Unit 4 Technology-Grammar activity 教案-2025-2026学年高中英语沪教版选择性必修第四册

Unit 4 Technology-Grammar activity 教学目标和重难点 教学目标 Language competence: Master the target grammar and apply it in technology-themed contexts. Cultural awareness: Understand technological culture differences and respect diverse technological development models. Thinking quality: Cultivate logical and critical thinking through grammar exploration. Learning ability: Develop autonomous and cooperative learning skills in grammar practice. 教学重难点 Key points: Grasp the basic structure and usage of the target grammar (appositive clause) and apply it correctly in sentences and short passages related to technology. Difficult points: Distinguish appositive clauses from similar clauses and use them flexibly in complex technological contexts. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing a short video about the latest technological inventions, such as AI robots, virtual reality devices and smart homes. After playing the video, the teacher asks students two questions: “What technological products are mentioned in the video?” and “What do you think is the most amazing function of these products?” Students are invited to share their answers freely. Then the teacher writes two sentences on the blackboard: 1. The fact that AI can help people do housework surprises many people. 2. We all know the news that a new virtual reality game will be released next month. The teacher asks students to observe the two sentences carefully and think about the function of the clauses after “the fact” and “the news”. Design Intention: The short video about technology is closely related to the unit theme, which can quickly attract students’ attention and arouse their interest in learning. By asking open questions, students can activate their existing knowledge about technology and their oral expression ability. The two example sentences are designed to lead students to observe and think about the target grammar (appositive clause) unconsciously, laying a foundation for the subsequent grammar exploration. It also connects the unit theme with grammar learning, making grammar learning not isolated but closely combined with real life and the unit context. Step 2: Grammar Exploration (Exploration and Discovery) First, the teacher guides students to analyze the two example sentences together. The teacher asks: “What is the core noun in the first sentence?” (the fact) “What does the clause ‘that AI can help people do housework’ explain?” (the specific content of the fact) Then the teacher summarizes: When a clause is used to explain the specific content of a noun in front of it, this clause is called an appositive clause. The introductory word “that” is usually used to guide the appositive clause, and “that” does not act as a component in the clause and cannot be omitted in most cases. Next, the teacher provides more example sentences related to technology, and asks students to work in groups of 4 to analyze the structure of the appositive clauses: 1. The idea that we can communicate with robots directly has become a reality. 2. She put forward a suggestion that we should use more green technology to protect the environment. 3. The belief that technology can change the world encourages many scientists to keep exploring. After group discussion, each group selects a representative to share their analysis results. The teacher comments on the students’ answers, corrects mistakes and supplements key points, such as the nouns that are often followed by appositive clauses (fact, news, idea, suggestion, belief, hope, doubt, etc.), and the usage of the introductory word “that”. Then, the teacher introduces other introductory words of appositive clauses, such as whether, who, what, when, where, why, how. The teacher gives example sentences: 1. I have no idea whether AI will replace human jobs in the future. 2. We need to discuss the question who will be responsible for the new technology project. 3. The problem how we can improve the efficiency of technological research is worth considering. The teacher explains the usage of these introductory words one by one, emphasizing that they act as components in the clause and cannot be omitted. For example, “whether” means “whether”, and it can be used in appositive clauses after nouns such as doubt, question, and uncertainty; “who” acts as the subject in the clause, referring to people; “how” acts as the adverbial of manner, referring to “how”. Design Intention: This link adopts the teaching method of “student exploration + teacher guidance”, which conforms to the cognitive law of senior high school students. By letting students analyze example sentences in groups, they can actively participate in the learning process and deepen their understanding of the appositive clause through cooperation and communication. The example sentences are all closely related to the unit theme of technology, which not only helps students master grammar knowledge but also enriches their vocabulary and expressions related to technology. Introducing different introductory words step by step can help students form a systematic understanding of the appositive clause and lay a solid foundation for the subsequent practice. Step 3: Grammar Practice (Consolidation and Application) This step is divided into three levels of practice, from basic to difficult, to help students consolidate and apply the learned grammar knowledge. Level 1: Fill in the blanks with the correct introductory words (that, whether, who, what, how). The teacher provides 10 sentences related to technology, such as: 1. The news ______ our school will set up a new technology lab spread quickly. 2. He asked me a question ______ robots can think like humans. 3. No one knows the answer ______ will invent the next great technology. 4. The idea ______ we can use solar energy to power our homes is very practical. 5. She is thinking about the problem ______ she can improve her technology skills. Students finish the exercises independently, and then the teacher checks the answers together with the whole class, explaining the reasons for each choice in detail. For students who make mistakes, the teacher asks them to find out the mistakes by themselves and correct them with the help of their deskmates. Design Intention: The basic level of practice focuses on checking students’ mastery of the introductory words of appositive clauses. The sentences are closely related to the unit theme, which can help students consolidate grammar knowledge in a familiar context. Independent practice can cultivate students’ autonomous learning ability, and collective correction can help students find their own mistakes in time and deepen their understanding of grammar rules. Level 2: Combine two sentences into one sentence with an appositive clause. The teacher provides 8 groups of sentences, such as: 1. We heard a piece of news. A new AI product will be launched next month. (Combine into: We heard the news that a new AI product will be launched next month.) 2. He put forward a suggestion. We should organize a technology exchange meeting. (Combine into: He put forward a suggestion that we should organize a technology exchange meeting.) 3. She has a doubt. Can technology solve all environmental problems? (Combine into: She has a doubt whether technology can solve all environmental problems.) Students work in pairs to finish the exercises, and then the teacher invites several pairs to share their answers. The teacher comments on the answers, focusing on the correct use of introductory words and the consistency of sentence structure. Design Intention: The intermediate level of practice focuses on training students’ ability to apply appositive clauses in sentence combination. By combining two simple sentences into one complex sentence with an appositive clause, students can better understand the function of appositive clauses and improve their ability to construct complex sentences. Pair work can promote mutual help and learning between students, and improve their cooperative learning ability. Level 3: Write a short paragraph (80-100 words) about a technological invention you are interested in, using at least 3 appositive clauses. The teacher gives a sample paragraph: “I am very interested in AI robots. The fact that AI robots can help people do housework makes our life easier. I have a hope that AI robots will be able to help the elderly and the disabled in the future. There is a question whether AI robots will be too smart to control. I believe that with the development of technology, we can solve all these problems.” Then students write their own paragraphs independently. After finishing, students exchange their paragraphs with their group members and make comments on each other’s work, focusing on whether the appositive clauses are used correctly and whether the content is closely related to technology. The teacher walks around the classroom to provide guidance for students who have difficulties in writing. Design Intention: The advanced level of practice focuses on training students’ comprehensive ability to use appositive clauses in discourse. Writing a short paragraph related to technology not only consolidates grammar knowledge but also combines grammar learning with the unit theme and students’ practical experience. Peer evaluation can help students find their own advantages and disadvantages, and improve their ability to evaluate and modify their own writing. Teacher guidance can help students solve problems in writing in time and improve their writing level. Step 4: Grammar Application (Expansion and Promotion) The teacher organizes a group discussion activity with the topic “The Impact of Technology on Our Life”. Each group is required to discuss the positive and negative impacts of technology on our life, and use at least 5 appositive clauses in their discussion. The teacher gives some tips to help students: 1. The fact that technology has improved our work efficiency is undeniable. 2. We have to face the problem whether technology will make us too dependent. 3. The idea that we should use technology properly is very important. After discussing for a few minutes, each group selects a representative to make a presentation (3-5 minutes) to share their group’s views. The teacher makes comments on each group’s presentation, focusing on the correct use of appositive clauses, the fluency of expression and the rationality of views. At the same time, the teacher encourages students to put forward different views and guide them to think critically about the impact of technology. Design Intention: This link combines grammar learning with oral expression and critical thinking training. The group discussion topic is closely related to students’ daily life and the unit theme, which can stimulate students’ enthusiasm for participation. Requiring students to use appositive clauses in the discussion can help them apply the learned grammar knowledge flexibly in real communication. The presentation activity can improve students’ oral expression ability and public speaking ability. The teacher’s comments and guidance can help students improve their grammar application ability and critical thinking ability, and cultivate their correct view of technology. Step 5: Summary and Reflection (Summary and Consolidation) First, the teacher invites students to summarize the key points of this lesson independently. Students are encouraged to share what they have learned, such as the definition of appositive clauses, the common introductory words, and the usage of appositive clauses in different contexts. Then the teacher makes a supplementary summary, emphasizing the key and difficult points of this lesson: the structure and usage of appositive clauses, the difference between appositive clauses and attributive clauses (the appositive clause explains the specific content of the antecedent noun, while the attributive clause modifies the antecedent noun), and the correct use of appositive clauses in technology-themed contexts. Next, the teacher asks students to reflect on their own learning process: “What have you mastered in this lesson? What are the difficulties you still have? How can you improve your grammar application ability in the future?” Students can write down their reflections in their notebooks, and some students can be invited to share their reflections with the whole class. The teacher gives positive comments and encouragement to students, and puts forward suggestions for improvement, such as reading more English articles related to technology, doing more grammar exercises, and actively using appositive clauses in oral and written expression. Design Intention: Letting students summarize independently can help them sort out the knowledge they have learned and strengthen their memory. Reflection activities can help students understand their own learning situation, find their own deficiencies, and put forward targeted improvement measures. The teacher’s supplementary summary can help students form a systematic knowledge framework, and the suggestions can guide students to carry out autonomous learning after class, improving their learning ability. Step 6: Homework Arrangement (Extension and Consolidation) 1. Finish the grammar exercises in the textbook of Unit 4 Technology, focusing on the exercises related to appositive clauses. 2. Write a short passage (100-120 words) about “My Views on Technological Development”, using at least 4 appositive clauses. 3. Collect 5 English sentences with appositive clauses related to technology from English newspapers, magazines or the Internet, and analyze their structure. 4. Preview the next lesson and try to find appositive clauses in the text. Design Intention: The homework is designed to consolidate the grammar knowledge learned in class and extend it to after-class learning. The exercises in the textbook can help students consolidate the basic usage of appositive clauses. Writing a short passage can improve students’ ability to apply appositive clauses in written expression. Collecting sentences from extracurricular materials can expand students’ horizons and let them find that grammar is widely used in real life. Previewing the next lesson can help students form a good learning habit and lay a foundation for the next class. 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 $