Unit 4 Never too old to learn-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 4 Never too old to learn-Grammar and usage 教学目标和重难点 1. 教学目标 It cultivates language ability via grammar application, develops thinking quality through rule exploration, fosters learning ability by independent practice, and strengthens cultural awareness by linking lifelong learning culture. 2. 教学重难点 Key: Master the usage of simple, compound and complex sentences. Difficulty: Distinguish their structures and flexibly apply them in contexts related to lifelong learning. 教学过程 Lead-in: Activate Prior Knowledge and Guide into the Topic The teacher starts the class with a short speech related to the unit theme “Never too old to learn”: “As we have learned in this unit, learning is a lifelong journey. People of all ages can acquire new knowledge and skills. Today, we will focus on the grammar that helps us express our ideas about learning more clearly—sentence types based on structure.” Then, the teacher presents 4 sentences on the screen, all closely related to the theme of learning: ① I love learning new English words every day. ② Learning is challenging, but it brings great joy. ③ When I have difficulties in learning, my teacher always helps me. ④ I know learning is a lifelong process, and I will keep learning even when I am old. The teacher asks students to read the sentences aloud and discuss in pairs: “What differences do you find among these four sentences? Try to divide them into different groups and explain your reasons.” After 3 minutes of discussion, invite 2-3 groups to share their opinions. The teacher does not give the correct answer immediately, but guides students to focus on the number of independent clauses and dependent clauses in each sentence, laying a foundation for the subsequent explanation of sentence types. Design Intention: Taking the unit theme as the starting point, the lead-in links the grammar knowledge with the familiar topic of learning, which can reduce students’ psychological distance from grammar learning. By presenting typical sentences and organizing pair discussions, students are guided to actively observe and think, activate their prior knowledge of sentence structures, and cultivate their ability of independent exploration, which is in line with the requirements of developing students’ learning ability and thinking quality. Presentation: Explain Sentence Types and Summarize Rules Based on students’ discussion results, the teacher officially introduces the four sentence types: simple sentences, compound sentences, complex sentences and compound-complex sentences, and explains each type in detail with the prepared sentences, combining with the unit theme. First, the teacher explains simple sentences. “A simple sentence is a sentence that contains only one independent clause, with one subject and one predicate (or compound subject and compound predicate), which can express a complete idea.” Taking sentence ① as an example: “I love learning new English words every day.” The teacher analyzes its structure: subject “I”, predicate “love”, object “learning new English words every day”, which is a typical simple sentence. Then, the teacher supplements more examples related to learning, such as “Vocational education is not a new idea.” and “She likes drawing and often draws pictures for the wall papers.”, and emphasizes that simple sentences can also have modifiers such as prepositional phrases, non-finite verbs and adjectives, such as “With new technology, pictures of underwater valleys can be taken in color.” (prepositional phrase as adverbial and attributive) and “Surprised and happy, Tony stood up and accepted the prize.” (adjective phrase as adverbial). The teacher asks students to identify the structure of these supplementary sentences to deepen their understanding. Next, the teacher explains compound sentences. “A compound sentence is made up of two or more independent clauses joined by coordinating conjunctions. The independent clauses are independent of each other in meaning but have a certain logical relationship.” Taking sentence ② as an example: “Learning is challenging, but it brings great joy.” The teacher points out that the two independent clauses “Learning is challenging” and “it brings great joy” are connected by the coordinating conjunction “but”, expressing a turning relationship. Then, the teacher lists common coordinating conjunctions and their logical relationships: and (coordination), but (turning), or (choice), so (result), not only...but also... (emphasis), neither...nor... (negation of both), etc. For each conjunction, the teacher gives an example related to learning, such as “Not only does she speak Spanish, but she’s also good at computers.” and “This time we really need to succeed, or else people will start giving us funny looks.”. The teacher also reminds students that when “not only” is placed at the beginning of a clause, the clause needs partial inversion. Then, the teacher explains complex sentences. “A complex sentence contains one independent clause and one or more dependent clauses. The dependent clause cannot express a complete idea independently and needs to rely on the independent clause. Dependent clauses are usually guided by subordinating conjunctions.” Taking sentence ③ as an example: “When I have difficulties in learning, my teacher always helps me.” The teacher analyzes that “my teacher always helps me” is the independent clause, and “When I have difficulties in learning” is the dependent clause (adverbial clause of time) guided by the subordinating conjunction “when”. Then, the teacher introduces common types of dependent clauses: adverbial clauses (time, condition, reason, concession, etc.), attributive clauses and nominal clauses, and gives examples related to learning for each type, such as “I cried a lot because I was laughed at by my classmates.” (adverbial clause of reason), “After school, he attended classes relevant to his chosen occupation.” (attributive clause), “Whether they would support us was a problem.” (nominal clause as subject). The teacher focuses on explaining the functions of common subordinating conjunctions and the differences between dependent clauses and independent clauses. Finally, the teacher explains compound-complex sentences. “A compound-complex sentence contains two or more independent clauses and one or more dependent clauses, which is a combination of compound sentences and complex sentences.” Taking sentence ④ as an example: “I know learning is a lifelong process, and I will keep learning even when I am old.” The teacher analyzes that there are two independent clauses: “I know learning is a lifelong process” and “I will keep learning even when I am old”; the first independent clause contains a nominal clause “learning is a lifelong process” (object clause of “know”), and the second independent clause contains an adverbial clause of concession “when I am old” guided by “even when”. The teacher supplements another example: “Although he is old, he still insists on learning, and he often shares his learning experience with us.”, and asks students to analyze its structure independently, then checks and explains. Design Intention: The presentation of grammar knowledge follows the principle of “from concrete to abstract, from simple to complex”. By taking the sentences closely related to the unit theme as examples, students can not only master grammar rules but also deepen their understanding of the unit theme. The step-by-step explanation of the four sentence types helps students build a clear knowledge framework. At the same time, by asking students to participate in the analysis and identification, students’ language ability and thinking quality are cultivated, and students are guided to master the learning method of summarizing rules from examples, which is conducive to improving their learning ability. Practice: Consolidate Knowledge and Improve Application Ability Practice is an important link to consolidate grammar knowledge and improve application ability. This link is divided into three levels: basic practice, intermediate practice and advanced practice, which are carried out step by step to meet the learning needs of different students. Basic Practice: Identify Sentence Types The teacher presents 10 sentences on the screen, all related to the theme of lifelong learning, and asks students to identify their sentence types (simple, compound, complex, compound-complex) and explain the reasons. The sentences are as follows: ① Many elderly people learn to use smartphones to keep in touch with their children. ② He failed many times, but he never gave up learning. ③ I wonder how I can improve my learning efficiency. ④ When you learn a new skill, you need to be patient, and you should practice more. ⑤ With the development of the Internet, people can learn online anytime and anywhere. ⑥ She not only learns English but also studies French in her spare time. ⑦ The book that I read yesterday tells many stories about lifelong learning. ⑧ Learning a new language is not easy, so we need to insist on practicing every day. ⑨ Although he is over 70 years old, he still goes to the community school to learn painting. ⑩ I know that learning is a long journey, and I will keep moving forward. Students complete the task independently first, then check the answers in groups. For the sentences with wrong answers, the group members discuss and correct them together. The teacher walks around the classroom to guide students who have difficulties, and finally focuses on explaining the easily confused sentences, such as sentence ⑤ (simple sentence with prepositional phrase as adverbial) and sentence ⑦ (complex sentence with attributive clause). Design Intention: Basic practice focuses on consolidating students’ understanding of the four sentence types, helping students accurately distinguish different sentence structures. The sentences are closely related to the unit theme, which can strengthen the connection between grammar learning and theme learning. Independent completion and group checking can not only cultivate students’ independent learning ability but also improve their cooperative learning ability, and let students find and correct their mistakes in time, laying a solid foundation for subsequent application. Intermediate Practice: Transform Sentence Types The teacher arranges the task of transforming sentence types, requiring students to transform simple sentences into compound sentences, compound sentences into complex sentences, or vice versa, on the premise of keeping the original meaning unchanged. The teacher gives 5 example sentences and asks students to complete the transformation in pairs: ① Simple sentence: Jerry Reid graduated from the University of Virginia at the age of 70. (Transform into a complex sentence) ② Compound sentence: She likes reading English books, and she often writes down new words. (Transform into a simple sentence) ③ Complex sentence: When we encounter difficulties in learning, we should ask for help from teachers and classmates. (Transform into a compound sentence) ④ Simple sentence: More TV programmes will be produced to raise people’s concern over lifelong learning. (Transform into a complex sentence) ⑤ Compound sentence: He didn’t go to school in his 20s, but he finally got a bachelor’s degree in his 70s. (Transform into a compound-complex sentence) After students complete the transformation, each pair selects one sentence to share with the whole class, and the teacher comments on their answers, emphasizing the key points and precautions of sentence transformation, such as how to choose appropriate conjunctions and how to adjust the sentence structure to ensure the smoothness and correctness of the sentence. For example, the transformation of sentence ① can be “Jerry Reid, who was 70 years old, graduated from the University of Virginia.” or “When Jerry Reid was 70 years old, he graduated from the University of Virginia.”. Design Intention: Intermediate practice focuses on training students’ flexible application of grammar knowledge. Sentence transformation requires students to have a deep understanding of the structure and characteristics of different sentence types, which can effectively improve their language organization ability and thinking flexibility. Pair cooperation can promote students’ communication and exchange, let them learn from each other, and improve their cooperative learning ability and language expression ability. Advanced Practice: Write Sentences and Short Paragraphs The teacher asks students to write 5 sentences related to “lifelong learning”, including one simple sentence, one compound sentence, one complex sentence, one compound-complex sentence and one sentence with modifiers (prepositional phrase, non-finite verb, etc.). Then, based on these 5 sentences, students write a short paragraph of 80-100 words to express their views on lifelong learning. Before writing, the teacher gives a sample paragraph for reference: “Lifelong learning is very important for everyone. (Simple sentence) It can help us keep pace with the times, and it can enrich our spiritual life. (Compound sentence) When we keep learning, we can improve our abilities and realize our self-value. (Complex sentence) I believe that as long as we have a positive attitude, we can learn new things at any age, and we will benefit a lot from it. (Compound-complex sentence) With the help of modern technology, we can learn online easily and conveniently. (Simple sentence with prepositional phrase as adverbial) Therefore, we should establish the concept of lifelong learning and keep learning forever.” Students write independently, and the teacher walks around to guide them, helping students solve problems such as improper choice of conjunctions, incorrect sentence structure and inappropriate expression. After writing, students exchange their paragraphs in groups, put forward modification suggestions to each other, and then revise their own paragraphs. Finally, the teacher selects 2-3 excellent paragraphs and 1-2 paragraphs with common problems to comment on, affirming the advantages and pointing out the problems and modification methods. Design Intention: Advanced practice combines grammar learning with writing, which can test students’ comprehensive application ability of grammar knowledge. Writing sentences and short paragraphs around the unit theme not only consolidates grammar knowledge but also deepens students’ understanding of the theme of “Never too old to learn”, and cultivates their writing ability. Group exchange and teacher comment can help students find their own shortcomings, learn from others’ advantages, and improve their writing level and learning ability. At the same time, it can also cultivate students’ critical thinking ability by putting forward modification suggestions. Consolidation and Summary: Sort out Knowledge and Strengthen Memory First, the teacher invites students to summarize the key points of this lesson independently: “What have we learned today? Please sort out the knowledge of the four sentence types and their characteristics.” After 2 minutes, invite 1-2 students to share their summaries, and the teacher supplements and improves them, and sorts out the knowledge framework on the blackboard or screen: Sentence Types (Based on Structure) 1. Simple Sentence: 1 independent clause; with modifiers (prepositional phrases, non-finite verbs, etc.) 2. Compound Sentence: ≥2 independent clauses; joined by coordinating conjunctions 3. Complex Sentence: 1 independent clause + ≥1 dependent clauses; joined by subordinating conjunctions 4. Compound-Complex Sentence: ≥2 independent clauses + ≥1 dependent clauses Then, the teacher emphasizes the key and difficult points of this lesson: “The key of this lesson is to master the structure and characteristics of the four sentence types, and the difficult point is to distinguish them flexibly and use them appropriately in writing and speaking. We should pay attention to the choice of conjunctions and the logical relationship between clauses.” Finally, the teacher connects the grammar knowledge with the unit theme again: “The four sentence types we learned today can help us express our ideas about lifelong learning more clearly and fluently. In our daily study and life, we should use different sentence types flexibly to improve our English expression ability, and at the same time, we should keep the concept of lifelong learning in mind and keep learning new knowledge and skills.” Design Intention: Letting students summarize independently can cultivate their ability of sorting out and summarizing knowledge, and help them form a systematic knowledge framework. The teacher’s supplement and improvement can ensure the accuracy and completeness of the knowledge summary. Connecting grammar knowledge with the unit theme again can strengthen the integration of knowledge and theme, deepen students’ understanding of the unit theme, and realize the organic combination of language ability training and cultural awareness cultivation. 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 $