Unit 2 Hobbies Grammar教学设计2025-2026学年译林版英语七年级上册

该初中英语教学设计聚焦七年级Unit 2 Hobbies的一般现在时语法，核心为识别动词原形与第三人称单数形式，运用“What do/does...like doing?”句型谈爱好。通过hobbies主题chant热身与自由交谈导入，营造英语氛围，自然引入时态使用场景，降低语法学习陌生感，搭建前后知识衔接支架。 此资料亮点突出，语言能力培养上，结合小组创编体育明星对话、课堂练习与口头问答，强化句型运用；文化意识方面，引导对比中英学生爱好差异，渗透尊重多元文化理念；思维品质上，通过观察例句自主总结动词三单变化规则（如“辅音+y结尾变ies”）。融入爱好相关视频辅助理解，分层作业（必做思维导图+选做介绍马龙）适配不同水平。助力学生提升语法运用与跨文化理解，为教师提供详细评价标准与教学反思，便于优化课堂。

《Unit 2 Hobbies-Grammar》教学设计 一、课题：Unit 2 Hobbies-Grammar 二、教学内容分析 This lesson is part of the third period in Unit 2 of Grade 7. It focuses on the simple present tense and emphasizes the meanings expressed by the simple present tense, sentence structures, and change the third-person singular forms of action verbs. They need to observe and explore the basic form features of the auxiliary verb “do” and action verbs in the simple present tense. Through examples and exercises, they need to consolidate what they have learned and internalize new knowledge. Finally, discussing their own and others’ hobbies by using the simple present tense to improving their speaking skills and promotes friendly feelings among classmates. 三、学情分析 Grade 7 students have a basic knowledge of simple present tense but they are not familiar with the usage of it, they enjoy participating in the class and expressing themselves. They are interested in topics related to hobbies. However, They may have difficulty in remembering the third-person singular forms of action verbs. Some students may also struggle with using the correct structures and applying them in practising. 四、教学目标 By the end of the lesson, students should be able to: (1) Language competence To identify the two basic forms of action verbs in the simple present tense and use simple present tense sentence patterns to talk about hobbies. (2) Cultural awareness To know the different hobbies in Chinese and English students and show respect for them. (3) Thinking quality To use English to think independently and creatively. (4) Learning ability To discuss in groups and use the sentence patterns to make a dialogue and improve communication abilities in cooperative learning. 五、教学重点、难点 1. Identify the two basic forms of action verbs in the simple present tense talk about one’s own and others’ hobbies. 2. Discover and summarize the basic change rules of the third-person singular form of action verbs. 3. To discuss make a dialogue about describing a sport star in groups and use the simple present tense. 六、评价设计 评价内容 评价方式 分值分配 评价标准 评价等级 1. 识别实义动词一般现在时的两种基本形式（原形 / 第三人称单数）；2. 用一般现在时句型谈论爱好 课堂练习 + 口头问答 30 分 优秀（25-30 分）：准确识别动词形式，句型运用无误；良好（20-24 分）：基本识别，句型偶有错误；合格（15-19 分）：部分识别，句型错误较多；不合格（<15 分）：无法识别，句型混乱 A/B/C/D 1. 列举中西方学生的不同爱好；2. 表达对不同爱好的尊重态度 书面清单 + 课堂分享 20 分 优秀（17-20 分）：列举准确且多样，尊重态度明确；良好（14-16 分）：列举基本准确，有尊重意识；合格（11-13 分）：列举少量准确，提及尊重；不合格（<11 分）：列举错误，无尊重表达 A/B/C/D 1. 用英语独立思考爱好相关话题（如爱好原因）；2. 提出有创意的爱好相关观点 个人陈述 + 创意观点记录 25 分 优秀（21-25 分）：独立思考深入，观点有新意；良好（17-20 分）：独立思考较深入，观点合理；合格（13-16 分）：能独立思考，观点普通；不合格（<13 分）：依赖他人，无独立观点 A/B/C/D 1. 参与小组讨论的积极性；2. 用目标句型编写对话并完成沟通 小组观察 + 对话成果展示 25 分 优秀（21-25 分）：积极参与，对话完整且句型运用准确；良好（17-20 分）：较积极，对话较完整，句型偶错；合格（13-16 分）：参与度一般，对话不完整；不合格（<13 分）：不参与，无对话成果 A/B/C/D 七、教学过程活动设计 环节名称 教师活动 学生活动 设计意图 时间 Warm - up & Lead - in 1.Chant. 2.Guide students to conduct the “Let’s talk” activity, using sentence structures like “What do you like doing? I/We like...”. 1.Chant together. 2.Free talk.Share their hobbies using the given sentence patterns. 1. 结合 “hobbies” 主题chant，吸引学生注意，营造英语氛围，为后续时态运用铺垫。 2. 通过师生自由交谈引入本节课主题，一般现在时的使用场景，呼应 “用时态谈爱好” 目标降低学生对语法学习的陌生感。 5 min Presentation of Grammar 1.Show the “Let’s find”, “Let’s learn” and “Let’s recall” parts . Explain the usage of “What do... like doing?” (for non - third - person singular subjects) and “What does... like doing?” (for third - person singular subjects), and let students practice with questions such as “What does Sandy like doing?” and “What do we like doing?”. 2.Use the “How do we use it? Rule 1” to explain the application of do/does in negative sentences and questions. Let students observe examples like “Does she like dancing? No, she doesn't. She likes painting.” and “Do we like painting? No, we don't. We like...”. 3. Guide students to identify the two basic forms of action verbs. 1.Listen carefully and take notes on sentence patterns and rules. 2.Participate in the practice, answer questions and summarize the rules.(e.g., "What do/does like doing? ") 1.帮助学生清晰理解询问爱好的核心句型，区分主语人称差异对句型的影响。 2.通过具体例句引导学生自主总结助动词do/don't，does/doesn't在一般现在时的否定句和一般疑问句的选用，避免语法讲解的枯燥性，提升学生的规则归纳能力。 15 min Practice 1. Ask students to finish exercise on page24 part B. Walk around the classroom to assist students who encounter difficulties. 2. Show pictures of Daniel (a science fan) and guide questions: “What does he often do? What does he like to do?” Based on students' answers about Daniel, present example sentences (e.g., "He often visits science museums.") and summarize the usages of simple present tense (frequent actions, universal truths, current facts). 3. Ask students to use simple present tense to give more examples and summarize. 4. Ask students to underline all the verbs,and put them into different groups according to different changing rules and work out the rules. 5.Ask students to turn to page141and know how to read the words after third-person singular verb conjugation. 6.Have them watch the hobby - related video (such as clips about athletes' hobbies in the courseware) and create dialogues, referring to examples like "Does Ma Long...? No, he doesn't. He...". 3.Invite 2 - 3 groups to present their dialogues. 1.Complete exercise independently and then check answers with the teacher. 2.Discuss in groups to create dialogues, cooperate to polish the dialogue content. 3.Use simple present tense to give more examples and work out the rules. 4.Underline all the verbs,and put them into different groups according to different changing rules and work out the rules. 5Learn how to read the words after third-person singular verb conjugation. 1. 通过练习巩固“行为动词一般现在时，过程性反馈及时纠错。 2. 通过 Daniel 的例子，自然引出一般现在时的使用场景，呼应 “用时态谈爱好” 目标,得出一般现在时的定义。 3. 让学生举一反三，列出更多的有关一般现在时的句子，再引导学生根据例子总结一般现在时主语为第三人称单数时，实义动词的变化规则。举一反三，学生学会知识的迁移，通过例句让学生自主总结，实现教师引导，学生主导的课堂。 4.在一般现在时中，当主语为第三人称单数时，行为动词要变化，变化后单词的读音也会发生相应的变化，借助课本141页让学生掌握单词的正确发音。 20 min Emotional education 1.Guide students to think further : Show pictures of Ma Long and ask: "What do you think of him? What can we learn from him?" Think actively, use the simple present tense to share their ideas. 1.通过举一个名人的例子，来说明爱好的重要性，让学生在情感方面能够得到升华，引导学生树立正确的兴趣爱好观念，明白坚持自己的爱好并为之努力可以带来成就，从而激发学生积极培养和发展自己的兴趣爱好，丰富自己的生活，提升自身素养。 2 min Summary& Homework 1.Summarize with students: Review usages, rules and verb forms of simple present tense. 2.homework: 1. Students summarize what have learned in this lesson . 2.Finish homework. 1. 让学生自主进行课程的内容总结，加深理解和记忆。 2.学生根据自己能力需求，完成相对应的分层作业 3 min 八、板书设计 九、作业设计 Must do: Draw your own mind-map to conclude(总结) what you have learnt about simple present tense; Choose to do: Introducing Ma Long to your friends and parents by using simple present tense(at least 5 sentences). 十、教学反思和改进 本次 Unit 2 Hobbies 一般现在时语法课，围绕 “识别动词形式、运用句型谈爱好” 核心目标展开，整体达成预设效果：通过 Daniel 的案例自然引入时态场景，学生能准确区分行为动词的原形与三单形式，小组创编对话时也能较熟练运用 “Does...?/He often...” 等句型，且在讨论中英学生爱好差异时展现出对多元文化的尊重。 但教学中仍有不足：一是部分学生对 “辅音 + y 结尾动词变 ies” 的规则掌握不牢，练习中出现 “flys” 这类错误；二是口语展示环节仅邀请 3 组学生，未给更多内向学生表达机会。后续需优化：可增加 “动词变形接龙” 小游戏强化规则记忆，同时采用 “小组内轮流展示 + 推选代表” 的方式，让更多学生参与表达，进一步提升语法运用的熟练度与课堂参与度。 第 1 页 共 2 页 学科网（北京）股份有限公司 $