Unit 4 Fun with Science-Grammar and composition 教案-2025-2026学年高中英语译林版选修第一册

Unit 4 Fun with Science-Grammar and composition 教学目标和重难点 1. 教学目标 It focuses on language ability, cultivating students’ ability to use non-finite verbs and write science-related articles. It develops thinking quality, stimulates scientific thinking. It strengthens cultural awareness by connecting science and language. It fosters learning ability through independent and cooperative learning. 2. 教学重难点 Key points: Master the usage of to-infinitives, verb-ing and verb-ed forms as subject, object and attributive. Difficult points: Distinguish their usages flexibly and apply them to scientific writing accurately. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a short video about a simple scientific experiment, such as “How to Make a Paper Plane Fly Farther”. After playing the video, the teacher asks students two questions: “What did you see in the video?” and “What do you think is the key to making the paper plane fly farther?” Students are invited to share their answers freely in English. Then, the teacher writes two sentences on the blackboard based on students’ answers: “To make a paper plane fly farther needs skill.” and “Making a paper plane fly farther is interesting.” The teacher asks students to observe the two sentences and find out the differences between the underlined parts. Design Intention: The short scientific experiment video is closely related to the unit theme “Fun with Science”, which can quickly attract students’ attention and arouse their interest in learning. By asking questions, students are guided to use English to express their views on scientific phenomena, activating their prior language knowledge. The two sentences written on the blackboard naturally lead to the new grammar point—non-finite verbs as subjects, laying a foundation for the subsequent teaching of grammar knowledge. Grammar Presentation: Explore and Master the Usage of Non-Finite Verbs Present the Usage of Non-Finite Verbs as Subjects Based on the two sentences in the lead-in part, the teacher guides students to summarize the usage of to-infinitives and verb-ing forms as subjects. First, the teacher explains that both to-infinitives and verb-ing forms can be used as subjects in a sentence. Then, the teacher analyzes the differences: the to-infinitive often refers to a specific, one-time action or an action that will happen in the future, and it is often replaced by the formal subject “it” to make the sentence structure more balanced; the verb-ing form usually refers to a general, abstract or repeated action, with no obvious time concept. To help students understand better, the teacher gives more examples related to science: “To do a scientific experiment requires careful preparation.” (It requires careful preparation to do a scientific experiment.) “Doing scientific research is meaningful.” The teacher asks students to read the examples aloud and practice converting sentences with to-infinitives as subjects into sentences with “it” as the formal subject. Then, the teacher introduces the common sentence structures of non-finite verbs as subjects: For to-infinitives: It is + adj./n. + (for/of sb) + to do sth.; It takes sb. + time + to do sth. For verb-ing forms: It is + adj. + doing sth.; It is no good/use doing sth.; There is no point in doing sth. Design Intention: By guiding students to explore and summarize the usage by themselves, instead of simply lecturing, it can stimulate students’ initiative and enthusiasm in learning, and help them deepen their understanding of the knowledge. The examples related to science are closely combined with the unit theme, making the grammar knowledge more practical and reducing students’ difficulty in understanding. The practice of converting sentences helps students master the sentence structures flexibly. Present the Usage of Non-Finite Verbs as Objects After mastering the usage as subjects, the teacher moves on to the usage of non-finite verbs as objects. The teacher first writes some common verbs on the blackboard, such as decide, want, hope, refuse, manage, pretend, consider, suggest, enjoy, avoid, miss, practice. Then, the teacher asks students to try to complete the sentences with the correct forms of the verbs in brackets: 1. He hopes (do) a scientific experiment. 2. She enjoys (watch) science documentaries. 3. We should avoid (make) mistakes in the experiment. After students finish, the teacher checks the answers and summarizes the rules: some verbs can only be followed by to-infinitives as objects, such as decide, want, hope, etc.; some verbs can only be followed by verb-ing forms as objects, such as consider, suggest, enjoy, etc. The teacher also reminds students of some special cases: verbs like allow, permit, forbid, advise can be followed by verb-ing forms as objects directly, but if there is a noun or pronoun after them, they should be followed by to-infinitives (allow doing sth. / allow sb. to do sth.). In addition, the teacher introduces the structure “verb + it + adj./n. + to do sth.”, where “it” is the formal object, and the to-infinitive is the real object, such as “I find it important to learn science well.” To consolidate the knowledge, the teacher organizes a group activity: students are divided into groups of 4, and each group is given a list of verbs and some science-related topics (such as scientific inventions, experiments, scientists). Each group needs to make 5 sentences using the verbs and topics, with non-finite verbs as objects. After the activity, each group selects one student to present their sentences to the whole class, and the teacher comments and corrects them. Design Intention: By letting students complete sentences first, they can initially perceive the usage of non-finite verbs as objects. The summary of rules helps students systemize the knowledge. The group activity not only increases the interaction in the class but also enables students to apply the grammar knowledge to practical language communication, improving their language application ability. The comments and corrections by the teacher help students find and correct their mistakes in time. Present the Usage of Non-Finite Verbs as Attributives Next, the teacher introduces the usage of non-finite verbs as attributives. The teacher shows three sentences on the screen: 1. The student to do the experiment is my classmate. 2. The machine working in the lab is new. 3. The report written by the scientist is very useful. The teacher asks students to observe the underlined parts and discuss the differences between them in groups. After the discussion, the teacher summarizes the rules: the to-infinitive as an attributive usually modifies a noun or pronoun, expressing an action that will happen in the future, and it is usually placed after the modified word; the verb-ing form as an attributive usually expresses an active or ongoing action, and it can be placed before or after the modified word; the verb-ed form as an attributive usually expresses a passive or completed action, and it can also be placed before or after the modified word. The teacher gives more examples related to science to help students understand: “There is a lot of equipment to use in the science lab.” (to-infinitive, future action) “The scientist researching the new drug is very famous.” (verb-ing form, active and ongoing action) “The data collected from the experiment is accurate.” (verb-ed form, passive and completed action) Grammar Consolidation: Strengthen the Mastery of Knowledge To help students consolidate the usage of non-finite verbs comprehensively, the teacher designs three different types of exercises, which are carried out in turn. The first exercise is multiple-choice questions. The teacher shows 10 multiple-choice questions on the screen, covering the usage of non-finite verbs as subjects, objects and attributives. Students are asked to complete the questions independently. After finishing, the teacher checks the answers one by one, and explains the reasons for each question in detail, especially the easily confused points, such as the difference between to-infinitives and verb-ing forms as subjects, the verbs followed by to-infinitives or verb-ing forms as objects. The second exercise is sentence rewriting. The teacher gives 5 sentences, and asks students to rewrite them using non-finite verbs according to the requirements. For example: 1. We need to finish the experiment before Friday. (Rewrite it using verb-ing form as object) 2. The book that was written by the scientist is popular. (Rewrite it using verb-ed form as attributive) 3. It is important that we learn science knowledge. (Rewrite it using to-infinitive as subject) Students complete the rewriting independently, and then exchange their answers with their deskmates to check and correct each other. The teacher walks around the classroom to provide guidance for students who have difficulties. The third exercise is a short passage filling. The teacher provides a short passage about a scientific invention, with some blanks in it. Students need to fill in the blanks with the correct forms of the given verbs. The passage is closely related to the unit theme, which not only tests students’ mastery of grammar knowledge but also enriches their scientific knowledge. After students finish, the teacher asks a student to read the completed passage aloud, and then comments on it, pointing out the advantages and disadvantages. Design Intention: The multiple-choice questions help students test their mastery of basic grammar knowledge and distinguish easily confused points. The sentence rewriting exercise enables students to flexibly apply the grammar knowledge to sentence transformation, improving their language flexibility. The short passage filling combines grammar with the unit theme, making the practice more practical and interesting, and helping students integrate grammar knowledge into context. The mutual check between deskmates and the teacher’s guidance can help students find and correct their mistakes in time, strengthening their mastery of knowledge. Composition Guidance: Apply Grammar Knowledge to Scientific Writing Analyze the Writing Requirements and Genre Features The teacher first introduces the writing task of this lesson: write a short passage (about 150 words) introducing a scientific invention or a simple scientific experiment, and require to use at least 5 non-finite verbs (including to-infinitives, verb-ing forms and verb-ed forms) as subjects, objects or attributives. Then, the teacher analyzes the genre features of scientific writing: it should be concise, accurate and logical, with clear layers. The teacher also reminds students to pay attention to the correct use of grammar, the coherence of the passage and the clarity of the content. To help students understand the writing requirements better, the teacher shows a model passage on the screen. The model passage is about “The Invention of the Light Bulb”, which uses a variety of non-finite verbs. The teacher reads the model passage aloud, and then analyzes the usage of non-finite verbs in it, as well as the structure of the passage (introduction of the invention, its working principle, its influence). The teacher also points out the advantages of the model passage: clear structure, accurate grammar, concise language. Design Intention: Clarifying the writing requirements and genre features helps students grasp the direction of writing and avoid deviating from the requirements. The model passage provides a reference for students, enabling them to understand how to apply non-finite verbs to scientific writing and how to structure the passage reasonably. The analysis of the model passage helps students learn from the advantages of the model and improve their writing ability. 4.2 Guide Students to Collect Materials and Outline After analyzing the model passage, the teacher guides students to collect materials and make an outline. The teacher asks students to think about a scientific invention or a simple scientific experiment they are familiar with, such as the mobile phone, the computer, the water cycle experiment, the seed germination experiment, etc. Then, students are invited to share their chosen topics with their deskmates, and discuss the main content to be written, such as the background of the invention/experiment, the process, the function/influence. Then, the teacher guides students to make an outline. The outline should include three parts: the beginning (introduce the chosen invention/experiment briefly), the body (describe the process, function or principle in detail, using non-finite verbs), and the ending (express their feelings or views on the invention/experiment). The teacher gives an example of an outline: Topic: The Water Cycle Experiment. Beginning: Doing the water cycle experiment is a great way to understand the principle of water cycle. Body: To do the experiment, we need to prepare some simple materials, such as a glass, a bowl, a plastic wrap and a small stone. First, we pour some water into the glass. Then, we cover the glass with plastic wrap and put the small stone on the center of the plastic wrap. Finally, we put the glass in the sun. After a while, we can see some water drops forming on the plastic wrap, which is the process of condensation. Ending: Observing the water cycle experiment makes me realize the magic of science, and I become more interested in scientific exploration. Students make their own outlines independently, and the teacher walks around the classroom to provide guidance. For students who have no idea about the topic, the teacher gives some suggestions; for students whose outlines are not clear, the teacher helps them adjust and improve. Design Intention: Guiding students to collect materials and make an outline helps them sort out their ideas and lay a foundation for writing. The interaction with deskmates can inspire students’ thinking and help them enrich their writing content. The example of the outline provides a reference for students, enabling them to make a clear and reasonable outline. The teacher’s guidance ensures that every student can complete the outline smoothly. Students Write Independently and the Teacher Provides Guidance After completing the outline, students start to write independently. The teacher reminds students to pay attention to the following points: 1. Use non-finite verbs correctly as required; 2. Ensure the coherence and logic of the passage, using appropriate connecting words (such as first, then, finally, besides, therefore, etc.); 3. Pay attention to the spelling, punctuation and grammar of the sentences; 4. Control the length of the passage (about 150 words). During the writing process, the teacher walks around the classroom, observing students’ writing situation. For students who have difficulties in using non-finite verbs, the teacher gives timely guidance; for students who have problems in sentence structure, the teacher helps them adjust; for students who have no idea about how to continue writing, the teacher gives some hints. The teacher also pays attention to students’ writing habits, reminding them to write neatly and standardly. Design Intention: Writing independently enables students to apply the grammar knowledge and writing skills they have learned to practice, improving their written expression ability. The teacher’s timely guidance helps students solve the problems encountered in the writing process, ensuring that students can complete the writing task smoothly. Paying attention to students’ writing habits helps them develop good writing habits. Peer Evaluation and Teacher Comment After students finish writing, the teacher organizes peer evaluation. Students exchange their compositions with their deskmates, and evaluate each other’s compositions according to the evaluation criteria: 1. Whether the content is clear and complete; 2. Whether non-finite verbs are used correctly and sufficiently; 3. Whether the grammar, spelling and punctuation are correct; 4. Whether the passage is coherent and logical. Students are required to put forward suggestions for improvement while evaluating. After peer evaluation, the teacher collects some typical compositions (including excellent ones and those with common problems) and comments on them in class. For excellent compositions, the teacher affirms their advantages, such as correct use of non-finite verbs, clear structure, concise language, and invites the students who wrote them to share their writing experience. For compositions with common problems, the teacher points out the problems (such as incorrect use of non-finite verbs, incoherent passage, spelling mistakes) and gives specific suggestions for improvement. The teacher also emphasizes the key points of writing again, such as the correct use of non-finite verbs and the coherence of the passage. Then, students revise their own compositions according to the peer evaluation and teacher’s comments. The teacher provides guidance for students who need help during the revision process. Design Intention: Peer evaluation not only enables students to learn from each other’s advantages but also helps them find their own problems, improving their ability to evaluate and modify compositions. The teacher’s comment focuses on typical problems, which can help all students learn from the mistakes and avoid making the same mistakes. Revising the compositions helps students improve their writing level and deepen their mastery of grammar and writing skills. Summary and Extension First, the teacher invites students to summarize the key points of this lesson. Students are asked to share what they have learned, including the usage of non-finite verbs as subjects, objects and attributives, and the skills of writing scientific passages. Then, the teacher makes a brief summary, emphasizing that non-finite verbs are very important in English expression, especially in scientific writing, and encouraging students to use them flexibly in daily study and communication. Then, the teacher arranges the extension task: 1. Read more English articles about science, collect the sentences using non-finite verbs, and write them down in the notebook; 2. Revise the composition again, and submit it in the next class; 3. Discuss with family members about a scientific invention, and try to introduce it in English using the non-finite verbs learned today. Design Intention: Letting students summarize the key points helps them systemize the knowledge they have learned and improve their ability to summarize. The extension task connects the classroom teaching with daily life, enabling students to apply the knowledge they have learned to real life, strengthening their mastery of knowledge and improving their language application ability. Reading more scientific articles also helps students enrich their scientific knowledge and expand their vocabulary. 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 $