Unit 1 Feeling good-Grammar activity 教案-2025-2026学年高中英语沪教版选择性必修第一册

Unit 1 Feeling good-Grammar activity 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use the target grammar accurately in communication about feelings. It cultivates cultural awareness by comparing emotional expression ways in different cultures. It promotes thinking quality through analyzing grammar rules and logical relationships. It fosters learning ability by guiding autonomous exploration and cooperative practice. 教学重难点 Key points: Master the form, meaning and usage of the target grammar (Past Perfect Tense) in the context of "feeling good". Difficult points: Flexibly use the Past Perfect Tense to describe the sequence of past events related to emotions and distinguish it from the Simple Past Tense in practical communication. 教学过程 Step 1: Lead-in (Warm-up and Situation Activation) The teacher starts the class with a short emotional sharing activity. First, the teacher shows two simple sentences on the blackboard: "I felt happy yesterday. I received a gift from my friend before that." Then the teacher asks students to think about the time relationship between the two events and try to combine them into one sentence. After students give their answers, the teacher writes the correct sentence on the blackboard: "I felt happy yesterday because I had received a gift from my friend before that." Next, the teacher invites 2-3 students to share a recent happy or sad experience, and guides them to describe the sequence of events in their experiences. For example, a student might say: "I was upset this morning. I lost my English notebook." The teacher then guides the student to adjust the sentence: "I was upset this morning because I had lost my English notebook." Design Intention: This lead-in activity is closely linked to the unit theme "Feeling good" and uses students’ real emotional experiences as the starting point. It not only activates students’ prior knowledge of the Simple Past Tense but also naturally leads to the target grammar (Past Perfect Tense) by highlighting the sequence of past events. By inviting students to share personal experiences, it stimulates their learning interest and creates a relaxed and interactive classroom atmosphere, laying a foundation for the subsequent grammar learning. Step 2: Presentation (Grammar Explanation and Perception) First, the teacher presents more example sentences related to the unit theme, all selected from the text of Unit 1 or closely related to emotional expression, to help students perceive the target grammar in a familiar context. The example sentences are as follows: When I arrived at the classroom, my classmates had already prepared a surprise for me. She realized she had made a mistake after she listened to the teacher’s explanation. By the time he got home, his mother had cooked his favorite meal because she knew he was tired. Then, the teacher guides students to observe and discuss the example sentences in groups of 4, and puts forward three guiding questions: What is the structure of the verb in the clause that describes the earlier event? What is the structure of the verb in the clause that describes the later event? What time adverbs or conjunctions are used in these sentences to show the time relationship? After the group discussion, each group sends a representative to share their findings. The teacher summarizes and explains the Past Perfect Tense in detail: The Past Perfect Tense is used to describe an action that happened before another past action or a specific past time. Its basic structure is "had + past participle". The action that happened later is usually expressed in the Simple Past Tense. Common time adverbs or conjunctions include by the time, before, after, when, etc. In the explanation process, the teacher focuses on the connection between the grammar and the unit theme, emphasizing that the Past Perfect Tense can help us clearly express the sequence of past events related to emotions, making our emotional expression more accurate and logical. For example, in the sentence "I felt happy because I had received a gift", the use of the Past Perfect Tense clearly shows that receiving the gift happened before feeling happy, which highlights the reason for the emotion. Design Intention: This link adheres to the new curriculum standard’s concept of "contextualized grammar teaching" and presents the target grammar in sentences closely related to the unit theme of "emotional expression" . By guiding students to observe, discuss and summarize independently, it cultivates their thinking quality and learning ability, instead of simply indoctrinating grammar rules . At the same time, linking grammar with emotional expression helps students understand the practical significance of grammar, avoiding the problem of "learning grammar in isolation" . Step 3: Practice (Controlled Practice and Consolidation) This step is divided into two parts: mechanical practice and semi-controlled practice, to help students consolidate the form and basic usage of the Past Perfect Tense step by step. Part 1: Mechanical Practice (Fill in the blanks with the correct form of the given verbs). The teacher presents a set of sentences closely related to the unit theme, and students fill in the blanks individually. After finishing, the teacher checks the answers together with the students and explains the key and difficult points in the sentences. When we got to the cinema, the film ________ (start) already. We felt a little disappointed. My sister ________ (finish) her homework before she watched TV. She felt relaxed. By last Friday, we ________ (learn) 5 new words about emotions in this unit. He said he ________ (see) the movie twice because he liked it very much. Part 2: Semi-controlled Practice (Rewrite the sentences). The teacher gives simple sentences with the Simple Past Tense, and students rewrite them into compound sentences using the Past Perfect Tense according to the requirements, to practice the application of the grammar in context. For example: Original: I went to bed late. I finished my homework. (Use "after") Rewritten: I went to bed late after I had finished my homework. Original: She cried. She heard the bad news. (Use "because") Rewritten: She cried because she had heard the bad news. After students finish the exercises, the teacher invites some students to write their answers on the blackboard, corrects the mistakes in time, and emphasizes the key points: the distinction between the Past Perfect Tense and the Simple Past Tense, and the correct use of time conjunctions. For common mistakes, such as forgetting to use "had" or using the wrong past participle, the teacher gives targeted explanations and asks students to correct them in their exercise books. Design Intention: Mechanical practice focuses on consolidating the form of the Past Perfect Tense, helping students master the basic structure of "had + past participle" . Semi-controlled practice connects the grammar with simple sentence rewriting, guiding students to apply the grammar in a specific context, which is a transition from "understanding rules" to "using rules" . The design of the exercises is closely linked to the unit theme of emotional expression, ensuring that the practice is targeted and meaningful, and laying a solid foundation for the subsequent communicative practice. Step 4: Application (Communicative Practice and Ability Improvement) This step focuses on cultivating students’ ability to use the Past Perfect Tense flexibly in real communication, combining the unit theme of "Feeling good" to design communicative activities, so as to realize the integration of grammar learning and language application . Activity 1: Group Discussion - "My Unforgettable Emotional Moment". Students are divided into groups of 4-5, and each student shares an unforgettable emotional moment (happy, sad, surprised, etc.) in their life. When sharing, they need to use the Past Perfect Tense to describe the sequence of events, and clearly express the reason for the emotion. For example: "The most unforgettable happy moment for me was my 16th birthday. When I got home, my family had prepared a big birthday cake and many gifts for me. I felt very warm because they had remembered my birthday." During the group discussion, the teacher walks around the classroom, observes students’ performance, and gives timely guidance to students who have difficulties in using the grammar. For example, if a student can’t correctly use the Past Perfect Tense to describe the sequence of events, the teacher can prompt: "Which event happened first? Use ‘had + past participle’ for the earlier event, and the Simple Past Tense for the later event." Activity 2: Role-play - "Emotional Consultation". Two students form a group, one as a consultant and the other as a person who is in trouble (sad, upset, etc.). The consultant asks questions to understand the reason for the trouble, and the other student describes the event and emotion using the Past Perfect Tense. Then they exchange roles. For example: Consultant: Why are you so upset today? Student: I’m upset because I had lost my English test paper. I studied very hard for the test, but I can’t find the paper now. Consultant: Don’t worry. Maybe you had left it in the classroom. Let’s go to check together. After the role-play, the teacher invites 2-3 groups to perform in front of the class, and makes comments on their performance, focusing on the correct use of the Past Perfect Tense and the fluency of communication. At the same time, the teacher affirms the students’ performance and encourages them to use the grammar more flexibly. Design Intention: Communicative practice is the core of this link, which adheres to the "activity-based approach" advocated by the new curriculum standard . By setting up real and familiar scenarios (sharing emotional moments, emotional consultation), it enables students to apply the Past Perfect Tense in practical communication, realizing the transformation from "mechanical practice" to "practical application" . Group discussion and role-play not only cultivate students’ cooperative learning ability and oral expression ability but also make students deeply realize that grammar is a tool for communication, which helps to improve their language ability and learning ability. Step 5: Consolidation and Extension First, the teacher leads students to summarize the key points of this lesson: the form, meaning and usage of the Past Perfect Tense, the distinction between the Past Perfect Tense and the Simple Past Tense, and the application of the grammar in emotional expression. The teacher emphasizes that the Past Perfect Tense is used to describe an action that happened before another past action, and it is an important tool to make our emotional expression more accurate and logical. Then, the teacher designs an extension activity: "Write a Short Passage About Your Emotional Experience". Students are asked to write a short passage (80-100 words) about an emotional experience (happy, sad, surprised, etc.) in their life, using at least 3 sentences with the Past Perfect Tense. The teacher provides some key words and sentence patterns to help students complete the task, such as "feel happy/sad/upset", "because", "before", "by the time", "had done", etc. After students finish writing, the teacher collects some students’ passages, reads them in class, and makes comments, focusing on the correct use of the Past Perfect Tense, the fluency of the passage, and the authenticity of emotional expression. For excellent passages, the teacher affirms and praises them, and encourages other students to learn from them. For passages with mistakes, the teacher guides students to correct them together, deepening their understanding and application of the grammar. In addition, the teacher assigns after-class homework: Finish the extension passage and revise it according to the teacher’s comments. Find 5 sentences with the Past Perfect Tense from the unit text and analyze their structure and meaning. Practice talking about your emotional experiences with your classmates after class, using the Past Perfect Tense flexibly. Design Intention: The summary link helps students sort out the knowledge they have learned in this lesson, form a systematic knowledge framework, and deepen their memory and understanding of the target grammar . The extension activity of writing a short passage connects grammar learning with writing ability, which is conducive to improving students’ comprehensive language ability . The after-class homework is designed to consolidate the knowledge learned in class, extend the learning context to after class, and cultivate students’ autonomous learning ability and the habit of applying grammar in daily communication . Step 6: Summary and Reflection The teacher summarizes the whole lesson, emphasizing that this lesson focuses on the learning of the Past Perfect Tense, and its core is to use it to describe the sequence of past events related to emotions. The teacher encourages students to review the knowledge learned in this lesson in time, and reflects on their own learning process: what they have mastered well, what they still have difficulties in, and how to improve in the future. At the same time, the teacher guides students to realize that grammar learning is not just memorizing rules, but more importantly, using it flexibly in communication to express their emotions and ideas accurately . The teacher also puts forward expectations for students: in future English learning, they should pay attention to observing and summarizing grammar rules in context, actively participate in communicative activities, and continuously improve their English comprehensive ability. Design Intention: The summary and reflection link helps students form a good learning habit of self-reflection, which is conducive to improving their learning ability . By guiding students to realize the practical significance of grammar learning, it helps them establish a correct learning concept, stimulate their enthusiasm for continuous learning, and lay a foundation for their long-term English 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 $