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Unit 3 Growing Up 第3课时 语法课教学设计
教材分析
【What】本课时语篇主要内容围绕本情绪管理、人际沟通与压力应对展开，属于青少年心理健康与社交能力培养范畴。4a 呈现了包含 although , until , so that , if 引导的状语从句的例句，引导学生关注连词的用法和句子逻辑；4b 通过选词填空，强化学生对这四个连词在语境中的理解和运用；4c 提供了一篇关于“如何管理压力”的短文，介绍了休息、倾诉、照顾自己等减压方法，并要求学生用所学连词完成句子，实现从理解到运用的过渡；4d 鼓励学生结合自身经历，用所学连词表达个人观点，实现语言输出。 【Why】语篇旨在引导学生认识到主动沟通、合理表达情绪、积极应对压力是健康成长的重要能力；传递“遇到问题不逃避，通过沟通和自我调节解决问题”的积极生活态度，帮助学生建立健康的人际关系和心理状态。 【How】本课时语篇以“语法聚焦+分层练习”为框架，4a-4b 为语法聚焦与练习，从例句感知到语境运用，层层递进；4c 为说明文，采用“总-分”结构，先总述减压方法，再分点介绍具体做法；4d 为开放性表达，鼓励学生个性化输出。核心语言点为 although （让步）、 until （时间）、 so that （目的）、 if （条件）引导的状语从句，句式清晰，逻辑明确。词汇多为与情绪、沟通、健康相关的常用词如 upset , apologize , stressed , reduce , healthy 等，贴近学生生活； 帮助学生用英语清晰表达条件、让步、时间、目的等逻辑关系，提升语言的准确性和逻辑性；为学生提供表达个人感受、解决人际问题的语言支架。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握基础英语词汇和简单句结构，能进行日常交流对 if 引导的条件句有初步认知，对其他连词有零散接触但未系统学习；具备一定的情绪体验和人际沟通经历，能理解话题背景。 对 although , until , so that 引导的状语从句的结构、用法和逻辑关系缺乏系统理解；难以在真实语境中灵活、准确地运用这些连词表达复杂思想；对“压力管理”的英语表达和相关策略了解不足。 通过例句和练习，学生能够掌握四个连词的基本用法和语义功能；能够在教师引导下，结合自身经历，运用所学语言谈论情绪、沟通和压力应对；能够理解关于心理健康的英文短文，并提取关键信息。
核心素养教学目标
通过本课学习，学生能够： 语言能力：能准确理解although , until , so that , if 引导的状语从句的结构和用法，能在语境中正确使用；能听懂、读懂关于情绪管理和人际沟通的简单对话与短文，提取关键信息；能运用所学连词和词汇，口头或书面表达自己的情绪、沟通意愿和压力应对方法； 2.学习能力：学会通过观察例句、分析语境来归纳语法规则，提升自主学习能力；能主动运用所学语言进行表达和交流，在实践中巩固知识；能借助思维导图等工具梳理压力管理的方法，形成知识体系； 3.思维品质：能分析句子之间的逻辑关系（条件、让步、时间、目的），提升逻辑思维能力；能辩证看待人际冲突和压力，形成“主动沟通、积极调节”的思维方式；能反思自身情绪管理方式，提出改进建议，发展批判性思维； 4.文化意识：了解中西方青少年在情绪表达和人际沟通方面的共性与差异，尊重不同文化背景下的沟通方式；认识到心理健康的重要性，形成健康的生活观念和积极的人生态度。 完成课时目标所需的核心语言如下： 【核心词汇】 Although, until, so that, if, on purpose, reduced by half, apologize, put yourself in one’s shoes, take a break, instead of, shut oneself away, lastly, plenty of, spend...doing sth, 【核心句型】 Although you argued, you are still very close friend. You won’t know how he feels until you talk to him. You can write to your parents so that they’ll know how you feel. If you did or said something wrong, you should say sorry.
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 although, until, so that and if clauses. Watch a video and then read the sentences from the video which contains although, until, so that and if clauses. 通过播放改编自语法聚焦内容的视频，将抽象的语法知识与生动的情景对话结合，激发学生的学习兴趣和注意力；让学生跟读视频中含目标连词的句子，帮助学生初步感知although, until, so that, if的使用语境和句子逻辑，为后续语法知识的系统讲解做好铺垫。
Presentation 学习理解 Introduce the kinds of adverbial clause and their locations in the sentences. 2.Through the explanation and examples, guide Ss to learn the rules of using “although / though”. 3.Explain the usage of “if” with some examples. Explain the usage of “so that”. Then translate two sentences to consolidate it. T:她每天练习，为了能弹好钢琴。 我会写一封信，以便我的父母能理解我的感受。 Explain the usage of “until”. Then translate two sentences to consolidate it. T:请等到你感觉好一些。 直到我准备好，我才会去医院探望我生病的朋友。 1.Listen to T’s explanation about the adverbial clauses. 2.Observe the examples and have a conclusion about the usages of “although / though” 3.Learn the usage of “if” with the help of the teacher. 4.Under the guidance of the teacher, try to learn the usage of “so that”. Then translate two sentences to consolidate it. Sa:She practices every day so that she can play the piano well. Sb:I will write a letter so that my parents can understand my feelings. 5. Under the guidance of the teacher, try to learn the usage of “so that”. Then translate two sentences to consolidate it. Sa:Please wait until you feel better. Sb:I won't go to the hospital to visit my sick friend until I'm ready. 系统讲解四种连词引导的状语从句类型、含义和句中位置，通过清晰的框架梳理，帮助学生建立语法知识的整体认知，形成清晰的知识脉络； 结合例句逐一解析每个连词的用法，辅以汉译英练习巩固，遵循 “讲解 — 示例 — 应用” 的认知规律，由浅入深引导学生理解语法规则，突破 “主将从现”、until 的肯否定用法等重点细节； 对although/though进行用法辨析，让学生掌握正式与口语化表达的差异，提升语言运用的准确性，同时通过翻译练习，实现中英思维的转换，强化学生对语法规则的实际运用能力。
Practice 探究应用 1.Read the sentences in the Grammar Focus and ask the students to read after the teacher. Then guide them to pay attention to the words in bold and translate the sentences into Chinese. 2.Let the students complete the sentences with although, until, so that, or if. Then ask several students to check the answers. 2.Ask the students to complete the passage with should, shouldn’t, or could. 3.Guide the students to have a deep thinking and share their ideas. Dr. Emotion: What does the sentence” Talk to your loved ones whenever you feel good or bad so that your joy will be doubled, and your problems will be reduced by half. ” mean 3.Dr. Emotion:What will you do if you face pressure from parents, friends, school and life like Judy and Peter Ask the students to read the passage about managing stress. Then let them complete the sentences. After that, the teacher points out some language points and explain them to the students. 1.Read the sentences in the Grammar Focus after the teacher. Then pay attention to the words in bold and translate the sentences into Chinese. 2.Practice using although, until, so that, and if by completing the sentences with the modal verbs in the box. Ss：1.if 2.Although 3.so that 4.Although 5. until Have a deep thinking and answer Dr. Emotion’s question. Ss:It means sharing your feelings with your loved ones can make happiness double and trouble half. Love and care are in warm communication. Read the passage about managing stress. Then complete the sentences. After that, learn some language points with the help of the teacher. Ss:1.you feel stressed, 2.he/she might not have any advice for you, 3.you talk about your problems you can reduce stress 让学生跟读并翻译语法聚焦的句子，通过 “读 — 译” 结合的方式，帮助学生进一步理解目标连词的语义和用法，夯实语法基础，同时积累与情绪、沟通相关的表达； 设计选词填空、语篇填空等分层练习，从单句语境到语篇语境，层层递进提升学生对连词的运用能力，让学生在实践中体会不同连词在句子中的逻辑作用，实现从 “理解” 到 “运用” 的过渡； 设计深度思考问题，引导学生解读压力管理的英文句子含义，将语法学习与主题意义探究结合，不仅巩固语言知识，还让学生理解 “沟通分享” 的重要性，渗透心理健康教育，实现语言学习与情感教育的融合； 讲解语篇中的语言点，拓展学生的词汇和短语储备（如 put yourself in one's shoes, shut oneself away 等），为后续的语言输出积累素材，同时培养学生的语篇分析能力。
Production 迁移创新 1. Divide into groups Split the class into small groups of 4--6 students. 2. Explain the task: Discuss and complete the 4 sentences as a group, then share your ideas with the whole class.Set a time limit: 8–10 minutes for group discussion, 5–7 minutes for sharing. 3. Teach the students how to have the discussion and also provide some useful expressions like “If I spend more time studying, I will pass the exam easily.” 4.Lead them to share the ideas and try to provide help that the students need. One student in each group volunteers to be the presenter. Each group’s presenter shares their completed sentences and key ideas. Peer Interaction: Other groups can ask questions, add comments, or share similar ideas, e.g., "I agree with your idea. I think if I spend more time studying, I will also feel more confident." 以小组合作的形式开展讨论，为学生创造轻松的语言表达环境，培养学生的合作学习能力和沟通能力，同时降低学生单独表达的心理压力； 让学生结合自身经历完成含目标连词的句子并分享，实现语法知识的个性化迁移，让学生将所学语法与真实生活场景结合，真正做到 “学以致用”。
Exercises 练习巩固 单项选择。 1. You won’t know the truth ______ you talk with your parents. A. if B. although C. until 2. He gets up early every day ______ he can catch the first bus. A. if B. so that C. although 3. ______ she was tired, she still kept smiling. A. Although B. If C. So that 4. You will feel better ______ you share your feelings with others. A. if B. until C. so that 翻译句子。 1. 虽然他不对，但这也不是什么大不了的事。 Although he’s wrong, it’s not a big deal. 2. 你必须现在就去，以便不会迟到。 You must go now so that you won’t be late. 3. 我做完作业了才回家。 I won’t go home until I finish my homework.
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although, until, so that, if 写出至少4条如何应对压力的建议。
C层： 拓展挑战 利用网络资源收集如何管理情绪、减缓压力的有效建议并与同学分享。
板书设计
Unit3 Growing Up Section A(Grammar--4c)
教学反思
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