Unit 4 Traveller's tales-B Grammar and activity 教案-2025-2026学年高中英语沪教版必修第三册

Unit 4 Traveller's tales-B Grammar and activity 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use past perfect tense and indirect speech accurately in travel contexts. It cultivates cultural awareness by comparing cross-cultural communication styles in travel. It promotes thinking quality through logical analysis and critical thinking. It enhances learning ability by guiding autonomous exploration and cooperative learning. 教学重难点 Key points: Master the basic structure and usage of past perfect tense and indirect speech. Difficult points: Distinguish past perfect tense from simple past tense; correctly change tenses, pronouns and adverbs in indirect speech in complex travel scenarios. 教学过程 Lead-in: Travel Context Activation The teacher starts the class with a vivid travel scenario: “Imagine you are a travel blogger. You just came back from a trip to Yunnan. When you talk to your friend, you need to describe what happened during the trip—what you had done before you arrived, and what the local people told you.” Then the teacher shows 3 short sentences on the screen: I arrived in Lijiang at 7 pm. I booked a hotel online two days ago. The local guide said, “Lijiang is a beautiful ancient city.” Before I visited the Old Town, I had heard a lot about its history. Design Intention: Combining the unit theme “Traveller's tales”, the lead-in uses a familiar travel blogger scenario to arouse students’ interest and connect the new grammar knowledge with real life. By presenting typical sentences, students can initially perceive the characteristics of past perfect tense and indirect speech, laying a foundation for the subsequent detailed explanation. The pair discussion also helps to cultivate students’ cooperative learning ability and initial thinking ability. Presentation: Grammar Explanation and Contextualization Past Perfect Tense To help students understand better, the teacher draws a simple time axis on the blackboard: Mark two past time points (Point A: heard about the history; Point B: visited the Old Town), and explains that the action at Point A happens before Point B, so Point A uses past perfect tense and Point B uses simple past tense. Then the teacher gives more examples related to travel: Before we left the hotel, we had packed our luggage. She had traveled to 5 countries before she was 20. When we arrived at the station, the train had already left. After explaining the examples, the teacher summarizes the key usages of the past perfect tense in travel contexts: (1) To describe an action completed before a certain past time; (2) To describe an action completed before another past action; (3) Often used with time adverbs such as before, by the time, when, already, yet. Design Intention: The explanation of the past perfect tense is closely combined with the travel theme, which is consistent with the unit context and helps students associate and memorize. The time axis visualization method turns abstract grammatical rules into concrete images, reducing the difficulty of students’ understanding. The examples are closely related to students’ life experience, making the grammar knowledge no longer boring and laying a solid foundation for students’ subsequent application. Indirect Speech Next, the teacher turns to the explanation of indirect speech. Taking sentence in the lead-in as an example, the teacher writes the direct speech and indirect speech side by side: Direct speech: The local guide said, “Lijiang is a beautiful ancient city.” Indirect speech: The local guide said (that) Lijiang was a beautiful ancient city. The teacher guides students to observe the changes between direct speech and indirect speech: (1) The quotation marks are removed, and “that” is added after the reporting verb (can be omitted); (2) The present tense “is” in direct speech is changed to the past tense “was” because the reporting verb “said” is in the past tense. Then the teacher explains the basic rules of indirect speech transformation: When the reporting verb is in the past tense, the tense of the predicate verb in the direct speech should be changed to the corresponding past tense (simple present → simple past, present continuous → past continuous, present perfect → past perfect, etc.). Then the teacher gives more examples in travel scenarios and invites students to try to transform them into indirect speech: Direct speech: My friend said, “I will visit Dali tomorrow.” Indirect speech: My friend said (that) he would visit Dali the next day. Direct speech: The waiter asked, “Do you want a cup of tea?” Indirect speech: The waiter asked (that) if/whether we wanted a cup of tea. Direct speech: The tourist said, “I have never been to Lhasa before.” Indirect speech: The tourist said (that) he had never been to Lhasa before. While students are practicing, the teacher walks around the classroom to observe their performance, corrects mistakes in time, and summarizes other key points of transformation: changes of pronouns (I → he/she, you → we/them), changes of adverbs of time and place (tomorrow → the next day, here → there), and the transformation of interrogative sentences and imperative sentences in direct speech. Design Intention: The explanation of indirect speech adopts the method of “observation → summary → practice”, which conforms to the cognitive law of students. By letting students find the transformation rules by themselves, it can cultivate their observation ability and logical thinking ability. The examples are closely combined with travel scenarios, which not only consolidates the grammar knowledge but also strengthens the connection with the unit theme, helping students realize that grammar is a tool for communication. Practice: Layered Practice and Ability Improvement To help students master the new grammar knowledge solidly, layered practice is designed, which is divided into three levels: basic practice, intermediate practice and advanced practice. Each level of practice is closely combined with the travel theme, ensuring the pertinence and effectiveness of the practice. Basic Practice: Fill in the Blanks The teacher distributes the basic practice worksheet, which mainly focuses on the basic structure and simple transformation of past perfect tense and indirect speech. The questions are as follows: 1. When I arrived at the airport, the plane ________ (take) off already. 2. She said that she ________ (visit) the Great Wall the year before. 3. Before we went to the restaurant, we ________ (reserve) a table. 4. The tour guide told us that the next stop ________ (be) the Summer Palace. 5. By the time he got to the station, the train ________ (leave). Students complete the worksheet independently, and then the teacher checks the answers in class. For the wrong questions, the teacher asks students to analyze the reasons by themselves, and then gives targeted explanations. For example, if a student fills in “took” in the first question, the teacher guides the student to think: “The action of ‘the plane taking off’ happened before ‘I arrived at the airport’, so we should use the past perfect tense.” Design Intention: The basic practice focuses on consolidating the basic knowledge of grammar, helping students master the structure and simple usage of past perfect tense and indirect speech. Independent completion can cultivate students’ autonomous learning ability, and the teacher’s targeted explanation can help students find their own mistakes and deepen their understanding of grammar rules. Intermediate Practice: Sentence Transformation On the basis of basic practice, the intermediate practice focuses on the transformation of direct speech into indirect speech and the comprehensive use of past perfect tense and simple past tense. The teacher shows the following tasks on the screen: Task 1: Transform the following direct speech into indirect speech. 1. My classmate said, “I am going to travel to Sanya next month.” 2. The driver asked, “Do you know the way to the scenic spot?” 3. The tourist said, “I have taken many beautiful photos here.” Task 2: Combine the following two sentences into one sentence using the past perfect tense. 1. He finished his homework. He went out to play. 2. We visited the museum. We had lunch. 3. She learned English for 5 years. She went to England. Students complete the tasks in groups of 4, and each group is responsible for one task. After completing the tasks, each group sends a representative to present the answers to the class. Other groups can put forward questions and suggestions. The teacher comments on the performance of each group, affirms the correct answers, and corrects the wrong ones. At the same time, the teacher emphasizes the key points and difficulties in the transformation process, such as the change of tenses and pronouns. Design Intention: The intermediate practice is a transition from basic to advanced, which focuses on cultivating students’ ability to use grammar knowledge flexibly. Group cooperation can promote students’ communication and interaction, and cultivate their cooperative learning ability and expression ability. The group presentation and mutual evaluation can make students learn from each other and deepen their understanding of grammar rules. Advanced Practice: Contextual Application The advanced practice is designed as a situational task, which requires students to use past perfect tense and indirect speech comprehensively in a real travel context. The task is as follows: “Suppose you are a travel guide. You are introducing a travel experience to a group of tourists. Please describe what you had done before the trip, what the local people told you about the scenic spot, and what you will do next. You need to use at least 3 sentences with past perfect tense and 2 sentences with indirect speech.” Students prepare independently for 5 minutes, and then invite 3-4 students to present their speeches in front of the class. The teacher evaluates their performance from the aspects of grammar accuracy, fluency, and relevance to the context. For students who perform well, the teacher gives affirmation and praise; for students who have mistakes, the teacher guides them to correct them by themselves and gives encouragement. Design Intention: The advanced practice combines grammar knowledge with practical communication, which conforms to the concept of “using while learning” in the new curriculum standard. The situational task allows students to apply the learned grammar knowledge to real communication, improving their language application ability. The individual presentation can cultivate students’ oral expression ability and self-confidence, and the teacher’s evaluation can help students find their own advantages and disadvantages, and further improve their ability. Consolidation: Summary and Error Correction Grammar Summary The teacher invites students to summarize the key points of the past perfect tense and indirect speech learned in this class. Students can answer freely, and the teacher supplements and sorts out. Finally, the teacher summarizes the key points in the form of a mind map on the blackboard: (1) Past perfect tense: structure (had + V-ed), usage (action before another past action), time adverbs; (2) Indirect speech: transformation rules (tense, pronoun, adverb changes), transformation of different sentence types. Design Intention: Letting students summarize independently can cultivate their ability to sort out and summarize knowledge, and deepen their memory of grammar rules. The mind map can make the grammar knowledge systematic and clear, helping students form a complete knowledge framework. Error Correction The teacher shows some common mistakes made by students in the practice process on the screen, such as: He said that he will go to Beijing tomorrow. When I got to the park, it rained. She told me that she has seen the movie. Students are asked to find the mistakes in the sentences and correct them. Then the teacher explains the reasons for the mistakes one by one: The reporting verb “said” is in the past tense, so the future tense “will” should be changed to “would”, and “tomorrow” should be changed to “the next day”; The action of “rained” happened before “got to the park”, so it should be changed to “had rained”; The reporting verb “told” is in the past tense, so the present perfect tense “has seen” should be changed to “had seen”. Design Intention: Error correction can help students avoid common mistakes in the process of using grammar, deepen their understanding of grammar rules, and improve the accuracy of language use. By letting students find and correct mistakes by themselves, it can cultivate their critical thinking ability and error correction ability. Application: Theme-based Task and Comprehensive Promotion To further integrate grammar knowledge with the unit theme, a theme-based group task is designed: “Group Work: Travel Story Sharing”. Each group is required to create a short travel story (about 80-100 words) with the theme of “My Unforgettable Travel Experience”. The story must include at least 4 sentences with past perfect tense and 3 sentences with indirect speech. After completing the story, each group makes a PPT (simple version) to present their story to the class. During the group preparation, the teacher walks around the classroom to provide guidance for each group, helps them solve the problems encountered in the process of creating the story, and reminds them to pay attention to the accuracy of grammar and the fluency of the story. After 10 minutes of preparation, each group presents their story in turn. Other groups score each group from the aspects of grammar accuracy, story fluency, and theme relevance. The teacher makes a final comment, affirms the advantages of each group, and puts forward suggestions for improvement. Design Intention: The theme-based task closely combines grammar knowledge with the unit theme “Traveller's tales”, making students realize that grammar is a tool for expressing ideas and telling stories. Group creation can cultivate students’ cooperative learning ability, innovative thinking ability, and language expression ability. The group presentation and scoring can stimulate students’ learning enthusiasm and sense of competition, and further improve their comprehensive language ability. Homework: Consolidation and Extension The teacher assigns two types of homework to meet the needs of different students: 1. Basic Homework: Complete the grammar exercises in the textbook (Unit 4-B Grammar and activity), focusing on consolidating the basic usage of past perfect tense and indirect speech. 2. Extended Homework: Write a short passage (about 100 words) about “A Travel Experience of My Family”, using at least 5 sentences with past perfect tense and 3 sentences with indirect speech. At the same time, collect 2-3 English travel stories and mark the sentences using past perfect tense and indirect speech. Design Intention: The layered homework takes into account the differences of students’ learning levels, ensuring that all students can consolidate the basic knowledge, and at the same time, providing space for students with strong learning ability to expand and improve. The extended homework connects classroom learning with after-class learning, helps students accumulate more language materials, and further improves their language application ability and learning ability. 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 $