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/ 教学评一体化 高效备课 | 英语学科
Unit 1 Time to Relax 第3课时 语法课教学设计
教材分析
【What】本课时语篇主题为“健康问题与自我保护”。主要内容围绕身体不适、意外受伤等场景展开：呈现了胃痛、牙痛、摔伤等常见健康问题的对话；引导学生学习用情态动词（should/shouldn’t/could）给出建议;同时掌握反身代词（myself/yourself/ourselves等）的用法；还包含一篇关于“合理使用手机保护视力”的短文，将语法知识与健康生活的实用建议结合。 【Why】语篇旨在传递健康意识：引导学生关注自身健康，学会识别常见身体不适的表达，建立预防伤害的意识；让学生掌握在生活中针对健康问题提出合理建议的能力，培养关心他人、互助友爱的社交意识；通过手机使用的建议，传递“合理规划行为、主动保护健康”的生活态度，帮助学生建立健康的生活方式。 【How】本课时语篇以“语法聚焦+分层练习”为框架，从对话示例到单句填空，再到语篇完成和情景表演，由浅入深，符合语言学习的认知规律；语言上，以口语化的交际用语为主，句式简洁实用，情态动词与反身代词的搭配高频出现，兼具语法规范性和生活实用性；通过“输入-内化-输出”的闭环设计，让学生在真实语境中掌握语法知识，同时提升用英语解决生活问题的交际能力。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握基础的身体部位词汇和简单疾病表达（如have a cold, have a fever）；具备初步的情态动词认知，对should的基本用法有一定了解；熟悉小组合作、情景表演等课堂活动形式。 对反身代词的指代逻辑和不同语境下的准确运用不够熟练；缺乏在真实生活场景中连贯使用情态动词给出多层次建议的能力；对“健康建议”背后的文化差异（如中西方就医习惯、日常健康管理方式）认知不足。 系统掌握反身代词的形式和用法，能在句子中正确区分myself/yourself/ourselves等指代对象；熟练运用should/shouldn’t/could针对不同健康问题给出具体、合理的建议；能够结合生活场景，完成“描述症状—分析原因—提出建议”的完整交际任务。
核心素养教学目标
通过本课学习，学生能够： 语言能力：能准确说出并拼写常见反身代词，理解其在句子中的指代功能；能熟练使用should/shouldn’t/could等情态动词，针对健康问题、安全防护等场景提出清晰、具体的建议；能完成包含目标语法的短文填空，并能围绕“健康”主题进行简单的情景对话和表演。 2.学习能力：通过“观察例句—总结规律—练习巩固”的过程，提升自主归纳语法规则的能力；借助小组合作、情景表演等活动，增强在交际中主动运用目标语言的意识；学会结合生活经验拓展词汇和句式，提升语言迁移运用能力； 3.思维品质：能根据不同健康场景分析原因、判断合理性，培养逻辑思维和问题解决能力；在讨论手机使用、运动防护等话题时，形成辩证看待行为与健康关系的批判性思维；通过情景表演中的角色代入，增强换位思考的共情思维； 4.文化意识：了解中西方在日常健康管理、就医习惯上的异同，尊重文化差异；认同“预防优先、主动健康”的生活理念，培养积极的生活态度和社会责任感。 完成课时目标所需的核心语言如下： 【核心词汇】 by oneself, cut oneself, knife, enjoy oneself, used to, protect oneself, clearest memory; terrible pain; what’s more, brightness, environment, cross, rest one’s eyes; instead of 【核心句型】 --What’s wrong --I ate too much last night. Now my stomach aches. --You shouldn’t eat so much next time. --What’s the matter --I have a really bad toothache. --You should see the dentist and get an X-ray. You could eat some soft food for now. --How did you hurt yourself --I hurt myself when I fell off my bike. Be more careful next time. If we are not careful, we can easily hurt ourselves.
教学重难点
教学重点：掌握反身代词的形式、指代逻辑及常见搭配（如hurt oneself, enjoy oneself）；熟练运用should/shouldn’t/could表达建议，能结合健康场景进行准确交际；能完成包含目标语法的语篇填空和情景对话。 教学难点：准确区分反身代词在不同语境中的指代对象，避免指代混淆；能在真实交际中连贯、自然地使用情态动词给出多层次、有针对性的建议；能将语法知识与生活场景深度结合，完成“描述—建议—回应”的完整交际任务链。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 Let the students watch a video in which the conversation is adapted from the Grammar Focus and then read the sentences which contains modal verbs. Watch a video and then read the sentences from the video which contains modal verbs. 通过播放改编自语法聚焦部分的对话视频，结合包含情态动词的核心句型展示，创设真实且贴近主题的健康交际情境。让学生在直观感受中初步感知 should/could 的使用场景和表达功能，为后续语法知识的系统讲解做好铺垫，同时自然引出 “健康问题与建议” 的核心话题，实现情境激趣
Presentation 学习理解 Modal verbs: 1.Introduce the usage of the modal verbs. 2.Through the examples, guide Ss to learn the rules of using “should”. 3.Explain the usage of “could” with some examples. 4.Guide the students to learn the differences between “should” and “could” with some rules and examples. Then finish two multiple choices to consolidate it. Reflexive pronouns: 1.Let the students watch a video in which the conversation is adapted from the Grammar Focus and then read the sentences which contains reflexive pronouns. T:How did Jeff hurt himself What did his friend tell him 2.Point out the two words-- “himself” and “ourselves” and introduce the definition and forms of reflexive pronouns. 3.Introduce the usage of reflexive pronouns with rules and examples to the students. Then provide them with some fixed phrases with reflexive pronouns which are used very often during the secondary school. 1.Listen to T’s explanation about the modal verbs. 2.Observe the examples and have a conclusion about the usages of “should” 3.Learn the usage of “could” with the help of the teacher. 4.Under the guidance of the teacher, try to learn the differences between “should” and “could” with some rules and examples. Then finish two multiple choices to consolidate it. 1.Watch a video and then read the sentences from the video which contains reflexive pronouns. Sa:Jeff hurt himself when he fell off his bike. Sb:His friend told him, “ Be more careful next time. If we are not careful ,we can easily hurt ourselves.” Read the sentences and learn the definition and different forms of reflexive pronouns. With the help of the teacher, learn the usage of reflexive pronouns and collect some fixed phrases with reflexive pronouns. 情态动词部分 先明确should/could 的基础语法规则（接动词原形、无人称变化等），再通过分点解析用法 + 典型例句的方式，让学生清晰掌握两者在建议、义务、推测等语境中的具体应用，符合 “规则讲解 — 实例验证” 的语法学习逻辑。 专门设置 should 与 could 的辨析环节，结合 “必须性” 与 “可选性” 的核心差异，搭配针对性选择题巩固，帮助学生突破易混淆点，提升语法运用的准确性。 整个过程由教师引导、学生观察总结，培养学生自主归纳语法规则的学习能力，而非被动接受知识。 反身代词部分 再次借助视频情境引入含反身代词的对话，通过设问 “Jeff 如何受伤？朋友给出了什么建议？”，让学生在语境中感知反身代词的指代意义，避免孤立讲解语法的枯燥感。 先明确反身代词的定义、形式（人称和数的对应关系），再讲解用法并补充中学阶段高频固定搭配（如 hurt oneself, enjoy oneself），层层递进，帮助学生构建系统的知识框架。 结合学生已有的词汇基础，将反身代词与生活场景中的动作表达结合，强化语法知识的实用性，为后续的情境运用做好铺垫。
Practice 探究应用 Modal verbs: 1.Let the students complete the sentences with the modal verbs in the box. Then ask several students to check the answers. 2.Ask the students to complete the passage with should, shouldn’t, or could. 3.T: What do you think of my friends suggestions T: To protect our eyes, what should we do when we use mobile phone What other ways can we do Reflexive pronouns: 1.Guide the students to circle out the key words and ask them to complete the sentences using the correct reflexive pronouns. 2.Explain the instructions to the students and let them to have a correction for these sentences. 1.Practice using the modal verbs by completing the sentences with the modal verbs in the box. Ss：1.should 2.could 3.shouldn’t 4.Could 5. could 6. should ;should 2.Complete the passage with should, shouldn’t, or could. Sa: First, every 20 minutes, we should rest our eyes and look at something far away. Sb:Second, we could change our screen’s brightness to try and match our environment and make the words on the screen bigger. Sc:... Ss:Do eye exercises... 1.Learn the tip for using reflexive pronouns and complete the sentences using the correct reflexive pronouns. 2.Read the sentences and find out the mistakes in these sentences then correct them. Ss:1.her--herself him--himself 3.... 情态动词部分 从单句选词填空到语篇补全，练习难度逐步提升，帮助学生逐步巩固 should/shouldn’t /could 的用法，实现从 “规则记忆” 到 “基础运用” 的过渡。 结合 “合理使用手机保护视力” 的主题设计讨论题，既呼应了教材中的短文内容，又将语法练习与生活实际紧密结合，让学生在思考健康建议的过程中，灵活运用情态动词表达观点，同时深化 “主动保护健康” 的意识。鼓励学生自主补充保护视力的其他方法，拓展思维的同时，提升语言迁移运用能力。 反身代词部分 通过 “圈关键词 — 填正确形式”“找错误 — 改句子” 的练习形式，聚焦反身代词的指代一致性和正确搭配，针对性突破 “指代混淆” 的教学难点。 练习素材均源于学生生活中可能出现的表达错误，贴近学生实际，让学生在纠错过程中更深刻地理解语法规则，避免同类错误的重复出现。
Production 迁移创新 1. Divide into groups Split the class into small groups of 3–4 students. 2. Explain the rules of acting out an illness or injury and how to guess the problem. And provide some useful expressions the students may use. 3. Teach the students how to give advice and also provide some useful expressions like “You should drink some hot tea with honey.” “You shouldn’t go to school today.” 4.Lead them to act it out and try to provide help that the students need. One student in each group volunteers to be the actor. The actor silently acts out a common health problem, such as having a sore throat, a bad cold, or cutting themselves. They cannot speak during the performance. The other group members ask yes/no questions to figure out what the actor is portraying. For example:“Do you have a sore throat ”“Did you cut yourself ” 3.Once the group guesses the illness or injury correctly, they offer advice using should, could, or shouldn’t. 4. Take turns being the actor so that everyone gets a chance to perform and practice asking questions and giving advice. 采用 “情景表演 — 猜测问题 — 给出建议” 的小组合作形式，为学生创设真实的交际情境，让学生在互动中综合运用本课时的核心语法（反身代词、情态动词）和话题词汇。 角色分工（演员、提问者、建议者）明确，且每位学生都有机会参与表演和表达，既锻炼了学生的口语表达能力、肢体表现力，又培养了小组合作意识和沟通能力。 表演和猜测环节增加了课堂的趣味性，降低了语法运用的紧张感；建议环节则要求学生结合健康常识，给出具体、合理的建议，实现 “语法运用 — 生活实践 — 思维提升” 的融合，同时强化 “关心他人、互助友爱” 的社交意识。
Summary 归纳总结 Ask the students to sum up the new words, grammar and sentences . Have a summary of the new words, grammar and sentences with the T’s help. 引导学生自主总结本课时的核心词汇、语法规则和重点句型，帮助学生梳理知识脉络，构建系统的知识体系，强化记忆效果。
分层作业设计
A层： 基础巩固 绘制思维导图总结本堂课的核心语法。
B层： 能力运用 利用should/could列出是10条对身体有益的建议。
C层： 拓展挑战 利用网络资源搜寻国内外中学生普遍存在的健康问题并在班级分享。
板书设计
Unit2 Stay Healthy Section A(Grammar--4c)
教学反思
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）

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