Unit 8 Road to success 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七年级Unit 8的两个核心语法点——时间状语从句和“used to”结构，通过真实情境导入（如梅西成长图片）自然引出过去与现在的对比话题，构建从感知到理解再到运用的学习支架，实现知识由浅入深的迁移。 本资料亮点突出，融合语言能力、思维品质与学习能力三大核心素养。例如，在“Used to”练习中，学生通过采访同伴了解彼此童年习惯，不仅锻炼了口语表达与信息获取能力，还激发了对个人成长的反思，体现思维品质的提升。小组合作描述动作序列时，学生需判断“before”“after”等连接词的逻辑关系，强化了分析与推理能力。教师可直接使用PPT图文素材和视频片段辅助讲解，增强课堂生动性，帮助学生在真实语境中掌握语法，同时为教师提供清晰的教学流程与分层任务设计，提高备课效率与课堂实效。

Unit 8 Road to success-C Grammaring This grammar section in Unit 8 of the Shanghai Foreign Language Education Press (2024) English textbook for Grade 7 focuses on two main grammar points: adverbial clauses of time and the “used to” structure. Adverbial clauses of time, introduced by words like “when”, “before”, “after” and “as”, are used to indicate the time when the action in the main clause occurs. The “used to” structure is applied to talk about past habits or states that no longer exist at present. Through a series of examples, exercises and activities related to real - life scenarios, students will be guided to understand and master these two grammar items, which will enhance their language accuracy and fluency in expressing past events and time - related relationships. 教学目标 1. Knowledge Objectives Students will be able to understand the concept, structure and usage of adverbial clauses of time, including the different meanings and functions of “when”, “before”, “after” and “as” when introducing such clauses. Students will master the affirmative, negative, interrogative forms of the “used to” structure and be able to use it correctly to describe past habits and states. 2. Ability Objectives Students can correctly identify and analyze adverbial clauses of time and the “used to” structure in given texts. Students are capable of using adverbial clauses of time and the “used to” structure accurately and appropriately in oral and written expressions, such as describing their own past experiences, hobbies and changes. 3. Emotional Objectives By discussing personal past experiences and changes through grammar learning, students will be inspired to reflect on their growth process, and cultivate a positive attitude towards life and learning. Through group work and pair - work activities, students will enhance their cooperation and communication skills, and boost their confidence in using English to express themselves. 教学重难点 1. Key Points The usage and differences of “when”, “before”, “after” and “as” in leading adverbial clauses of time, especially the tense consistency between the main clause and the adverbial clause. The correct forms and applications of the “used to” structure in different sentence types (affirmative, negative, interrogative). 2. Difficult Points Helping students distinguish the subtle differences in meaning and usage among “when”, “while” and “as” when they all mean “at the same time” in adverbial clauses of time. Guiding students to use adverbial clauses of time and the “used to” structure flexibly and accurately in complex and real - life - like language situations, avoiding errors in tense and structure. 1. Adverbial Clauses of Time When: It can be used to indicate that two actions happen simultaneously or one action occurs at a specific point in time when another action is in progress. For example, “When I got home, my mother was cooking.” Here, “got home” is a single action, and “was cooking” was in progress at that time. When the actions are simple present or past tense, the tense in the main clause and the adverbial clause usually keeps consistent. But when referring to future actions, the main clause uses the simple future tense, and the adverbial clause uses the simple present tense, like “I will call you when I arrive.” Before: It means that the action in the main clause takes place before the action in the adverbial clause. For instance, “I had breakfast before I went to school.” The past perfect tense “had breakfast” happened before the simple past tense “went to school”. After: Opposite to “before”, it shows that the action in the main clause occurs after the action in the adverbial clause. Such as “After she finished her homework, she watched TV.” As: It can express two actions happening at the same time, often with a sense of two actions developing or changing simultaneously. For example, “As time goes by, we are getting older.” It can also mean “while” in some cases, like “As I was walking in the park, I met an old friend.” 2. “Used to” Structure Affirmative Form: Subject + used to + do sth. It is used to describe past habits or states that no longer exist. For example, “I used to play football after school.” Negative Form: Subject + didn't use to + do sth. or Subject + used not to + do sth. (the latter is less common). For instance, “He didn't use to like reading, but now he reads a lot.” Interrogative Form: Did + subject + use to + do sth.? For example, “Did you use to live in the countryside?” 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of famous people's childhood and present on the PPT, such as Messi (from a young football - loving boy to a world - famous football star), and ask students to describe the changes they see. For example, “When Messi was young, he loved playing football. Now he is a great football player.” Through this activity, not only can the students be quickly engaged in the class atmosphere, but also it can lead to the topic of talking about past and present, which is related to the grammar content of this class. 2. Presentation (15 minutes) Adverbial Clauses of Time Write some simple sentences on the blackboard, like “I was doing my homework. My father came back home.” Then combine them into “When my father came back home, I was doing my homework.” Explain to students that “when” here leads an adverbial clause of time, indicating the time when the action in the main clause “was doing my homework” happened. Show more examples with “when”, “before”, “after” and “as” on the PPT, and analyze the meaning, structure and tense usage of each sentence. For example, “Before I went to bed, I brushed my teeth.” Analyze that the action of brushing teeth happened after going to bed, and both are in the past tense. Let students pay attention to the order of the main clause and the adverbial clause, and point out that they can be interchanged, but the meaning remains the same. For example, “I brushed my teeth before I went to bed.” Do some simple oral drills. Give students some situations, and ask them to make sentences with different adverbial clauses of time. For example, give the situation “You had dinner. Your friend called you.” Let students say sentences like “When my friend called me, I was having dinner.” “Before my friend called me, I had had dinner.” “After I had dinner, my friend called me.” etc. “Used to” Structure Start by asking students some questions, like “Did you often play games in the park when you were in primary school?” Then introduce the “used to” structure, saying “I used to play games in the park when I was in primary school.” Explain that “used to” is used to talk about past habits that are no longer true now. Write the affirmative, negative and interrogative forms of the “used to” structure on the blackboard, along with examples. Let students read them aloud to get familiar with the forms. Use some pictures or short videos to show some past and present situations, and ask students to describe them using the “used to” structure. For example, show a picture of a person who was fat in the past but is thin now, and ask students to say “He used to be fat, but now he is thin.” 3. Practice (15 minutes) Exercise on Adverbial Clauses of Time Hand out a worksheet with a set of sentences. In each sentence, there is a blank for students to fill in the appropriate adverbial clause of time introducer (“when”, “before”, “after” or “as”). For example, “____ I was walking in the street, I saw a beautiful flower shop.” After students finish filling in, ask them to exchange their worksheets with their partners and check the answers. Then, randomly call some students to read out their answers and explain the reasons. Arrange a group activity. Divide the students into groups of four. Each group gets a set of pictures that show a series of actions. The group members need to use adverbial clauses of time to describe the sequence of these actions. For example, if the pictures show a person getting up, having breakfast, going to school, the group can say “After he got up, he had breakfast. Then, when he finished his breakfast, he went to school.” Each group chooses a representative to present their description in front of the class. Exercise on “Used to” Structure Design a fill - in - the - blanks exercise on the PPT about the “used to” structure. The sentences include affirmative, negative and interrogative forms. For example, “He ____ (not use to) like music, but now he is in a music club.” Let students do the exercise individually first, and then call several students to write their answers on the blackboard. Explain the correct answers and common mistakes to the whole class. Organize a pair - work activity. Each pair of students needs to interview each other about their past habits. One student asks questions using the interrogative form of “used to”, like “Did you use to play basketball in your free time?” The other student answers, and then they switch roles. After the interview, each pair chooses one or two interesting points to share with the class. 4. Consolidation (7 minutes) Combine the two grammar points and show a short passage on the PPT. The passage contains both adverbial clauses of time and the “used to” structure. Ask students to read the passage carefully, underline the adverbial clauses of time and the “used to” structures, and then analyze their functions and forms. After that, ask students to rewrite the passage according to certain requirements. For example, change some of the adverbial clauses of time introducers or change some of the “used to” sentences into negative or interrogative forms. Let students work in groups to discuss and complete the tasks. Then, ask each group to report their results. Give feedback and correct any mistakes in time. 5. Summary and Homework (3 minutes) Summarize the key points of adverbial clauses of time and the “used to” structure with the students. Review the usage of different introducers in adverbial clauses of time and the forms of the “used to” structure. Assign homework: Ask students to write a short passage about their past and present life, using at least three adverbial clauses of time and three “used to” sentences. Ask students to find some English articles or stories from newspapers, magazines or the Internet, and mark out the adverbial clauses of time and the “used to” structures they find. 教学反思 After this 45 - minute grammar class, there are several aspects that can be reflected on. In terms of teaching methods, the combination of presenting grammar rules through examples, followed by various forms of practice activities, seems to be effective in helping students understand and master the knowledge. However, during the practice process, some students still made mistakes, especially in distinguishing the subtle differences between “when”, “while” and “as” in adverbial clauses of time. In future teaching, more specific and detailed explanations, along with more relevant examples and exercises, should be provided. In group and pair - work activities, most students actively participated, which enhanced their communication and cooperation skills. But a few students were relatively passive. Teachers need to pay more attention to these students in the future, encourage them to participate, and provide more guidance and support. For the teaching content, the connection between grammar learning and real - life situations was established, which made the learning process more interesting and practical. However, it can be further strengthened. For example, more real - life video materials can be used in class to let students observe and analyze grammar usage in real - life dialogues. Overall, continuous improvement in teaching methods and content presentation is needed to better meet the learning needs of students and improve teaching effectiveness. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $