Unit 4 Period 2 Grammar and usage（教学设计）英语译林版2020选择性必修第一册

Unit 4 Exploring poetry Period 2 Grammar and usage教学设计 教学基本信息 单元名称 选择性必修第一册Unit 4 Exploring poetry 学科 英语 学段 高中 年级 高一第二学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：译林出版社 出版日期：2020年12月 课时安排 1课时(40mins) 课型 语法课 教学设计理念 主题语境引领下的语法教学，认知语法观 1. 《课程标准》指出，高中阶段英语语法知识的学习应当践行指向语言运用的“形式-意义-使用”三维动态语法观。语法参与语篇的意义构建，是构成英语学科核心素养的基础要素之一。 2. 本课注重创设理解和运用语法的语境，坚守以语用为基础的教学基本原则，采用有意义的、聚焦式的、交互式的方法，通过真实语篇，以“浪漫派诗歌和诗人”创设语境，对之前所学的非谓语动词的用法进行系统回顾和复习；再通过创设真实交际场景，让学生在句子、语篇两个层面进行巩固练习，强化输出应用，引导学生内化所学知识并恰当地运用，表达自己的想法，在语用中增强英语的语法意识。 教材分析 【What】本版块围绕单元话题，选取与主题相关的语篇来系统回顾和复习非谓语动词的用法。本版块中练习设计非常有层次：先让学生机械性运用目标语法改写句子，再完成半开放式的短文填空，最后通过完成一个讨论任务，自由的完成一些涉及目标语法的句子输出。最后，在作业部分，要求学生结合自己的真实情况，完成自由写作任务，使学生学以致用。 【Why】通过创设学生感兴趣的情境（浪漫主义诗歌和诗人）进行结构化呈现和任务驱动教学，帮助学生逐步建立语法意识，回顾非谓语动词中动词不定式、动词-ing形式和动词-ed形式的用法。学生学会在实际情境中灵活运用，如读诗的重要性及原因，帮助学生将语法知识转化为实际的语言技能。 【How】创设与诗歌相关的真实情境，教材将语法知识融入到真实语境中。这种情境化教学方式能够帮助学生更好地理解和运用语法知识，同时激发学生的学习兴趣。最后再通过层次清晰的、与主题相关的练习设计，使学生完成“形式-意义-使用”的学习实践活动，引导学生发展英语语法意识和能力。 学情分析 1. What I know 词汇方面：学生在之前的学习中已经掌握了一些与诗歌相关的词汇，能够帮助他们理解短文的内容。 语法方面：学生在之前的学习中已经掌握了学习了动词不定式、动词-ing和动词-ed的基本形式和用法。 背景知识方面：学生知道一些浪漫主义诗人和诗歌。学生平常有阅读诗歌的经历，有自己的感受，对阅读诗歌的重要性有自己的见解。 2. What I want to know 学生可能想要知道短文传达的主要信息； 学生可能想要知道浪漫派诗人和诗歌有什么特点、想要了解他们的生平和故事； 学生可能想要进一步在真实语境中运用动词不定式、动词-ing形式和动词-ed形式，巩固所学。 3. What I learned 主题内容方面：了解诗歌对人类的意义，积累跟诗歌主题相关的语言素材。 语言知识方面：学生积累一些跟诗歌主题相关的表达；学生复习和巩固非谓语动词中动词不定式、动词-ing形式和动词-ed形式使用 的核心规则，并在语境中学以致用，综合运用非谓语动词描述阅读诗歌的重要性及理由。 教学目标 1. 语言能力 学生能够通过扫读和跳读，厘清短文的主旨大意和主要内容。 学生能够总结非谓语动词在有关诗歌主题的语境中的用法，归纳其核心规则。 学生能够运用非谓语动词完成以下任务：改写句子、在短文中选用正确的非谓语动词、讨论并输出有关于读诗歌的重要性的句子，并在作业中完成描述读诗的重要性及理由的写作。 2.学习能力 学生能够识别文本中的非谓语动词及其在句子中做不同成分的用法； 学生能够根据语境的内容判断是否需要使用非谓语动词并给出正确形式。 3.文化意识 学生了解浪漫派诗歌和诗人的有关知识，学生了解阅读诗歌对于个人和人类社会的重要性。学生培养对诗歌的热爱。 4.思维品质 学生能够梳理文章的主旨大意和关键信息，能够识别、理解非谓语动词在诗歌主题语境中的运用，并尝试自己在语境中运用，表达自己的想法。 教学重难点 教学重点 语言维度：学生复习非谓语动词在语境中的用法，建立比较系统的有关于非谓语动词的知识网络，并完成课本上相关的语言操练活动。同时拓展与主题相关的词汇与表达。 交际维度：正确使用目标语法描述阅读诗歌的重要性及其理由。 教学难点 语言深度运用：灵活正确地使用非谓语动词表达自己的观点。 思维拓展提升：了解诗歌与文化之间的密切联系，树立阅读诗歌的意识。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1.提问： 1)Do you know who wrote these poems? ①I wandered lonely as a cloud That floats on high o'er vales and hills. ②If winter comes, can spring be far behind? ③Beauty is truth, truth beauty, - that is all Ye know on earth, and all ye need to know. 2)They are poets of____________. 答案：1) ①William Wordsworth. ②Percy Bysshe Shelley. ③John Keats. 2)Romanticisim. ●通过提问，激发学生已有的背景知识，引发学生对诗歌主题相关内容的表达欲望和学习兴趣，为接下来的学习做好铺垫。 2mins Activity 2 Exploring the rules 通过阅读短文， 梳理文章内容。 1.Below is an introduction to Romantic poetry. Read it and fill in the blanks in the table. Romanticism Definition It was a 1) ________________from the late 18th to the mid-19th century, involving 2)____________________ and poets. The aim To 3)______________________ of the 18th century. To put emphasis on the importance of imagination and feeling, 4)_________________ and a return to the past. Representatives of English poets 5) ___________________________ The common theme in Romantic poetry Celebrating the beauty of 6) ______________________ The significance The poetry of the Romantic era is one of 7) _________________________ 答案：1)cultural movement; 2)painters, musicians, novelists; 3)break with the ideals; 4)the love of nature; 5)William Wordsworth, Samuel Taylor Coleridge, George Gordon Byron and Percy Bysshe Shelley; 6)natural and country life; 7)the greatest treasures in Western literature. 2. Read the introduction again. Find the sentences that use to-infinitives, verb-ing or verb-ed forms and complete the table on P48. Subjects 1)_________________ Predicatives The aim of the Romantic was to break with ... 2) __________________ 3) __________________ Objects 4) ___________________ 5) ___________________ Complements 6)____________________ Attributives 7)____________________ Adverbials 8)____________________ 答案：1)..., celebrating the beauty of nature and country life became a common theme in Romantic poetry; 2)Romantic poets were often not pleased with ...; 3) ... they were not always interested in ...; 4)... they refused to follow rigid rules; ... 5)Instead, they advocated going back to nature; 6)..., people were made to work long hours; 7)...a process called industrialization; 8) 8)Exploring the world of emotion and showing the beauty of nature, ... 4.归纳：The to-infinitive often refers to an action that will happen in the future; the verb-ing form, a continuing action; and the verb-ed form, a past action. Generally speaking, the verb-ing form expresses a(n) 1) ________ (active/passive) meaning, while the verb-ed form expresses a(n) 2) ________ (active/passive) meaning. The to-infinitive can be used as the 3) ____________ of a sentence. The verb-ing form can be used as the 4) ____________ of a sentence. The verb-ed form can be used as the 5) ________ of a sentence. *You can choose more than one answer for each blank. a. subject b. predicative c. object d. complement e. attributive f. adverbial 答案：1)active; 2)passive; 3)a, b, c, d, e, f; 4) a, b, c, d, e, f; 5)b, d, e, f . ●通过快速扫读和跳读文章，获取文章关键信息，了解浪漫派诗人和诗歌的特点。 ●通过观察文本中非谓语动词的用法，总结归纳出最核心的规则。 7mins Activity 3 Working out the rules 复习非谓语动词的具体规则。 · 非谓语动词综述 非谓语动词是动词的一种形式，没有人称和数的变化，但是有一般体、进行体、完成体和语态的变化，还可以有自己的宾语或者状语。非谓语动词不是句子的谓语动词，不能单独作谓语，但是可以作谓语之外的其他成分，如主语、宾语、宾补、表语、定语和状语。非谓语动词包括不定式、动名词、现在分词、过去分词。 形式 功能 主语 宾语 表语 定语 状语 补语 动词不定式 √ √ √ √ √ √ 动词-ing形式 √ √ √ √ √ √ 动词-ed形式 √ √ √ √ · To-infinitives/v-ing forms as subjects 1. 动词不定式和动词-ing形式都可以在句中作主语。不定式作主语时常常用形式主语it替代，不定式置于句末。 1) It+be+形容词+for sb to do sth 2) It+be+形容词+of sb to do sth 3) It+be+名词＋to do sth 4) It takes/costs sb+some time to do 2. 动词-ing形式有时也可用形式主语it替代，动词-ing形式置于句末。 1) It’s no use/good doing sth. 2) It’s a waste of time doing sth. 3) It’s (not) worth doing sth. 3. 动词不定式作主语，通常表示具体的、一次性的或将要发生的动作。 如：1)To cook Chinese food is not easy. 2)To eat healthy food is important for our health. 注意：动名词作主语，通常表示一般的、抽象的或经常性的动作。 1) Trying new recipes is always fun. · To-infinitives/v-ing forms as objects 1. afford/agree/arrange/choose/claim/desire/expect/fail/hope/intend/offer/pretend/promise/refuse/wish后常接不定式做宾语； 1) Mike offered to help me. 2) Tom promised to go with me. 2. 在advise/ admit/avoid/consider/deny/enjoy/finish /practise/suggest 等动词以及 burst out/give up/insist on/keep on/put off 等短语后，常接动词 -ing 形式作宾语； 1) I considered going to see him in person. 2) Everyone burst out laughing. 3.有些动词既可接不定式作宾语,也可接动词-ing形式作宾语,但意义不同。 try to do sth. 设法做某事 try doing sth. 试试做某事 be used to doing sth. 习惯于做某事 be used to do sth. 被用来做某事 can’t help to do sth. 不能帮助做某事 can’t help doing sth. 禁不住做某事 mean to do sth. 打算做某事 mean doing sth. 意味着做某事 forget to do sth. 忘记要做某事 remember to do sth. 记得要做某事 forget doing sth. 忘记做过某事 remember doing sth. 记得做过某事 regret to do sth.遗憾要做某事 regret doing sth. 后悔做过某事 stop to do sth.停下正在做的事去做另一件事 stop doing sth. 停止做某事 go on to do sth.继续做另一件事 go on doing sth. 继续做一直在做的事 · To-infinitives/v-ing forms as predicatives 1. 动词不定式可以在句中用作表语，说明主语所指的内容，动词不定式可以带逻辑主语。动词不定式作表语，有的情况下 to 可以省略。 1) My purpose is to help them. 2) My hope is for all members to come together. 3) All I did was (to) give him a little push. 2.动词 -ing 形式和动词 -ed 形式可以在句中用作表语，说明主语的特征或者状态，动词 -ing 形式还可以表示主语所指的内容。 1) The book was so interesting that he almost forgot the time. 2) He is very concerned with the matter. 3) This is asking for trouble. · To-infinitives/v-ing forms as attributives 形式 含义 to do 将要做（被修饰名词有序数词，最高级） doing 正在做/主动 done 已经做了/被动 to be done 将要被做 being done 正在被做 1) I have a meeting to attend tomorrow. 2) The boy standing there is my friend. 3) Jack cleared the fallen leaves on the ground. 4) Many students like to read novels written in English. 5) The building to be built in the square will be a new library. 6) Do you see the house being built over there? Practice: ①The ability __________(express) an idea is as important as the idea itself. ②Though it is the only unnatural thing on your way up the mountain, still it highlights the whole adventure and offers a place where you can sit down to rest your _________(ache) legs. ③Inspired by the Belt and Road Forum for International Cooperation______ (hold)in Beijing，Cao decided to cover the route by hiking as a tribute（致敬）to the ancient Silk Road. ④The northern branch of the Palace Museum is a key cultural project in Beijing in 2025, expected ________________(complete) by October. ⑤The problem ___________(discuss) at the moment is of great significance. ⑥The building ________(face) the river is our school library. 答案：①to express; ② aching; ③ held; ④ to be completed；⑤being discussed; ⑥facing. · To-infinitives/v-ing forms as adverbials to do 目的 / 结果 v-ing 时间/原因/伴随/结果（主动） v-ed 时间/原因/伴随（被动） 1. 不定式作目的状语的常用短语有：to do//in order to do //so as to do。 1) To catch the early bus, she got up at 5 o’clock. 2) She saved money in order to buy a new car. 3) He lowered his voice so as not to wake the baby. 2. 不定式作结果状语的常用短语有：only to do （竟然...(出乎意料的结果)）， so/such ... as to do （如此...以至于）， enough + to do （足够...以至于）， too ... to do （太...而不能）。多表示出乎意料的结果。 1) He hurried to the station only to find the train had left. 2) He was so angry as to be unable to speak. 3) He is too young to understand the problem. 现在分词也可引导结果状语，但是通常表示一种顺其自然的结果，即前句是分词动作的结果。 1) The fire lasted a whole night, destroying most of the building. 2) He ran all the way to the station, breathing heavily. 3) She worked day and night, finishing the project ahead of schedule. 3.动词-ing形式作状语可以用完成having done， 它往往强调动作发生在主句谓语动作之前，或表示已经持续一段时间的动作或状态。 1) Having lived in Paris for 10 years, he knows the city very well. 2) Having failed the exam twice, she decided to study harder. 3) Having seen the film before, I don’t want to watch it again. · To-infinitives/v-ing forms as complements 1. vt. + sb/sth(宾语) + 补语,补语修饰前面的宾语。 to do 说明宾语的一个动作的整个过程或结果； v-ing 说明宾语的动作是主动且正在进行； v-ed 表示宾语的动作是被动且已经完成。 2. 以下动词常接动词不定式结构：expect/forbid/force/order/ask/request+ sb.(宾语)+to do(宾补)。 1) We can always expect him to help us. 2) He warned us to be careful. 3) The school forbids students to use mobile phones in class. 4) The bad weather forced them to cancel the outdoor activity. 3. 在 see、hear、notice、watch、feel 等动词后，可以接不带 to 的动词不定式，也可以接动词 -ing 形式作补语。 see/hear/notice/watch/feel+ sb(宾) +(to) do(动作的全过程)// + sb(宾) + v-ing(动作正在进行)// + sb(宾) + v-ed (被动) 1) I saw him cross the street and enter a shop. 2) They watched the team win the game after a tough fight. 3) I saw him crossing the street. 4) He felt the ground shaking under his feet during the earthquake. 5) We heard the song played again on the radio. 6) He watched his broken phone repaired in the shop. Practice: ①When I put my hand on his chest，I could feel his heart still_______ (beat) faintly.. ②They saw the old woman _______(knock) down by a car. ③As I approached mile 23, I could see my wife _______(wave) a sign. ④I felt my hand _________held (hold)gently in the dark. ⑤He saw the thief _______(steal) the wallet and run away quickly. 答案：①beating; ② knocked; ③ waving; ④ held；⑤steal. ●通过一些与主题语境相关的句子的观察，使学生了解与辨析非谓语动词中动词不定式、动词-ing和动词-ed形式在具体语境中的具体区别，明确他们的正确使用。 10mins 应用实践 Activity 4 Applying the rules 在语境中带着学生运用非谓语动词。 1. Rewrite the following sentences using to-infinitives, verb-ing or verb-ed forms. 1) Romantic poets experimented with new poetic forms. They were particularly interested in it. Romantic poets were particularly ____________________________________. 2) Romantic poets often mentioned the effect of beauty on the poet’s imagination when they described natural scenes. Romantic poets often mentioned the effect of beauty on the poet’s imagination when _____________________. 3)Poems that focus on nature often stress the moment of inspiration. Poems __________________ often stress the moment of inspiration. 4) Many Romantic poems are filled with descriptions of magic and ancient themes, and contain rich sensory details. _____________________________________________, many Romantic poems contain rich sensory details. 5)Since Romantic poets were highly colourful and independent individuals, finding concerns common to all of them is sometimes difficult. Since Romantic poets were all highly colourful and independent individuals, it is sometimes difficult _________________________________. 答案：1) interested in experimenting with new poetic forms. 2) describing natural scenes. 3) focusing on nature. 4) Filled with descriptions of magic and ancient themes. 5) to find concerns common to all of them. 2.Below is an article about the English poet William Wordsworth. Complete the article with the correct to-infinitives, verb-ing or verb-ed forms of the verbs in the brackets. Born in 1770, William Wordsworth was one of the 1) _______(lead) poets of the Romantic movement in England. 2) _______ (grow) up in the beautiful Lake District, Wordsworth had a childhood that was perfect for a developing poet. 3)__________ (educate) at Cambridge, Wordsworth received his degree in 1791. He spent a lot of time 4) ______(tour) in Europe. Travelling obviously provided Wordsworth with plenty of ideas for his poems. In 1795, he met Samuel Taylor Coleridge and the two talented young men became close friends. 5) _______ (meet) Coleridge had a huge impact on Wordsworth. Lyrical Ballads, a collection of poems 6) _______ (write) together with Coleridge, was Wordsworth’s first great work. It was published in 1798 and marked the start of the Romantic era in poetry. Wordsworth explained that they wanted to write poetry that ordinary people could use 7) ________ (express) their feelings. Many of the poems in the collection were about returning to nature. Like other Romantics, Wordsworth preferred 8) ___________ (live) in the country rather than in the city. 答案：2. 1) leading; 2)Growing; 3) Educated; 4) touring; 5) Meeting; 6)written; 7)to express; 8) to live/living. 3.Read the article again and finish the timeline. William Wordsworth: a 1)___________of the Romantic movement in England He 3)_____ and the two became close friends. He was born in England. 1791 1798 1795 He 2)_____ from Cambridge. 4)______, a collection of poems was published, which was Wordsworth’s first great work and 5)______ in poetry. 1770 答案：3. 1)leading poet; 2)received his degree; 3) met Samuel Talyor Coleridge; 4)Lyrical Ballads; 5) marked the start of the Romantic era. 4.Write about the importance of reading poems. Think of at least one reason and give supporting details, using to-infinitives, verb-ing and verb-ed forms. Use the example below to help you. Example: Reading poems helps me understand the beauty of language. There are a lot of poetic devices employed in poems, such as rhyme and metaphor. When reading these beautifully written lines, I can enjoy the beauty of the language. 答案：4. Reading poems helps develop deep insight into what the poet wants to express. Every poem is unique to its poet and its message might first need to be discovered before it can be understood. A poem also represents what the poet was experiencing at that time, such as passion or sorrow. When I read a poem, I want to discover and understand the poet’s message. So I often think about what the poet was going through at that time. Understanding the poet’s thoughts and feelings opens up a whole new world for me and keeps me from getting bored. Activity 5 Language Points Underline the important words and phrases. 1) 和……原有的理念决裂; 2) 拒绝遵循严格死板的规则; 3) 强调……的重要性; 4)在于; 5)提倡回归自然; 6) 赞扬自然和乡村生活的美; 7) 实验; 8) 强调灵感的时刻; 9) 包含丰富的感官细节; 10) 对……有巨大影响。 答案：1) break with the ideals of...; 2) refuse to follow rigid rules; 3)put emphasis on the importance of...; 4) lie in; 5)advocate going back to nature; 6) celebrate the beauty of nature and country life; 7) experiment with...; 8)stress the moment of inspiration; 9) contain rich sensory details; 10) have a huge impact on... ●通过层次分明的练习设计，帮助学生内化非谓语动词在语境中的具体运用，发展他们的英语语法意识和能力，进一步巩固学生在语境中对非谓语动词的实际应用能力。 ●通过聚焦于重点短语，促进学生对于主题语境相关的表达的积累。 18mins Activity 6 Summary 总结非谓语动词的具体规则和用法。 ●通过回顾非谓语动词的用法和规则，加深学生对于所学内容的理解。 1min Activity 8 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 1mins 迁移创新 作业内容 Finish C on page 76. Fill in the blanks with the correct forms of the verbs in the brackets. 1)The system has the ability _______ (run) more than one program atthe same time. 2) _____________ (approach) the lake, we found many people taking exercise. 3)Literature is a great treasure waiting _________________ (discover). 4)___________________ (struggle) with the problem for hours, Tom finally went to his teacher for help. 5) ___________ (see) in this light, the matter is not as serious as people generally suppose. 6)Many rooms need _____________________ (clean), your bedroom in particular. 7) I was so shocked that I found myself ___________ (lose) for words. 8) ____________ (judge) by his accent, we guess he is from the south. 9) I know she is upset but I don’t regret ___________ (tell) her about it. She needs to know the truth. 10)The young man was considered _____________ (have) great promise. 答案：1. 1) to run; 2) Approaching; 3) to be discovered; 4)Having struggled; 5) Seen; 6) cleaning/ to be cleaned; 7) lost; 8)Judging; 9) telling; 10) to have. 2.Polish up your writing. 作业设计意图 ●通过练习，让学生在真实的语境中运用所学知识，修改自己的写的短文，进一步提高和巩固学生对目标语法的运用能力。 1min 板书设计 Unit 4 Exploring poetry Grammar and usage Overview of to-infinitives, verb-ing and verb-ed forms 教学反思 优点： 教学设计紧密结合新课标的相关要求，围绕‘形式-意义-使用’采用和设计不同类型的学习实践活动，创设各种跟主题相关的语境，将非谓语动词的用法和规则有机融入各教学环节，从而引导学生发展英语语法意识和能力，注重学生的实际应用能力的培养。 缺点： 在某些活动的设计中，可能未能充分考虑所有学生的个体差异，可能会导致部分学生跟不上教学进度，或影响教学进度。 改进： 今后应更加关注学生的个体差异，利用课前课后的时间，提供个性化指导和支持，尽量使所有学生都能参与到课堂中来。 尽量留出足够的时间给学生思考和总结。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $