Unit 3 Fit for Life-Grammar and usage 教案-2025-2026学年高中英语译林版选择性必修第二册

Unit 3 Fit for Life-Grammar and usage 教学目标和重难点 1. 教学目标 It focuses on developing students’ language competence, cultivating cultural awareness through medical and health themes, promoting thinking quality via grammar discrimination and application, and fostering learning ability by guiding independent exploration and cooperative practice. 2. 教学重难点 Key point: Master the form, meaning and usage of the Present Perfect Continuous Tense. Difficult point: Distinguish it from the Present Perfect Tense and use both correctly in different contexts related to health and life. 教学过程 Step 1: Lead-in (Lead-in and Perception) The teacher starts the class with a warm-up activity closely related to the unit theme “Fit for Life”. First, the teacher shows a short video about a girl with a robotic hand talking about her daily life, and then presents 3 sentences extracted from the video on the blackboard or multimedia courseware: 1. Scientists have been making great progress in robotic technology in recent years. 2. Over the past three months, I have been testing out the limits of what I can do with my new hand. 3. I have been cooking for my family again since I got my new hand. Then the teacher asks students to read the sentences silently and discuss the following questions in pairs for 3 minutes: (1) What is the structure of the underlined parts? (2) What do these sentences want to express? After the discussion, invite 2-3 groups to share their opinions. The teacher doesn’t give the correct answer immediately, but guides students to find the common structure “have/has been + doing” in the underlined parts, and initially perceive that these sentences describe actions that started in the past and continue to the present or just ended. After that, the teacher presents another 2 sentences using the Present Perfect Tense for comparison: 4. Scientists have made great progress in robotic technology. 5. I have cooked three meals for my family since I got my new hand. Ask students to compare the differences between sentences 1 and 4, 2 and 5, and think about: What’s the difference in the meaning expressed by the two tenses? Finally, the teacher summarizes and leads out the topic of this lesson — the Present Perfect Continuous Tense, and tells students that we will explore its specific usage and differences from the Present Perfect Tense in this class. Design Intention: The lead-in is closely combined with the unit theme “Fit for Life” and selects the context of robotic hand which is related to health and technology, which not only conforms to the theme context of “people and self — the meaning and value of life” but also stimulates students’ learning interest. By presenting typical sentences and conducting pairwise discussion, students can initially perceive the form and basic meaning of the Present Perfect Continuous Tense, lay a foundation for the subsequent exploration of rules. The comparison with the Present Perfect Tense can naturally arouse students’ thinking about the differences between the two tenses, laying a foreshadowing for breaking through the difficult points of the lesson. Step 2: Exploring and Summarizing Rules (Rule Exploration) This step is divided into three parts to guide students to explore the rules of the Present Perfect Continuous Tense independently and cooperatively, so as to deepen their understanding of its form, meaning and usage. Part 1: Exploring the Form. The teacher organizes students to observe the 3 sentences in the lead-in part again, and asks them to summarize the form of the Present Perfect Continuous Tense in groups. The teacher walks around the classroom to guide students, and reminds them to pay attention to the changes of subject (singular/plural) and the form of auxiliary verbs. After 5 minutes of group discussion, each group sends a representative to report the exploration results. The teacher supplements and corrects, and finally summarizes the form of the Present Perfect Continuous Tense clearly on the blackboard: — Affirmative form: Subject + have/has been + doing (V-ing) — Negative form: Subject + have/has not (haven’t/hasn’t) been + doing (V-ing) — Interrogative form: Have/Has + Subject + been + doing (V-ing)? Then, the teacher gives simple examples according to the unit theme, such as “Has the doctor been examining patients all morning?” and “We haven’t been taking enough exercise recently.”, and asks students to practice changing the form of sentences in pairs to consolidate the mastery of the form. Part 2: Exploring the Meaning. The teacher presents 4 typical sentences related to health, life and medical care, and asks students to analyze the meaning of each sentence and summarize the usage of the Present Perfect Continuous Tense: 1. The doctor has been operating on the patient for 5 hours. (The action starts in the past and continues to the present, and may continue.) 2. I have been coughing all day. I think I have a cold. (The action starts in the past, just ended, and has a connection with the present.) 3. My mother has been reminding me to keep a balanced diet recently. (The action is repeated many times in a period from the past to the present.) 4. How long have you been learning about traditional Chinese medicine? (Ask about the duration of an action that continues to the present.) Students are asked to discuss in groups for 7 minutes, analyze the meaning of each sentence, and summarize the main usages of the Present Perfect Continuous Tense. The teacher guides students to focus on the time adverbials in the sentences, such as “for 5 hours”, “all day”, “recently”, “how long”, and helps students summarize three main usages: ① Express an action that started in the past, continues to the present, and may continue; ② Express an action that started in the past, just ended, and has a certain connection with the present situation; ③ Express an action that is repeated many times in a period from the past to the present, emphasizing the continuity and repetition of the action. Part 3: Exploring the Taboo Verbs. The teacher presents two groups of sentences (one correct and one incorrect) and asks students to judge right or wrong and explain the reasons: Group 1: (√) He has had a terrible headache for the last few days. (×) He has been having a terrible headache for the last few days. Group 2: (√) They have known each other since 2020. (×) They have been knowing each other since 2020. After students judge and discuss, the teacher summarizes that some verbs cannot be used in the Present Perfect Continuous Tense, but can be used in the Present Perfect Tense. These verbs mainly include: ① State verbs (be, have, exist, belong, own); ② Emotional verbs (like, love, hate, detest); ③ Sensory verbs (see, hear, feel, sound); ④ Other verbs (believe, doubt, want, know). The teacher combines the unit theme to give more examples, such as “I have liked traditional Chinese medicine since I was a child. (not have been liking)”, to help students deepen their memory. Design Intention: This step adheres to the student-centered teaching concept, and guides students to explore the form, meaning and taboo verbs of the Present Perfect Continuous Tense through independent observation, group discussion and cooperative exploration, which conforms to the requirements of the English learning activity view oriented to core literacy development. The design of typical sentences closely combines the unit theme of “Fit for Life”, so that students can perceive the application of grammar in specific contexts, avoiding the boring memory of isolated rules. The exploration of taboo verbs helps students avoid common mistakes in use and lay a solid foundation for the correct application of grammar later. Step 3: Distinguishing Key and Difficult Points (Difficult Point Breakthrough) The difficult point of this lesson is to distinguish the Present Perfect Continuous Tense from the Present Perfect Tense and use them correctly in different contexts. In this step, the teacher guides students to conduct in-depth comparison and practice, so as to break through the difficult point. First, the teacher presents a group of contrastive sentences closely related to the unit theme, and asks students to analyze the differences in meaning and usage between the two tenses: 1. a. The researcher has been doing research on herbal medicines for 3 years. (Emphasize the process of doing research, which is still in progress.) b. The researcher has done research on herbal medicines for 3 years. (Emphasize the result of doing research, which may have been completed or continue.) 2. a. I have been reading the article about acupuncture. (Emphasize the process of reading, which may not be completed yet.) b. I have read the article about acupuncture. (Emphasize the result of reading, which has been completed.) 3. a. How long have you been practicing tai chi? (Ask about the duration of the action, emphasizing continuity.) b. How many times have you practiced tai chi? (Ask about the number of times the action is completed, emphasizing the result.) Students are asked to discuss in groups for 8 minutes, analyze the differences between each pair of sentences, and summarize the key points of distinction between the two tenses. The teacher guides students from three aspects: ① Emphasis point: The Present Perfect Continuous Tense emphasizes the process of the action, while the Present Perfect Tense emphasizes the result or experience of the action; ② Time adverbials: The Present Perfect Continuous Tense is often used with adverbials indicating continuous duration (such as for + period, since + point, all day, recently), while the Present Perfect Tense can also be used with adverbials indicating completion (such as already, yet, ever, never); ③ Verb types: The Present Perfect Continuous Tense is mainly used with action verbs, while the Present Perfect Tense can be used with both action verbs and state verbs. Step 4: Contextual Application and Consolidation (Application Practice) This step is designed to let students apply the learned grammar knowledge to specific contexts, realize the unification of “form — meaning — use”, and improve their comprehensive language application ability. It is divided into three levels of practice, from simple to complex, gradually improving students’ application ability. Level 1: Sentence Rewriting. The teacher gives 5 sentences using the Simple Past Tense or Present Perfect Tense, and asks students to rewrite them into sentences using the Present Perfect Continuous Tense according to the context, requiring them to keep the original meaning unchanged and add appropriate time adverbials if necessary. For example: 1. He started to study yoga last year, and he is still studying it now. → He has been studying yoga since last year. 2. She coughed a lot yesterday, and she is still coughing today. → She has been coughing since yesterday. Students complete the rewriting independently, and the teacher randomly checks the answers, focusing on the correctness of the form and the appropriateness of time adverbials. For students who have difficulties, the teacher gives individual guidance. Level 2: Role-Play. The teacher divides students into groups of three, and assigns roles: Doctor, Patient, and Reporter. The task is to have a dialogue around “health problems and solutions” using the Present Perfect Tense and Present Perfect Continuous Tense as much as possible. The teacher provides a simple dialogue outline for reference: — Patient: Describe your health problem (e.g., cough, headache) using the Present Perfect Continuous Tense (e.g., “I have been coughing for three days.”). — Doctor: Ask about the duration and details of the symptom using the two tenses (e.g., “How long have you been coughing?” “Have you taken any medicine?”), and give advice. — Reporter: Interview the doctor and patient, asking about the patient’s condition and the doctor’s advice using the two tenses (e.g., “What has the patient been suffering from?” “Has the doctor given any effective advice?”). Each group prepares for 10 minutes, and then invites 2-3 groups to perform their dialogues in front of the class. After each performance, the teacher and other students comment on the correctness and appropriateness of the grammar usage, the fluency of the dialogue, and the closeness to the theme. The teacher gives positive comments and puts forward suggestions for improvement. Design Intention: The three-level practice from sentence rewriting to short passage filling and role-play is designed in accordance with the cognitive law of students from simple to complex, which helps students gradually improve their grammar application ability. All practice activities are closely combined with the unit theme “Fit for Life”, which makes grammar learning no longer isolated, but integrated with the theme context, realizing the organic combination of grammar knowledge and language application. The role-play activity not only consolidates students’ grammar knowledge but also improves their oral expression ability and cooperative communication ability, which is conducive to the development of students’ language competence and thinking quality. The comment link after the performance helps students find their own problems and learn from each other, improving the effect of practice. Step 5: Summary and Extension (Summary and Transfer) First, the teacher invites students to summarize the key points of this lesson independently. Students can take turns to speak, summarizing the form, meaning, usage of the Present Perfect Continuous Tense, and the differences between it and the Present Perfect Tense. The teacher supplements and improves, and combs the knowledge framework of this lesson clearly on the blackboard, helping students form a systematic knowledge system. Then, the teacher makes an extension: Ask students to think about the application of the Present Perfect Continuous Tense in daily life, such as describing their own learning status, hobbies, or the changes around them, and require them to write 3-5 sentences after class, using the Present Perfect Continuous Tense correctly. At the same time, the teacher recommends students to read short articles about medical and health care in English newspapers or websites, and pay attention to the usage of the two tenses in the articles, so as to expand their learning channels and improve their language sense. Finally, the teacher makes a summary: Grammar is a tool for language communication. We should not only master the rules of grammar but also learn to use it flexibly in specific contexts. In this lesson, we have learned the Present Perfect Continuous Tense through exploration and practice, and we hope that students can apply it to their daily English communication and learning, and lay a solid foundation for improving their comprehensive English ability. Design Intention: Letting students summarize independently helps cultivate their ability of induction and summary, and deepen their memory of the knowledge learned in this lesson. The after-class extension task combines the learned grammar with daily life and extracurricular reading, which is conducive to guiding students to apply grammar knowledge to real life, realizing the transfer and application of knowledge, and fostering students’ learning ability and autonomous learning awareness. The final summary of the teacher emphasizes the practical significance of grammar learning, guides students to establish a correct view of grammar learning, and points out the direction for their subsequent learning. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $