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/ 教学评一体化 高效备课 | 英语学科
Unit 3 Be healthy, be happy第3课时 Grammaring课时教学设计
教材分析
What---语篇主题和主要内容 Topic: How can we express our feelings and build good habits Main content: This lesson focuses on using adverbial clauses with when and because to talk about habits, feelings, and ways to feel better. It begins with grammar discovery, where students observe examples to understand that when introduces time and because introduces reasons. Students then practice joining two simple sentences into one complex sentence using these conjunctions. Next, they match good habits with their corresponding reasons and work in pairs to ask and answer questions about different feelings (e.g., When do you feel happy ). Finally, students complete a passage titled "Ways to feel better" by filling in the blanks with when or because, and they apply the language to discuss strategies for emotional well-being. Why---语篇传递的主题意义 Core values conveyed: 1. Understanding emotions — Students learn to identify and express different feelings such as happiness, sadness, loneliness, and anger. 2. Building healthy habits — Students recognize the importance of good habits (e.g., reading, helping others, wearing warm clothes) and understand the reasons behind them. 3. Coping with negative feelings — Students explore practical ways to feel better, such as staying with others, looking for fun, and going outside. 4. Logical thinking — Students learn to connect actions with reasons and time, developing their ability to think and communicate logically. 5. Using language in real situations — Students practise using English to talk about their daily lives, emotions, and habits in meaningful contexts. How---文体结构、语言特点及功能 1. Text structure The lesson follows a clear four-step structure. First, students study the blue parts in example sentences to discover the rules for when and because clauses (C1). Next, they practise joining two simple sentences into one complex sentence using the conjunctions in brackets (C2). Then, they match habits with reasons (C3) and work in pairs to ask and answer questions about feelings using a word box (C4). Finally, they complete a passage about ways to feel better by choosing when or because based on context (C5). 2. Language features The lesson uses the simple present tense to describe habits, feelings, and general truths (e.g., I feel happy when I try new things.). It employs when to talk about time and because to talk about reasons. The sentence structure includes both main clauses and dependent clauses, and the dependent clause can appear before or after the main clause. 3. Language functions Students are able to use when and because to form complex sentences, ask and answer questions about feelings and habits, match actions with reasons, complete a text with appropriate conjunctions, and give advice on how to feel better using logical and time-related connections.
学情分析
【已知】Students have learned basic vocabulary to describe feelings in primary school, such as happy, sad, angry, and excited. They can understand and use simple sentences to express their emotions, such as I am happy. They are familiar with daily routines and healthy habits (e.g., reading books, doing exercise) and can talk about them using the simple present tense. They also have basic reading skills and can understand short, simple passages about everyday life. Most students can work in pairs to ask and answer simple questions like When do you... and Why do you... . 【未知】Students do not know how to use the conjunctions when and because to form complex sentences. They cannot yet distinguish between a main clause and a dependent clause, nor can they accurately choose between when (for time) and because (for reasons) in different contexts. They may struggle to combine two simple sentences into one logical complex sentence (e.g., I feel happy when I try new things.). Additionally, they may lack the vocabulary and logical thinking skills to give advice on how to cope with negative feelings, such as lonely or sad, using structured and cohesive language. 【能知】 Through grammar discovery, sentence-combining exercises, and pair work, students will be able to understand the rules of when and because clauses and identify the main and dependent clauses. They will be able to join two simple sentences into a complex sentence correctly using the words in brackets. They will also be able to match habits with reasons logically. Furthermore, through the reading passage "Ways to feel better," students will be able to use when and because to complete a text and discuss practical strategies for emotional well-being. Finally, they will be able to talk about their own feelings and habits in real-life situations, using the target language to express time and reason accurately.
核心素养教学目标
通过本课学习，学生能够： 1.语言能力：Use key vocabulary to describe feelings (e.g., excited, lonely, sad, angry, worry) and good habits (e.g., eat sweet food, read books, wear warm clothes). Understand and use the conjunctions when and because to form complex sentences, correctly distinguishing between adverbial clauses of time and reason. Ask and answer questions about personal feelings and habits using sentence patterns like When do you feel... and I feel... when I.... 2.学习能力：Discover grammar rules independently by observing example sentences and summarizing the functions of when and because (C1). Apply the target grammar to join two simple sentences into one complex sentence correctly (C2). Work in pairs to communicate about different feelings and complete a reading passage by choosing the appropriate conjunction based on context (C4, C5). 3.思维品质：Develop logical thinking by matching habits with their corresponding reasons (C3) and explaining the cause-and-effect relationships (e.g., I wear enough clothes in winter because I don't want to catch a cold.). Analyze the context of a passage to determine whether a time relationship or a causal relationship is needed, thereby improving text comprehension and logical reasoning skills (C5). 4.文化意识：Understand the importance of maintaining good physical and mental health by developing healthy daily habits. Learn to recognize and accept different emotions, and cultivate a positive attitude toward life by exploring practical ways to feel better when facing negative feelings like sadness or loneliness (C5). Realize the value of sharing feelings with friends and family to build supportive relationships.
教学重难点
教学重点： 1. Master the key vocabulary for feelings and habits: Acquire the vocabulary to describe different feelings and good daily habits. 2. Understand the functions and rules of when and because clauses: Recognize that when is used to talk about time and because is used to talk about reasons. Understand the structure of a complex sentence, identifying the main clause and the dependent clause. 3. Use the target conjunctions to form complex sentences: Accurately join two simple sentences into one logical complex sentence using when or because. 教学难点： 1. Accurately distinguishing and applying when and because: Students may confuse time and reason relationships, making it difficult for them to choose the correct conjunction based on the context in passage completion (e.g., C5) or sentence construction. 2. Flexibly using the target grammar to express real feelings and habits: Students may struggle to transfer the when and because clauses from mechanical sentence-combining exercises (C2) to real communication, such as describing personal emotions and daily habits fluently in pair work (C4) and writing.
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情景导入 1. Play a short video about daily habits. 2. Present two example sentences on the slide: "I eat ice-cream when it is hot." and "I eat ice-cream because it tastes good." 3. Ask guiding questions: "When do you eat ice-cream " and "Why do you eat ice-cream " 4. Guide students to observe the difference and summarize the rules: when talks about time, and because talks about reasons. 1. Watch the video and focus on the topic of healthy habits. 2. Read the two sentences aloud and answer the teacher's questions (e.g., "When it is hot." / "Because it tastes good."). 3. Think and compare the two sentences to find the difference. 4. Work together to fill in the blanks: when → talk about time; because → talk about reasons. 1. To activate students' prior knowledge about daily habits and create a relaxing English learning atmosphere through the video. 2. To introduce the target grammar naturally through relatable, real-life examples (eating ice-cream). 3. To help students discover the grammar rules inductively by comparing sentences and answering questions, laying a solid foundation for the subsequent practice and application.
Presentation 学习理解 1. Present the example sentences from C1 and guide students to observe the blue words (when and because). 2. Ask guiding questions (Q1 & Q2) to help students identify the meanings of the conjunctions and the different parts of the sentences (main clause and dependent clause). 3. Explain the grammar rules explicitly. 4. Clarify the core concept of complex sentences: a main clause can stand alone, while a dependent clause cannot. Emphasize the basic sentence order (Main Clause + Conjunction + Dependent Clause, with no comma needed). 1. Read the example sentences carefully and observe the blue words. 2. Answer the teacher's questions to figure out that when means "当……的时候" (time) and because means "因为" (reason). 3. Identify the main clause and the dependent clause in the examples. 4. Take notes on the grammar highlights, including the definitions of main/dependent clauses and the basic sentence structure. 1. To guide students to discover the grammar rules inductively through observation and questioning, rather than passive reception. 2. To help students build a clear conceptual framework for complex sentences, distinguishing between main and dependent clauses. 3. To provide explicit grammar instruction and sentence patterns, laying a solid foundation for the subsequent practice and application activities.
Practice 探究应用 1. Guide students to complete Exercise C2 by joining two simple sentences into one complex sentence using the words in brackets (because and when). 2. Lead students to do Exercise C3, matching the habits on the left with the correct reasons on the right, and ask them to explain the logic behind their matches. 3. Present a multiple-choice exercise to check students' understanding of when, because, and other conjunctions, and ask students to justify their answers. 1. Read the sentence pairs and combine them using because or when, paying attention to the correct sentence structure. 2. Match the habits with their corresponding reasons and share their answers (e.g., "I don't eat much sweet food because it is bad for my teeth."). 3. Analyze the multiple-choice questions and select the correct conjunction (because or when) based on the logical relationship between the clauses. 1. To consolidate the grammar rules through controlled practice, helping students master the basic sentence structure of when and because clauses. 2. To develop students' logical thinking by connecting habits with reasons in a meaningful context. 3. To check students' ability to distinguish between time and reason relationships in different contexts, preparing them for more open-ended communication tasks.
Production 迁移创新 1. Guide students to work in pairs for Exercise C4, asking and answering questions about feelings using the provided word box (e.g., excited, lonely, sad, angry). 2. Lead students to complete the passage "Ways to feel better" in C5 by choosing the correct conjunctions (when or because) based on context. 3. Assign a short writing task (80–100 words) titled "What I do to feel better," requiring students to use at least four when-clauses or because-clauses. 4. Organize a group work activity where students in groups of four discuss and share their ways to feel better, ensuring each student uses the target clauses. 1. Work in pairs to ask and answer questions about different feelings, following the example dialogue (e.g., "When do you feel happy " "I feel happy when I try new things."). 2. Read the passage and fill in the blanks with when or because, analyzing the logical relationship in each sentence. 3. Write a short passage about their own habits and how they make them feel better, applying the target grammar rules. 4. Work in groups of four to discuss and share their ideas, using when-clauses and because-clauses to explain their habits, feelings, and reasons. 1. To provide opportunities for students to use the target language in meaningful, real-life communication through pair work and group discussion. 2. To develop students' reading comprehension and logical thinking by completing a context-based passage. 3. To consolidate and extend students' learning through a writing task that encourages personal expression and creative use of the target grammar. 4. To foster a positive attitude toward emotional well-being and encourage students to share practical strategies for feeling better with their peers.
Summary 归纳总结 1. Guide students to review the key vocabulary by matching words with their correct English meanings. 2. Lead students to complete the key phrases by translating the Chinese prompts into English. 3. Ask students to translate the target sentences from Chinese to English, focusing on the correct use of when and because clauses. 4. Present final grammar exercises: filling in the blanks with when or because, and joining two sentences using the word in brackets. 1. Match the vocabulary words with their definitions to consolidate their understanding of the new words. 2. Complete the phrases by recalling the English expressions for the given Chinese meanings. 3. Translate the sentences individually or in pairs, paying attention to the sentence structure (Main Clause + Conjunction + Dependent Clause). 4. Complete the grammar exercises by choosing the correct conjunction or combining sentences, then check their answers with the teacher. 1. To consolidate the vocabulary, phrases, and sentence patterns learned in this lesson through systematic review. 2. To check students' mastery of the target grammar (when and because clauses) in different contexts, including translation and sentence combining. 3. To help students build a clear knowledge framework and prepare them for future learning and real-life application.
Language points 知识梳理 1. Present a summary chart on the blackboard clarifying the rules for when and because clauses (covering the conjunction, usage, meaning, and example sentences). 2. Explain the differences: when introduces a time clause meaning "当……时候", while because introduces a reason clause meaning "因为". 3. Highlight the flexible sentence structures by showing that the dependent clause can come before or after the main clause. 1. Observe the summary chart and take notes to consolidate the grammar rules. 2. Compare the two conjunctions and distinguish their different functions (time vs. reason) and meanings. 3. Read the example sentences aloud and practice changing the sentence order to master both sentence structures. 1. To provide a clear and structured visual summary of the target grammar, helping students build a systematic knowledge framework. 2. To reinforce students' understanding of the differences between time clauses and reason clauses through explicit rules and examples. 3. To prepare students for accurate and flexible application of the grammar in future writing and speaking tasks.
Exercises 练习巩固 1. Assign differentiated homework tasks: Basic, Improving, and Extending, to cater to students of different proficiency levels. 2. Explain the requirements clearly: Basic tasks require completing workbook exercises (C2, C5) and reciting key sentence patterns; Improving tasks require creating original sentences and matching habits with reasons; Extending tasks require writing a short passage and having a peer discussion. 3. Provide clear evaluation criteria and encourage students to use the target grammar (when and because) accurately in their written and spoken output. 1. Complete the Basic tasks by finishing the sentence-joining exercise (C2) and the passage fill-in (C5), and memorize the core sentence patterns. 2. For the Improving tasks, write two original sentences using when and because based on their daily lives, and complete the matching exercise (C3) by writing full sentences. 3. For the Extending tasks, write a 60–80 word passage describing their feelings and coping strategies in different situations, and discuss with classmates about ways to feel better using the target conjunctions. 1. To consolidate the target grammar and vocabulary through varied and leveled practice tasks. 2. To encourage students to apply the target language to express personal feelings and real-life experiences, promoting language transfer. 3. To develop students' communicative competence and self-reflection skills through peer discussion and creative writing.
分层作业设计
A层： 基础巩固 面向基础薄弱学生，设计简单、保底的作业任务….
B层： 能力运用 面向大多数学生，设计应用型、巩固性作业….
C层： 拓展挑战 面向学有余力学生，设计拓展性、创造性作业….
教学反思
亮点：The lead-in activities effectively aroused students' interest in the topic of feelings and healthy habits through the video and the observation of example sentences. Most students could understand and use the target grammar to talk about time (when) and reasons (because). The clear grammar presentation (main clause + dependent clause) provided solid support for students' sentence construction. The step-by-step lesson design (observe → discover → practice → produce) helped students grasp the grammar rules smoothly. Students learned to use the simple present tense to describe habits and feelings, and they also learned to work in pairs and groups to share their ways of feeling better. The reading passage "Ways to feel better" successfully integrated grammar practice with emotional education, helping students develop a positive attitude toward life. 不足：Some weak students could not distinguish between when and because flexibly in context, especially when completing the passage in C5. Limited class time left insufficient time for students to present their group discussions and share their writing. A few students failed to write complete complex sentences with the correct sentence structure (e.g., placing the dependent clause correctly). Individual students made mistakes in choosing the correct conjunction when the logical relationship was not explicit. 改进：Offer more sentence frames and visual aids as learning support for low-level students before pair work and writing tasks. Better arrange class time to spare more time for students' presentations and peer sharing. Design more guided practice exercises to help students distinguish between time and reason relationships in different contexts. Provide more opportunities for students to create their own sentences using when and because in real-life situations.
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