Unit 1 Our living planet-Grammar and composition 教案-2025-2026学年高中英语译林版选修第一册

Unit 1 Our living planet-Grammar and composition 教学目标和重难点 1. 教学目标 Language competence: Master inversion and environmental writing skills. Thinking quality: Cultivate logical thinking through grammar analysis and critical thinking via environmental discussion. Learning ability: Guide autonomous exploration of grammar rules. Cultural awareness: Enhance environmental responsibility and global ecological awareness. 2. 教学重难点 Key points: Master the basic rules and usages of inversion (especially partial inversion) and write a coherent environmental-themed short passage. Difficult points: Flexibly use inversion in context and integrate grammar into practical writing logically. 教学过程 I. Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a short video about the Earth’s ecological changes, including beautiful scenes of oceans, forests and diverse creatures, as well as worrying phenomena such as glacial melting, ocean pollution and deforestation. After playing the video, the teacher asks two questions: “What do you think of our living planet after watching the video?” and “What actions can we take to protect it?” Students are invited to answer freely in English. Then the teacher leads to the grammar and composition of this unit: “Today, we will learn a special sentence structure — inversion, which can make our expression more vivid and powerful, and then use it to write an article about protecting our living planet.” Design Intention: The video can visually stimulate students’ senses, arouse their attention to the Earth’s ecological environment, and connect the theme of the unit with real life. The free discussion not only activates students’ prior knowledge of environmental protection but also creates a relaxed English communication atmosphere, laying a foundation for the subsequent grammar learning and composition training. Meanwhile, it naturally leads to the teaching content of this lesson, making the transition smooth and natural. II. Grammar Learning: Explore and Master Inversion 1. Discover Rules through Textual Exploration The teacher presents the text from the Grammar part of Unit 1 (as shown in the textbook: the article about the changing lengths of days and years). Students are asked to read the text carefully and find out the sentences that use inversion. After 5 minutes of independent reading and marking, students are invited to share their findings with the whole class. The teacher writes the key sentences on the blackboard: “Seldom do we doubt that a day is 24 hours long and that a year consists of 365 days.” “Under the oceans lies the hidden evidence for the changing lengths of days and years.” “Here is an example.” “Not only do scientists conclude that the lengths of days and years have changed in past eras, they also predict that days will get longer in the future.” Then the teacher guides students to observe these sentences and discuss the following questions in groups: “What is the difference between these sentences and the ordinary declarative sentences?” “What words or structures are at the beginning of these inverted sentences?” “What is the function of using inversion here?” After group discussion, the teacher summarizes the basic concept of inversion: Inversion is a sentence structure where the predicate verb or part of it is placed before the subject, which is usually used to emphasize a certain part of the sentence, express a strong emotion or meet the needs of grammatical rules. Then, combined with the sentences in the text, the teacher introduces two types of inversion: partial inversion (the auxiliary verb, modal verb or be verb is placed before the subject) and full inversion (the whole predicate verb is placed before the subject). Design Intention: Letting students discover inversion sentences from the familiar text can help them connect grammar with the unit theme, avoiding isolated grammar learning. Independent reading and group discussion can cultivate students’ autonomous learning ability and cooperative learning ability, enabling them to actively explore grammar rules instead of passively accepting knowledge. The teacher’s summary and induction can help students sort out their thinking and form a systematic understanding of inversion. 2. Analyze Key Points and Break Through Difficulties First, the teacher focuses on explaining partial inversion, which is the key and difficult point of this lesson. The teacher lists common situations of partial inversion and illustrates them with examples combined with the environmental theme: ① Inversion after negative adverbs or adverbial phrases placed at the beginning of the sentence, such as seldom, never, hardly, little, not only...but also..., under no circumstances, etc. For example: “Never have we realized the importance of protecting the Earth so deeply as now.” “Not only does environmental pollution affect our health, but it also threatens the survival of all creatures.” ② Inversion after only + adverbial (phrase) placed at the beginning of the sentence. For example: “Only by taking immediate actions can we prevent the Earth’s ecological environment from getting worse.” “Only when everyone participates in environmental protection can we build a better home.” Then, the teacher explains full inversion, focusing on the situations where adverbial phrases such as here, there, up, down, in, out are placed at the beginning of the sentence, and the subject is a noun. For example: “Here comes the opportunity to protect our planet.” “In the forest lives a variety of rare animals.” In the process of explanation, the teacher emphasizes the key points: when using partial inversion, attention should be paid to the tense and person of the auxiliary verb and modal verb; when the subject is a pronoun, full inversion is not used. At the same time, the teacher points out the common mistakes of students, such as forgetting to invert the auxiliary verb after negative adverbs, or inverting the subject and predicate verb incorrectly, and corrects them with examples. Design Intention: Focusing on partial inversion, which is the key and difficult point, can help students grasp the core content of grammar learning. Combining examples with the environmental theme of the unit can not only deepen students’ understanding of inversion but also strengthen their connection with the subsequent composition training. Pointing out common mistakes in advance can help students avoid making similar mistakes in practice, improving the efficiency of grammar learning. 3. Consolidate Practice: From Mechanical Training to Contextual Application The first step is mechanical training. The teacher gives a set of sentences, and students are asked to change them into inverted sentences according to the requirements. For example: “We seldom pay attention to the problem of plastic pollution.” (Change with “seldom”) → “Seldom do we pay attention to the problem of plastic pollution.” “We can protect the environment only by reducing waste.” (Change with “only by”) → “Only by reducing waste can we protect the environment.” After students finish, the teacher checks the answers and explains the wrong questions in detail. The second step is contextual practice. The teacher presents a short passage about environmental protection with several blanks, and students are asked to fill in the blanks with the correct inverted form of the given verbs. The passage is closely related to the unit theme, such as: “______ (seldom) we see such clear rivers and blue skies in some big cities now. ______ (only by) working together can we bring back the beautiful scenery. ______ (here) ______ (be) some practical suggestions for environmental protection: saving water, using reusable bags and planting more trees.” This practice not only tests students’ mastery of inversion rules but also lets them apply inversion in a specific context. The third step is interactive practice. Students are divided into groups of 4-5, and each group is given a topic related to environmental protection, such as “How to protect marine life” “The importance of planting trees” “Reducing carbon emissions”. Each group needs to make 3-5 sentences using inversion according to the topic and then share them with the whole class. The teacher comments on the sentences made by each group, affirming the correct ones and correcting the wrong ones, and guides students to use inversion more flexibly. Design Intention: The progressive practice from mechanical training to contextual application and interactive practice conforms to the law of students’ cognitive development, helping students consolidate the grammar rules they have learned step by step. The contextual practice and interactive practice are closely combined with the unit theme, which not only improves students’ grammar application ability but also deepens their understanding of environmental protection knowledge, achieving the integration of grammar learning and theme education. III. Composition Guidance: Integrate Grammar into Environmental Writing 1. Clarify Writing Requirements and Analyze Writing Framework The teacher informs students of the writing task: Write a short passage of 120-150 words about “Our Responsibility to Protect the Living Planet”, requiring the correct use of at least 3 inverted sentences, and the content should be coherent, logical and positive. Then the teacher guides students to analyze the writing framework: ① Opening: Introduce the current situation of the Earth’s ecological environment, expressing concern or urgency (using inversion to emphasize). ② Body: Put forward specific actions that we can take to protect the Earth (using inversion to strengthen the tone). ③ Closing: Express confidence and appeal, calling on everyone to participate in environmental protection (using inversion to enhance the momentum). The teacher gives an example of the opening sentence: “Never before has the Earth been faced with such serious ecological problems as now — glacial melting, forest destruction and species extinction are threatening our living home.” Then the teacher guides students to think about the body and closing sentences, and encourages students to put forward their own ideas. Design Intention: Clarifying the writing requirements and framework can help students have a clear direction in writing, avoiding blindness. The example given by the teacher can provide a reference for students, helping them better understand how to integrate inversion into writing. Guiding students to think independently can cultivate their thinking quality and lay a foundation for their independent writing. 2. Accumulate Vocabulary and Sentence Patterns The teacher lists some common vocabulary and sentence patterns related to environmental protection, which can be used in writing: ① Vocabulary: ecological environment, environmental pollution, glacial melting, deforestation, plastic waste, renewable energy, low-carbon life, protect, preserve, conserve, advocate, take action, make a difference. ② Sentence patterns (combining inversion): “Not only can we save water and electricity in our daily life, but we can also persuade our families and friends to join in environmental protection activities.” “Under no circumstances should we destroy the natural environment for temporary interests.” “Only when we take every small action in life can we make a great difference to the Earth.” The teacher asks students to read and remember these vocabulary and sentence patterns, and then invites students to make sentences with them, combining with their own understanding of environmental protection. For example, a student may say: “Seldom do people realize that a small action like bringing a reusable bag can reduce a lot of plastic waste.” The teacher affirms and praises the students’ sentences, encouraging them to use these vocabulary and sentence patterns flexibly in writing. Design Intention: Vocabulary and sentence patterns are the basis of writing. Providing students with relevant vocabulary and sentence patterns can help them solve the problem of “having nothing to write” and improve the richness and accuracy of their writing. Making sentences with vocabulary and sentence patterns can help students master their usage and lay a solid foundation for independent writing. 3. Independent Writing and Peer Evaluation Students start independent writing according to the writing requirements and framework. During the writing process, the teacher walks around the classroom, answering students’ questions in time, such as how to use inversion correctly, how to make the content coherent, etc. For students who have difficulty in writing, the teacher gives appropriate guidance, such as helping them sort out their ideas or providing some sentence templates. After students finish writing, they exchange their compositions with their deskmates for peer evaluation. The teacher provides an evaluation standard: ① Whether the content is closely related to the theme and coherent; ② Whether at least 3 inverted sentences are used correctly; ③ Whether the vocabulary and sentence patterns are appropriate and rich; ④ Whether there are grammatical errors and spelling mistakes. Students evaluate their deskmates’ compositions according to the standard, put forward modification suggestions, and then return the compositions to each other for revision. Design Intention: Independent writing can cultivate students’ independent thinking ability and writing ability. The teacher’s on-site guidance can help students solve problems in time, ensuring the smooth progress of writing. Peer evaluation can not only let students learn from each other’s strengths and make up for their own shortcomings but also improve their ability to evaluate and modify compositions, enhancing their sense of participation and responsibility in learning. 4. Sample Comment and Revision Guidance The teacher selects 2-3 typical compositions (one excellent composition and one or two compositions with common problems) to comment on in the whole class. For the excellent composition, the teacher affirms its advantages, such as correct use of inversion, coherent content, rich vocabulary, and invites the student to share his writing ideas, so that other students can learn from it. For the compositions with problems, the teacher points out the existing problems, such as incorrect use of inversion, incoherent content, insufficient vocabulary, and guides students to modify them together. For example, if a student writes: “We can protect the Earth only by planting more trees.” The teacher guides the student to change it into an inverted sentence: “Only by planting more trees can we protect the Earth.” and explains the reason for the inversion. After the class comment, students revise their own compositions according to the teacher’s comments and their deskmates’ suggestions. The teacher collects some revised compositions and checks them again to ensure that students have corrected the existing problems and mastered the method of integrating inversion into writing. Design Intention: Typical sample comments can make students have a clearer understanding of the standards of good compositions and the common problems in writing. Guiding students to modify compositions together can deepen their understanding of inversion and writing skills. Revising their own compositions can help students consolidate what they have learned and improve their writing level. IV. Summary and Extension The teacher summarizes the content of this lesson: “In this class, we have learned the basic rules and usages of inversion, especially partial inversion, and practiced how to use inversion in context. Then we guided the writing of environmental-themed passages, integrating grammar into practical writing. We also realized our responsibility to protect the living planet.” Then the teacher puts forward the extension task: ① Review the inversion rules learned in this lesson and finish the related exercises in the textbook; ② Improve the composition revised in class and submit it in the next class; ③ Collect 5-8 English sentences about environmental protection using inversion and share them in the next class; ④ Take an environmental action in daily life, such as saving water, sorting garbage, and write a short English diary to record it, using at least 2 inverted sentences. Design Intention: The summary can help students sort out the knowledge system of this lesson and consolidate the key and difficult points. The extension tasks not only help students consolidate the grammar and writing skills learned in class but also connect classroom learning with daily life, guiding students to put environmental protection concepts into action, realizing the integration of language learning and moral education, and cultivating students’ comprehensive quality. 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 $