Unit 4 Exploring Poetry-Grammar and usage 教案-2025-2026学年高中英语译林版选择性必修第一册

Unit 4 Exploring Poetry-Grammar and usage 教学目标和重难点 1. 教学目标 Language Ability: Enable students to master the usages of non-finite verbs (to-infinitives, verb-ing forms and verb-ed forms) as subject, predicate, object, attribute, adverbial and object complement, and use them correctly in poetic contexts. Cultural Awareness: Help students understand the expression characteristics of English poetry through grammar analysis, appreciate the beauty of poetic language, and cultivate cross-cultural aesthetic ability. Thinking Quality: Guide students to summarize grammar rules independently, analyze and solve problems in poetic contexts, and develop logical and critical thinking. Learning Ability: Cultivate students’ awareness of autonomous exploration and cooperative learning, help them master effective grammar learning strategies, and lay a foundation for lifelong language learning. 2. 教学重难点 Key Points: Master the basic usages of non-finite verbs (to-infinitives, verb-ing forms and verb-ed forms) in different sentence components; distinguish the differences between the three forms when used as the same component. Difficult Points: Correctly use non-finite verbs in poetic contexts to express meanings accurately; distinguish the subtle differences in meaning and usage between similar non-finite verb structures, especially when they are used as attributes and adverbials. 教学过程 1. Lead-in: Poetic Context Awakening The teacher starts the class by reciting a short and beautiful English poem, such as "A Red, Red Rose" by Robert Burns. After reciting, the teacher writes several key sentences on the blackboard: "O my Luve is like a red, red rose / That’s newly sprung in June; / O my Luve is like the melodie / That’s sweetly played in tune." Then the teacher asks students to read the sentences aloud and guide them to find the non-finite verbs in the sentences (sprung, played). The teacher then asks: "What roles do these words play in the sentences? Why does the poet use these forms instead of finite verbs?" Design Intention: Taking English poetry as the lead-in carrier is closely combined with the theme of Unit 4 "Exploring Poetry", which can quickly attract students’ attention and arouse their interest in learning. By extracting non-finite verbs from familiar poetic sentences, students can initially perceive the application of the grammar points to be learned in real contexts, lay a foundation for the subsequent study of grammar rules, and at the same time imperceptibly cultivate students’ aesthetic ability of poetry, which is in line with the requirements of cultural awareness in core literacy. 2. Presentation: Exploring Grammar Rules in Context The teacher guides students to explore the usages of non-finite verbs step by step with the help of poetic sentences and typical examples, and summarizes the rules combined with students’ discoveries. First, the teacher presents more poetic sentences and common sentences containing non-finite verbs, and divides students into groups of 4 to discuss and analyze the roles of non-finite verbs in each sentence. The presented sentences include: 1. Reading a poem can be a lifelong job. (verb-ing form as subject) 2. My dream is to appreciate more English poems. (to-infinitive as predicative) 3. He enjoys reading romantic poems. (verb-ing form as object) 4. The poem written by Li Bai is very famous. (verb-ed form as attribute) 5. To understand the poem better, we need to read it repeatedly. (to-infinitive as adverbial) 6. We saw her reciting a poem in the yard. (verb-ing form as object complement) After the group discussion, each group sends a representative to share their findings. The teacher comments and supplements on the students’ sharing, and systematically sorts out the usages of non-finite verbs as subject, predicative, object, attribute, adverbial and object complement one by one. When introducing the usage as subject, the teacher emphasizes that both to-infinitives and verb-ing forms can be used as subjects. To-infinitives often refer to specific or future actions, and it is often used as a formal subject; verb-ing forms often refer to general or abstract actions, and can also use it as a formal subject. For example, "It is important to read poetry regularly" and "It is no use crying over spilt milk". The teacher also asks students to try to make sentences with the two structures combined with the theme of poetry. When introducing the usage as object, the teacher lists common verbs that are followed by to-infinitives (such as hope, want, decide, promise) and verb-ing forms (such as enjoy, practice, avoid, suggest), and explains the special verbs (such as remember, forget, regret) that can be followed by both but have different meanings. Combined with poetic contexts, the teacher gives examples: "I remember reading this poem before" (verb-ing form, referring to the action that has happened) and "Remember to read the poem carefully" (to-infinitive, referring to the action that will happen). Students are asked to practice distinguishing the differences in groups. When introducing the usage as attribute, the teacher focuses on the differences between the three forms: to-infinitives often express the action to be done, verb-ing forms express the ongoing action or active meaning, and verb-ed forms express the completed action or passive meaning. The teacher takes poetic sentences as examples: "There is a poem to read tomorrow" (to-infinitive, to be done), "The girl reading a poem is my classmate" (verb-ing form, ongoing), "The poem written by the poet is full of emotion" (verb-ed form, passive and completed). Students are guided to compare and summarize the differences. When introducing the usage as adverbial and object complement, the teacher also combines specific examples and poetic contexts to help students understand, and guides students to find the logical relationship between non-finite verbs and the main clause (such as purpose, reason, result for adverbial; the state of the object for object complement). Design Intention: This link adopts the teaching method of "student-centered, teacher-guided", allowing students to explore grammar rules independently through group discussion, which is conducive to cultivating students’ autonomous learning ability and cooperative learning ability. By combining grammar rules with poetic contexts and common sentences, students can understand the application of grammar points in real language situations, avoid mechanical memory of rules, and improve their language application ability. At the same time, in the process of exploring rules, students’ logical thinking ability is trained, which conforms to the requirements of thinking quality in core literacy. 3. Practice: Consolidate and Apply Grammar Rules Intermediate Practice: Rewrite Sentences with Non-finite Verbs The teacher provides 5 complex sentences related to poetry, and asks students to rewrite them with non-finite verbs to make the sentences more concise and in line with poetic expression habits. For example: 1. Romantic poets experimented with new poetic forms. They were particularly interested in it. (Rewrite with verb-ing form as object) 2. Poems that focus on nature often stress the moment of inspiration. (Rewrite with verb-ing form as attribute) 3. Since Romantic poets were highly colourful and independent individuals, finding concerns common to all of them is sometimes difficult. (Rewrite with verb-ed form as adverbial) Students complete the rewriting in groups, and each group selects 2 sentences to share in class. The teacher comments on the students’ rewriting results, affirms the correct parts, and puts forward suggestions for improvement. For example, when rewriting the first sentence, students may write "Romantic poets were particularly interested in experimenting with new poetic forms", which is correct. The teacher can further guide students to think about whether there are other expressions, and deepen their understanding of the usage of verb-ing forms as objects. Design Intention: Intermediate practice requires students to apply grammar rules flexibly to rewrite sentences, which is conducive to improving students’ language organization ability and grammar application ability. Group cooperation can promote the exchange and learning between students, help students find their own mistakes and learn from each other. At the same time, rewriting sentences related to poetry can let students feel the role of grammar in improving the expression effect of language, and further integrate grammar learning with poetic appreciation. 4. Consolidation and Extension: Integrate Grammar with Poetic Appreciation The teacher selects a classic English poem, such as "I Wandered Lonely as a Cloud" by William Wordsworth, and asks students to read the poem carefully, find out the non-finite verbs in the poem, analyze their usages and roles, and discuss how these non-finite verbs help to express the theme and emotion of the poem. First, students read the poem independently and mark the non-finite verbs. Then, they discuss in groups: What non-finite verbs are used in the poem? What roles do they play? How do these verbs help to express the poet’s emotion and the theme of the poem? For example, the sentence "I wandered lonely as a cloud / That floats on high o’er vales and hills" uses the verb-ing form "floats" (note: here it is a finite verb, and the teacher can guide students to find other non-finite verbs, such as "dancing" in "When all at once I saw a crowd, / A host, of golden daffodils; / Beside the lake, beneath the trees, / Fluttering and dancing in the breeze"). The teacher guides students to analyze that "fluttering and dancing" are verb-ing forms used as adverbials, describing the state of daffodils, making the image of daffodils more vivid and lively, and expressing the poet’s love for daffodils and the joy brought by them. After the group discussion, each group shares their analysis results. The teacher makes a summary, emphasizing that non-finite verbs are an important means of poetic expression, which can make the language of poetry more concise, vivid and expressive, and help poets express their emotions more accurately. Then the teacher asks students to choose a poem they like, analyze the use of non-finite verbs in it after class, and write a short analysis report (about 100 words). Design Intention: This link integrates grammar learning with poetic appreciation, making grammar learning no longer isolated and boring, but closely combined with the practical application of language. By analyzing the use of non-finite verbs in classic poems, students can deepen their understanding of grammar rules, improve their poetic appreciation ability, and at the same time cultivate their cultural awareness and cross-cultural communication ability. Assigning after-class analysis tasks can extend the teaching content, consolidate the knowledge learned in class, and cultivate students’ autonomous learning ability and research ability. 5. Summary and Reflection First, the teacher invites students to summarize the key points of this lesson: the usages of non-finite verbs (to-infinitives, verb-ing forms and verb-ed forms) as different sentence components, and the differences between them. The teacher supplements and improves the students’ summary, and emphasizes the key and difficult points again to help students form a systematic knowledge framework. Then, the teacher guides students to reflect on their learning process: What have I learned in this lesson? What are the parts I have mastered well? What are the parts I am not sure about? How can I improve my grammar application ability in the future? Students can express their reflections freely, and the teacher gives targeted guidance and suggestions according to the students’ reflections. For example, for students who are not good at distinguishing the usage of non-finite verbs as attributes, the teacher suggests that they collect more examples in daily learning and summarize the rules regularly; for students who are not flexible in applying grammar rules in poetic contexts, the teacher suggests that they read more English poems and pay attention to the use of grammar in them. Finally, the teacher makes a summary of the whole lesson, emphasizing that grammar learning is not only the memory of rules, but also the flexible application in real language contexts. Combining grammar learning with poetic appreciation can not only improve our language ability, but also help us better understand and appreciate the beauty of English poetry. The teacher encourages students to keep exploring and practicing, and constantly improve their English comprehensive ability. Design Intention: The summary link helps students sort out the knowledge learned in class, form a systematic knowledge framework, and consolidate the learning results. The reflection link guides students to think about their own learning process, find their own advantages and disadvantages, and put forward improvement measures, which is conducive to cultivating students’ self-reflection ability and learning ability. The teacher’s summary and encouragement can enhance students’ confidence in learning grammar and stimulate their enthusiasm for continuous learning. 6. Homework Arrangement 1. Complete the grammar exercises in the textbook, focusing on the usages of non-finite verbs as different sentence components, and correct the wrong questions in time, writing down the reasons for the mistakes. 2. Choose a favorite English poem, analyze the use of non-finite verbs in it, and write a short analysis report (about 100 words), which should include the non-finite verbs in the poem, their usages and their roles in expressing the theme and emotion of the poem. 3. Try to write a short poem (about 4-6 lines) by yourself, using at least 3 non-finite verbs, and pay attention to the correctness of grammar and the coherence of poetic meaning. Design Intention: The homework is designed hierarchically, covering basic consolidation, application and creation, which can meet the learning needs of different students. Completing textbook exercises helps students consolidate the basic grammar rules; writing an analysis report helps students integrate grammar learning with poetic appreciation and improve their analytical ability; writing a short poem encourages students to apply grammar rules flexibly and cultivate their creative ability. At the same time, the homework is closely combined with the unit theme, which further deepens students’ understanding of poetry and grammar. 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 $