Unit 4 Exploring poetry Grammar and Usage 教学设计-2026-2027学年高二英语译林版（2020）选择性必修第一册

该高中英语教学设计聚焦非谓语动词（to do、verb-ing、verb-ed）的六大句法功能及语态、时间逻辑差异。通过自然风景自由对话导入，从学生回答中的verb-ing形式切入，衔接单元诗歌主题，搭建“生活语境—文本实例—语法规则”的学习支架。 特色在于以浪漫主义诗歌文本为载体，采用归纳教学法引导学生自主圈画例句、总结规则，培养思维品质。融入西方浪漫主义文学内涵，提升文化意识，通过小组合作、分层练习及诗歌主题写作输出，落实语言能力与学习能力培养。助力教师高效突破语法难点，帮助学生实现知识迁移与综合运用。

Unit 4 Exploring poetry Grammar and Usage 一、教学基本信息 1. 课程名称：Unit 4 Exploring poetry Grammar and Usage 2. 学科：高中英语 3. 年级：高二 4. 教材版本：译林版（2020）选择性必修第一册 5. 课时安排： 6. 课型：语法课 7. 授课教师： 二、教学目标 学完本课后，学生能够 1. 掌握动词不定式to do、动词-ing、动词-ed三类非谓语动词在句中充当主语、表语、定语、状语、宾语、宾语补足语的用法；区分三者语态、时间逻辑差异，能完成句子改写、短文填空、写作输出等习题，能结合浪漫主义诗歌语境识别并正确运用非谓语结构。 2. 借助浪漫主义诗歌、华兹华斯相关文本素材，了解西方浪漫主义文学思潮核心内涵，感受诗歌与自然、情感的关联，理解语法是文学表达的工具。 3. 通过观察例句、自主归纳语法规则、对比辨析三类非谓语动词差异，培养归纳推理、逻辑辨析能力，实现语法知识迁移运用。 4. 掌握归纳式语法学习方法，依托小组讨论、合作完成习题，提升自主总结、合作探究的学习习惯。 三、教学重难点 · 教学重点 1. 三类非谓语动词（to-infinitives、verb-ing、verb-ed）可充当的六大句子成分（主语、表语、宾语、定语、状语、宾补）基础用法。 2. 核心区分规则：to do 表将来、目的、一次性动作；verb-ing 表主动、进行、常态；verb-ed 表被动、完成。 3. -ing与-ed作表语、定语、状语时主动/被动逻辑的判断。 · 教学难点 1. 同一动词后接 to do 与 doing 的语义差异。 2. 非谓语作状语时，逻辑主语与主句主语的一致性判断；having done完成式-ing的用法。 3. 在诗歌主题书面表达中灵活、准确使用多种非谓语动词结构。 四、教学方法 1. 交际教学法：课前自由对话、小组合作完成习题、课堂分享写作片段，创设诗歌主题口语与书面输出语境。 2. 归纳教学法：以浪漫主义诗歌文本为载体，让学生自主圈画句中非谓语动词，观察例句后总结语法规则，避免单纯灌输。 3. 讲授法：针对易混淆难点（to do/doing 语义区别、逻辑主语）进行精讲点拨，梳理对比表格清晰区分。​ 五、教学准备 1. 教师准备：浪漫主义诗歌介绍文本、华兹华斯阅读短文、分层语法练习题、写作范例。 2. 学生准备：预习诗歌相关词汇；提前识别文本中to do/doing/done结构。 六、教学过程 StepⅠ Lead-in · Activity 1: Free talk · Teacher’s questions: · What do you feel when you stand beside a quiet lake or see beautiful wild flowers? · Sample answers: · I feel relaxed. I love enjoying natural views. · Seeing beautiful flowers makes me happy. · Guide students to find the verb-ing form Seeing in the sentence, lead in today’s grammar topic: non-finite verbs (to-infinitives, verb-ing, verb-ed). （设计意图：以自然风景话题自由对话导入，贴合本单元诗歌热爱自然的主题；从简单生活例句中引出动词- ing形式，自然引出本节课三类非谓语动词核心语法，降低语法课枯燥感。） Step Ⅱ Presentation · Display the table , require students to classify underlined non-finite forms into different sentence functions: Sentence Functions Examples Subjects Predicatives Objects Complements Attributives Adverbials · Students work in pairs to fill in the table, teacher checks answers together. Sentence Functions Examples Subjects .., celebrating the beauty of nature and country life became a common theme in Romantic poetry. Predicatives The aim of the Romantic was to break with ... Romantic poets were often not pleased with ... ... they were not always interested in ... Objects ... they refused to follow rigid rules; ... Instead, they advocated going back to nature. Complements ... people were made to work long hours. Attributives ... a process called industrialization. Adverbials Exploring the world of emotion and showing the beauty of nature, ... （设计意图：通过表格分类任务引导学生自主识别非谓语动词的六大句法功能，建立“形式 — 句子成分”对应认知，培养观察归纳能力；小组合作降低独立梳理难度。） Step Ⅲ The Usage and Functions · Activity 1: Work out basic rules · The to-infinitive often refers to an action that will happen in the future; the verb-ing form, a continuing action; and the verb-ed form, a past action. · Generally speaking, the verb-ing form expresses an active meaning, while the verb-ed form expresses a passive meaning. · Match each non-finite form with its available sentence functions (a-f): a. subject b. predicative c. object d. complement e. attributive f. adverbial · The to-infinitive can be used as the ____________ of a sentence. · The verb-ing form can be used as the ____________ of a sentence. · The verb-ed form can be used as the ___________ of a sentence. · Check answers: · to-infinitive: a, b, c, d, e, f · verb-ing: a, b, c, d, e, f · verb-ed: b, d, e, f （设计意图：先提炼三类非谓语动词最核心的语态、时间逻辑区别，再梳理各自可充当的句子成分，搭建整体知识框架，让学生形成宏观认知。） · Activity 2: Detailed rules for each function · Non-finite verbs as Subjects (only to do & verb-ing) · It-form subject rules: verb-ing for long-term habits; to do for single specific action. · Non-finite verbs as Objects (only to do & verb-ing) · Verbs only followed by to do: afford, agree, expect, hope, promise, refuse... · Verbs only followed by doing: admit, avoid, enjoy, finish, suggest; phrases give up, put off... · Verbs accepting both with little difference: like, love, begin, start... · Verbs accepting both with different meanings: remember, forget, try, mean... · Prepositions + verb-ing (about, of, without...). · Non-finite verbs as Predicatives (to do、verb-ing、verb-ed all available) · to do: explain the content of subject (subject: task, aim, goal...). · verb-ing describes things (moving); verb-ed describes people (moved). · Non-finite verbs as Attributives · to do: future action; verb-ing: active & ongoing; verb-ed: passive & finished. · Passive forms: to be done; being done. · Non-finite verbs as Adverbials · to do: purpose; result · verb-ing (active) / verb-ed (passive): time, reason, accompanying. · Perfect form Having done: action happens before main clause verb. · Non-finite verbs as Complements · to do as object complement (expect, warn, permit...); bare infinitive after “see; hear; watch” (whole process); verb-ing for ongoing action. · verb-ed as object complement: passive relationship between object and non-finite verb （设计意图：按照主语→宾语→表语→定语→状语→宾补的顺序分层拆解语法规则，每类搭配单元诗歌主题例句；区分易混点并配套典型例句，逐条突破教学重难点，条理清晰便于学生记录。） Step Ⅳ Practice · Activity 1: Sentence rewriting · Complete 5 sentences using to-infinitives, verb-ing or verb-ed forms. · Check answers: · interested in experimenting with new poetic forms · describing natural scenes · focusing on nature · Filled with descriptions of magic and ancient themes · to find concerns common to all of them （设计意图：句子改写训练学生主动转换句式，灵活选用非谓语动词替换从句，强化非谓语简化句子的功能，巩固主动、被动逻辑判断。） · Activity 2: Blank filling · Complete the article with the correct to-infinitives, verb-ing or verb-ed forms of the verbs in the brackets. · Check answers: · leading; Growing; Educated; touring; Meeting; written; to express; living/to live （设计意图：依托文学人物语篇进行短文填空，在连贯语境中综合运用非谓语动词各类形式，实现语法与单元文学主题融合，提升语篇运用能力。） · Activity 3: Output task: Short writing · Write about the importance of reading poems, at least one supporting detail, use to-infinitives, verb-ing or verb-ed forms. · Sample: Reading poems helps me understand the beauty of language. There are a lot of poetic devices employed in poems, such as rhyme and metaphor. When reading these beautifully written lines, I can enjoy the beauty of the language. · Invite 2-3 students to share their passages. （设计意图：从输入练习过渡到书面输出，实现语法知识迁移写作；限定必须使用非谓语结构，检验学生综合运用能力，落实语言输出目标。） · Activity 4: Exercise · Fill in the blanks with the correct forms of the words given in brackets · Check answers: · Learning; coming; Compared; Seen · Complete three multiple-choice questions. · Check answers: · B; A; D （设计意图：基础小题用于当堂检测核心规则掌握情况，快速定位学生薄弱点，针对性纠错巩固。） Step Ⅴ Summary Guide students to review the key points: · Master three non-finite forms: to-infinitives, verb-ing, verb-ed. · Distinguish their differences in voice and time logic. · Use non-finite verbs to analyse poetic sentences and complete writing tasks. · Learn the features of Romantic poetry through grammar learning. 七、板书设计 Unit 4 Exploring poetry Grammar and Usage 1. Basic logic · to do: future, purpose, single action · verb-ing: active, ongoing, habit · verb-ed: passive, finished, state 2. Main sentence functions · Subject: to do / doing · Predicative: all three; -ing(things) / -ed(people) · Attributive: to do(future); doing(active); done(passive) · Adverbial: to do(purpose/result); doing(active); done(passive) · Object & Complement: fixed verb collocations 八、作业布置 · Summarize a brief rule list of to-infinitives, verb-ing and verb-ed in notebooks. · Write a 60–80 word passage about poetry, using at least five non-finite verb forms. 九、教学反思 本节课遵循 “风景话题导入 — 浪漫主义文本提取例句 — 规则归纳 — 六大功能分层精讲 — 分层书面习题 — 口语写作输出 — 课堂总结” 完整语法课流程，以浪漫主义诗歌、自然赏析为统一语境，多数学生能区分三类非谓语主动、被动与时态差异，完成句型改写、短文填空基础习题。但教学中仍存在不足： 1. 教学难点集中在分词作状语、to do 与 doing 作宾语语义区分，部分学生无法快速判断动作先后与主被动关系； 2. 口语与写作输出环节，基础薄弱学生非谓语句式使用单一； 3. 课堂教师规则讲解占比较高，小组合作找句、互改练习的互动时间不足。 学科网（北京）股份有限公司 $