Unit 2 Roads to education-B Grammar and activity 教案-2025-2026学年高中英语沪教版必修第二册

Unit 2 Roads to Education-B Grammar and Activity 教学目标和重难点 教学目标 Language Ability: Master the usage of verb-ing and verb-ed forms as attributive, and use them correctly in listening, speaking, reading and writing. Cultural Awareness: Understand educational situations at home and abroad, respect diverse educational paths. Thinking Quality: Develop logical thinking by analyzing grammar rules and critical thinking by applying them in practical contexts. Learning Ability: Cultivate autonomous learning and cooperative inquiry ability through independent practice and group activities. 教学重难点 Key Points: Grasp the basic usage of verb-ing and verb-ed forms as attributive, including their positions (prepositive and postpositive) and logical relationships with the modified nouns. Difficult Points: Distinguish the differences between verb-ing and verb-ed forms as attributive in meaning (active/passive, ongoing/finished) and use them flexibly in real communication. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing some pictures related to "roads to education", such as a student reading in the library, a teacher giving a lesson, a school bus driving on the road, and a classroom decorated with students’ works. Then the teacher asks students to describe the pictures in English, and writes down their sentences on the blackboard, for example: "The student reading in the library is very hard-working." "The classroom decorated with students’ works looks warm." After collecting 3-4 sentences, the teacher guides students to observe the underlined parts: "reading in the library" and "decorated with students’ works". The teacher asks: "What are these phrases used for? What do they modify?" Then the teacher leads students to find out that these phrases are used to modify nouns (student, classroom) and introduce the topic of this lesson: verb-ing and verb-ed forms as attributive. After that, the teacher reviews the unit theme "Roads to education" and says: "Today, we will learn a new grammar point to better describe people, things and scenes related to education, and make our expressions more vivid and accurate." Design Intention: The lead-in is closely combined with the unit theme "Roads to education", which can arouse students’ interest in learning and connect the new knowledge with the known theme. By asking students to describe pictures, it can activate students’ prior knowledge of adjectives and attributive clauses, lay a foundation for the learning of verb-ing and verb-ed forms as attributive. At the same time, it can cultivate students’ observation ability and oral expression ability, and initially let students perceive the function of the target grammar point in practical communication. Step 2: Presentation (Grammar Explanation and Perception) First, the teacher focuses on the verb-ing form as attributive. The teacher shows two groups of sentences on the screen: Group 1: 1. a running boy 2. a swimming pool 3. a reading room Group 2: 1. The boy running on the playground is my classmate. 2. This is a path leading to the school. 3. The girl reading a book is from Class 2. The teacher guides students to observe the two groups of sentences and asks the following questions: 1. Where are the verb-ing forms in Group 1? What do they modify? 2. Where are the verb-ing forms in Group 2? What do they modify? 3. What is the logical relationship between the verb-ing form and the modified noun? (e.g., a running boy = a boy who is running; a swimming pool = a pool for swimming) After students’ discussion and sharing, the teacher summarizes the usage of the verb-ing form as attributive: 1. When the verb-ing form is a single word, it is usually placed before the modified noun, indicating the purpose, feature or ongoing action of the modified noun. 2. When the verb-ing form is a phrase, it is usually placed after the modified noun, equivalent to an attributive clause, and the modified noun has a logical subject-verb relationship with the verb-ing form (active relationship). Then the teacher gives more examples related to the unit theme, such as "a teaching building", "a learning student", "the teacher explaining the text", to help students consolidate the usage. Next, the teacher introduces the verb-ed form as attributive in the same way. The teacher shows another two groups of sentences: Group 3: 1. a broken pen 2. a closed door 3. an educated person Group 4: 1. The pen broken by the student is mine. 2. The door closed by the teacher is the classroom door. 3. The person educated in a famous university is our new teacher. Similarly, the teacher guides students to observe and discuss, and asks: 1. What is the difference between the positions of the verb-ed form in Group 3 and Group 4? 2. What is the logical relationship between the verb-ed form and the modified noun? (e.g., a broken pen = a pen that is broken; the pen broken by the student = the pen that was broken by the student) Then the teacher summarizes the usage of the verb-ed form as attributive: 1. When the verb-ed form is a single word, it is usually placed before the modified noun, indicating the state or feature of the modified noun (passive or finished). 2. When the verb-ed form is a phrase, it is usually placed after the modified noun, equivalent to an attributive clause, and the modified noun has a logical passive relationship with the verb-ed form. The teacher also gives theme-related examples, such as "a designed curriculum", "the homework finished by the students", "the education system improved by the government". After explaining the basic usages of the two forms, the teacher focuses on distinguishing the differences between them. The teacher shows a contrast table on the screen, and guides students to fill in the blanks through group discussion: Grammar Form Logical Relationship with Modified Noun Meaning Example (Related to Education) Verb-ing form Active Ongoing or purpose a learning student Verb-ed form Passive Finished or state an educated student After students finish filling in the table, the teacher comments and supplements, emphasizing the key point: the core difference between the two forms lies in the logical relationship with the modified noun—verb-ing form indicates active and ongoing action, while verb-ed form indicates passive and finished state. To deepen students’ understanding, the teacher gives a pair of contrasting sentences: "The girl singing in the classroom is happy. (The girl is singing—active, ongoing)" and "The song sung by the girl is beautiful. (The song is sung—passive, finished)". Design Intention: This step adopts the "observation-discussion-summary" teaching method, which conforms to the cognitive law of senior high school students. By presenting typical sentences and guiding students to explore independently, it can cultivate students’ logical thinking ability and autonomous learning ability. The examples are closely related to the unit theme "Roads to education", which can help students realize the practical value of grammar and avoid isolated grammar learning. The contrast table can help students clearly distinguish the differences between the two forms, break through the key points of the lesson, and lay a solid foundation for the subsequent practice. Step 3: Practice (Consolidation and Application) This step is divided into three levels of practice: basic practice, intermediate practice and advanced practice, which are carried out step by step to help students consolidate the learned knowledge and improve their ability to use it flexibly. Level 1: Basic Practice (Fill in the Blanks) The teacher distributes practice sheets to students, and the exercises are closely related to the unit theme. The students are required to fill in the blanks with the correct forms of the given verbs (verb-ing or verb-ed). The exercises are as follows: The ________ (design) teaching plan is very practical for our English study. Do you know the student ________ (read) the English novel in the corner? The ________ (build) school library will be put into use next month. We should respect the teachers ________ (devote) themselves to education. The homework ________ (finish) by the students on time was praised by the teacher. After students finish the exercises independently, the teacher invites 5 students to report their answers on the blackboard, then corrects them one by one, and explains the reasons for the errors. For example, if a student fills in "designing" in the first question, the teacher will explain: "The teaching plan is designed by someone, so we use the verb-ed form ‘designed’ to show passive relationship." Design Intention: Basic practice focuses on checking students’ mastery of the basic usages of the target grammar points. The exercises are simple and targeted, which can help students consolidate the basic rules and build their confidence in learning. The theme-related exercises can further strengthen the connection between grammar and the unit content, making students realize that grammar is a tool for expressing meaning. Level 2: Intermediate Practice (Sentence Rewriting) The teacher asks students to rewrite the following sentences, replacing the attributive clauses with verb-ing or verb-ed forms. The sentences are closely related to education: The teacher who is teaching us English is very kind. → The teacher ________ us English is very kind. The books that were written by the famous educator are very popular among students. → The books ________ by the famous educator are very popular among students. The students who are studying hard will get good grades. → The students ________ hard will get good grades. The school that was built in 1990 has a long history. → The school ________ in 1990 has a long history. Students complete the rewriting in pairs, and then the teacher invites several pairs to share their answers. The teacher comments on their performance, focusing on whether the form is correct and whether the meaning is consistent with the original sentence. For students who make mistakes, the teacher guides them to find out the reasons by asking questions, such as "What is the logical relationship between the clause and the modified noun? Is it active or passive?" Design Intention: Intermediate practice connects the target grammar points with attributive clauses, which students have learned before, helping students build a systematic knowledge framework. By rewriting sentences in pairs, it can cultivate students’ cooperative learning ability and communication ability. At the same time, it can deepen students’ understanding of the function of the target grammar points, realizing the transformation from "understanding rules" to "applying rules". Level 3: Advanced Practice (Contextual Application) The teacher divides students into groups of 4-5, and assigns a task: Each group needs to describe a "perfect school" they imagine, using at least 5 sentences with verb-ing or verb-ed forms as attributive. The description should include the school environment, teachers, students, courses and other aspects related to education. After the group discussion, each group selects a representative to present their description to the whole class. During the group discussion, the teacher walks around the classroom, observes the students’ performance, and provides help and guidance to students who have difficulties. For example, if a group does not know how to use the target grammar points, the teacher can give hints: "You can say ‘The school has a big playground with many students playing on it.’ or ‘The teachers working in the school are all experienced.’" After all groups finish their presentations, the teacher makes comments, affirming the advantages of each group, such as rich content, correct grammar usage, and vivid expression, and puts forward suggestions for improvement. For example, if a group uses too many simple sentences, the teacher can suggest: "You can use more complex sentences with verb-ing or verb-ed forms to make your description more fluent and vivid." Design Intention: Advanced practice is a comprehensive application of the target grammar points, which can test students’ ability to use grammar flexibly in real contexts. The task of describing a "perfect school" is closely related to the unit theme, which can stimulate students’ imagination and creativity. Group cooperation can cultivate students’ cooperative learning ability and communication ability, and the class presentation can improve students’ oral expression ability. At the same time, it can help students realize the practical value of grammar, making grammar learning serve for language communication. Step 4: Activity (Extension and Innovation) The teacher organizes an activity called "My Educational Story". The activity rules are as follows: Each student thinks about a memorable educational story in their own life (such as a lesson that impressed them, a teacher who helped them, a learning experience, etc.), and writes a short passage (80-100 words) to describe the story. The passage must include at least 3 sentences with verb-ing or verb-ed forms as attributive. After finishing writing, students can exchange their passages with their deskmates, check each other’s grammar usage and give suggestions for revision. After the exchange, the teacher invites several students to share their passages with the whole class. The teacher makes comments on the content and grammar usage of the passages, focusing on whether the target grammar points are used correctly and appropriately, and whether the story is moving and meaningful. For students who write well, the teacher praises them and displays their passages on the blackboard as examples. For students who have grammar errors, the teacher guides them to correct the errors by themselves with the help of their deskmates. In addition, the teacher encourages students to think further: "How can we use the verb-ing and verb-ed forms as attributive to make our writing more vivid and attractive?" Then the teacher summarizes some small skills, such as using verb-ing forms to describe ongoing actions and verb-ed forms to describe the state of things, so as to make the writing more vivid. Design Intention: This activity combines grammar learning with students’ real life, which can arouse students’ emotional resonance and make grammar learning more meaningful. Writing a short passage can improve students’ writing ability and the ability to use grammar flexibly. Exchanging and revising passages with deskmates can cultivate students’ cooperative learning ability and error-correcting ability. The teacher’s comments and guidance can help students find their own problems and improve their learning efficiency. At the same time, this activity can extend the unit theme, let students think about their own educational experience, and cultivate their sense of gratitude and love for learning. Step 5: Summary and Homework First, the teacher invites students to summarize the key points of this lesson independently. The teacher asks: "What have we learned today? What are the usages of verb-ing and verb-ed forms as attributive? What is the difference between them?" After several students’ sharing, the teacher makes a final summary: Today we have learned the usage of verb-ing and verb-ed forms as attributive. The verb-ing form is usually used to express active and ongoing actions, and the verb-ed form is usually used to express passive and finished states. They can be used as attributive to modify nouns, making our expressions more vivid and accurate. We should master their usages and use them flexibly in listening, speaking, reading and writing. Then, the teacher assigns homework, which is divided into two parts: . Basic Homework: Finish the exercises on the textbook, reviewing and consolidating the usages of verb-ing and verb-ed forms as attributive. Correct the errors in today’s practice and sort out the key points of the lesson. Extended Homework: Write a short passage (100-120 words) about "My Favorite Teacher", using at least 4 sentences with verb-ing or verb-ed forms as attributive. The passage should include the teacher’s appearance, personality, teaching style and other aspects. Design Intention: The summary link allows students to sort out the knowledge they have learned independently, which can cultivate their ability to summarize and sort out knowledge. The homework is divided into basic homework and extended homework, which can meet the needs of different students. Basic homework focuses on consolidating the basic knowledge, while extended homework focuses on applying the knowledge to practical writing, which can further improve students’ writing ability and the ability to use grammar flexibly. At the same time, the extended homework is closely related to the unit theme and students’ life, which can stimulate students’ interest in writing. 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 $