Unit 2 The things around us-B Grammar and activity 教案-2025-2026学年高中英语沪教版必修第三册

Unit 2 The things around us-B Grammar and activity 教学目标和重难点 教学目标 It focuses on cultivating students’ language ability to use present perfect and past perfect tenses correctly, develops their thinking quality through comparative analysis, strengthens cultural awareness of environmental protection and rational use of things, and improves their autonomous and cooperative learning abilities. 教学重难点 Key point: Master the basic structures and usages of present perfect tense and past perfect tense. Difficult point: Distinguish their differences in time logic and use them flexibly in contexts related to "the things around us". 教学过程 Lead-in: Contextual Introduction (Warm-up and Lead-in) The teacher starts the class by showing pictures of common things around students, such as a used pencil, a recycled plastic bottle, a charity shop, and a second-hand book. Then the teacher asks students to answer some simple questions in English: “Have you ever used a second-hand item? What have you done to protect the environment? Before you used this pencil, where do you think it was made?” While students are answering, the teacher writes down some key sentences on the blackboard, such as “I have used a second-hand book.” “We have recycled plastic bottles.” “Before I got this pencil, it had been made in a factory.” After the students finish answering, the teacher points out the two kinds of tenses in the sentences: present perfect tense and past perfect tense. Then the teacher says, “Today we will learn these two tenses and use them to talk about the things around us, including their origin, experience and influence.” Design Intention: This link takes the common things around students as the carrier, which is closely related to the unit theme “The things around us” and can quickly arouse students’ interest and participation. By asking questions, students can naturally contact the target tenses in real communication scenarios, laying a foundation for the formal learning of grammar. At the same time, it subtly integrates the environmental protection concept involved in the unit, paving the way for the cultivation of cultural awareness. Presentation: Grammar Explanation (Presentation of Key Knowledge) First, the teacher focuses on explaining the present perfect tense. The teacher writes the basic structure on the blackboard: “Subject + have/has + past participle (V-ed)”. Then, the teacher analyzes the usage of the present perfect tense combined with the sentences in the lead-in link and the unit-related vocabulary. The first usage is to express an action that started in the past and continues to the present, often with time adverbs such as “since”, “for”, “already”, “yet”. For example, “We have recycled plastic bottles for two years.” “I have already read this second-hand book.” The second usage is to express an action that happened at an unspecified time in the past, and its result or influence is still present. For example, “She has donated her old clothes to the charity shop, so she has more space in her wardrobe.” While explaining, the teacher invites students to try to make sentences with the unit core words, such as “recycle”, “donate”, “protect”, “invent”, “design”, to help students connect grammar with vocabulary and deepen their understanding. Then, the teacher explains the past perfect tense, whose basic structure is “Subject + had + past participle (V-ed)”. The key usage of the past perfect tense is to express an action that happened before another past action, emphasizing the sequence of two past actions. The teacher uses the sentence in the lead-in link: “Before I got this pencil, it had been made in a factory.” to explain: “The action ‘be made’ happened before the action ‘got’, so we use the past perfect tense for ‘be made’ and the simple past tense for ‘got’.” To help students distinguish the two tenses, the teacher lists a group of contrastive sentences on the multimedia: I have finished my homework. (The action is completed, and the result is present: I can play now.) I had finished my homework before my mother came back. (The action “finish homework” happened before “mother came back”, both are past actions.) Then the teacher summarizes the key difference: the present perfect tense connects the past and the present, while the past perfect tense connects two past actions, emphasizing the sequence. Design Intention: The explanation of grammar is closely combined with the unit theme and core vocabulary, avoiding isolated grammar teaching and enabling students to understand the meaning and usage of tenses in specific contexts. The contrastive method helps students quickly grasp the differences between the two tenses, and the student participation in making sentences can enhance their sense of language and lay a foundation for the subsequent practice. At the same time, it integrates the unit’s key vocabulary, which helps students consolidate vocabulary while learning grammar, achieving the integration of vocabulary and grammar. Practice: Layered Practice (Consolidation of Knowledge) This link is divided into three levels of practice, from basic to difficult, to help students consolidate the learned grammar knowledge step by step. Level 1: Fill in the blanks with the correct form of the given verbs. The verbs are mainly the core verbs of the unit, such as “recycle”, “donate”, “make”, “design”, “pollute”. The sentences are closely related to the theme of “the things around us”. For example: We ______ (recycle) a lot of waste paper since last year. Before he went to the charity shop, he ______ (donate) his old toys. The designer ______ (design) many environmentally friendly products so far. After students finish filling in the blanks, the teacher checks the answers one by one, focuses on correcting the common mistakes, such as confusing the forms of “have/has” and “had”, or misspelling the past participle of irregular verbs. For students who make mistakes, the teacher asks them to explain their thinking and guides them to correct themselves. Level 2: Rewrite the sentences according to the requirements. For example, change the simple past tense into present perfect tense: “He donated his old books yesterday.” → “He has donated his old books.”; combine two simple sentences into one sentence using the past perfect tense: “She finished her homework. Then she watched TV.” → “She had finished her homework before she watched TV.” This practice helps students flexibly use the structure and usage of the two tenses and deepen their understanding of the time logic of the tenses. Level 3: Group discussion and dialogue. The teacher divides students into groups of 4-5, and gives each group a topic related to the unit theme, such as “Talk about a second-hand item you have used, and introduce its past experience before you got it.” “Discuss what we have done to protect the environment, and what we had done before we started these actions.” Each group discusses for a few minutes, and then invites 2-3 groups to present their dialogues to the whole class. The teacher comments on their performance, affirms the correct use of tenses, and puts forward suggestions for improvement, such as adding more unit-related vocabulary to make the dialogue richer. Design Intention: Layered practice conforms to the students’ cognitive law, from basic form filling to sentence rewriting, and then to practical dialogue, which gradually improves the students’ ability to use grammar. The practice content is closely related to the unit theme and core vocabulary, which not only consolidates grammar knowledge but also strengthens the connection between language learning and real life. Group discussion and presentation can cultivate students’ cooperative learning ability and oral expression ability, and let students experience the practical value of grammar in communication. Activity: Theme-based Task (Application of Knowledge) The teacher designs a theme-based activity called “The Life Story of a Common Thing”. The task requires students to choose a common thing around them, such as a pencil, a plastic bag, a book, a mobile phone, and write a short passage (80-100 words) about its life story, using both present perfect tense and past perfect tense. The passage should include the origin of the thing, its past experience, and its influence on people or the environment. Before the activity starts, the teacher gives an example: “This pencil is very special to me. I have used it for half a year. Before I got it, it had been made of recycled wood. Its designer had spent a lot of time designing it to be environmentally friendly. I have kept it carefully because it reminds me of the importance of recycling.” After the example, students work independently to complete their passages. During the process, the teacher walks around the classroom, provides guidance for students who have difficulties, such as helping them sort out the time sequence of the thing’s life story, or reminding them of the correct use of tenses. After students finish writing, they exchange their passages with their deskmates and check each other’s use of tenses, vocabulary and sentence structure. Then the teacher selects several excellent passages and reads them to the whole class, analyzing their advantages, such as correct use of tenses, rich vocabulary, and clear logic. For the passages with problems, the teacher guides the students to correct them together. Design Intention: This activity integrates grammar application with the unit theme, allowing students to apply the learned tenses in practical writing, realizing the transformation from knowledge to ability. Writing independently can cultivate students’ autonomous learning ability and writing ability, while peer review can help students find their own mistakes and learn from each other. The teacher’s guidance and comments can help students further improve their grammar application ability and writing level, and at the same time, enhance their awareness of environmental protection and rational use of things through writing about the life story of common things. In addition, the teacher can add a small interactive link after the writing activity: “Share your thing’s life story with your group members, and discuss how we can make better use of the things around us to protect the environment.” This link can further deepen students’ understanding of the unit theme, cultivate their critical thinking and sense of social responsibility, and realize the integration of language learning and cultural awareness cultivation. Summary and Extension (Summary and Extension) First, the teacher invites students to summarize the key points of this lesson: the basic structures and usages of present perfect tense and past perfect tense, and the differences between them. The teacher supplements and sorts out the students’ summaries, emphasizing the key points and difficult points again, and reminds students to pay attention to the time logic when using the two tenses. Then, the teacher extends the knowledge: in daily communication, we often use these two tenses to talk about past experiences and their influences, especially in topics related to environmental protection, daily life and personal experiences, which is closely related to our life. For the after-class extension, the teacher assigns two tasks: Write a short diary (100-120 words) about your weekend, using at least 3 sentences of present perfect tense and 2 sentences of past perfect tense, and connect it with the things around you. Collect 5 sentences about environmental protection using present perfect tense or past perfect tense, and share them in the next class. At the same time, the teacher encourages students to pay more attention to the things around them in daily life, use English to describe them, and apply the grammar knowledge learned in this lesson to real communication. Design Intention: Letting students summarize independently can help them sort out the knowledge system of this lesson and strengthen their memory. The after-class extension tasks are closely related to students’ daily life, which can help students consolidate the grammar knowledge learned in class and realize the application of knowledge in real life. Collecting environmental protection-related sentences can further strengthen students’ cultural awareness of environmental protection and realize the organic combination of language learning and moral education. Homework Arrangement 1. Finish the after-class extension tasks assigned in the summary link: write a weekend diary and collect 5 environmental protection-related sentences with the target tenses. 2. Review the grammar knowledge learned in this lesson, and finish the grammar exercises in the textbook’s B Grammar and activity part. 3. Preview the next part of the unit, and collect some words and phrases related to “environmental protection” for the next class discussion. Design Intention: The homework is designed to consolidate the knowledge learned in class, connect with the follow-up learning content, and form a complete learning closed loop. The combination of written homework and preview homework can help students develop good learning habits, improve their autonomous learning ability, and lay a foundation for the next class. 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 $