Unit 2 Live longer, live better-Grammar activity 教案-2025-2026学年高中英语沪教版选择性必修第四册

Unit 2 Live longer, live better-Grammar activity 教学目标和重难点 教学目标 It focuses on language competence by mastering grammar points for expressing health and longevity. It cultivates thinking quality through logical analysis and practical application. It strengthens cultural awareness by understanding health concepts in diverse cultures and develops learning ability via independent and cooperative exploration. 教学重难点 Key points: Master the usage of unreal conditional, passive voice in different forms and appositive clause related to the unit theme. Difficult points: Accurately apply these grammar points in real contexts and distinguish their subtle differences in meaning and usage. 教学过程 Step 1: Lead-in (Warm-up and Theme Connection) The teacher starts the class with a question-and-answer interaction closely related to the unit theme “Live longer, live better?”. The teacher asks: “What do you think are the key factors to live a longer and better life? Can you list some habits or measures that help people keep healthy and live longer?” Students are invited to share their opinions freely, such as doing regular exercise, keeping a balanced diet, maintaining a positive attitude, getting enough sleep and receiving regular medical checks. During the sharing, the teacher records the key expressions mentioned by students on the blackboard, and deliberately uses simple sentences involving the grammar points to be learned in this class, such as “If we take exercise every day, we will be healthier.” and “Regular medical checks are needed to find potential health problems early.” After the sharing, the teacher shows a short video clip about people’s healthy living habits in different countries, such as the low-salt diet in Japan, the outdoor sports culture in Norway and the traditional health-preserving methods in China. The video is accompanied by English captions that contain the target grammar points. After watching the video, the teacher asks: “What did you see in the video? How do people in different countries pursue a longer and better life? Can you find some special sentences in the captions?” Design Intention: The lead-in links the grammar teaching closely with the unit theme, which not only stimulates students’ interest in learning by combining their daily life experience, but also lays a foundation for the subsequent grammar exploration. The question-and-answer interaction and video watching help students perceive the target grammar points in a real and vivid context, avoiding the boringness of pure grammar explanation. At the same time, it guides students to pay attention to the connection between language and life, and initially cultivates their ability to observe and summarize language rules. Step 2: Grammar Exploration (Perception, Analysis and Summary) This step is divided into three parts, focusing on the three key grammar points of this lesson: unreal conditional, passive voice in different forms and appositive clause, which are closely related to the unit theme “Live longer, live better?” according to the textbook content. Part 1: Unreal Conditional First, the teacher presents several typical sentences related to health and longevity on the screen, all of which are unreal conditional sentences: If people ate less junk food, they would have fewer health problems. If she had taken the doctor’s advice, she would have recovered faster. If we could develop a good living habit, we would live a longer life. The teacher asks students to read the sentences aloud in groups, and then guides them to discuss the following questions: “What is the difference between these sentences and the ordinary conditional sentences we learned before? What tense is used in the if-clause and the main clause? What kind of meaning do these sentences express?” After the discussion, the teacher invites representatives from each group to share their findings. The teacher then summarizes the usage of the unreal conditional: it is used to express hypothetical situations that are impossible or unlikely to happen in the present, past or future. For the present unreal condition, the if-clause uses the simple past tense and the main clause uses “would/should/could/might + verb原形”; for the past unreal condition, the if-clause uses the past perfect tense and the main clause uses “would/should/could/might + have + past participle”; for the future unreal condition, the if-clause uses “should + verb原形” or “were to + verb原形” and the main clause uses “would/should/could/might + verb原形”. In the process of summary, the teacher combines the unit theme and gives more examples related to health, such as “If we didn’t stay up late, our bodies would be healthier.” and “If he had kept doing exercise, he wouldn’t have been ill.” to help students better understand and remember. Design Intention: By presenting typical sentences and organizing group discussions, students are guided to perceive and analyze the structure and meaning of the unreal conditional independently, which conforms to the cognitive law of students from perception to understanding. Combining the unit theme to design examples makes the grammar learning more targeted and practical, helping students realize that grammar is a tool for expressing meaning, not just a set of rigid rules. At the same time, group discussion cultivates students’ cooperative learning ability and communication ability. Part 2: Passive Voice in Different Forms On the basis of the previous exploration, the teacher transitions to the next grammar point: “When we talk about health and medical care, we often need to mention what should be done to keep healthy or what has been done to help people live longer. At this time, we will use the passive voice.” The teacher presents the following sentences on the screen, which are closely related to the unit theme: Healthy living habits are advocated by more and more people. (Simple present passive) The new medical technology has been applied to treat elderly patients. (Present perfect passive) More hospitals will be built in rural areas to improve medical services. (Simple future passive) The patients were being treated when the doctor arrived. (Past continuous passive) The teacher asks students to observe the sentences carefully, find out the structure of each passive voice, and discuss: “In what situations do we use the passive voice in these sentences? What are the differences between the passive voice in different tenses?” After the discussion, the teacher summarizes the structure and usage of the passive voice in different forms: the basic structure of the passive voice is “be + past participle”, and the tense of the passive voice is reflected by the tense of “be”. The passive voice is often used when the doer of the action is unknown, unimportant or needs to be emphasized. Combined with the unit theme, the teacher explains that in the context of health and medical care, the passive voice is often used to express the measures taken, the things that should be done or the results achieved, such as medical treatment, health promotion and so on. Then, the teacher invites students to convert some active sentences related to health into passive sentences, such as “People should take regular physical examinations.” → “Regular physical examinations should be taken by people.”, to consolidate the structure of the passive voice. Design Intention: This part connects the passive voice with the unit theme of health and medical care, making students understand the practical value of the passive voice in specific contexts. By asking students to observe, discuss and convert sentences, it helps students master the structure and usage of the passive voice in different forms independently. The conversion exercise strengthens the connection between active and passive voices, and lays a foundation for the subsequent application of the passive voice. Part 3: Appositive Clause Next, the teacher leads students to explore the third grammar point: appositive clause. The teacher says: “When we talk about the reasons for longevity, the importance of health or the suggestions for healthy living, we often need to explain the content of a noun clearly. At this time, we can use the appositive clause.” The teacher presents the following sentences related to the unit theme: The fact that regular exercise is good for health is widely accepted. We all hold the belief that a positive attitude can help us live longer. The suggestion that we should keep a balanced diet is very useful. The teacher guides students to analyze the sentences: “What is the function of the clause after the nouns ‘fact’, ‘belief’ and ‘suggestion’? What kind of conjunction is used to connect the clause and the noun? What is the difference between the appositive clause and the attributive clause?” After the analysis, the teacher summarizes the usage of the appositive clause: the appositive clause is a clause used to explain the content of a noun (such as fact, belief, suggestion, news, etc.), and it is usually connected by that, whether, who, what, when, where, why, how, etc. Among them, “that” only plays a connecting role and does not act as a component in the clause, and it cannot be omitted in most cases. The teacher emphasizes that the appositive clause is used to explain the content of the noun, while the attributive clause is used to modify the noun, which is the key to distinguishing the two. Then, the teacher asks students to complete the following sentences by adding appropriate appositive clauses, combining the unit theme: “The news that ______ makes us very happy.” “My hope that ______ will come true one day.” Design Intention: By combining the unit theme to present examples, students can perceive the practical application scenario of the appositive clause. Through guided analysis and sentence completion exercises, students can master the structure, connection words and usage of the appositive clause, and distinguish it from the attributive clause which is easy to be confused. This part of the design pays attention to the connection between grammar and meaning, helping students use the appositive clause to express their ideas more clearly and accurately. Step 3: Grammar Consolidation (Layered Practice) In order to help students consolidate the three grammar points learned, this step designs layered practice activities, which are divided into basic practice, intermediate practice and advanced practice, so as to meet the learning needs of students at different levels. Basic Practice: Fill in the Blanks The teacher distributes practice sheets, which include fill-in-the-blank questions related to the three grammar points, and all the questions are closely combined with the unit theme “Live longer, live better?”. For example: If we ______ (take) more exercise, we ______ (be) healthier. (unreal conditional, present) Many old people ______ (take care of) by their children in China. (passive voice, simple present) The belief ______ (we can live longer by keeping a healthy diet) is supported by many experts. (appositive clause) Students complete the exercises independently, and then the teacher checks the answers together with the students. For the wrong questions, the teacher asks students to analyze the reasons, and reviews the relevant grammar rules again to ensure that students master the basic usage of the three grammar points. Design Intention: The basic practice focuses on checking students’ mastery of the basic structure and usage of grammar points. The questions closely combined with the unit theme can help students further connect grammar with the theme, and lay a solid foundation for the subsequent application. Independent completion and collective correction help students find their own mistakes in time and consolidate their knowledge. Intermediate Practice: Error Correction The teacher presents several sentences with grammar errors on the screen, which are all common mistakes made by students when using the three grammar points, and are related to the unit theme. For example: If I knew the secret of longevity, I will share it with you all. (error in the main clause of unreal conditional) The old man was took to the hospital by his neighbor yesterday. (error in passive voice structure) We heard the news that our team has won the game, which makes us excited. (error in appositive clause tense) Students are divided into groups of 4 to find out the errors in the sentences and correct them. Each group is responsible for correcting 2-3 sentences, and then sends a representative to explain the errors and corrections to the whole class. The teacher comments on the performance of each group, emphasizes the common mistakes and reminds students to avoid them in future use. Design Intention: Error correction practice helps students identify common mistakes in grammar use, deepen their understanding of grammar rules, and improve their ability to use grammar correctly. Group cooperation makes the practice more interactive and interesting, and cultivates students’ cooperative learning ability and ability to analyze and solve problems. Advanced Practice: Sentence Rewriting and Combination The teacher gives students a number of simple sentences related to health and longevity, and asks students to rewrite or combine them into complex sentences using the three grammar points learned. For example: Simple sentences: Regular physical examination is important. It can help find potential health problems early. This is a fact. Requirements: Combine the three simple sentences into one sentence using the appositive clause. Another example: Simple sentences: People don’t pay attention to their living habits. They will have more health problems. This is a hypothetical situation. Requirements: Rewrite the sentences into an unreal conditional sentence. Students complete the task independently, and then exchange their works in pairs, put forward suggestions for revision, and finally the teacher selects several typical works to comment on, affirming the advantages and pointing out the areas that need improvement. Design Intention: Advanced practice requires students to comprehensively use the learned grammar points to express complex meanings, which improves students’ ability to comprehensively apply grammar. Sentence rewriting and combination help students understand the connection between simple sentences and complex sentences, and improve their ability to organize language. Mutual evaluation between peers and teacher’s comments help students find their own shortcomings and improve their language expression ability. Step 4: Grammar Application (Theme-based Task) On the basis of consolidation, this step designs a theme-based task to let students apply the learned grammar points in practical communication and expression, so as to realize the combination of grammar learning and language application. The task theme is: “Propose Suggestions for Living a Longer and Better Life”. Students are divided into groups of 5, and each group is required to complete the following tasks: Discuss and put forward 3-5 practical suggestions for living a longer and better life, combining their own life experience and the unit theme. Express the suggestions in English, and each suggestion must use at least one of the three grammar points learned (unreal conditional, passive voice in different forms, appositive clause). Make a short presentation (each group presents for 3-5 minutes), introducing their suggestions to the whole class. During the presentation, other students can ask questions and put forward supplementary suggestions. Before the task starts, the teacher gives a sample to guide students: “Our first suggestion is that we should keep a balanced diet every day. We believe the fact that a balanced diet can provide our bodies with enough nutrients. If we ate too much meat and less vegetables, we would easily get fat and have health problems. In addition, more healthy recipes should be promoted to help people form good eating habits.” During the group discussion, the teacher walks around to guide students, helps students solve the problems encountered in using grammar points, and reminds students to use the grammar points correctly and appropriately. After the discussion, each group takes turns to present their suggestions. The teacher evaluates the performance of each group from the aspects of grammar use, content rationality, expression fluency and teamwork, and gives positive comments and guidance. Design Intention: The theme-based task closely combines grammar application with the unit theme, making students realize the practical value of grammar. Group discussion and presentation not only improve students’ ability to comprehensively apply grammar, but also cultivate their oral expression ability, cooperative learning ability and innovative thinking ability. The interaction between groups makes the class more active and enriches students’ thinking. Step 5: Summary and Extension First, the teacher leads students to review the key points of this lesson: the structure and usage of the unreal conditional, passive voice in different forms and appositive clause, and emphasizes the key and difficult points again, especially the accurate application of grammar points in different contexts. The teacher asks students to summarize their own learning experience in this lesson, such as “What grammar points have I mastered today? What problems do I still have? How can I improve?” Then, the teacher makes an extension: “Grammar is a tool for us to express ideas. In our daily life, we can pay attention to the use of these grammar points when reading English articles about health, watching English videos or communicating with others. At the same time, we can also try to write a short passage about ‘How to Live a Longer and Better Life’ after class, using the grammar points learned today to consolidate what we have learned.” Finally, the teacher makes a summary: “Today, we have learned three important grammar points through exploring, practicing and applying. These grammar points can help us express our views on health and longevity more accurately and fluently. I hope you can keep practicing and applying them in your daily English learning, and at the same time, pay attention to your own health and pursue a longer and better life.” Design Intention: The summary helps students sort out the knowledge system of this lesson, deepen their understanding and memory of grammar points. The extension connects classroom learning with after-class practice and daily life, guiding students to form the habit of applying grammar in practice and improving their autonomous learning ability. The final summary combines grammar learning with the unit theme, which not only consolidates the learning content, but also inherits the positive life concept, realizing the integration of language learning and moral education. 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 $