Unit 5 Launching Your Career Period 4 Learning About Language—Discovering Useful Structures 教学设计-2025-2026学年人教版高中英语选择性必修第四册

该高中英语教学设计聚焦复合句与复杂句结构，通过明确学习目标导入，先回顾简单句、并列句、复合句及并列复合句类型，结合课文实例识别句子，搭建由易到难的学习支架，帮助学生梳理句子结构脉络。 该设计亮点在于融合语言能力与思维品质培养，通过语法自主阅读、长句分析四步法提升逻辑分析与语言运用能力，写作任务结合马克思、钟扬等人物简介实践句式转换，强化知识迁移。自我评估助力学生反思，夯实语法基础，为教师提供清晰教学路径，提升课堂效率。

Teaching and Learning Design Book4 Unit5 Launching Your Career 教学设计 Period 4 Teaching and learning contents: Learning About Language—Reviewing useful structures Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Learn about the structures of compound sentences and complex sentences; 2) Practise changing simple sentences into compound sentences and complex sentences; 3) Read two profiles and write a paragraph about one of them or any other person you admire, using compound sentences and complex sentences. Teaching and learning important points: 1) Learning about the structures of compound sentences and complex sentences; 2) Practising changing simple sentences into compound sentences and complex sentences. Teaching and learning difficult points: 1) Learning about the structures of compound sentences and complex sentences; 2) Practising changing simple sentences into compound sentences and complex sentences; 3) Writing a paragraph about one of them or any other person you admire, using compound sentences and complex sentences. Teaching and learning procedure: Step 1 Leading in Activity 1 Leading in Lead into the teaching and learning topic by introducing the learning objectives of this period. Step 2 Identifying compound sentences and complex sentences Activity 2 Identifying compound sentences and complex sentences 1. Review the types of sentences. Sentences types: simple sentence (简单句), compound sentence (并列句), complex sentence (复合句), compound-complex sentence (并列复合句). 2. Find the following types of sentences in the reading text. Compound sentence, complex sentence, compound-complex sentence. Compound sentences: There are many free tests online, so give one a try. So try a few tests online and start thinking about your future career right now! Complex sentences: As an adult, one of the first questions you are asked when meeting someone new is, “What do you do?” The best time to start thinking about possible careers is while you are still at school, before you make any choices about your further education. The top three scores are used to make a code that indicates the participant’s overall work personality. However, it is important to remember that they are only meant for guidance. The secret to a good career is finding something that you are passionate about. Compound-complex sentence: The career you have defines your life, and so taking time to think about it is an essential exercise for young people. Some people know what they want to do from a young age, but many others just have a few ideas bouncing around in their heads. The results of the test will tell you about your strengths and interests, and some tests also suggest careers that you may be suited to. The career suggestions are also based on your education and experience level, but you can look at higher-level careers as well, which is very useful for high school students. For example, you could look at the basic careers to see what work you might like now, and then look at the more advanced careers so you know what you may like to aim for in the future. Step 3 Reviewing/ Learning about useful structures Activity 3 Reviewing/ Learning about useful structures Get the students to read the grammar explanations by themselves in class, and underline the key points or the items that they have problems with. And then the teacher guides the students to review the grammar items and emphasize the key points. I句子类型 句子按结构可分为简单句、并列句和复合句，而长句之所以长，是因为含有较多较长的修饰成分，或是包括多个并列句或从句。理解长句的基础是厘清句子的结构层次。 1. 简单句 简单句是只有一个主语 (或并列主语) 和一个谓语 (或并列谓语) 构成的句子。句子可能有两个或更多的主语，也可能有两个或更多的谓语，但是句子中的主谓关系只有一个。简单句还可以有定语、状语等句子成分。 e.g. He often reads English in the morning. Tom and Mike are American boys. (并列主语，只有一个谓语) She likes drawing and often draws pictures for the magazines. (并列谓语，只有一个主语) 2. 并列句 1) 并列句的定义：包含两个或两个以上主谓结构的句子叫并列句，句与句之间通常用并列连词或分号来连接。从语法上讲，这些主谓结构都能独立地表达意思，没有从属关系。但是它们在意思或逻辑上有一定程度的内在联系，使它们有必要构成并列句。 e.g. The food was good, but he had little appetite. One of the clock’s hands is short; the other two are long. 2) 分类 逻辑 常用并列连词 并列关系 and，not only...but also...，neither...nor...，both...and...，not...but...等 转折关系 but，yet，whereas，nevertheless(但是；然而)，while等 选择关系 or，otherwise，or else，either...or...等 因果关系 for，so等 对比关系 while (1) 表并列关系，引导词有：and，not only...but also，neither...nor，both...and，not...but... e.g. Not only could they not complete the task, but the task was too tough. (2) 表转折关系：but，yet，whereas，nevertheless (但是；然而) e.g. John likes playing basketball, but he didn’t play it yesterday. Jane said that she was ill, yet/but/whereas I saw her in the street just now. (3) 表选择关系：or，otherwise，or else，either...or e.g. We must hurry, or we’ll miss the train. Either you come to my place or I go to yours. (4) 表因果关系：for，so e.g. We had better stay at home, for it was raining. He didn’t work hard, so he failed in the examination. (5) 表对比关系：while e.g. I do every single bit of housework while my husband Tom just washes dishes now and then. (6) 祈使句＋and/or ＋简单句。祈使句表示一个条件，and引导的简单句表示一个承接的结果，or引导的简单句表示一个相反的结果，简单句多用一般将来时态。 e.g. Read this story, and you will enjoy your life now more. Take the flowers into a warm room, or they will die quickly. 3. 复合句 1) 定义及结构。由一个主句和一个或一个以上的从句构成的句子叫主从复合句。在主从复合句中主句是全句的主体，从句是全句的一个成分，不能独立。主句与从句之间用关联词连接起来。此时关联词也叫从属连词，它在主句与从句之间起连接作用。 e.g. The film had begun when we got to the cinema. 我们到达电影院的时候，电影已经开演了。 2) 主从复合句的分类：根据从句对主句的修饰、限定和补充作用，主从复合句主要分为含有名词性从句、定语从句和状语从句的复合句。 (1)名词性从句：在句子中起名词作用的句子叫名词性从句。名词性从句的功能相当于名词词组，因此可分为主语从句、宾语从句、表语从句和同位语从句。引导名词性从句的连词可分为三类： 连接词：that，whether，if(不充当从句的任何成分) 连接代词：what，whatever，who，whoever，whom，whose，which，whichever(在从句中充当主语、宾语、表语等) 连接副词：when，where，how，why，whenever，wherever，however(在从句中充当状语) e.g. That the match will be cancelled is now certain. (主语从句) How it all happened is a mystery to me. (主语从句) I know (that) you’ll succeed. (宾语从句) I wonder if you could stay for another day. (宾语从句) The question is whether they have signed a contract. (表语从句) That’s why I object to the plan. (表语从句) There is a rumour that he has married a widow. (同位语从句) The idea that money means everything is unsound. (同位语) (2) 定语从句：定语从句在句中作定语，修饰名词或代词，被修饰的名词或代词是先行词。定语从句通常出现在先行词之后，由关系词(关系代词或关系副词)引出。引导定语从句的关系词有： 关系代词：who，whom，whose，that，which，as。关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。 关系副词：when，where，why。关系副词可代替的先行词是时间、地点或原因的名词，在从句中作时间、地点或原因状语。 e.g. Is he the man who/that wants to see you? They rushed over to help the man whose car had broken down. A prosperity which/that had never been seen before appears in the countryside. I’ll never forget the days when I worked together with you. As we know, smoking is harmful to one’s health. (as引导非限制性定语从句，可位于主句前面) (3)状语从句：状语从句指句子用作状语时，起副词作用的句子。它可以修饰谓语、形容词、副词或整个句子。状语从句一般由连词(从属连词)引导，也可以由词组引导。按意义可以分为时间(when，while，before，as等)、地点(where等)、原因(because，as，since等)、目的(so that，in order that等)、结果(so that，so/such...that...等)、条件(if，as long as，once等)、方式(as等)、比较(as...as...等)、让步(though，although，even if/though等)状语从句。 e.g. I didn’t manage to do it until you had explained how. (时间状语从句) Since/As the weather is so bad, we have to delay our journey. (原因状语从句) You must speak louder so that/in order that you can be heard by all. (目的状语从句) He is such a young boy that he can’t go to school. (结果状语从句) As long as we don’t lose heart, we’ll turn our dreams into realities. (条件状语从句) Although it’s raining, they are still working in the fields. (让步状语从句) 4. 并列复合句：并列复合句指并列句、复合句混合在一个句子里，或者说，一个句子里包含着多种关系：既有并列关系，又有复合关系。 e.g. I don’t know what made me decide to try some new activities at the new school, but one day I chanced to show up for an after－school meeting of the Science Olympiad team. 我不知道是什么让我决定在新学校尝试一些新的活动，但有一天我碰巧参加了科学奥林匹克竞赛队的课后会议。(but连接两个并列分句，第一个分句中what引导宾语从句，且在从句中作主语) Ⅱ.如何分析长句 1. 据谓语，找主语。一般情况下，一个谓语动词对应其动作的发出者(主语)，我们可以根据谓语动词的意义来确定其主语。而且，如果一个句子中出现两个或两个以上的谓语形式的动词，则该句可以是并列句或复合句(并列谓语动词的情况除外)。 e.g. English is a language shared by several diverse cultures，each of which uses it differently. [分析]　主句谓语是“is”，其主语是“English”。定语从句中的谓语为“uses”，其主语为短语“each of which”，其中中心词为“each”。 句意：英语是几种不同文化的共同语言，每种文化的使用方式都不同。 2. 提主干，去枝叶。一般情况下，一个句子中的主句所表达的信息为主要信息，从句、状语和定语等所表达的信息为次要信息。若句子的主干提炼不出来，就不能完全把握句子的核心意义，从而导致思维混乱，主次不分。 e.g. One morning I spotted a lost lamb when I was in the top field，near where a motorway cuts through my land. [分析]句子主干为“I spotted a lost lamb”；“One morning”及“when I was in the top field”为时间状语；“near where a motorway cuts through my land”为地点状语。 句意：一天早上，我在高地上发现了一只迷路的羔羊，就在高速公路穿过我的土地的地方附近。 3. 寻关联，辨逻辑。一些长句其实是由若干分句组成的并列句或复合句。而这些并列句或复合句之间需要一些关联词来连接。如果我们找准这些关联词，就能够弄清楚句与句之间的逻辑关系，分别弄清主句的意义和从句的意义，则对长句的理解就容易得多了。要掌握此方法必须对英语中常见的关联词谙熟于心。 e.g. This ability to recognize that a shape will need to be turned in a specific direction before it will fit is called an “allocentric frame of reference”. [分析]　此句为“主语＋谓语＋补语”结构。“to recognize that a shape will need to be turned in a specific direction before it will fit”为不定式短语作后置定语修饰主语“This ability”，其中“that a shape will need to be turned in a specific direction before it will fit”为that引导宾语从句，作动词“recognize”的宾语，此从句中含有“before”引导的时间状语从句；“is called”为谓语，“an ‘allocentric frame of reference’”为补语。 句意：这种能够认识到需要将某个形状朝特定方向转动才能装进的能力被称为“异中心参照系”。 4. 看搭配，防分隔。有时一个长句是由一个或多个搭配构成，而且这些搭配中常常出现分隔现象。读者若受分隔现象的干扰而看不清句子的本来面目，则对句意的理解就会发生偏差。 e.g. The next step, according to the researchers, is to try and work out whether the cockatoos rely entirely on visual clues, or also use a sense of touch in making their shape selections. [分析]　此句结构为“主语＋系动词＋表语”。“The next step”为本句主语，“is to try and work out whether the cockatoos rely entirely on visual clues, or also use a sense of touch in making their shape selections.”为系表结构，其中“to try and work out...”为并列的不定式作表语，whether引导宾语从句作动词短语“work out”的宾语，从句中由并列连词“or”连接两个并列的谓语；而“according to the researchers”为插入成分，将主语和系表结构分开。 句意：根据研究人员的说法，下一步是试图弄清楚凤头鹦鹉是完全依赖视觉线索，还是在选择形状时也使用触觉。 Step 4 Using the structures Activity 4 Using the structures (exercises in the textbook) 1. Change these short sentences into long sentences. Pay attention to the connectors you need to use. Answers: 1) Career guidance ought to be included at high school, and the school should also offer a work experience programme. 2) Dreaming of becoming somebody great is easy, but working to achieve your dream can be quite hard. 3) You never know where you’ll be working in the future, so learn as much as possible and study a foreign language, because it is wise to do these things for the sake of your future. 4) Social occupations, which often involve helping or providing service, require communicating with people. 5) Many people believe that since AI is developing rapidly, lawyers, teachers, librarians, drivers, and receptionists may find their jobs replaced by AI in the future. 2. Complete the sentences using what, which, that, who, and how. Then put the sentences into the correct order to make a complete passage. Answers: A. what, how B. what, which/what C. which, which/that D. how, what, which/that, who E. which F. what, which Correct order: 1-6 BAECDF 3. Read the two profiles below. Write a paragraph about one of them or any other person you admire. Try to make the sentences work together effectively 1) Karl Marx; 1818—1883; born in Germany, died in London; studied law and philosophy; philosopher and thinker, economist, historian, sociologist, revolutionary socialist; creator of Marxism, founder of international communism, co-writer of The Communist Manifesto Suggested answer: Karl Marx was born in Germany in 1818 and died in London in 1883. At university he studied law and philosophy, but he wore many hats (had many jobs or roles) in his long career: He was a philosopher and thinker, economist, historian, and sociologist. As a revolutionary socialist, he was the creator of Marxism, the founder of international communism, and the co-writer of The Communist Manifesto. 2) Zhong Yang (钟扬); 1964—2017; botanist, professor at Fudan University; dedicated his life to research on seeds; travelled to places which no other botanists had ever been to; spent years in remote and primitive areas searching for and collecting seeds Suggested answer: Zhong Yang, who lived from 1964 to 2017, was a botanist. As a professor at Fudan University, he dedicated his life to research on seeds. Travelling to places which no other botanists had ever been to, he spent years in remote and primitive areas searching for and collecting seeds. 4. Learn about the new words in this part. 1) receptionist n. 接待员 reception n. 接待；欢迎；招待会；接待处 reception desk n.（旅馆、饭店的）接待处; 2) CV abbr. 简历(Curriculum Vitae) = resume (文章、讲话等的)梗概，摘要；个人简历，履历 3) socialist n. 社会主义者 socialism n. 社会主义; 4) communist n. 共产主义者；共产党党员 adj. 共产主义的 communism n. 共产主义(制度) 5) dedicate vt. 把……奉献给(=devote) dedicated adj.专注的，投入的；献身的 dedication n.献身，奉献 dedicate...to...把……奉献给……(to为介词) dedicate oneself to＝be dedicated to... 致力于/献身于……(to为介词) e.g. Doctor Lin Qiaozhi dedicated her life to providing medical care for women and children. She was admired for her dedication to her career. 林巧稚医生一生致力于为妇女和儿童提供医疗护理。她因对事业的奉献而受到钦佩。 Dedicated and diligent, I was greatly convinced that I was bound to finish the project perfectly. 我全心投入，勤奋努力，坚信自己一定能完美地完成这个项目。 We dedicate this book of our trips to our 78-year-old grandpa. 我们把这本旅行书献给我们78岁的爷爷。 She has dedicated much of her time to taking care of the old in the community. 她把大部分时间都花在照顾社区里的老人上。 Activity 5 Using the structures (exercises in the reference book) Complete the grammar exercises in the reference book and check the answers. Step 5 Evaluation and summary Activity 6 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your mastery of sentence types? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your mastery of long sentence analysis? (Good/Fairly good/Moderate/Just so so/Poor) 3. What are your problems with this grammar item—different phrases and their functions? Activity 7 Summary (The teacher) Guide the students to summarize the structures of 4 sentence types. Homework: 1. Complete the (grammar) exercises in RB and TB. 2. Read the grammar explanations in the reference book to consolidate the grammar rules. 学科网（北京）股份有限公司 $