Unit 4 Scientists Who Changed the World-Grammar and usage 教案-2025-2026学年高中英语译林版必修第三册

Unit 4 Scientists Who Changed the World-Grammar and usage 教学目标和重难点 1. 教学目标 Language Ability: Enable students to master the usage of verb-ed forms as attributives, adverbials and object complements, and use them accurately in listening, speaking, reading and writing. Cultural Awareness: Help students understand the scientific spirits of famous scientists and establish a global perspective of scientific development. Thinking Quality: Guide students to summarize grammatical rules independently and cultivate logical thinking and critical thinking. Learning Ability: Cultivate students’ ability to explore grammar in context and develop good learning habits of independent thinking and cooperative inquiry. 2. 教学重难点 Key Points: Master the basic usages of verb-ed forms as attributives, adverbials and object complements, understand their structural characteristics and semantic functions, and correctly use them in simple sentences and short passages. Difficult Points: Distinguish the differences between verb-ed forms and verb-ing forms in usage, and flexibly apply verb-ed forms in complex contexts to express meanings accurately. 教学过程 Step 1: Lead-in (Lead-in) The teacher starts the class by showing short video clips about Alexander Fleming and Benjamin Franklin, which are closely related to the unit theme. The video briefly introduces Fleming’s discovery of penicillin and Franklin’s kite experiment, and the teacher asks students two questions after playing the video: “What did you see in the video?” “What contributions have these two scientists made to the world?” After students answer the questions freely, the teacher presents two sentences extracted from the video script on the blackboard: 1. The bacteria surrounding the mould were dead. 2. Surprised by this, Fleming performed some tests. Then the teacher guides students to observe the underlined parts, asks: “What are the underlined words? What functions do they play in the sentences?” Design Intention: The lead-in links the grammar teaching with the unit theme “Scientists Who Changed the World”, which not only activates students’ prior knowledge about scientists and their contributions, but also naturally leads to the target grammar—verb-ed forms by extracting key sentences from the video context. This way can arouse students’ learning interest, reduce the difficulty of grammar learning, and lay a foundation for the subsequent teaching of grammatical rules. Step 2: Presentation and Exploration (Presentation & Exploration) This step is divided into three parts, focusing on the usages of verb-ed forms as attributives, adverbials and object complements respectively, and guides students to explore and summarize rules independently with the help of context and examples. Part 1: Verb-ed Forms as Attributives First, the teacher presents more sentences related to the unit theme on the screen, all containing verb-ed forms as attributives: ① Penicillin is a medicine discovered by Alexander Fleming. ② The experiment done by Benjamin Franklin proved that lightning is electricity. ③ The achievements made by scientists have changed the world greatly. Then the teacher asks students to group discuss the following questions: 1. Where are the verb-ed forms placed in the sentences? (Before or after the nouns?) 2. What is the logical relationship between the verb-ed forms and the modified nouns? (Active or passive?) 3. Can the verb-ed forms be replaced by relative clauses? If yes, how to replace them? After the group discussion, each group sends a representative to share their opinions. The teacher summarizes and sorts out the students’ answers, and finally concludes the rules of verb-ed forms as attributives: 1. Position: Verb-ed forms can be placed before the modified noun (as a prepositive attribute) or after the modified noun (as a postpositive attribute). When the verb-ed form is followed by an adverbial or an object, it is usually placed after the noun. 2. Logical Relationship: The verb-ed form and the modified noun have a passive relationship, indicating “being done” or “finished”. 3. Transformation: Verb-ed forms as attributives can be transformed into relative clauses in passive voice. For example, “a medicine discovered by Alexander Fleming” can be transformed into “a medicine which was discovered by Alexander Fleming”. Design Intention: By presenting context-related sentences, students can feel the usage of verb-ed forms as attributives in real language situations, avoiding mechanical memory of rules. Group discussion can stimulate students’ initiative and enthusiasm, and cultivate their cooperative learning ability and logical thinking ability. The teacher’s summary helps students sort out the rules systematically, making the grammar knowledge more clear and organized. Part 2: Verb-ed Forms as Adverbials On the basis of the previous step, the teacher presents new sentences containing verb-ed forms as adverbials: ① Surprised by the discovery, Fleming continued his research. ② Seen from the perspective of history, the contributions of scientists are invaluable. ③ Encouraged by his teachers and classmates, he decided to devote himself to scientific research. Then the teacher guides students to observe and analyze the sentences from the following aspects: 1. What kind of adverbials do the verb-ed forms serve as in the sentences? (Adverbials of reason, condition, time, manner, etc.) 2. What is the logical relationship between the verb-ed forms and the subject of the main clause? 3. What punctuation marks are used between the verb-ed forms and the main clause? After students’ independent thinking and mutual communication, the teacher explains and supplements: Verb-ed forms as adverbials can express reason, time, condition, manner, etc., and they are usually separated from the main clause by a comma. The logical subject of the verb-ed form is the same as the subject of the main clause, and there is a passive relationship between them. For example, in the sentence “Surprised by the discovery, Fleming continued his research”, the logical subject of “Surprised” is “Fleming”, and the relationship between them is “Fleming was surprised by the discovery”. At the same time, the teacher compares verb-ed forms with verb-ing forms as adverbials through examples, helping students distinguish their differences: Verb-ed forms express passive or finished meaning, while verb-ing forms express active or ongoing meaning. For example, “Surprised by the news, she cried.” (passive) vs. “Surprising us all, she cried.” (active). Design Intention: This part adopts the method of “observation-analysis-discussion-summary”, which conforms to the cognitive law of senior high school students. By comparing with verb-ing forms, students can deepen their understanding of the usage of verb-ed forms as adverbials, avoid confusion between similar grammatical points, and improve their ability to distinguish and use grammatical knowledge flexibly. Part 3: Verb-ed Forms as Object Complements First, the teacher presents sentences related to scientific experiments, which contain verb-ed forms as object complements: ① Fleming found the bacteria killed by the mould. ② We keep the laboratory cleaned every day. ③ The scientists considered the discovery made a great breakthrough in medicine. Then the teacher asks students to identify the objects and object complements in the sentences, and think about the following questions: 1. What verbs are usually followed by verb-ed forms as object complements? 2. What is the logical relationship between the verb-ed forms and the objects? The teacher guides students to summarize the common verbs followed by verb-ed forms as object complements, such as find, keep, make, have, consider, see, hear, watch, etc. At the same time, the teacher explains the logical relationship: the verb-ed form and the object have a passive relationship, indicating that the object is in a state of being done or finished. For example, in “Fleming found the bacteria killed by the mould”, “killed” is the object complement, and the relationship between “the bacteria” and “killed” is “the bacteria were killed by the mould”. Then the teacher gives more examples to help students consolidate, and invites students to make sentences with the common verbs and verb-ed forms as object complements. Design Intention: Combining the unit theme of scientific experiments, the examples are more targeted and can help students connect grammar learning with the unit content closely. By guiding students to summarize common verbs, it is convenient for students to remember and use. Letting students make sentences independently can test their understanding of the rules and lay a foundation for the subsequent consolidation exercises. Step 3: Consolidation Practice (Consolidation) Consolidation practice is divided into three levels: basic practice, intermediate practice and advanced practice, which are carried out step by step to help students consolidate the learned grammatical rules and improve their ability to use them flexibly. Level 1: Basic Practice (Fill in the Blanks) The teacher presents 10 fill-in-the-blank questions on the screen, all related to the unit theme. Students are required to fill in the blanks with the correct form of the given verbs (using verb-ed forms or verb-ing forms). The questions are as follows: 1. The experiment ________ (do) by Franklin was a great success. 2. ________ (inspire) by the scientists’ spirit, we decided to study harder. 3. I found the book ________ (write) by a famous scientist very interesting. 4. The equipment ________ (use) in the laboratory is very advanced. 5. ________ (see) from the top of the building, the laboratory looks very modern. 6. We keep the classroom ________ (clean) every day. 7. The discovery ________ (make) by Fleming changed the history of medicine. 8. ________ (surprise) by the result, the scientists did the experiment again. 9. He heard his name ________ (call) by someone. 10. The project ________ (complete) next month will benefit many people. After students finish the exercises independently, the teacher checks the answers one by one, explains the key and difficult questions in detail, and emphasizes the points that students are easy to make mistakes, such as the distinction between verb-ed forms and verb-ing forms, and the correct use of verb-ed forms as different components. Design Intention: Basic practice focuses on examining students’ mastery of the basic usages of verb-ed forms, helping students consolidate the grammatical rules they have just learned, and find out their own weak points. The questions are closely related to the unit theme, which can strengthen the connection between grammar learning and the unit content, and improve students’ ability to apply grammar knowledge in simple contexts. Level 2: Intermediate Practice (Sentence Rewriting) The teacher presents 5 sentences, and requires students to rewrite them according to the requirements: 1. The bridge which was built last year is very beautiful. (Rewrite with verb-ed form as attributive) 2. Because he was encouraged by his parents, he made great progress. (Rewrite with verb-ed form as adverbial) 3. We found that the room was cleaned. (Rewrite with verb-ed form as object complement) 4. The letter that was written by my father was lost. (Rewrite with verb-ed form as attributive) 5. When she was asked about her dream, she said she wanted to be a scientist. (Rewrite with verb-ed form as adverbial) Students complete the rewriting in groups of 4, and then each group selects 1-2 sentences to share with the whole class. The teacher comments on the students’ answers, affirms the correct parts, and corrects the mistakes. For the sentences with different rewriting methods, the teacher guides students to discuss which one is more appropriate and why, so as to improve students’ ability to use grammar knowledge flexibly. Design Intention: Intermediate practice focuses on examining students’ ability to transform sentences, which can help students deepen their understanding of the relationship between verb-ed forms and relative clauses/adverbial clauses, and improve their ability to use grammar knowledge in different sentence structures. Group cooperation can promote the communication and exchange between students, and the teacher’s comment can help students find out the problems in their own expression and improve their language accuracy. Level 3: Advanced Practice (Short Passage Writing) The teacher asks students to write a short passage of about 80-100 words about a scientist they admire, using at least 3 verb-ed forms (as attributives, adverbials and object complements respectively). Before writing, the teacher gives some tips: 1. Choose a scientist you are familiar with, such as Marie Curie, Yuan Longping, etc. 2. Briefly introduce the scientist’s contributions. 3. Use the learned verb-ed forms correctly. 4. Pay attention to the coherence and fluency of the passage. Students write independently, and the teacher walks around the classroom to guide them, helping students solve the problems encountered in writing, such as how to use verb-ed forms correctly, how to organize the structure of the passage, etc. After students finish writing, the teacher selects 2-3 excellent passages and 2-3 passages with common mistakes to comment on. For the excellent passages, the teacher affirms the advantages, especially the correct use of verb-ed forms; for the passages with mistakes, the teacher guides students to find and correct the mistakes together, so as to deepen students’ understanding of the grammatical rules. Design Intention: Advanced practice combines grammar learning with writing, which can test students’ comprehensive ability to use verb-ed forms, and also help students integrate grammar knowledge into practical language communication. Writing about admired scientists can not only consolidate grammar knowledge, but also inherit and carry forward the scientific spirit, which is in line with the requirements of cultural awareness and emotional attitude in core literacy. The teacher’s on-site guidance and post-writing comments can help students improve their writing ability and grammar application ability. Step 4: Summary and Reflection (Summary & Reflection) First, the teacher invites students to summarize the key points of this class independently: what usages of verb-ed forms have we learned today? What are the rules of each usage? What are the differences between verb-ed forms and verb-ing forms? Then the teacher makes a systematic summary, sorts out the usages of verb-ed forms as attributives, adverbials and object complements again, emphasizes the key and difficult points, and helps students form a complete knowledge system. Then, the teacher guides students to reflect on their own learning: What have I mastered in this class? What are the parts I am not familiar with? What problems did I encounter in the practice process? How can I improve them? Students can share their reflections freely, and the teacher gives corresponding suggestions according to the students’ reflections, such as suggesting students review the grammatical rules after class, do more targeted exercises, and accumulate sentences containing verb-ed forms in daily reading. Design Intention: Letting students summarize independently can cultivate their ability to sort out and summarize knowledge, and deepen their understanding of the learned content. Reflection link can help students realize their own learning problems, clarify the direction of subsequent efforts, and cultivate their learning ability and self-reflection ability. The teacher’s summary and suggestions can help students form a systematic knowledge system and improve their learning efficiency. Step 5: Homework Arrangement (Homework) 1. Finish the exercises on the grammar part of the textbook, and check the answers by themselves after finishing, marking the wrong questions and analyzing the reasons. 2. Collect 5-8 sentences containing verb-ed forms (as attributives, adverbials and object complements respectively) from English newspapers, magazines or online materials, and write down the functions of the verb-ed forms in each sentence. 3. Revise the short passage written in class according to the teacher’s comments, and write a new short passage about another scientist, using at least 4 verb-ed forms. 4. Preview the next class content and try to find out the usages of verb-ed forms in the new text. Design Intention: Homework arrangement is closely related to the teaching content of this class, which can help students consolidate the learned grammatical rules and improve their ability to apply them flexibly. Collecting sentences can help students accumulate language materials and feel the usage of verb-ed forms in real language situations. Revising and writing passages can improve students’ writing ability and grammar application ability. Previewing the next class content can cultivate students’ preview ability and lay a foundation for the next class teaching. 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 $