Unit 1 Honesty and responsibility-Grammar and usage 教案-2025-2026学年高中英语译林版选择性必修第四册

Unit 1 Honesty and responsibility-Grammar and usage 教学目标和重难点 1. 教学目标 Language Competence: Master the usage of adverbial clauses and apply them flexibly in listening, speaking, reading and writing. Cultural Awareness: Understand the cultural connotation of honesty and responsibility through context and respect cultural differences. Thinking Quality: Develop logical thinking by analyzing sentence structures and critical thinking by judging language appropriateness. 、 Learning Ability: Cultivate the habit of autonomous exploration and cooperative learning to improve grammar application ability independently. 2. 教学重难点 Key Points: Grasp the usages of nine types of adverbial clauses (time, place, reason, condition, etc.) and the correct use of subordinate conjunctions. Difficult Points: Distinguish the differences between similar conjunctions (such as when/while/as) and use adverbial clauses accurately in complex and real communication scenarios. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a short video about honesty and responsibility. The video tells a story: A student finds a wallet on the way to school, and he hesitates whether to keep it or return it. Finally, he decides to return it to the owner. After watching the video, the teacher asks students two questions: “What did the student do? Why did he make such a decision?” Then the teacher writes two sentences on the blackboard according to the story: 1. When he found the wallet, he felt confused. 2. Because he valued honesty, he returned the wallet to the owner. The teacher asks students to observe the two sentences and guide them to find out the characteristics of the underlined parts: the underlined parts are clauses, which modify the main clauses and explain the time and reason of the main clauses. Then the teacher introduces the topic of this lesson — adverbial clauses, and tells students that adverbial clauses can help them express ideas more clearly and logically in English, especially when talking about honesty and responsibility. Design Intention: The lead-in links the grammar knowledge with the unit theme “Honesty and responsibility”, which not only stimulates students’ interest in learning but also helps students realize the practical value of grammar. The short video is vivid and easy to attract students’ attention, and the questions can activate students’ prior knowledge and lay a foundation for the study of adverbial clauses. By analyzing the example sentences related to the theme, students can better understand the connection between grammar and real life. Step 2: Presentation (Knowledge Input) In this part, the teacher mainly presents the nine types of adverbial clauses one by one, combining with the unit theme and real-life scenarios, to help students understand the definition, usage and common conjunctions of each type of adverbial clause. 1. Time Adverbial Clause: The teacher presents the example sentence from the lead-in: “When he found the wallet, he felt confused.” Then adds more example sentences related to honesty and responsibility: “While we are talking about honesty, we should remember to practice it in daily life.” “As time goes by, people pay more and more attention to responsibility.” The teacher explains that time adverbial clauses are used to indicate when an action happens, and common conjunctions include when, while, as, before, after, since, until, as soon as, etc. The teacher emphasizes the differences between when, while and as: when can be used with both continuous and non-continuous verbs; while can only be used with continuous verbs, indicating that two actions happen at the same time; as emphasizes that two actions happen simultaneously, meaning “while doing”. Then the teacher asks students to make one sentence with when/while/as respectively, related to honesty or responsibility. 2. Place Adverbial Clause: The teacher presents the example sentence: “Where there is honesty, there is trust.” Then explains that place adverbial clauses are used to indicate where an action happens, and common conjunctions include where, wherever. The teacher gives another example: “Wherever we go, we should keep our promise and take responsibility.” Then asks students to discuss with their deskmates and make a place adverbial clause related to the unit theme. 3. Reason Adverbial Clause: The teacher reviews the example sentence from the lead-in: “Because he valued honesty, he returned the wallet to the owner.” Then adds more examples: “Since we are students, we should take responsibility for our study.” “As he was honest, everyone trusted him.” The teacher explains that reason adverbial clauses are used to indicate the reason for an action, and common conjunctions include because, since, as, now that. The teacher emphasizes that because answers the question “why” and can be used alone; since and as mean “since” and are usually placed at the beginning of the sentence. Then asks students to make a reason adverbial clause to explain why we should be honest. 4. Condition Adverbial Clause: The teacher presents the example sentence: “If we are honest with others, we will gain their trust.” Then explains that condition adverbial clauses are used to indicate the condition for an action to happen, and common conjunctions include if, unless, as long as, on condition that. The teacher gives another example: “Unless we take responsibility, we will not succeed in anything.” Then asks students to make a condition adverbial clause about responsibility. 5. Purpose Adverbial Clause: The teacher presents the example sentence: “He works hard so that he can take responsibility for his family.” Then explains that purpose adverbial clauses are used to indicate the purpose of an action, and common conjunctions include so that, in order that, in case. The teacher emphasizes that so that and in order that can be used interchangeably, and in case means “in case of”. Then asks students to make a purpose adverbial clause about working hard to take responsibility. 6. Result Adverbial Clause: The teacher presents the example sentence: “He was so honest that everyone respected him.” Then explains that result adverbial clauses are used to indicate the result of an action, and common conjunctions include so...that..., such...that.... The teacher emphasizes the difference between so and such: so is followed by an adjective or adverb, while such is followed by a noun phrase. Then gives another example: “She made such a responsible decision that everyone praised her.” Then asks students to make a result adverbial clause about honesty or responsibility. 7. Concession Adverbial Clause: The teacher presents the example sentence: “Although he was poor, he still returned the wallet he found.” Then explains that concession adverbial clauses are used to indicate a contrast between the main clause and the subordinate clause, and common conjunctions include although, though, even if, even though. The teacher emphasizes that although and though can be used interchangeably, and even if/even though mean “even if”. Then asks students to make a concession adverbial clause about facing difficulties and still keeping honest. 8. Manner Adverbial Clause: The teacher presents the example sentence: “We should treat others as we want to be treated, which is a kind of honesty.” Then explains that manner adverbial clauses are used to indicate the manner of an action, and common conjunctions include as, as if, as though. The teacher gives another example: “He behaves as if he were a responsible person.” Then asks students to make a manner adverbial clause related to the unit theme. 9. Comparison Adverbial Clause: The teacher presents the example sentence: “Being honest is more important than being rich.” Then explains that comparison adverbial clauses are used to compare two things or actions, and common conjunctions include than, as...as..., not as/so...as.... The teacher emphasizes the structure of comparison adverbial clauses and gives another example: “She is as responsible as her brother.” Then asks students to make a comparison adverbial clause about honesty and other qualities. Design Intention: The presentation part adopts the method of “example + explanation + practice”, which conforms to the cognitive law of senior high school students. Each type of adverbial clause is closely combined with the unit theme “Honesty and responsibility”, so that students can not only master grammar knowledge but also deepen their understanding of the theme. By asking students to make sentences in time, it can test students’ understanding of the knowledge and lay a foundation for the subsequent practice. The explanation of similar conjunctions helps students distinguish and use them correctly, breaking through the key points of the lesson. Step 3: Practice (Knowledge Consolidation) Practice is an important link to consolidate grammar knowledge. In this part, the teacher designs three levels of practice, from easy to difficult, to help students master the usage of adverbial clauses flexibly. All practice materials are closely related to the unit theme to ensure the consistency of teaching content. Level 1: Fill in the Blanks with Proper Conjunctions. The teacher provides 10 sentences, all related to honesty and responsibility, and asks students to fill in the blanks with proper conjunctions (when, while, because, if, so that, although, as, where, than, unless). For example: 1. ______ we keep our promises, we will win others’ trust. 2. He didn’t tell a lie ______ he wanted to be an honest person. 3. ______ she is very young, she knows how to take responsibility. 4. I will help you ______ you need me. 5. He studied hard ______ he could live up to his parents’ expectations and take responsibility for his future. After students finish filling in the blanks, the teacher checks the answers one by one, explains the wrong answers in detail, and emphasizes the usage of key conjunctions again. Design Intention: This level of practice is relatively simple, mainly to test students’ mastery of common conjunctions of adverbial clauses. The sentences are closely related to the unit theme, which can help students consolidate grammar knowledge while deepening their understanding of honesty and responsibility. Checking answers in time can help teachers find students’ weak points and make targeted explanations. Level 2: Rewrite the Sentences. The teacher provides 5 simple sentences related to the unit theme, and asks students to rewrite them into complex sentences with adverbial clauses. For example: 1. He is honest. Everyone likes him. (Rewrite with so...that...) 2. We should be responsible. We are students. (Rewrite with because) 3. She found a lost dog. She was walking in the park. (Rewrite with when) 4. We must work hard. We want to take responsibility for our family. (Rewrite with so that) 5. He is not rich. He still helps others. (Rewrite with although) Students complete the task independently, then the teacher invites several students to share their answers, and comments on them, pointing out the advantages and disadvantages, and guiding students to use adverbial clauses correctly. Design Intention: This level of practice is more difficult than the first one, which requires students to flexibly use adverbial clauses to connect simple sentences, improving their ability to combine sentences. Rewriting sentences related to the unit theme can let students realize the practical application value of grammar and improve their language organization ability. Level 3: Group Discussion and Dialogue Making. The teacher divides students into groups of 4-5, and gives each group a topic related to honesty and responsibility, such as “Should we tell the truth even if it will hurt others?” “How can we take responsibility in our daily life?” “What will happen if we are not honest?” Each group discusses the topic for a few minutes, then makes a dialogue of 5-8 sentences, using at least 3 types of adverbial clauses learned in this lesson. After the discussion, each group sends a representative to present their dialogue to the whole class. The teacher comments on each group’s dialogue, focusing on the correct use of adverbial clauses and the relevance to the topic, and gives positive encouragement and guidance. Design Intention: This level of practice is a comprehensive application of grammar knowledge, which combines listening, speaking, reading and writing, and conforms to the requirements of core literacy. Group discussion can cultivate students’ cooperative learning ability and communication ability. Making dialogues related to the unit theme can not only consolidate grammar knowledge but also deepen students’ understanding of honesty and responsibility, and develop their logical thinking and critical thinking. Step 4: Application (Theme Integration and Expansion) In this part, the teacher integrates grammar knowledge with the unit theme, and designs a writing task to let students apply the adverbial clauses learned in this lesson to practical writing, so as to achieve the goal of “learning to use”. The teacher assigns a writing task: Write a short passage of 80-100 words about “My View on Honesty and Responsibility”, requiring to use at least 4 types of adverbial clauses learned in this lesson. Before writing, the teacher gives some tips: 1. Start with the importance of honesty and responsibility. 2. Use adverbial clauses to explain the reasons, conditions, results or time of being honest and responsible. 3. Express your own views and practices. Then students write independently. During the writing process, the teacher walks around the classroom, answers students’ questions in time, and guides students to use adverbial clauses correctly and reasonably. After students finish writing, the teacher collects some students’ works, reads them out in class, and comments on them. The comments focus on two aspects: one is the correct use of adverbial clauses, and the other is the expression of the theme. For the works with good performance, the teacher gives positive praise; for the works with problems, the teacher guides students to correct them together. Then the teacher presents a model passage to let students learn from it. The model passage is as follows: “Honesty and responsibility are very important qualities for everyone. Because honesty can help us gain others’ trust, we should always tell the truth. When we make a mistake, we should take responsibility for it instead of escaping. If we keep honest and responsible, we will make more friends and achieve more in life. Although it is sometimes difficult to be honest, we should stick to it. I believe that as long as we practice honesty and responsibility in daily life, our world will become better.” Design Intention: Writing is an important way to test students’ grammar application ability. The writing task is closely combined with the unit theme, which can not only consolidate the grammar knowledge learned in this lesson but also deepen students’ understanding of the theme of honesty and responsibility. The model passage can help students better grasp the writing method and the correct use of adverbial clauses. Commenting on students’ works in time can help students find their own problems and improve their writing ability and grammar application ability. Step 5: Summary and Reflection First, the teacher leads students to summarize the key points of this lesson: the nine types of adverbial clauses and their common conjunctions, the differences between similar conjunctions, and the method of using adverbial clauses in real communication. The teacher emphasizes that adverbial clauses are very useful in English expression, which can make our sentences more complete and logical, and we should flexibly use them in listening, speaking, reading and writing. Then, the teacher asks students to reflect on their own learning in this lesson: “What have you learned in this lesson? What are the difficulties you have encountered? How can you improve your grammar application ability in the future?” Students think independently for a few minutes, then share their reflections with the whole class. The teacher listens carefully to students’ reflections, gives positive guidance and suggestions, and encourages students to review and consolidate the grammar knowledge after class. Finally, the teacher assigns after-class homework: 1. Review the adverbial clauses learned in this lesson and finish the exercises in the textbook. 2. Write a short passage of 100-120 words about “A Responsible Person Around Me”, using at least 5 types of adverbial clauses. 3. Observe the use of adverbial clauses in English articles or conversations and take notes. Design Intention: Summary can help students sort out the grammar knowledge learned in this lesson and form a systematic knowledge structure. Reflection can help students realize their own advantages and disadvantages, and improve their learning ability. After-class homework is designed to consolidate the knowledge learned in class, expand students’ learning channels, and let students apply grammar knowledge to real life, achieving the goal of “learning to use”. 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 $