Unit 6 Writers and their masterpieces 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Unit 6“Writers and their masterpieces”中的语法核心内容，围绕“have to”“had better”“needn't”和“used to”展开，通过经典书籍图片导入激发兴趣，自然衔接词汇与句型学习，再以真实情境呈现语法点，最后借助小组讨论实现语言输出，形成由输入到输出的完整学习支架。 本资料亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在导入环节展示《西游记》《爱丽丝梦游仙境》等中外经典图书，既激活学生已有知识，又渗透文化意识；在“used to”教学中引导学生对比过去与现在的生活变化，培养批判性思维；通过分层练习和小组合作任务，强化语言运用能力，提升表达逻辑性和交际有效性。教师可直接套用此设计，省时高效，学生则能在真实语境中深度理解语法功能，实现学以致用。

Unit 6 Writers and their masterpieces-C Grammaring This part of Unit 6 in the 7th - grade English textbook of Shanghai Foreign Language Education Press (2024) focuses on grammar related to classic books and expressions. Students will learn words about classic books, practice the pronunciation of relevant words, and master the usage of phrases like "have to", "had better", "needn't", and "used to". Through this learning, students are expected to be able to describe classic books and understand the significance of reading them. 教学目标 A. Knowledge Objectives Students will be able to master the new words and phrases related to classic books, such as "novel", "poem", "fairy - tale", "have to", "had better", "needn't", "used to". Understand the correct pronunciation of these words and phrases. Grasp the grammar usage of "have to", "had better", "needn't", and "used to", including their affirmative, negative, and interrogative forms. B. Ability Objectives Enable students to use the learned grammar and vocabulary to describe classic books accurately. For example, they can say "I used to read a lot of fairy - tales when I was young" or "We have to read some classic novels to improve our literary taste". Develop students' listening and speaking skills by engaging in relevant dialogues and discussions. Improve students' reading comprehension ability when dealing with texts about classic books. C. Emotional Objectives Cultivate students' interest in classic books and reading. Encourage students to share their reading experiences and opinions, enhancing their communication and cooperation skills. 教学重难点 A. Knowledge Objectives Students will be able to master the new words and phrases related to classic books, such as "novel", "poem", "fairy - tale", "have to", "had better", "needn't", "used to". Understand the correct pronunciation of these words and phrases. Grasp the grammar usage of "have to", "had better", "needn't", and "used to", including their affirmative, negative, and interrogative forms. B. Ability Objectives Enable students to use the learned grammar and vocabulary to describe classic books accurately. For example, they can say "I used to read a lot of fairy - tales when I was young" or "We have to read some classic novels to improve our literary taste". Develop students' listening and speaking skills by engaging in relevant dialogues and discussions. Improve students' reading comprehension ability when dealing with texts about classic books. C. Emotional Objectives Cultivate students' interest in classic books and reading. Encourage students to share their reading experiences and opinions, enhancing their communication and cooperation skills. III. Teaching Key and Difficult Points A. Key Points The new words and phrases related to classic books and their correct pronunciation. The correct usage of "have to", "had better", "needn't", and "used to". For example: "Have to" is used to express obligation, and its negative form "don't have to" means there is no obligation. For instance, "I have to finish my homework before dinner. But I don't have to clean my room now." "Had better" is used to give advice, and its negative form is "had better not". Such as "You had better wear a coat. It's cold outside. You had better not be late for school." "Needn't" means there is no need. For example, "You needn't buy a new book. You can borrow one from the library." "Used to" is used to talk about past habits or states that no longer exist. Its negative form is "didn't use to" or "used not to", and the interrogative form can be "Did... use to..." or "Used... to...". For example, "I used to play football every weekend. But now I don't have time. Didn't you use to live in the city?" B. Difficult Points Distinguishing the differences between "have to" and "must", "had better" and other similar expressions for giving advice. Although both "have to" and "must" express obligation, "have to" often implies external obligation, while "must" emphasizes internal obligation or personal opinion. For example, "I have to wear a uniform at school (because of the school rule). I must study hard to get good grades (my own determination)." Using "used to" correctly in different tenses and sentence structures. A. New Words and Phrases Novel: A long written story in which the characters and events are usually imaginary. E.g., "I am reading an interesting novel these days." Poem: A piece of writing in which the words are arranged in separate lines, often ending in rhyme, and are chosen for their sound and the images and ideas they suggest. E.g., "He wrote a beautiful poem for his mother." Fairy - tale: A children's story about magical events and imaginary creatures. E.g., "Cinderella is a well - known fairy - tale." Have to: Express obligation. E.g., "We have to follow the school rules." Had better: Give advice. E.g., "You had better go to bed early." Needn't: Indicate no need. E.g., "You needn't worry about it." Used to: Talk about past habits or states that no longer exist. E.g., "She used to be afraid of dogs." B. Grammar Points Have to Affirmative form: Subject + have/has to + verb 原形. E.g., He has to work hard. Negative form: Subject + don't/doesn't have to + verb 原形. E.g., They don't have to come early. Interrogative form: Do/Does + subject + have to + verb 原形？E.g., Do you have to leave now? Had better Affirmative form: Subject + had better + verb 原形. E.g., You had better take an umbrella. Negative form: Subject + had better not + verb 原形. E.g., He had better not eat too much junk food. Needn't It is the negative form of "need" in the sense of "not necessary". Subject + needn't + verb 原形. E.g., We needn't wait for him. Used to Affirmative form: Subject + used to + verb 原形. E.g., I used to play the piano. Negative form: Subject + didn't use to + verb 原形 or Subject + used not to + verb 原形. E.g., He didn't use to like reading. / He used not to like reading. Interrogative form: Did + subject + use to + verb 原形？or Used + subject + to + verb 原形？E.g., Did she use to live here? / Used she to live here? 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous classic books like Romeo and Juliet, Journey to the West, and Alice's Adventures in Wonderland on the PPT. Ask students if they know these books and briefly share what they know about them. For example: T: "Boys and girls, look at the screen. Do you know this book?" Ss: "Yes, it's Journey to the West." T: "Great! Can you tell me something about it?" S1: "It's about the Monkey King and his adventures with his master and brothers." B. Presentation (15 minutes) New Words Teaching Write the new words "novel", "poem", "fairy - tale" on the blackboard. Pronounce them clearly and ask students to repeat after the teacher several times. Then explain the meanings with examples and show some relevant pictures on the PPT to help students understand. For example, when teaching "novel", show a picture of a thick book and say, "Look, this is a novel. It has a long and interesting story. Like Pride and Prejudice, it's a famous novel." Let students practice reading the words in pairs, and the teacher walks around the classroom to correct their pronunciation if necessary. Grammar Presentation Have to Use a simple situation to introduce "have to". For example, say, "I have a lot of work to do today, so I have to stay in the office late." Write the sentence on the blackboard and explain the meaning and usage of "have to". Then give more examples like "You have to wear a seatbelt in the car." and ask students to make sentences with "have to" according to their own situations. Had better Present a dialogue on the PPT: A: "I have a headache." B: "You had better see a doctor." Explain the meaning and usage of "had better" as giving advice. Then create some more situations, such as "It's going to rain. What should you do?" and ask students to answer with "had better". Needn't Use an example like "You have already finished your homework. You needn't do it again." to introduce "needn't". Let students understand that it means there is no need. Then ask students to make negative sentences with "needn't" based on given situations. Used to Share your own experience: "When I was a child, I used to go to the park every Sunday. But now I'm too busy." Write the sentence on the blackboard and explain the usage of "used to" for past habits that no longer exist. Then show some pictures of past and present situations, for example, a picture of a student playing basketball in the past and studying hard now, and ask students to describe the changes with "used to". C. Practice (15 minutes) Vocabulary Practice Show some incomplete sentences on the PPT, such as "I like reading ______ (novel/poem/fairy - tale) because they are full of magic." and ask students to choose the correct word to fill in the blank. Let them work individually first and then check the answers in pairs. Conduct a word - building activity. Give students the root words and ask them to form related words. For example, give "poem", and ask them to write "poet" (a person who writes poems). Grammar Practice Have to Provide a set of sentences with blanks, like "My mother is ill, so I ______ (have to) take care of her at home." Let students fill in the correct form of "have to". Then change the sentences into negative and interrogative forms. Had better Present some problem - situations on the PPT, such as "Your friend is going to a party but doesn't know what to wear." and ask students to give advice using "had better". Needn't Give students some statements, like "You have already bought the ticket. You ______ (needn't) buy another one." and let them complete the sentences. Used to Show some pictures of a place in the past and now. For example, a picture of a small village in the past and a big town now. Ask students to describe the changes using "used to", such as "There used to be a small village here, but now there are many tall buildings." D. Consolidation (5 minutes) Group Work Divide students into groups of four. Give each group a topic related to classic books, such as "What classic books do you think every student should read?" or "The most interesting classic book I have ever read". Each group members need to use the learned words and grammar to express their opinions. For example, "I think we have to read Tom Sawyer because it shows the interesting childhood of the main character. I used to read it when I was in primary school, and I really liked it." Each group chooses a representative to report their discussion results to the whole class. Summary Summarize the key points of this class together with the students, including new words, phrases, and grammar usage. Write the key points on the blackboard for students to copy in their notebooks. E. Homework Assignment (5 minutes) Ask students to write a short passage about their favorite classic book. They need to use at least three new words and two grammar points learned in this class. Let students read a classic book excerpt and find out sentences with "have to", "had better", "needn't", or "used to" if there are any. 教学反思 After this class, it is necessary to reflect on the teaching process. In the warming - up part, the pictures of classic books successfully attracted students' attention and aroused their interest in the topic. However, more students could have been involved in the sharing. During the presentation of new words and grammar, the use of examples and real - life situations was helpful for students to understand. But for some students, the differences between "have to" and "must", and the correct usage of "used to" in different tenses still seemed a bit difficult. In the practice part, students were quite active in doing individual and pair - work. But in group work, some groups did not fully utilize the learned knowledge. In future teaching, more time should be spent on differentiating difficult grammar points, and more guidance should be given during group work to ensure all students can participate and make good use of the learned content. Also, more diverse forms of practice can be designed to strengthen students' understanding and application ability. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $