Unit 1 Lights,Camera,Action!-Grammar and usage 教案-2025-2026学年高中英语译林版必修第二册

Unit 1 Lights,Camera,Action!-Grammar and usage 教学目标和重难点 1. 教学目标 It focuses on language competence by mastering subject-verb agreement rules, develops thinking quality through exploration and summary, cultivates cultural awareness by connecting film themes, and fosters learning ability via independent and cooperative inquiry. 2. 教学重难点 Key points: Mastering three principles of subject-verb agreement (grammatical concord, notional concord, proximity). Difficult points: Applying the rules flexibly in film-related contexts, especially dealing with collective nouns and coordinate subjects. 教学过程 Step 1: Lead-in (Lead-in and Perception) The teacher starts the class by showing a short clip of the classic Disney film The Jungle Book, which is closely related to the unit theme of "Lights, Camera, Action!". After playing the clip, the teacher asks students a series of questions and requires them to answer in complete sentences: 1. Who is the main character of the film? (A boy named Mowgli is the main character of the film.) 2. How long does the film last? (The film lasts nearly two hours.) 3. Can you give a brief introduction to it? (Based on Rudyard Kipling’s book of the same title, the film describes the story of Mowgli. Mowgli and his animal friends live happily in the jungle until one day Shere Khan the tiger returns.) 4. Which version do you prefer, the 2-D version or the 3-D version? Why? (I prefer the 3-D version because it makes the scenes look more real and vivid.) After students finish answering, the teacher writes the key sentences on the blackboard, underlines the subjects and predicates, and guides students to observe the number consistency between subjects and predicates. For example, in "A boy named Mowgli is the main character", the singular subject "a boy" matches the singular verb "is"; in "Mowgli and his animal friends live happily", the plural subject "Mowgli and his animal friends" matches the plural verb "live". Then the teacher naturally leads to the topic of this lesson: subject-verb agreement. Design Intention: This step takes the film The Jungle Book, which is familiar and interesting to students, as the entry point. It not only stimulates students’ learning interest and connects with the unit’s film theme but also enables students to initially perceive the phenomenon of subject-verb agreement through answering questions. By underlining subjects and predicates, students can intuitively find the consistency between subjects and predicates, laying an emotional and cognitive foundation for the subsequent exploration and mastery of grammatical rules. At the same time, it conforms to the new curriculum standard’s concept of "taking thematic context as the guide" and integrates grammar teaching into real language scenarios. Step 2: Exploring and Summarizing (Rule Exploration) First, the teacher asks students to open the textbook and read the introduction of The Jungle Book in Part A on Page 6 carefully. Then, the teacher distributes a worksheet with a table, requiring students to fill in the table by identifying the subjects and corresponding predicates in the underlined sentences of the text, and marking whether the subjects and predicates are singular or plural. The table on the worksheet is designed as follows: Sentences from the Text Subjects Singular/Plural of Subjects Predicates Singular/Plural of Predicates In 1976, Disney adapted the book into a cartoon film. Disney Singular adapted Singular The film describes the story of a boy named Mowgli. The film Singular describes Singular Mowgli and his animal friends live happily in the jungle. Mowgli and his animal friends Plural live Plural There is a tiger named Shere Khan in the jungle. a tiger named Shere Khan Singular is Singular After students finish filling in the table individually, the teacher organizes students to discuss in groups of 4-5. They need to share their answers, check each other for errors, and try to summarize the basic rules of subject-verb agreement based on the content of the table. During the group discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides appropriate guidance when students encounter difficulties. For example, if students cannot summarize the rule of coordinate subjects connected by "and", the teacher can prompt: "When two or more people or things are connected by ‘and’ as the subject, what is the number of the predicate verb?" After the group discussion, each group sends a representative to present their summarized rules. The teacher writes the representative’s opinions on the blackboard, then combs and supplements them, and finally summarizes the three basic principles of subject-verb agreement combined with the examples in the text: 1. Grammatical Concord: The verb should agree with the subject in number grammatically. If the subject is a singular noun, an uncountable noun, a book/film title, a verb-ing form, a pronoun like everyone, or a phrase of measurement like two hours, the verb should be singular. If the subject is a plural noun or a phrase of two or more words linked by "and" referring to two or more objects or people, the verb should be plural. For example, "Two hours is enough" (a phrase of measurement as the subject, verb is singular); "Chinese and Mathematics are two important subjects" (coordinate subjects linked by "and", verb is plural). 2. Notional Concord: The verb should agree with the subject in meaning rather than just form. This is especially reflected in collective nouns (such as family, team, group). When a collective noun refers to a whole, the verb is singular; when it refers to the members of the collective, the verb is plural. For example, "My family is a happy one" (referring to the whole family, verb is singular); "My family love music" (referring to family members, verb is plural). 3. Principle of Proximity: When the subject is composed of two or more nouns or pronouns connected by "or", "nor", "not only...but also...", or in the "there be" structure, the verb agrees with the noun or pronoun closest to it. For example, "Not only Paul but also his classmates are to write a report" (the verb agrees with "his classmates", plural); "There is a dictionary, two notebooks and a pen on the desk" (the verb agrees with "a dictionary", singular). In the process of explaining the rules, the teacher combines more examples related to the film theme to help students understand. For example, when explaining the principle of proximity, the teacher gives the example: "Either the director or the actors are responsible for the film’s success" (the verb agrees with "the actors", plural); when explaining notional concord, the example is: "The film crew is working hard on the new scene" (referring to the crew as a whole, verb is singular) and "The film crew are having a rest" (referring to the crew members, verb is plural). Design Intention: This step adopts the inductive teaching method, which conforms to the cognitive law of senior high school students. By letting students fill in the table, observe the examples, and discuss in groups, they can actively explore the grammatical rules instead of passively accepting the teacher’s explanation. This not only helps students deepen their understanding of the rules but also cultivates their ability of observation, analysis and cooperation. Combining the rules with film-related examples makes the abstract grammatical rules concrete and vivid, which is conducive to students’ understanding and memory. At the same time, group discussion can stimulate students’ thinking, let them learn from each other, and develop their thinking quality and learning ability. Step 3: Consolidation Practice (Rule Application) This step is divided into three levels of practice, from easy to difficult, to help students consolidate and apply the learned rules. All practice materials are closely related to the unit’s film theme to ensure the consistency of the teaching context. Level 1: Basic Practice (Single Sentence Correction and Completion) The teacher presents 10 sentences on the screen, some of which have errors in subject-verb agreement, and some need to fill in the correct form of the verb. Students complete the exercises individually, then check the answers with the teacher. The teacher focuses on explaining the error-prone sentences and emphasizing the key rules. Sample exercises: 1. The number of people who like 3-D films (be) increasing year by year. (Answer: is; Explanation: "The number of..." as the subject, verb is singular) 2. A pair of 3-D glasses (be) needed to watch 3-D films. (Answer: is; Explanation: a singular phrase as the subject) 3. Not only the script but also the actors (be) excellent in this film. (Answer: are; Explanation: principle of proximity, agreeing with "the actors") 4. The police (be) investigating the theft of the film’s shooting equipment. (Answer: are; Explanation: collective noun "police" refers to members, verb is plural) 5. Two hours (be) not enough to finish watching the whole film. (Answer: is; Explanation: phrase of measurement as the subject, verb is singular) After checking the answers, the teacher asks students to explain the reasons for their choices, which helps the teacher understand whether students have mastered the rules and also strengthens students’ memory of the rules. Design Intention: Basic practice focuses on examining students’ mastery of the basic rules of subject-verb agreement. The exercises cover different situations of the three principles, which can help students consolidate the knowledge they have just learned and find out their own weak points. Letting students explain the reasons can not only test their understanding but also cultivate their ability of expression and logical thinking. Level 2: Intermediate Practice (Dialogue Completion) The teacher provides a dialogue between Laura and Simon about their views on 3-D films. There are 8 blanks in the dialogue, and students need to fill in the correct form of the given verbs according to the context and subject-verb agreement rules. Students first complete the dialogue individually, then practice the dialogue in pairs, and finally, the teacher invites several pairs to perform the dialogue in front of the class. Sample dialogue: Laura: Have you seen the new 3-D film Avatar: The Way of Water? Simon: Yes, I have. It (1) (be) one of the most amazing films I have ever seen. Laura: I agree. The special effects (2) (be) breathtaking. Do you know how long it (3) (last)? Simon: It (4) (last) about three hours. Not only my parents but also my sister (5) (like) it very much. Laura: What about your friends? Simon: Most of my friends (6) (have) watched it. Some of them (7) (think) the plot is a little long, but all of them (8) (admit) that the special effects are perfect. Answers: (1) is; (2) are; (3) lasts; (4) lasts; (5) likes; (6) have; (7) think; (8) admit After the performance, the teacher comments on the students’ performance, points out the correct and incorrect usages, and emphasizes the application of subject-verb agreement in actual communication. Design Intention: Intermediate practice connects grammar rules with practical dialogue communication, which can help students apply the rules flexibly in specific contexts. Pair practice and classroom performance not only enhance students’ oral expression ability but also increase the interactivity and interest of the class. The dialogue is closely related to the film theme, which can further strengthen the connection between grammar learning and the unit theme, and help students realize that grammar is a tool for communication rather than an isolated rule. Level 3: Advanced Practice (Paragraph Writing) The teacher asks students to write a short paragraph about their favorite film, with a length of 80-100 words. They need to introduce the film’s main character, plot and their feelings, and pay special attention to the correct use of subject-verb agreement. Students write independently, and the teacher walks around to provide guidance for students who have difficulties. After students finish writing, the teacher collects some compositions (including both good ones and those with errors), displays them on the screen, and comments on them with the whole class. For good compositions, the teacher affirms the correct use of grammar and the richness of content; for compositions with errors, the teacher guides students to find and correct the errors together, emphasizing the key and difficult points of subject-verb agreement. Sample good composition: My favorite film isForrest Gump. It is a classic film that tells the story of a simple and kind man named Forrest. Forrest’s life is full of ups and downs, but he never gives up. His mother always tells him that life is like a box of chocolates, and you never know what you will get. The film teaches me a lot about life. Not only the plot but also the music of the film is moving. I think everyone can learn something from this film. Design Intention: Advanced practice upgrades the application of grammar rules from sentence level to discourse level, which conforms to the new curriculum standard’s requirement of "comprehensively applying language knowledge in real contexts". Writing a film-related paragraph not only consolidates students’ mastery of subject-verb agreement but also combines with the unit’s writing training, improving students’ comprehensive language ability. Commenting on students’ compositions in class can let students learn from each other, find out their own problems, and further deepen their understanding and application of the rules. At the same time, it can cultivate students’ ability of writing and critical thinking. Step 4: Summary and Extension (Knowledge Integration and Migration) First, the teacher invites students to summarize the key points of this lesson independently. Students can take turns to speak, and the teacher supplements and sorts out, helping students form a complete knowledge system of subject-verb agreement. The teacher emphasizes again the three principles of subject-verb agreement and the error-prone points, such as the use of collective nouns, coordinate subjects, and the "there be" structure. Then, the teacher carries out knowledge extension. The teacher introduces some special cases of subject-verb agreement that are commonly used in daily life and exams, such as: 1. When "the + adjective" is used as the subject to refer to a group of people, the verb is plural (e.g., The rich often help the poor.); 2. When "every/each + noun + and + every/each + noun" is used as the subject, the verb is singular (e.g., Every boy and every girl in our class has made great progress.); 3. When the subject is followed by phrases such as "with, together with, as well as", the verb agrees with the subject before the phrase (e.g., Bill, together with his friends, was present at the lecture.). The teacher explains these special cases with simple and easy-to-understand language and combines them with film-related examples to help students master them. Finally, the teacher assigns after-class homework: 1. Finish the exercises on Page 7 of the textbook, focusing on the application of subject-verb agreement rules. 2. Write a 100-word film review about a recent film you have watched, and pay attention to the correct use of subject-verb agreement. You can use the new words and expressions learned in this unit. 3. Observe the use of subject-verb agreement in English films or English news in your spare time, and record 5 sentences with typical usages. Design Intention: The summary link helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their memory and understanding. Knowledge extension expands students’ knowledge scope, helps them cope with more complex language situations, and lays a foundation for their future English learning. The after-class homework combines written exercises, writing and practical observation, which not only consolidates the knowledge learned in class but also guides students to apply grammar rules in real life, realizing the migration and application of knowledge. At the same time, it is closely related to the unit theme, which can further integrate grammar learning with the film theme and improve students’ comprehensive language ability. 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 $