Unit 3 Back to the Past-Grammar and usage 教案-2025-2026学年高中英语译林版选择性必修第三册

Unit 3 Back to the Past-Grammar and usage 教学目标和重难点 1. 教学目标 Language ability: Master the key grammar points and use them in historical context. Cultural awareness: Understand historical and cultural connotations behind grammar. Thinking quality: Cultivate logical and critical thinking through grammar analysis. Learning ability: Develop autonomous learning and cooperative inquiry skills. 2. 教学重难点 Key points: The usage of participle phrases (present and past) as adverbials and attributive clauses led by as. Difficult points: Distinguishing the logical relationship between participles and subjects, and flexibly using as-clauses in historical descriptions. 教学过程 I. Lead-in: Activate Prior Knowledge and Guide into the Theme The teacher starts the class by showing pictures of historical relics (such as the Great Wall, the Terracotta Army, and the ruins of Pompeii) and playing a short English audio clip about historical exploration. After playing the audio, the teacher asks students two questions: “What historical sites are mentioned in the audio?” and “What verbs or phrases are used to describe the historical sites and events?” Students are invited to answer the questions freely. The teacher writes down the key verbs and phrases mentioned by students on the blackboard, especially the participle forms (e.g., preserved, standing, destroyed) and sentences with as (e.g., As was the case with many ancient cities, it was destroyed by a natural disaster). Then the teacher says: “Today, we will focus on these grammar points—participle phrases as adverbials and attributive clauses led by as, which can help us describe historical events and relics more accurately and vividly.” Design Intention: This lead-in links the grammar content with the unit theme “Back to the Past” through historical pictures and audio. It not only activates students’ prior knowledge of historical vocabulary and simple grammar structures but also stimulates their interest in learning grammar by combining it with familiar historical contexts. By asking questions, the teacher guides students to naturally discover the grammar points to be learned, laying a foundation for the subsequent teaching. II. Presentation: Explore Grammar Rules Based on Text Context 1. Present Participle Phrases as Adverbials The teacher presents two sentences from the unit text on the screen: “After receiving the order to abandon ship, Louis saved more men from the water, dragging them into the lifeboat.” and “According to some records, the largest ships were over 140 metres in length, demonstrating the advanced technology and special skills used in constructing ships.” First, the teacher asks students to identify the participle phrases in the two sentences (dragging them into the lifeboat, demonstrating the advanced technology...). Then, the teacher guides students to analyze the logical relationship between the participle phrases and the main clauses: “What is the relationship between ‘dragging them into the lifeboat’ and ‘Louis saved more men from the water’?” “Who is the doer of the action ‘demonstrating’?” After students’ discussion, the teacher summarizes the rules of present participle phrases as adverbials: Present participle (doing) is used to express an action that happens at the same time as the action of the main clause, and the doer of the participle action is the same as the subject of the main clause, usually expressing accompanying, result, or active meaning. The teacher also supplements the extended form: having done (e.g., Having finished his homework, he went to the library), which is used to express an action that happens before the action of the main clause. 2. Present Past Participle Phrases as Adverbials On the basis of present participles, the teacher presents another sentence from the text: “The shift from the cottage industry to the factory system, combined with the introduction of new machines, new energy sources and new forms of transport, promoted economic growth and expanded world trade.” The teacher asks students to compare this sentence with the previous two sentences and think: “What is the difference between ‘combined’ and ‘dragging’/‘demonstrating’?” “What is the logical relationship between ‘combined with...’ and the main clause?” Through group discussion, students conclude that the past participle (done) expresses a passive or completed meaning, and the doer of the participle action is different from the subject of the main clause (or the subject is the receiver of the participle action). The teacher further summarizes the usage of past participle phrases as adverbials: they can express time, reason, condition, concession, etc., and are equivalent to adverbial clauses led by when, because, if, although, etc. 3. Present Attributive Clauses Led by as The teacher presents the key sentence from the text: “Those who make great discoveries must often overcome many challenges along the way—as was the case with the explorer Christopher Columbus.” Then the teacher asks students: “What does ‘as’ refer to in this sentence?” “What is the function of the clause led by as?” The teacher explains that as can be used to guide non-restrictive attributive clauses, referring to the whole content of the main clause, meaning “just as” or “as is the case”. The teacher also lists common structures: as is known to all, as is reported, as was the case with..., etc., and gives examples related to historical events (e.g., As is known to all, the Great Wall is one of the greatest wonders in the world). Design Intention: This link takes the unit text as the carrier, allowing students to explore grammar rules in familiar context instead of mechanical memorization. By asking guiding questions and organizing group discussions, the teacher helps students actively discover the differences and usages of different grammar points, which not only deepens their understanding of grammar rules but also cultivates their logical thinking ability. Combining grammar teaching with the unit theme ensures the integrity and relevance of the teaching content. III. Practice: Consolidate Grammar Rules Through Hierarchical Exercises The practice link is divided into three levels: basic practice, intermediate practice, and advanced practice, to meet the learning needs of different students and gradually consolidate the mastered grammar points. All exercises are closely related to the unit theme of “historical exploration and past events” to ensure the pertinence of the practice. 1. Basic Practice: Fill in the Blanks with Proper Participles The teacher presents the following sentences on the screen, and students fill in the blanks with the proper forms of the given verbs (use, destroy, discover, sail, build): (1) ______ (use) advanced navigation technology, Zheng He completed seven voyages to the Western Seas in the Ming Dynasty. (2) The ancient city of Pompeii, ______ (destroy) by a volcanic eruption in 79 AD, was buried under ash for nearly 2000 years. (3) Columbus, ______ (discover) the New World in 1492, opened a new chapter in the Age of Exploration. (4) The fleet, ______ (sail) across the Atlantic Ocean for more than two months, finally reached the unknown land. (5) The Great Wall, ______ (build) by thousands of workers in ancient China, has become a symbol of Chinese civilization. After students finish filling in the blanks, the teacher invites several students to share their answers and explains the reasons one by one, focusing on the judgment of the logical relationship between the participle and the subject (active or passive, simultaneous or sequential). For wrong answers, the teacher guides students to correct them by themselves and summarizes the common mistakes (e.g., confusing present participle with past participle). 2. Intermediate Practice: Rewrite Sentences with Participle Phrases or As-clauses This practice requires students to rewrite the following sentences according to the requirements, helping them flexibly convert between simple sentences, compound sentences and complex sentences: (1) Because he was influenced by his father, he developed a strong interest in historical research. (Rewrite with past participle phrase as adverbial) (2) The archaeologists dug carefully and found a lot of precious cultural relics. (Rewrite with present participle phrase as adverbial) (3) Christopher Columbus overcame many challenges during his voyage. The same was true of Zheng He. (Rewrite with as was the case with...) (4) As we all know, the Silk Road played an important role in promoting cultural exchanges between the East and the West. (Rewrite with as is known to all) Students complete the rewriting independently, and then exchange their answers in pairs to check each other. The teacher walks around the classroom to provide guidance for students who have difficulties. Finally, the teacher selects several typical answers to comment, emphasizing the correct use of grammar structures and the consistency of context. 3. Advanced Practice: Complete a Short Passage with Grammar Points The teacher presents a short passage about the exploration of the Terracotta Army, with several blanks that need to be filled in with proper participles or as-clauses. The passage is as follows: The Terracotta Army, ______ (unearthed) in 1974 in Xi’an, is one of the most important archaeological discoveries in the 20th century. ______ (stand) in neat formation, the terracotta warriors and horses show the powerful military strength of the Qin Dynasty. Many archaeologists have devoted themselves to the research of the Terracotta Army, ______ (try) to uncover the secrets of the Qin Dynasty. ______ was the case with many ancient relics, the Terracotta Army has suffered some damage over time. However, with the development of science and technology, we are able to protect it better. ______ is known to all, the Terracotta Army is a precious treasure of Chinese civilization, which has attracted millions of visitors from all over the world every year. Students complete the passage in groups of four, and then each group sends a representative to read their completed passage. The teacher comments on the performance of each group, affirm their correct usage of grammar points, and points out the existing problems and improvement methods. At the same time, the teacher guides students to pay attention to the coherence and fluency of the passage while using grammar points correctly. Design Intention: Hierarchical practice follows the principle of “from easy to difficult”, which is in line with students’ cognitive rules. Basic practice focuses on mastering the basic usage of grammar points, intermediate practice focuses on flexible application, and advanced practice focuses on comprehensive application in context. Through independent completion, pair exchange and group cooperation, students can consolidate their grammar knowledge in different forms, and at the same time develop their cooperative learning ability and language expression ability. The practice content closely related to the unit theme also helps students deepen their understanding of historical culture. IV. Application: Integrate Grammar into Theme-based Language Output In this link, the teacher designs a theme-based task: “Introduce a Historical Relic You Know”. Students are required to work in groups of 3-4, choose a historical relic they are familiar with (such as the Forbidden City, the Pyramids, Stonehenge, etc.), and introduce it in English. The introduction should include the basic information of the historical relic, its historical background, and its significance, and at least use 3 grammar points learned in this class (present participle phrase as adverbial, past participle phrase as adverbial, and attributive clause led by as). Before the task starts, the teacher gives a sample introduction to guide students: “The Forbidden City, located in the center of Beijing, was the imperial palace of the Ming and Qing dynasties. Built in the early 15th century, it covers an area of about 720,000 square meters. As is known to all, the Forbidden City is the largest and best-preserved ancient wooden structure complex in the world. Many craftsmen spent more than 14 years building it, showing the superb architectural skills of ancient China.” Then, students have time to discuss and prepare in groups. During the preparation process, the teacher walks around the classroom to provide guidance, helping students choose appropriate grammar points and organize language. After the preparation, each group sends a representative to make a presentation in front of the class, and the other students listen carefully and take notes. After all groups finish their presentations, the teacher makes comments. The comments focus on two aspects: one is the correct use of grammar points, and the other is the completeness and fluency of the introduction. The teacher affirms the advantages of each group and puts forward targeted suggestions for improvement. For example, if a group uses the participle phrase incorrectly, the teacher guides them to correct it; if the introduction is not coherent, the teacher suggests adding some connecting words. Design Intention: This link realizes the integration of grammar learning and language output, and embodies the “form-meaning-use” three-dimensional grammar teaching concept. By completing the theme-based task, students can flexibly apply the grammar points they have learned to practical language communication, which not only consolidates their grammar knowledge but also improves their oral expression ability and comprehensive language application ability. Group cooperation also helps students develop their communication skills and cooperative spirit, and the theme of historical relics further strengthens their cultural awareness. V. Summary and Reflection: Sort Out Knowledge and Improve Learning Ability 1. Summary The teacher invites students to summarize the grammar points learned in this class. Students are encouraged to speak freely, and the teacher supplements and sorts out on the blackboard: (1) Present participle phrases as adverbials: active, simultaneous, accompanying/result; (2) Past participle phrases as adverbials: passive, completed, time/reason/condition/concession; (3) Attributive clauses led by as: referring to the whole main clause, common structures (as is known to all, as was the case with...). The teacher emphasizes: “Grammar is not a set of isolated rules, but a tool for language communication. We should use these grammar points flexibly in specific contexts, especially in describing historical events and relics, to make our language more accurate and vivid.” 2. Reflection The teacher guides students to reflect on their learning process by asking questions: “What grammar points have you mastered well in this class? What are the difficulties you still have? How can you improve your grammar application ability after class?” Students think independently and share their reflections. The teacher listens carefully and gives positive feedback, encouraging students to make use of after-class time to consolidate grammar knowledge through more practice, such as reading historical English articles, writing short passages about historical events, etc. Design Intention: The summary link helps students sort out the grammar knowledge learned in this class, form a systematic knowledge framework, and deepen their understanding of grammar rules. The reflection link guides students to think about their own learning process, find their own advantages and disadvantages, and put forward improvement methods, which is conducive to cultivating their autonomous learning ability and reflective thinking ability. It also lays a foundation for their subsequent grammar learning. VI. Homework: Extend Learning and Strengthen Application 1. Basic Homework: Complete the grammar exercises in the textbook, focusing on the usage of participle phrases as adverbials and attributive clauses led by as. Correct the wrong answers and write down the reasons. 2. Intermediate Homework: Write a short passage (80-100 words) about a historical event you are familiar with, using at least 2 grammar points learned in this class. 3. Advanced Homework: Surf the Internet to find an English article about a historical relic, read it carefully, underline the participle phrases and as-clauses in the article, and write a 50-word summary of the article. Design Intention: The homework is also designed hierarchically, which can meet the learning needs of different students. Basic homework helps students consolidate the grammar points learned in class; intermediate homework focuses on the application of grammar in writing; advanced homework expands students’ learning channels, combines grammar learning with extensive reading, and improves their reading ability and information retrieval ability. At the same time, the homework is closely related to the unit theme, which helps students further integrate grammar learning with historical culture. 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 $