articles, or movies that contain the grammar structures we learned today and write them down in their notebooks, analyzing the function of each structure. 教学反思 After this 45 - minute class, overall, the teaching process went smoothly. The lead - in part successfully aroused students' interest in the topic, which made it easier for them to engage in the following grammar learning. In the presentation part, by using simple and vivid examples, most students were able to understand the new grammar concepts. However, during the practice and production parts, it was found that some students still had difficulty in applying the grammar rules accurately, especially in conditional adverbial clauses and differentiating gerunds from present participles. In the future, more targeted exercises should be designed to strengthen students' understanding and application of difficult grammar points. Also, more real - life examples and situations can be provided to help students better understand the usage of these grammar structures in context. During group work, some students were more active than others. In the future, group - work evaluation mechanisms can be improved to encourage more students to participate actively and equally. Overall, continuous improvement in teaching methods and content presentation is needed to better meet the learning needs of students and help them master English grammar more effectively. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $