Unit 4 Achievements-B Grammar and activity 讲义-2025-2026学年高中英语沪教版必修第二册

Unit 4 Achievements-B Grammar and activity 教学目标和重难点 教学目标 Language Ability: Master the to-infinitive as adverbial and use it correctly in speaking and writing. Cultural Awareness: Understand achievements at home and abroad, respect diverse cultures and spirits of perseverance. Thinking Quality: Develop logical thinking through grammar analysis and critical thinking in activity practice. Learning Ability: Cultivate autonomous learning and cooperative inquiry ability in grammar exploration and interactive tasks. 教学重难点 Key Points: Grasp the basic structure and usages of the to-infinitive as adverbial (expressing purpose, result, cause, etc.). Difficult Points: Distinguish the usages of the to-infinitive as adverbial from other verb forms; use it flexibly in context related to "achievements" without errors. 教学过程 Step 1: Lead-in (Lead-in to the Theme and Grammar) The teacher starts the class by showing pictures of great achievements in different fields, such as China’s space exploration, the development of hybrid rice, and the achievements of outstanding scientists like Yuan Longping and Tu Youyou. Then the teacher asks students to answer questions in English: “What do you know about these achievements? What qualities do the people who made these achievements have?” After students share their ideas freely, the teacher summarizes: “These remarkable achievements are made by people with perseverance and hard work. Today, we will learn a grammar point that can help us describe these achievements more accurately—the to-infinitive as adverbial, and we will practice it through various activities related to achievements.” Design Intention: Combining the unit theme “Achievements”, the lead-in uses familiar and inspiring achievement cases to arouse students’ interest and enthusiasm. It not only helps students review the relevant vocabulary and expressions of the unit but also naturally leads to the grammar point to be learned, laying a foundation for the subsequent grammar teaching and activity practice. At the same time, it subtly infiltrates the education of spiritual qualities such as perseverance, which is in line with the requirements of cultural awareness and thinking quality in core literacy. Step 2: Grammar Presentation (Explore and Summarize the Grammar Rules) First, the teacher presents several typical sentences related to achievements on the screen, all containing the to-infinitive as adverbial, and asks students to read them carefully and observe the structure and function of the to-infinitive in each sentence. Sentence 1: Yuan Longping devoted his whole life to research to develop hybrid rice that can feed more people. (to-infinitive expressing purpose) Sentence 2: Tu Youyou worked day and night in the laboratory to find a cure for malaria. (to-infinitive expressing purpose) Sentence 3: The team tried their best to complete the project, only to find that there was a small mistake. (to-infinitive expressing unexpected result) Sentence 4: We were deeply moved to hear about their great achievements in environmental protection. (to-infinitive expressing cause) After students read the sentences, the teacher organizes group discussions: “What is the structure of the to-infinitive in these sentences? What function does it serve in each sentence?” Each group is given time to discuss, and then the teacher invites representatives of each group to share their findings. The teacher guides students to summarize and correct, and finally combs out the core rules of the to-infinitive as adverbial: Structure: to + base form of the verb (the negative form is not to + base form of the verb). Usages: (1) Expressing purpose: It is often used to explain the purpose of an action, and can be preceded by in order to or so as to (so as to cannot be used at the beginning of a sentence). (2) Expressing result: It is often used after only, just, etc., to express an unexpected or disappointing result; it can also be used to express a natural result. (3) Expressing cause: It is often used after adjectives such as moved, surprised, happy, sad, etc., to explain the reason for the emotion. Then, the teacher supplements some common mistakes that students may make, such as confusing the to-infinitive as adverbial with the verb-ing form, and forgetting to use the base form after to. For example, correct the wrong sentence “He studies hard to improving his English” to “He studies hard to improve his English”, and explain the reason clearly. Design Intention: Adopting the “observation - discussion - summary” teaching method, it allows students to take the initiative to explore grammar rules instead of passively accepting knowledge. This not only helps students deepen their understanding of the grammar point but also cultivates their logical thinking ability and autonomous learning ability. Combining the sentences with the unit theme “Achievements” makes the grammar learning more closely connected with the actual language use, avoiding the boringness of isolated grammar teaching. Supplementing common mistakes can help students avoid similar errors in subsequent practice and lay a solid foundation for the correct use of grammar. Step 3: Grammar Practice (Consolidate the Grammar Rules Through Hierarchical Practice) This step is divided into three levels of practice, from basic to difficult, to help students consolidate the grammar rules step by step and realize the flexible use of grammar. Level 1: Fill in the blanks with the correct form of the given verbs (basic practice). The teacher presents 10 sentences related to achievements, and asks students to fill in the blanks with the to-infinitive form of the given verbs. The sentences cover the three usages of the to-infinitive as adverbial (expressing purpose, result, and cause), such as: Many scientists work hard ______ (make) great contributions to human progress. She was excited ______ (win) the award for her achievements in scientific research. They spent two years on the project, only ______ (find) that it was not feasible. After students finish filling in the blanks independently, the teacher checks the answers one by one, explains the key and difficult sentences in detail, and emphasizes the usages of the to-infinitive in each sentence. For students who make mistakes, the teacher asks them to find the reasons by themselves first, and then gives guidance and correction, helping them deepen their memory of grammar rules. Level 2: Rewrite the sentences (intermediate practice). The teacher presents sentences that do not use the to-infinitive as adverbial, and asks students to rewrite them using the to-infinitive as adverbial according to the requirements, so as to exercise students’ ability to convert sentence structures. For example: He wants to protect the environment, so he plants many trees every year. (rewrite using the to-infinitive to express purpose) We heard that he had made great achievements, and we were very proud. (rewrite using the to-infinitive to express cause) Students complete the rewriting task in pairs, and then exchange their answers with each other for mutual correction. The teacher walks around the classroom to observe the situation of students, provides timely guidance for students who have difficulties, and then invites several pairs of students to share their rewritten sentences and explain their ideas. The teacher makes comments and summaries, affirming the correct expressions and correcting the wrong ones. Level 3: Complete the short passage (advanced practice). The teacher presents a short passage about the achievements of a young inventor, with several blanks that need to be filled in with the to-infinitive as adverbial. The passage integrates the unit vocabulary and grammar points, requiring students to comprehensively use the grammar rules they have learned to complete the passage. For example: A young inventor named Li Ming has made great achievements in the field of new energy. He started to study new energy when he was in high school ______ (solve) the problem of energy shortage. He spent a lot of time doing experiments every day, ______ (improve) his invention again and again. He was often tired ______ (stay) up late, but he never gave up. Finally, his invention was successful, ______ (bring) great convenience to people’s life. Many people are surprised ______ (learn) that he is only 20 years old. After students complete the passage independently, the teacher invites students to read the completed passage aloud, checks the answers, and explains the usage of the to-infinitive in each blank. For the wrong answers, the teacher analyzes the reasons with students, helps them master the flexible use of grammar in context, and guides students to pay attention to the connection between grammar and context. Design Intention: The hierarchical practice design conforms to the law of students’ cognitive development, from basic fill-in-the-blank to sentence rewriting and passage completion, which helps students consolidate grammar rules step by step and gradually improve their ability to use grammar flexibly. The practice content is closely combined with the unit theme “Achievements”, which not only consolidates grammar knowledge but also reviews the unit vocabulary and expressions, realizing the integration of knowledge. The form of individual practice, pair practice and group practice is adopted to fully mobilize students’ enthusiasm and participation, and cultivate students’ cooperative learning ability and language application ability. Step 4: Activity Practice (Apply Grammar to Practical Communication) Based on the grammar points learned, this step designs two interactive activities to let students apply the to-infinitive as adverbial to practical communication, so as to realize the combination of grammar learning and language application, and at the same time deepen their understanding of the unit theme “Achievements”. Activity 1: “Introduce a Great Achievement” Group Speech. The teacher divides students into groups of 4-5, and asks each group to choose a great achievement (it can be in the fields of science and technology, culture, sports, etc., either at home or abroad) to introduce. The requirements are: each member of the group must speak, and at least 3 sentences using the to-infinitive as adverbial (covering different usages) must be used in the introduction. Each group is given time to prepare, and the teacher walks around the classroom to provide guidance for students, helping them organize their language and correctly use the grammar points learned. After the preparation, each group sends a representative to give a speech in front of the whole class. The teacher makes comments on each group’s speech, focusing on the correct use of the to-infinitive as adverbial, the fluency of the speech, and the richness of the content. At the same time, the teacher encourages students to ask questions to the speaking group, such as “Why did the people who made this achievement work so hard?” “What did they do to complete this achievement?”, and guides students to use the to-infinitive as adverbial to answer questions, further strengthening the application of grammar. Activity 2: “My Dream Achievement” Individual Writing. The teacher asks students to write a short passage about their dream achievement, which should include: what their dream achievement is, why they want to achieve it, what they will do to achieve it, and how they feel about it. The requirements are: the passage should be coherent and logical, and at least 4 sentences using the to-infinitive as adverbial must be used. Students complete the writing task independently, and the teacher walks around to provide guidance for students who have difficulties in writing, such as helping them sort out their ideas and correct grammar errors. After students finish writing, the teacher collects some students’ works, reads them aloud in class, and makes comments. For the works with correct grammar and rich content, the teacher affirms and praises them; for the works with problems, the teacher points out the problems and gives suggestions for improvement. Then, students exchange their works with their deskmates for mutual correction, and learn from each other’s strengths, so as to further improve their writing ability and the correct use of grammar. Design Intention: The two activities are closely combined with the unit theme “Achievements” and the grammar points learned, which realize the transformation from grammar knowledge to language application. The group speech activity cultivates students’ cooperative learning ability and oral expression ability, and the individual writing activity cultivates students’ writing ability. Through the activities, students not only consolidate the grammar points but also deepen their understanding of the connotation of achievements, and clarify their own goals and directions, which is in line with the requirements of the four-dimensional core literacy. At the same time, the evaluation and mutual correction links help students find their own problems and learn from each other, improving their learning ability. Step 5: Summary and Extension (Sort Out Knowledge and Expand Vision) First, the teacher invites students to summarize the key points of this lesson independently: “What grammar point did we learn today? What are its main usages? What should we pay attention to when using it?” After students share their summaries, the teacher makes a systematic summary, combs out the core rules of the to-infinitive as adverbial again, and emphasizes the common mistakes and matters needing attention, helping students form a complete knowledge system. Then, the teacher carries out knowledge extension: introduces some famous quotes related to achievements, which contain the to-infinitive as adverbial, such as “The only way to achieve great things is to love what you do.” “To succeed, we must have the courage to face difficulties and never give up.” The teacher asks students to read the quotes aloud, analyze the usage of the to-infinitive in them, and encourages students to remember these quotes, which can be used in their future writing and speaking. Finally, the teacher assigns after-class tasks: 1. Review the grammar rules learned in this lesson and finish the related exercises in the textbook. 2. Collect 3-5 sentences about achievements that use the to-infinitive as adverbial, and write a short passage (80-100 words) using these sentences. 3. Discuss with family members about their achievements and use the to-infinitive as adverbial to introduce them in English. Design Intention: The summary link helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their memory. The knowledge extension enriches students’ language materials, expands their vision, and at the same time infiltrates the education of positive values, encouraging students to pursue achievements and work hard. The after-class tasks are closely combined with the classroom content, which not only consolidates the grammar knowledge but also extends the language application to daily life, helping students realize the practical value of language learning and cultivate their autonomous learning ability. 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 $