Unit 3 第二课时 Grammar（word教案）-【优翼·学练优】2025-2026学年七年级英语下册同步备课（外研版）

该教案聚焦初中英语连系动词用法，通过展示含黑体连系动词的例句（如“Each kind of porridge tastes great”）导入，引导学生观察并自然过渡到语法学习，搭建从语境感知到规则归纳的学习支架。 特色在于语法分类系统（状态、感官等六类）与任务链结合，通过课本练习巩固（Page39-40），博客写作任务（描述食物taste/smell等）提升语言运用能力（语言能力），自我评估表培养反思习惯（学习能力），助力学生语法应用与写作创造，为教师提供清晰可操作的教学流程。

第二课时　Grammar Teaching Objects　【教学目标】 1.Master the usage of linking verbs. 2.Complete the exercises related to linking verbs. 3.Use linking verbs to write a blog about your favourite food. Teaching Aids　【教学工具】 an English book，a tape recorder and CAI Teaching Steps　【教学步骤】 ★Step 1　Lead in【情景导入】 1.Show the following sentences to students and ask them to pay attention to the bold words. · Each kind of porridge tastes great in its own way. · The old days still feel so sweet in my heart. 2.Lead to the grammar linking verbs. Understanding ideas（5—8） ★Step 2　Grammar focus learning【语法学习】 连系动词 1、 概念 连系动词是连接主语和表语的动词。它不能独立存在，后面必须跟表语一起构成谓语，表示主语的身份、类别、特征、状态等。(无被动形式) 二、分类 1.表示状态的连系动词。常见be动词的各种形式。 例1: I am an English teacher.我是一名英语老师。 例2:The old woman was a beauty.这位老妇人曾经是一位美人。 2.表示感官的连系动词。常见feel(感觉到)，look(看起来)，smell(闻起来)，sound(听起来)，taste(尝起来)。 例1:This song sounds great.这首歌听起来很棒。 例2:These flowers smell pleasant.这些花闻起来让人愉悦。 3.表示变化的连系动词。常见有:become(变成)，grow(逐渐变得)，turn(变成)，fall(进入)，get(变成)，go(变为)。主要用来表示主语的变化。 例1:Finally, they became friends.最后，他们成为了朋友。 例2:Her taste changed as she grew older.她的品味随着年龄的增长改变了。 4.表示表象的连系动词。主要有seem(好像)，appear(好像)。 例:He seemed disappointed when he was refused.被拒绝后他看起来很失望。 5.表示终止的连系动词。主要有prove(证明是)，turn out(证明是，结果是)等。 例:The medicine turned out highly effective.该药疗效显著。 6.表示持续的连系动词。主要有keep(保持)，remain(依然)，stay(维持)等。 例:He always keeps silent at the meeting.开会时他总是保持沉默。 ★Step 3　While-task【过程任务】 Page 39，6 1.Show the words on page 39 to students,and then ask them to put the words in correct order. 2.Let students share answers with the class. Page 39，7 1.Show the notes on page 39 to students and make sure they understand the meanings of these bold words. 2.Ask students to read the notes and circle the correct words. 3.Check the answers with the class. ★Step 4　Post-task【后续任务】 Page 40，8 1.Ask students to write a blog about their favourite food. Use the words and expressions from the reading passage and the useful expressions to help you. 2.Make sure students understand the outline and write the blog based on it. My food blog About What's your favourite food? What does it taste/smell/look like? How does it make you feel? Recipe What do you need to cook it? Ingredients Steps How do you cook it? Step 1: Step 2: Step 3: Step 4: 3.Show the useful expressions to help them to organise their ideas. Useful expressions: · My favourite food is... · For me, ... is the best food in the world. · The taste and smell of... can often... · Cut... into... · Add... to... · Wait... minutes until... 4.Choose some students to share their blogs. ★Step 5　Summary　【课堂小结】 Ask students to use the students’ self-assessment form to check what they have learned in this lesson. I can master the usage of linking verbs. I can complete the exercises related to linking verbs. I can use linking verbs to write a blog about my favourite food. ★Step 6　Homework【家庭作业】 1.Review the words, phrases and sentences. 2.Do the exercises in students’ book. Teaching reflection　【教学反思】 In this period, I combined grammar explanation with exercise practice and writing tasks to make the classroom content rich and diverse.The setting of exercises can consolidate students' usage of sensory verbs in a timely manner. For example, asking students to circle the correct words in sentences effectively tests their understanding of the knowledge points. The task of writing a blog about their favourite food enables students to apply sensory verbs to practical expressions, which not only improves their grammar application ability but also cultivates certain writing ability and creativity. Judging from the classroom feedback, many students can properly use sensory verbs to describe the appearance, smell and taste of food in blog writing. 学科网（北京）股份有限公司 $