Unit 2 Building the future-Grammar and composition 教案-2025-2026学年高中英语译林版选修第二册

Unit 2 Building the future-Grammar and composition 教学目标和重难点 1. 教学目标 Language Ability: Master the passive voices of past continuous and past perfect tenses, and write coherent paragraphs about building the future. Cultural Awareness: Understand global efforts in sustainable development and respect diverse ways of building the future. Thinking Quality: Develop logical thinking through grammar analysis and critical thinking in writing. Learning Ability: Cultivate autonomous learning and cooperative inquiry skills in grammar practice and composition. 2. 教学重难点 Key Points: Grasp the structures and usages of the passive voices of past continuous tense (was/were being done) and past perfect tense (had been done); master the elements of a paragraph (topic sentence, supporting sentences, concluding sentence). Difficult Points: Distinguish the two passive tenses in context and apply them flexibly in writing; write logical and coherent paragraphs related to the unit topic. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing a short video about the reconstruction of an old market, which is closely related to the unit topic "Building the Future". The video presents scenes such as workers renovating old buildings, clearing rubbish, and building new facilities. After playing the video, the teacher asks students two questions: "What did you see in the video?" and "What was being done to the old market?". Then, the teacher writes two sentences on the blackboard based on students’ answers: 1. When I passed the old market yesterday, the old gate was being torn down. 2. The old market had been deserted for several years before the reconstruction started. Design Intention: The video about old market reconstruction is closely connected to the unit theme and the grammar points to be learned, which can quickly attract students’ attention and arouse their learning interest. By asking questions and writing typical sentences, students can initially perceive the usage of the passive voices of past continuous and past perfect tenses in real context, laying a foundation for the subsequent grammar teaching. At the same time, the scene of old market reconstruction helps students understand the connotation of "building the future" at a specific level, integrating language learning with the unit theme. Step 2: Grammar Presentation and Exploration (Presentation and Inquiry) First, the teacher guides students to observe the two sentences on the blackboard and asks them to find out the differences in structure and meaning between the two sentences. Students are divided into groups of 4 to discuss for a while, and then each group sends a representative to share their findings. The teacher summarizes and clarifies the structure and usage of the two passive tenses based on students’ discussions. For the past continuous tense passive voice: The teacher explains that its structure is "was/were + being + done", which is used to express a passive action that was happening at a specific moment or during a period of time in the past. The teacher gives more examples related to the unit topic, such as "When we visited the construction site last week, new houses were being built." and "At this time yesterday, the road was being widened to improve traffic conditions for the future." Then, the teacher introduces the negative form (was/were not being done) and interrogative form (Was/Were + subject + being done?) with simple examples. For the past perfect tense passive voice: Its structure is "had + been + done", which is used to express a passive action that had been completed before a certain moment or action in the past. The teacher takes the sentence on the blackboard as an example and adds another example: "By the end of last month, all the old buildings in the community had been pulled down, and the construction of new residential buildings was about to start." The teacher also explains the negative form (had not been done) and interrogative form (Had + subject + been done?) and emphasizes the time adverbials often used with this tense, such as by last week, by the end of last year, before, etc. After explaining the basic knowledge, the teacher organizes a "distinguishing game". The teacher shows 10 sentences on the screen, some using the past continuous tense passive voice and some using the past perfect tense passive voice. Students need to stand up quickly and say which tense each sentence uses and explain the reasons. For example, "The experiment was being done when the professor came in." (past continuous tense passive voice, expressing an action happening at a specific moment in the past) and "The experiment had been done before the professor came in." (past perfect tense passive voice, expressing an action completed before a certain moment in the past). Design Intention: Adopting the inquiry-based learning method, letting students explore the structure and usage of the two passive tenses by themselves can stimulate their initiative and enthusiasm in learning, and help them deeply understand the knowledge instead of mechanically memorizing it. Group discussion can cultivate students’ cooperative learning ability and communication ability. The "distinguishing game" makes the grammar learning more interesting, strengthens students’ understanding of the differences between the two tenses, and improves their ability to apply the grammar knowledge in context. The examples selected are closely related to the unit topic "Building the Future", which ensures the consistency of teaching content and helps students integrate grammar learning with the theme. Step 3: Grammar Practice (Consolidation and Application) This step is divided into three levels of practice, from easy to difficult, to help students consolidate the grammar knowledge they have learned. Level 1: Fill in the blanks with the correct form of the given verbs. The verbs are closely related to the unit theme, such as build, renovate, improve, complete, etc. For example: 1. When we arrived at the construction site, a new school ____________ (build). 2. By last year, the project of improving the city’s environment ____________ (complete). 3. The old bridge ____________ (renovate) when the heavy rain came. After students finish the exercises, the teacher checks the answers and explains the difficult ones in detail, emphasizing the judgment of time adverbials and the correct use of tense structure. Level 2: Rewrite the sentences into passive voice. The original sentences are active voice related to building the future, such as 1. Workers were repairing the old road yesterday afternoon. (Rewrite into past continuous tense passive voice) 2. They had finished the design of the new park by the end of last month. (Rewrite into past perfect tense passive voice) This practice helps students master the conversion between active and passive voices, and further consolidate the structure of the two passive tenses. Level 3: Make sentences with the given words and the required tenses. The teacher gives words such as "old market, reconstruct, desert, by last weekend" and asks students to make one sentence with past continuous tense passive voice and one sentence with past perfect tense passive voice. Students can work in pairs to complete the task, and then the teacher invites several pairs to present their sentences to the class for evaluation. The teacher gives positive comments and corrects the mistakes in tense use and sentence structure. Design Intention: The hierarchical practice design conforms to the law of students’ cognitive development, from basic form filling to sentence rewriting and sentence making, which gradually improves students’ ability to apply grammar knowledge. The practice content is closely combined with the unit theme, so that students can realize the practical value of grammar knowledge and lay a foundation for the subsequent composition teaching. Pair work can enhance students’ interaction and communication, and let them learn from each other in the process of cooperation. Positive evaluation from the teacher can stimulate students’ learning motivation and enhance their confidence in learning grammar. Step 4: Composition Guidance (Writing Guidance and Practice) First, the teacher leads students to review the elements of a paragraph, which is the core content of the composition part. The teacher shows a sample paragraph about "Building a Green Campus" on the screen, and guides students to identify the topic sentence, supporting sentences and concluding sentence. The sample paragraph is as follows: "Building a green campus is an important part of building the future. First of all, we can plant more trees and flowers in the campus to improve the environment. Secondly, we should advocate energy conservation, such as turning off the lights when leaving the classroom and saving water. In addition, we can set up recycling bins to classify garbage. By doing these things, we can build a beautiful and environmentally friendly campus, which will help us grow up healthily." After identifying the elements, the teacher summarizes the requirements of each element: The topic sentence should be clear and concise, directly expressing the main idea of the paragraph; the supporting sentences should be specific and detailed, using examples, reasons, methods, etc., to explain and support the topic sentence; the concluding sentence should summarize the main content of the paragraph and put forward prospects or suggestions. At the same time, the teacher emphasizes that in this unit’s composition, students should flexibly use the passive voices of past continuous and past perfect tenses they have just learned to make the writing more vivid and accurate. Then, the teacher introduces the writing task: Write a paragraph of about 120 words about "Changes in Our Hometown" (closely related to "Building the Future"), requiring to use the passive voices of past continuous and past perfect tenses, and include the three elements of a paragraph. Before writing, the teacher guides students to brainstorm: What changes have taken place in your hometown? (Such as old houses being renovated, roads being widened, environment being improved, etc.) What was being done in the process of change? What had been done before the change? Students can write down their ideas on the draft paper, and then discuss with their group members to supplement and improve their ideas. After brainstorming, students start to write independently. The teacher walks around the classroom, observing students’ writing situation, and provides timely guidance for students who have difficulties. For example, some students may not know how to use the two passive tenses flexibly, and the teacher can give them simple prompts; some students may not be able to write specific supporting sentences, and the teacher can guide them to add details such as time, place and specific measures. At the same time, the teacher reminds students to pay attention to the coherence of the paragraph and the correct use of conjunctions such as first, second, besides, finally, etc. Design Intention: The sample paragraph helps students intuitively understand the elements of a paragraph and master the writing method of a standard paragraph. Brainstorming can help students open their minds, collect materials for writing, and ensure that the content of their composition is rich and closely related to the unit theme. Independent writing can cultivate students’ ability to use language comprehensively, and individual guidance from the teacher can solve the problems encountered by students in the writing process in a timely manner, ensuring that each student can make progress in writing. The requirement of using the learned grammar knowledge in writing realizes the integration of grammar and composition, and achieves the teaching goal of applying what is learned. Step 5: Composition Evaluation and Revision (Evaluation and Improvement) First, the teacher selects 2-3 students’ compositions (including excellent ones and those with common problems) to present on the screen, and organizes students to evaluate them in groups. The evaluation criteria include: 1. Whether the three elements of the paragraph are complete; 2. Whether the passive voices of past continuous and past perfect tenses are used correctly and flexibly; 3. Whether the sentence structure is correct and the paragraph is coherent; 4. Whether the content is closely related to the topic. Each group discusses the advantages and disadvantages of the compositions, and then sends a representative to share the evaluation results. The teacher makes a summary, affirms the advantages of the compositions, and points out the common problems, such as incorrect tense use, incomplete supporting sentences, and lack of coherence. Then, students revise their own compositions according to the evaluation criteria and the teacher’s guidance. They can also exchange compositions with their deskmates and help each other revise. During the revision process, the teacher continues to provide guidance, helping students correct grammar mistakes, improve sentence expression, and enrich the content of the composition. For example, for students who use the passive tense incorrectly, the teacher guides them to judge the time adverbials and adjust the tense structure; for students with simple supporting sentences, the teacher guides them to add specific details to make the composition more vivid. After revising, some students are invited to read their revised compositions to the class, and the teacher and students give positive comments together, encouraging students to make continuous progress in writing. Finally, the teacher summarizes the key points of this lesson: the structure and usage of the passive voices of past continuous and past perfect tenses, and the elements and writing methods of a paragraph. Design Intention: Peer evaluation and teacher evaluation combine to make the composition evaluation more comprehensive and objective. Peer evaluation can let students learn from each other’s advantages, find their own problems, and improve their ability to appreciate and evaluate compositions. Revising compositions after evaluation can help students consolidate the knowledge they have learned, correct their mistakes in time, and improve their writing level. Inviting students to read their revised compositions can enhance their confidence and enthusiasm in writing, and create a positive learning atmosphere. The final summary helps students sort out the knowledge system of this lesson and deepen their understanding and memory of the key points. Step 6: Extension and Homework (Extension and Consolidation) Extension Activity: The teacher divides students into groups and assigns them a task: "Design a Small Project for Building the Future of Our School". Each group needs to discuss and design a small project, such as building a campus garden, setting up a book corner, or organizing an environmental protection activity. Then, each group writes a short report (about 80 words) introducing their project, requiring to use the passive voices of past continuous and past perfect tenses (if applicable) and the elements of a paragraph. After finishing, each group presents their project and report to the class, and the teacher and students vote for the most practical project. Homework: 1. Finish the grammar exercises in the textbook, reviewing and consolidating the passive voices of past continuous and past perfect tenses. 2. Revise the composition again according to the revision suggestions, and copy the revised composition neatly. 3. Collect 3-5 sentences about "building the future" using the two passive tenses, and write them in the exercise book. 4. Preview the next part of the unit, and collect materials about global sustainable development. Design Intention: The extension activity combines the unit theme with practical life, allowing students to apply the grammar and writing knowledge they have learned to practical activities, which not only consolidates the learned knowledge but also cultivates their innovative thinking and practical ability. Group cooperation in the activity can further enhance students’ cooperative learning ability and communication ability. The homework is designed hierarchically, including grammar consolidation, composition revision, sentence collection and preview, which can help students consolidate the knowledge of this lesson, lay a foundation for the next lesson, and cultivate their autonomous learning ability. Collecting materials about global sustainable development can expand students’ horizons and enhance their cultural awareness and sense of social responsibility. 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 $