Unit 1 Back to School-Grammar and usage 教案-2025-2026学年高中英语译林版必修第一册

Unit 1 Back to School-Grammar and usage 教学目标和重难点 1. 教学目标 Language Ability: Students can accurately identify sentence elements and basic sentence structures, and use them to analyze and construct simple and compound sentences related to campus life. Learning Ability: They can independently summarize grammar rules through observation and practice, and master the learning strategy of combining context with grammar. Cultural Awareness: They understand the differences between English and Chinese sentence structures, cultivate cross-language communication awareness, and respect linguistic and cultural diversity. Thinking Quality: They develop logical thinking through analyzing sentence components and constructing sentences, and enhance their ability of inductive reasoning and practical application. 2. 教学重难点 Key Points: Mastering the definitions, functions and common forms of seven sentence elements; understanding and distinguishing five basic sentence structures; being able to identify sentence elements and sentence structures in simple and compound sentences related to campus life. Difficult Points: Distinguishing predicative from object, attributive from adverbial; correctly using different sentence structures to express ideas in context, especially avoiding Chinese-style English errors; applying sentence elements and structures flexibly in writing and speaking to improve the fluency and accuracy of expression. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Daily Greeting and Topic Discussion. The teacher greets students with campus-related topics: “Good morning, everyone! Welcome back to our English class. As we are in Senior High School now, we have new teachers, new classmates and new learning tasks. Can you say one sentence about your new senior high school life?” Invite 3-4 students to share their sentences, such as “I like my new English teacher.” “My senior high school is very beautiful.” “I want to make more friends here.” Write these sentences on the blackboard. Design Intention: This activity is closely connected with the unit theme “Back to School”, which can arouse students’ interest and enthusiasm in learning. By asking students to share sentences about their senior high school life, it not only creates a relaxed and active classroom atmosphere, but also naturally presents simple English sentences, laying a foundation for the subsequent learning of sentence elements and structures. At the same time, it helps students connect their real life with English learning, realizing the combination of context and language. Activity 2: Sentence Observation and Question Raising. The teacher points to the sentences on the blackboard and asks students to observe carefully: “Look at these sentences. Each sentence is made up of different words. Do you know what each word does in the sentence? For example, in the sentence ‘I like my new English teacher.’, what does ‘I’ stand for? What does ‘like’ mean here? What is ‘my new English teacher’?” Guide students to think actively and put forward their own questions. Then the teacher summarizes: “These words in the sentence have different functions, and we call them ‘sentence elements’. Today, we will learn about sentence elements and basic sentence structures together, which will help us understand and use English sentences better.” Design Intention: By asking guiding questions, students are guided to observe and think about the functions of words in sentences, which stimulates their curiosity and desire for knowledge. It naturally leads to the topic of this lesson - sentence elements and sentence structures, and makes students realize the importance of learning this grammar point, laying a good psychological foundation for the subsequent teaching. Step 2: Presentation (Explanation of Grammar Points) 2.1 Presentation of Sentence Elements The teacher introduces the seven basic sentence elements one by one, combining campus-related examples, and explains their definitions, functions and common forms in detail. 1. Subject: The teacher writes the example sentence “My new classmates are very friendly.” on the blackboard and explains: “The subject is what the sentence is about, which usually refers to a person, thing, event or idea. It is the doer of the action or the carrier of the state. In this sentence, ‘My new classmates’ is the subject, which tells us who the sentence is about.” Then give more examples related to campus life: “Our school has a big library.” (subject: Our school), “Reading books is my hobby.” (subject: Reading books), “What our teacher said is very useful.” (subject: What our teacher said). Summarize the common forms of the subject: noun, pronoun, gerund, infinitive, subject clause, etc. Design Intention: Combining campus-related examples to explain the subject can make abstract grammar points more specific and intuitive, which is convenient for students to understand and remember. By listing different forms of the subject, students can have a comprehensive understanding of the subject, laying a foundation for their subsequent identification of the subject in complex sentences. 2. Predicate: The teacher takes the previous example sentence “My new classmates are very friendly.” and continues to explain: “The predicate is used to describe the action, state or feature of the subject. It is usually after the subject. In this sentence, ‘are very friendly’ is the predicate, which describes the state of the subject ‘My new classmates’.” Then distinguish simple predicate and compound predicate: “Simple predicate is composed of a single verb or verb phrase, such as ‘I study hard every day.’ (predicate: study hard); compound predicate is composed of ‘linking verb + predicative’ or ‘auxiliary verb/modal verb + main verb’, such as ‘She will join the school club.’ (predicate: will join), ‘The class is interesting.’ (predicate: is interesting).” Give more campus-related examples to let students identify the predicate. Design Intention: Distinguishing simple predicate and compound predicate helps students accurately grasp the structure of the predicate, avoiding the mistake of ignoring auxiliary verbs or modal verbs when identifying the predicate. Campus-related examples can make students feel that grammar is closely related to their daily study and life, reducing their sense of distance from grammar learning. 3. Object: The teacher writes the example sentence “I often read English books after class.” and explains: “The object is the receiver of the action, which is usually after the transitive verb or preposition. In this sentence, ‘English books’ is the object, which is the receiver of the action ‘read’.” Then introduce direct object and indirect object: “Some verbs can take two objects: indirect object (usually referring to people) and direct object (usually referring to things), such as ‘Our teacher gave us some advice.’ (indirect object: us; direct object: some advice).” Give examples related to campus: “She lent me her notebook.” “I bought a pen for my deskmate.” Let students identify direct object and indirect object. Design Intention: By distinguishing direct object and indirect object, students can better understand the structure of sentences with double objects, and lay a foundation for their subsequent sentence transformation and application. The examples are close to students’ campus life, which is conducive to improving their ability to apply grammar in real scenarios. 4. Predicative: The teacher takes the example sentence “Our new classroom is bright and clean.” and explains: “The predicative is used to explain the identity, state or feature of the subject, which is usually after the linking verb. Common linking verbs include be verbs, sensory verbs (look, sound, feel, smell, taste) and change verbs (become, get, turn, grow). In this sentence, ‘bright and clean’ is the predicative, which describes the state of the subject ‘Our new classroom’.” Give more examples: “The music sounds beautiful.” “He becomes more confident.” Let students identify the predicative and linking verbs. Design Intention: The key to mastering the predicative is to grasp the linking verbs. By listing common linking verbs and combining campus-related examples, students can accurately distinguish the predicative from other sentence elements, especially avoiding confusing the predicative with the object. 5. Attributive: The teacher writes the example sentence “The girl in red is my deskmate.” and explains: “The attributive is used to modify or restrict a noun or pronoun, explaining what kind of, which one or whose it is. It can be before or after the modified word. In this sentence, ‘in red’ is the attributive, which modifies the noun ‘the girl’.” Then introduce common forms of attributive: adjective, noun, prepositional phrase, infinitive, participle, attributive clause, etc. Give campus-related examples: “a beautiful school” (adjective as attributive), “a math teacher” (noun as attributive), “the book on the desk” (prepositional phrase as attributive), “the student to join the competition” (infinitive as attributive). Design Intention: The attributive has various forms, which is a key and difficult point in learning sentence elements. By listing different forms of attributive and combining specific examples, students can systematically master the usage of attributive, and improve their ability to analyze the structure of complex sentences. 6. Adverbial: The teacher writes the example sentence “We study hard in the classroom every day.” and explains: “The adverbial is used to modify a verb, adjective, adverb or the whole sentence, explaining when, where, how, why, to what extent, etc. In this sentence, ‘hard’ modifies the verb ‘study’ (adverbial of manner), ‘in the classroom’ modifies the verb ‘study’ (adverbial of place), ‘every day’ modifies the verb ‘study’ (adverbial of time).” Give more campus-related examples: “She will come to school at 7:30 tomorrow.” (adverbial of time), “He studies English very carefully.” (adverbial of manner), “Because he is ill, he doesn’t go to school today.” (adverbial of reason). Design Intention: The adverbial has a wide range of functions and flexible positions, which is a difficult point for students to master. By classifying adverbials according to their functions and combining campus-related examples, students can clearly understand the usage of adverbials and accurately identify adverbials in sentences. 7. Complement: The teacher writes the example sentence “We keep our classroom clean.” and explains: “The complement is used to supplement and explain the subject or object, making the meaning of the sentence more complete. It is usually after the subject or object. In this sentence, ‘clean’ is the object complement, which supplements and explains the object ‘our classroom’.” Then introduce subject complement and object complement: “Subject complement supplements and explains the subject, usually after the linking verb or passive voice, such as ‘He was found ill.’ (subject complement: ill); object complement supplements and explains the object, usually after the object, such as ‘Our teacher asked us to finish the homework on time.’ (object complement: to finish the homework on time).” Give campus-related examples for students to identify. Design Intention: The complement is a relatively difficult sentence element for students. By distinguishing subject complement and object complement and combining specific examples, students can understand the function of complement and accurately identify complement in sentences, which helps to improve their ability to understand and construct complex sentences. 2.2 Presentation of Basic Sentence Structures On the basis of introducing sentence elements, the teacher introduces five basic sentence structures, combining the sentence elements learned before, and explains each structure in detail with campus-related examples. 1. SV (Subject + Verb): The teacher writes the example sentence “The bell rings.” and explains: “This structure is composed of subject and intransitive verb. The intransitive verb can express a complete meaning without an object. In this sentence, ‘The bell’ is the subject, ‘rings’ is the intransitive verb, and the sentence meaning is complete.” Give more campus-related examples: “Students arrive.” “Our teacher comes.” Let students practice making sentences of this structure. Design Intention: SV structure is the simplest basic sentence structure. By introducing it first, students can gradually adapt to the learning of sentence structures, laying a foundation for the learning of more complex structures. The examples are simple and close to campus life, which is convenient for students to understand and practice. 2. SVP (Subject + Linking Verb + Predicative): The teacher takes the example sentence “Our school is beautiful.” and explains: “This structure is composed of subject, linking verb and predicative. The linking verb connects the subject and the predicative, and the predicative explains the state or feature of the subject. In this sentence, ‘Our school’ is the subject, ‘is’ is the linking verb, and ‘beautiful’ is the predicative.” Give more examples: “She feels happy.” “The class becomes interesting.” Let students practice making sentences of this structure, and ask them to identify the linking verb and predicative. Design Intention: SVP structure is closely related to the predicative learned before. By connecting with the previous knowledge, students can consolidate the knowledge of predicative and linking verb, and master the SVP structure more quickly. The practice of making sentences helps students apply the structure flexibly. 3. SVO (Subject + Verb + Object): The teacher writes the example sentence “I love English.” and explains: “This structure is composed of subject, transitive verb and object. The transitive verb needs an object to express a complete meaning. In this sentence, ‘I’ is the subject, ‘love’ is the transitive verb, and ‘English’ is the object.” Give more campus-related examples: “We read books.” “Our teacher teaches us.” Let students practice making sentences of this structure, and ask them to identify the verb and object. Design Intention: SVO structure is one of the most commonly used sentence structures in English. By combining simple and practical campus examples, students can quickly grasp this structure. The practice of making sentences helps students apply the structure in daily communication, improving their language application ability. 4. SVOO (Subject + Verb + Indirect Object + Direct Object): The teacher writes the example sentence “Our teacher gave us a lesson.” and explains: “This structure is composed of subject, transitive verb, indirect object and direct object. The indirect object usually refers to people, and the direct object usually refers to things. The verb in this structure is a double-object verb, such as give, lend, buy, send, etc.” Then introduce the transformation of this structure: “We can also say ‘Our teacher gave a lesson to us.’, that is, ‘verb + direct object + preposition (to/for) + indirect object’.” Give more examples: “She lent me her pen.” → “She lent her pen to me.” “I bought a gift for my classmate.” → “I bought my classmate a gift.” Let students practice transforming sentences of this structure. Design Intention: SVOO structure is a relatively complex basic sentence structure. By introducing the transformation of the structure, students can master the usage of double-object verbs more flexibly, and avoid errors in sentence expression. The practice of sentence transformation helps students deepen their understanding of the structure and improve their ability to flexibly use the structure. 5. SVOC (Subject + Verb + Object + Complement): The teacher writes the example sentence “We keep our classroom clean.” and explains: “This structure is composed of subject, transitive verb, object and complement. The complement supplements and explains the object, making the meaning of the sentence more complete. The verb in this structure is a verb that can take object complement, such as keep, make, find, let, ask, etc.” Give more campus-related examples: “Our teacher makes us happy.” “I find the book interesting.” Let students practice making sentences of this structure, and ask them to identify the object and complement. Design Intention: SVOC structure is closely related to the complement learned before. By connecting with the previous knowledge, students can consolidate the knowledge of complement and master the SVOC structure more quickly. The practice of making sentences helps students apply the structure flexibly, improving their ability to construct complex sentences. After introducing all five basic sentence structures, the teacher summarizes: “These five basic sentence structures are the basis of all English sentences. Any complex English sentence is composed of these basic structures. As long as we master these basic structures, we can better understand and construct English sentences.” Design Intention: The summary helps students form a systematic understanding of the basic sentence structures, realize the connection between basic structures and complex sentences, and enhance their confidence in learning grammar. Step 3: Practice (Consolidation & Application) The practice part is divided into three levels: basic practice, intermediate practice and advanced practice, which are carried out step by step to help students consolidate the grammar points learned, and gradually improve their ability to apply grammar flexibly. 3.1 Basic Practice: Identification of Sentence Elements and Sentence Structures Activity 1: Identify Sentence Elements. The teacher provides 10 campus-related sentences, and asks students to identify the sentence elements (subject, predicate, object, predicative, attributive, adverbial, complement) in each sentence. For example: 1. Our new English teacher is very kind. (subject: Our new English teacher; predicate: is very kind; predicative: very kind) 2. Students read books in the library every afternoon. (subject: Students; predicate: read; object: books; adverbial of place: in the library; adverbial of time: every afternoon) 3. The teacher asked us to finish the homework on time. (subject: The teacher; predicate: asked; object: us; object complement: to finish the homework on time; adverbial of time: on time) Students complete the task independently first, then exchange their answers in groups of 4, and finally the teacher checks and explains the answers, focusing on the difficult points such as distinguishing predicative from object, attributive from adverbial. Design Intention: Basic practice focuses on consolidating students’ understanding of sentence elements. By providing campus-related sentences, students can apply the knowledge they have learned to specific scenarios. Group exchange helps students learn from each other and solve problems together, while teacher’s explanation helps students correct mistakes and deepen their understanding of difficult points. Activity 2: Identify Sentence Structures. The teacher provides 10 campus-related sentences, and asks students to identify which basic sentence structure (SV, SVP, SVO, SVOO, SVOC) each sentence belongs to. For example: 1. The bell rings. (SV) 2. Our classroom is clean. (SVP) 3. I like my new school. (SVO) 4. The teacher gave us some books. (SVOO) 5. We keep our classroom tidy. (SVOC) Students complete the task in pairs, then the teacher invites several pairs to share their answers, and explains the sentences with wrong answers, helping students accurately grasp the characteristics of each basic sentence structure. Design Intention: This activity helps students consolidate the basic sentence structures learned, and improve their ability to identify sentence structures. Pair work can enhance students’ participation in the classroom, and teacher’s explanation can help students correct their misunderstandings and deepen their memory of sentence structures. 3.2 Intermediate Practice: Sentence Transformation and Correction Activity 1: Sentence Transformation. The teacher provides sentences of different basic structures, and asks students to transform them according to the requirements. For example: 1. Transform SVO structure into SVOO structure: She gave me a pen. → She gave a pen to me. 2. Transform SVOO structure into SVO structure: Our teacher bought us some gifts. → Our teacher bought some gifts for us. 3. Add attributive and adverbial to the sentence “Students study.” to make it more complete: The hard-working students study hard in the classroom every day. 4. Transform the simple sentence into a sentence with complement: He made me happy. (SVOC) Students complete the transformation task independently, then the teacher checks the answers, and invites students to explain their transformation ideas. For the wrong transformations, the teacher guides students to find the reasons and correct them. Design Intention: Sentence transformation helps students flexibly apply the basic sentence structures and sentence elements learned, and improve their ability to adjust sentence structures according to needs. By asking students to explain their transformation ideas, the teacher can understand students’ mastery of grammar points, and help students form a clear thinking process. Activity 2: Error Correction. The teacher provides some wrong sentences related to sentence elements and sentence structures, which are common errors made by students (such as confusing predicative with object, incorrect use of sentence structures, Chinese-style English, etc.), and asks students to find the errors and correct them. For example: 1. Wrong: I very like my new school. (Error: adverbial of manner “very” is placed incorrectly) Correct: I like my new school very much. 2. Wrong: She is very happy today. (Correct, but ask students to identify the sentence structure: SVP) 3. Wrong: The teacher gave to me a book. (Error: incorrect transformation of SVOO structure) Correct: The teacher gave me a book. / The teacher gave a book to me. 4. Wrong: I find that the book is interesting. (Error: redundant “that” in SVOC structure) Correct: I find the book interesting. Students work in groups to complete the error correction task, then each group sends a representative to share their answers and error analysis. The teacher summarizes the common errors and reminds students to avoid these errors in future use. Design Intention: Error correction can help students identify common mistakes in grammar use, deepen their understanding of grammar rules, and improve their ability to use grammar correctly. Group cooperation can stimulate students’ thinking and improve their ability to analyze and solve problems. 3.3 Advanced Practice: Comprehensive Application in Listening, Speaking, Reading and Writing Activity 1: Listening and Sentence Analysis. The teacher plays a short listening material related to campus life (about 1-2 minutes), which includes sentences of different basic structures and sentence elements. After listening, the teacher plays the listening material again, and asks students to write down 5 sentences they hear, then identify the sentence elements and sentence structures of each sentence. Finally, the teacher checks the answers and plays the listening material again to help students confirm. Design Intention: This activity combines listening with grammar learning, which not only improves students’ listening ability, but also helps students apply the grammar knowledge they have learned to listening comprehension, realizing the integration of listening and grammar. It also helps students adapt to the application of grammar in real listening scenarios. Activity 2: Speaking Practice. The teacher divides students into groups of 4, and asks each group to discuss the topic “My Ideal Senior High School Life” for 5 minutes. During the discussion, students are required to use at least 3 different basic sentence structures and various sentence elements. After the discussion, each group sends a representative to make a 1-2 minute speech, and the other students listen carefully and record the sentence structures and sentence elements used by the speaker. Finally, the teacher comments on the speeches, focusing on the correct use of grammar points. Design Intention: Speaking practice helps students apply the grammar knowledge they have learned to oral communication, improving their oral expression ability and flexible application ability of grammar. Group discussion can stimulate students’ enthusiasm for speaking, and teacher’s comments can help students find their own problems and improve their oral expression level. Activity 3: Reading and Sentence Analysis. The teacher provides a short passage related to campus life (about 150 words), which includes various sentence elements and basic sentence structures. Ask students to read the passage carefully, then answer the following questions: 1. Identify the subject, predicate and object of the first sentence. 2. Find 2 sentences of SVP structure and 2 sentences of SVO structure in the passage. 3. Underline the attributive and adverbial in the passage and explain their functions. Students complete the task independently, then exchange their answers in groups, and finally the teacher explains the key points and difficulties in the passage. Design Intention: This activity combines reading with grammar learning, which not only improves students’ reading ability, but also helps students apply grammar knowledge to text analysis, realizing the integration of reading and grammar. It helps students understand the application of grammar in context, and improves their ability to analyze and understand complex texts. Activity 4: Writing Practice. Ask students to write a short passage about “My First Week in Senior High School” (about 100 words). Requirements: 1. Use at least 4 different basic sentence structures. 2. Use at least 3 different sentence elements (such as attributive, adverbial, complement). 3. The content is true and coherent, and the grammar is correct. Students complete the writing task independently, then exchange their compositions in pairs and correct each other’s grammar errors. Finally, the teacher selects several representative compositions (including excellent ones and those with common errors) to comment on, focusing on the correct use of sentence elements and sentence structures. Design Intention: Writing practice is the comprehensive application of grammar knowledge. By asking students to write a passage related to their own life, it not only stimulates their writing interest, but also helps them apply the grammar knowledge they have learned to writing, improving their writing ability and grammar application ability. Peer correction helps students learn from each other and improve their ability to find and correct grammar errors. Step 4: Summary & Reflection Activity 1: Summary. The teacher invites students to summarize the grammar points learned in this lesson: “What have we learned today? Who can summarize the seven sentence elements and five basic sentence structures for us?” Invite 2-3 students to summarize, then the teacher supplements and improves, and combs the knowledge framework of this lesson: Sentence Elements (subject, predicate, object, predicative, attributive, adverbial, complement) → Basic Sentence Structures (SV, SVP, SVO, SVOO, SVOC) → Application of Grammar in Listening, Speaking, Reading and Writing. The teacher emphasizes: “Sentence elements and basic sentence structures are the foundation of English learning. We should not only remember the rules, but also apply them flexibly in practice, avoiding Chinese-style English errors.” Design Intention: Letting students summarize independently helps them sort out the knowledge they have learned, form a systematic knowledge framework, and improve their ability of induction and summary. Teacher’s supplement and emphasis help students grasp the key points of the lesson and deepen their memory of grammar rules. Activity 2: Reflection. The teacher asks students to reflect on their learning in this lesson: “What have you mastered in this lesson? What are the difficulties you still have? What do you need to practice more after class?” Students think independently for 2 minutes, then share their reflections with their deskmates. Finally, the teacher collects students’ common difficulties and gives guidance: “For the difficulties such as distinguishing predicative from object, attributive from adverbial, we can do more identification and practice after class, and combine specific examples to understand. Remember that grammar learning needs more practice, and only by applying it frequently can we master it proficiently.” Design Intention: Reflection helps students understand their own learning situation, find their own difficulties and deficiencies, and clarify the direction of after-class practice. Teacher’s guidance helps students solve common difficulties and enhance their confidence in learning grammar. Step 5: Homework Arrangement 1. Basic Homework: Complete the exercises on sentence elements and sentence structures in the textbook, and check the answers by themselves after finishing. 2. Intermediate Homework: Write 10 sentences related to campus life, including 2 sentences for each basic sentence structure, and mark the sentence elements of each sentence. 3. Advanced Homework: Revise the short passage written in class, improve the use of sentence elements and sentence structures, and add more details to make the passage more vivid and coherent. 4. Extended Homework: Observe the English sentences in daily life (such as English posters, English books, English songs), collect 5 sentences with different sentence structures, and analyze their sentence elements. Design Intention: The homework is divided into different levels, which can meet the learning needs of different students. Basic homework helps students consolidate the grammar points learned in class; intermediate homework helps students deepen their understanding and application of sentence elements and sentence structures; advanced homework helps students improve their writing ability and flexible application ability of grammar; extended homework helps students connect grammar learning with daily life, realizing the application of grammar in real life. 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 $