Unit 7 A Day to Remember-Section A（Grammar Focus）教案-2024-2025学年人教版英语七年级下册

课程基本信息

学科

英语

年级

七年级

学期

春季

课题

Unit 7 A Day to Remember-Section A（Grammar Focus）

教学目标

Students can master the past tense forms of regular and irregular verbs related to daily activities and experiences, such as "is→was", "are→were", "go→went", "see→saw", "eat→ate", "play→played", "watch→watched".

Students can understand and use the affirmative, negative, and interrogative structures of the simple past tense correctly:

Affirmative: Subject + Verb (past tense) + ...

Negative: Subject + didn’t + Verb (base form) + ...

Interrogative: Did + Subject + Verb (base form) + ...? / Was/Were + Subject + ...?

Students can recognize the function of the simple past tense—to describe completed actions or states in the past.

重难点

The past tense forms of core regular and irregular verbs (e.g., "go→went", "play→played", "be→was/were").

The basic structures of the simple past tense: affirmative, negative, and interrogative sentences.

Using the simple past tense to describe past events.

教学过程

教学环节

学习活动（包含设计意图）

Step 1: Warming-up & Lead-in (5 minutes)

Greeting & Daily Talk (1 minute)

Teacher: "Good morning, class! How are you today?"

Students: "Good morning, teacher! We’re fine, thank you."

Teacher: "Great! Now, let’s talk about yesterday. What did you have for breakfast yesterday?" (Write "did" and "have" on the blackboard, underline

"did" to hint at past tense.)

Invite 2-3 students to answer (e.g., "I had bread and milk yesterday.").

Video Clip & Question (4 minutes)

Play a 1-minute animated video: A boy talks about his weekend (e.g., "On Saturday morning, I got up at 8 o’clock. I ate breakfast. Then I played football with my friends. In the afternoon, I watched TV.").

After playing, ask: "What did the boy do on Saturday morning? What did he do in the afternoon?"

Let students share answers, then say: "Today we’ll learn how to talk about past events—this is the Simple Past Tense." (Write the title on the blackboard.)

Design Intention

The daily talk connects the present with the past, allowing students to feel the use of the past tense in real communication without explicit grammar explanation.

The animated video is vivid and interesting, which attracts students’ attention and naturally leads to the grammar topic by focusing on "past actions".

Step 2: Presentation (10 minutes)

Review Verbs & Introduce Past Tense Forms (5 minutes)

Show flashcards of base verbs (e.g., "go", "play", "eat", "be") on PPT. Ask students to read them.

Then show the past tense forms: "go→went", "play→played", "eat→ate", "am/is→was", "are→were".

Explain: "These are past tense verbs. We use them to talk about things that happened before now."

Classify verbs: "Play→played: add ‘-ed’ (regular verb). Go→went, eat→ate: no ‘-ed’ (irregular verb). We need to remember irregular verbs by heart."

Lead students to read the verb pairs 3 times, then do a quick response:

Teacher says the base form, students shout the past tense.

Introduce Sentence Structures with Grammar Focus (5 minutes)

Show the Grammar Focus sentences from the textbook on PPT:

① Affirmative: "I was at home yesterday. / He played basketball last weekend."

② Negative: "I wasn’t at school yesterday. / She didn’t watch TV last night."

③ Interrogative: "Were you late for class? Yes, I was. / No, I wasn’t. / Did he go to the park? Yes, he did. / No, he didn’t."

Analyze structures one by one:

For "be" verbs: "Am/is→was; are→were. Negative: was/were + not (wasn’t/weren’t). Interrogative: Was/Were + subject + ...?"

For action verbs: "Affirmative: verb past tense. Negative: didn’t + base verb. Interrogative: Did + subject + base verb?"

Write the structures on the blackboard with color chalk (e.g., red for "was/were", blue for "did").

Design Intention

Flashcards and quick response help students memorize verb forms efficiently. Classifying regular/irregular verbs clarifies the key points.

Using textbook Grammar Focus sentences ensures alignment with the curriculum. Visual analysis (color chalk, PPT) helps students understand sentence structures intuitively, laying a foundation for later practice.

Step 3: Project Implementation (15 minutes)

Sentence Transformation (6 minutes)

Distribute worksheets with 8 sentences (4 about "be" verbs, 4 about action verbs). Example:

① Affirmative: They were happy. → Negative: _______ → Interrogative: _______

② Affirmative: She played the piano. → Negative: _______ → Interrogative: _______