Unit 4 Period 2 Grammar and usage （表格式教学设计）英语译林版选择性必修第一册

该高中英语教学设计聚焦非谓语动词（to-infinitive、verb-ing、verb-ed形式）的句法功能及语义差异，通过浪漫主义诗歌背景图片对比（工业时代与自然美景）及句子对比导入，激活学生已有知识，为后续语法探究搭建语境支架。 该资料以“浪漫主义诗歌中的非谓语动词运用”为主题语境，采用归纳式教学法，通过诗歌阅读感知、对比表格归纳规则、改写与写作任务迁移运用，提升学生语言能力（准确运用语法）、思维品质（逻辑归纳）和文化意识（鉴赏诗歌魅力），为教师提供系统教学路径与分层作业设计，助力高效语法教学。

Unit 4 Exploring the poetry Period 2 Grammar and usage教学设计 教学基本信息 单元名称 选择性必修第一册 Unit 4 Exploring the poetry 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：译林出版社 出版日期：2020年7月 课时安排 2课时(80min) 课型 语法课 教学设计理念 主题语境引领下的非谓语动词语法教学，英语学习活动观 1. 本节课以“浪漫主义诗歌中的非谓语动词运用”为主题语境，采用归纳式语法教学法，通过语境感知—规则发现—规则总结—规则应用的递进路径，引导学生自主探究to-infinitive、verb-ing和verb-ed形式的语法规则。 2. 遵循“学习理解—应用实践—迁移创新”的英语学习活动观：通过浪漫主义诗歌背景阅读感知非谓语动词现象（学习理解）；通过规则归纳和对比分析内化语法规则（应用实践）；通过改写句子、完形填空和写作等任务实现语法知识的迁移运用（迁移创新）。 3. 注重语法学习的语境化与交际化，避免孤立讲授语法规则，在真实的诗歌鉴赏 教材分析 【What】本课为单元语法板块，聚焦to-infinitive、verb-ing和verb-ed形式（非谓语动词）的用法。内容涵盖：非谓语动词的基本概念与使用条件、to-infinitive/verb-ing/verb-ed作主语/表语/宾语/定语/状语/补语的规则、不定式与动名词作主语和宾语的区别、非谓语动词作定语和宾补的区别，以及advocate、belief等重点词汇。 【Why】通过语法学习，学生能准确识别并运用to-infinitive、verb-ing和verb-ed形式，理解三者在不同句法功能中的语义差异（如目的/将来vs主动/进行vs被动/完成），提升语法准确性与语言运用的得体性。 【How】教学遵循“语境感知—规则探索—规则归纳—规则应用”的语法教学路径：以浪漫主义诗歌背景激活学生已有知识，以阅读文本呈现非谓语动词语境，以对比表格归纳语法规则，以改写句子、完形填空和写作等任务巩固语法运用。 学情分析 1. What I know 词汇方面：已掌握部分与诗歌、自然相关的词汇（如celebrate、explore、advocate等），但对非谓语动词的系统性区分不够清晰。 语法方面：了解动词不定式的基本概念，但对to-infinitive、verb-ing和verb-ed形式在句中不同功能的系统性区分缺乏认知。 背景知识方面：对浪漫主义诗歌有一定了解，能简单描述诗歌主题，但用英语进行语法准确地表达存在困难。 2. What I want to know 学生想了解to-infinitive、verb-ing和verb-ed形式在句中作主语、表语、宾语、定语、状语、补语的具体区别与使用规则。 学生想掌握不定式与动名词作主语和宾语时的语义差异，避免在口语和写作中混淆使用。 3. What I learned 主题内容方面：学生能准确运用to-infinitive、verb-ing和verb-ed形式描述诗歌鉴赏中的感受与体验，在浪漫主义诗歌话题中进行语法准确的表达。 语言知识方面：掌握非谓语动词的句法功能分类，熟悉to-infinitive/verb-ing/verb-ed形式作不同句子成分时的语义特征及常见搭配。 教学目标 语言能力 能识别语境中to-infinitive、verb-ing和verb-ed形式的用法；能归纳并运用非谓语动词作主语、表语、宾语、定语、状语、补语的规则；能在诗歌鉴赏等真实语境中准确运用相关语法形式。 学习能力 能通过语境感知和对比分析自主发现语法规则；能通过填表、归纳等活动构建非谓语动词知识体系；能运用语法知识分析和纠正语言错误。 文化意识 在语法学习中感受浪漫主义诗歌的魅力，培养对英国文学作品的欣赏能力。 思维品质 能通过对比分析区分to-infinitive、verb-ing和verb-ed形式的语义差异，提升逻辑思维与归纳能力；能在真实语境中灵活运用语法规则，提升语言思维的准确性。 教学重难点 教学重点 掌握to-infinitive、verb-ing和verb-ed形式作主语、表语、宾语、定语、状语、补语的区别与用法；识别非谓语动词在不同句法功能中的语义特征；掌握不定式与动名词作主语和宾语时的区别。 教学难点 在真实语境中准确区分并运用to-infinitive、verb-ing和verb-ed形式；理解三者分别表“目的/将来”、“主动/进行”、“被动/完成”的语义本质区别；掌握不定式与动名词作宾语时的动词搭配规律。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1. Look at these two pictures. Picture A shows England in the late 18th century—factories, smoke, and long working hours. Picture B shows beautiful nature and quiet feelings. If you were a writer at that time, which world would you prefer to write about? Why? 2. Romantic poets like Wordsworth and Shelley didn’t like the rigid rules of the industrial world. Even in their writing, they wanted more freedom and beauty. Compare the following sentences. Which one sounds more like a beautiful poem? Why? 3. Are celebrating and exploring the predicates of the sentence? If they are not, what do we call them? What functions do they play here? ●通过浪漫主义诗歌背景图片和对比句子激活学生已有知识，初步感知非谓语动词的语法现象，为后续语法探究做好词汇和语境铺垫。 5min Activity 2 Exploring the rules 1. Below is an introduction to Romantic poetry. Read it quickly and fill in the table below. Romanticism Definition It was a (1) __________from the late 18th to the mid-19th century, involving (2) ____and poets. The aim To (3) _______ of the 18th century.To put emphasis on the importance of imagination and feeling, (4) _______ and a return to the past. Representatives  (5) _________ The common theme  Celebrating the beauty of (6) ______________. The significance The poetry of the Romantic era is one of (7)__________in Western literature. 答案：(1) cultural movement (2) painters, musicians,novelists (3) break with the ideals (4) the love of nature (5) William Wordsworth, Samuel Taylor Coleridge, George Gordon Byron ... (6) natural and country life (7) the greatest treasures 2. Read the introduction, again. Find the sentences that use to-infinitives, verb-ing or verb-ed forms. 答案： Subjects ..., celebrating the beauty of nature and country life became ... Predicatives The aim of the Romantics 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... ●在真实的浪漫主义诗歌语境中引导学生感知非谓语动词语法现象，通过填表格、找句子等活动，初步发现to-infinitive、verb-ing和verb-ed形式的使用规律，培养语法观察与归纳能力。 12min Activity 3 Working out the 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 a(n) (1) ________ (active/passive) meaning, while the verb-ed form expresses a(n) (2) ________ (active/passive) meaning. · The to-infinitive can be used as the (3) _____________ of a sentence. The verb-ing form can be used as the (4) ____________ of a sentence.The verb-ed form can be used as the (5) _________ of a sentence. *You can choose more than one answer for each blank. a subject b predicative c object d complement e attributive f adverbial 答案：(1) active (2) passive (3) a, b, c, d, e, f (4) a, b, c, d, e, f (5) b, d, e, f 非谓语动词综述 · 非谓语动词首先是一种动词形式，其次是这种动词形式不能做谓语。非谓语动词通常指动词不定式、动词-ing形式和动词-ed形式，在句中可用作主语、宾语、表语、定语、状语和补语。 · 非谓语动词在什么条件下使用？ · 一个句子当中，已经存在一个主句（谓语动词）, 又没有连词的情况下, 还有别的动词出现时。 · 非谓语动词没有人称和数的变化，但有时态和语态的变化。 The car to be bought is for his sister. She pretended to be reading when the teacher came into the classroom. · 不定式和动名词作主语的区别 动名词通常表示一般的，抽象的泛指概念，表示习惯，爱好，职业，经验等。 Smoking is forbidden here. 不定式通常表示具体的，一次性行为或者将来的动作，表示带有目的性的未完成的事情。 It is harmful for you to smoke so much. · 不定式和动名词作宾语的区别 不定式作宾语的特征及分析 不定式所表示的动作发生在谓语动词动作之 后。 I want to have a rest. 这类动词（组）主要有：want, would like, hope, wish, expect, long, desire, intend, mean, arrange, plan, decide, determine, prepare, attempt 等表示“想要、希望、打算、意欲、安排、计划、决定、准备、企图等；”ask, offer, beg等表示”要求，请求”等和promise, agree, refuse等表示“答应；同意；拒绝”的词。 · 动名词作宾语的特征及分析 当动词表示“承认、否认、放弃、完成、结束”意义时，用动名词作宾语。在逻辑上，动名词表示的动作发生在谓语动词动作之前。 She admitted driving the car without insurance. · 当动词表示“允许、禁止、介意、反对、避免、阻止、延误、推迟、错过、冒险”意义时，用动名词作宾语。这类动词表示的动作与后面动名词表示的动作几乎同时发生。这类动词主要有： allow, permit, forbid, ban, prohibit, mind, oppose, avoid, escape, prevent, delay, put off, postpone, miss, risk等。 · 当动词表示“思考、想象、幻想、预期”意义时，用动名词作宾语。这类动词主要有：consider, image, fancy, anticipate等。动名词表示的动作是动词的直接受事者。比如：“考虑做某事”是“考虑”的对象，做不做某事是“考虑”的直接宾语，而不是目的。 We’re considering buying a new car. · 当动词表示“承受、忍受、抵御、禁不住”意义时，用动名词作宾语。这类动词主要有bear, stand, resist, can’t help等。动名词也是动词的直接受事者。比如：“经受住诱惑”是指“诱惑”是“经受”的对象，“经受”的直接宾语。 · 不定式、动名词、现在分词、过去分词作定语的区别 不定式作定语往往表示未发生的动作，放在被修饰词后面。 Have you got anything to do this evening? 动名词作定语往往表示事物的用途或作用，放在被修饰词前面。可以用for doing替换，作后置定语。 a writing desk=a desk for writing · 不定式、现在分词、过去分词作宾补的区别 不定式说明宾语的一个动作，侧重整个过程或结果； 现在分词说明宾语的动作是主动且正在进行； 过去分词表示宾语的动作是被动且已经完成 I have seen Milla grow up from childhood, so I know her quite well. Some students last saw Reed playing near an Internet bar. They want to see this matter settled immediately. · 不定式、现在分词、过去分词作状语的区别 不定式与现在分词作结果状语的区别 不定式多表示出乎意料的结果，此时不定式前可加上only进行强调，还常见于too...to..., enough...to...句式中；现在分词表示一种顺其自然的结果，即前句是分词动作的结果。 I woke up in the morning (only) to find the outside world greatly changed. The heavy rain lasted a week, flooding two-thirds of the land. ●通过规则归纳和对比分析，帮助学生系统掌握to-infinitive、verb-ing和verb-ed形式的语法规则，构建清晰的非谓语动词知识体系。 15min Activity 4 Applying the rules 1.Rewrite the following sentences using to-infinitives, verb-ing or verb-ed forms. ①Romantic poets experimented with new poetic forms. They were particularly interested in them. Romantic poets were particularly __________ ② Romantic poets often mentioned the effect of beauty on the poet’s imagination when they described natural scenes. Romantic poets often mentioned the effect of beauty on the Poet’s imagination when _________. ③Poems that focus on nature often stress the moment of inspiration. Poems _________ often stress the moment of inspiration. ④ Many Romantic poems are filled with descriptions of magic and ancient themes, and contain rich sensory details. ____________, many Romantic poems contain rich sensory details. ⑤Since Romantic poets were highly colourful and independent individuals, finding concerns common to all of them is sometimes difficult. Since Romantic poets were all highly colourful and independent individuals, it is sometimes difficult ________________. 答案：①interested in experimenting with new poetic forms ② describing natural scenes ③ focusing on nature ④Filled with descriptions of magic and ancient themes ⑤ to find concerns common to all of them 2. Below is an article about the English poet William Wordsworth. Complete the article with the correct to-infinitive, verb-ing or verb-ed forms of the verbs in the brackets. Born in 1770, William Wordsworth was one of the (1)_______(lead) poets of the Romantic movement in England. (2)_______ (grow) up in the beautiful Lake District, Wordsworth had a childhood that was perfect for a developing poet. (3)_____(educate) at Cambridge, Wordsworth received his degree in 1791. He spent a lot of time (4)______(tour) in Europe. Travelling obviously provided Wordsworth with plenty of ideas for his poems. In 1795, he met Samuel Taylor Coleridge and the two talented young men became close friends. (5)_____ (meet) Coleridge had a huge impact on Wordsworth. Lyrical Ballads, a collection of poems (6)____ (write) together with Coleridge, was Wordsworth’s first great work. It was published in 1798 and marked the start of the Romantic era in poetry. Wordsworth explained that they wanted to write poetry that ordinary people could use (7)_____ (express) their feelings. Many of the poems in the collection were about returning to nature. Like other Romantics, Wordsworth preferred (8)____ (live) in the country rather than in the city. 答案：(1) leading (2) Growing (3) Educated (4) touring (5)Meeting (6) written (7) to express (8) to live/living 3. Complete the following table in pairs. William Wordsworth: a (1)_________ _of the Romantic movement in England 1770 He was born in England.  1791 (2) 1795 (3) 1798 (4) 答案：(1) leading poet (2) He received his degree from Cambridge. (3) He met Samuel Taylor Coleridge and the two became close friends. (4) Lyrical Ballads, a collection of poems was published, which was Wordsworth’s first great work and marked the start of the Romantic era in poetry. 4. Write about the importance of reading poems. Think of at least one reason and give supporting details, using to-infinitives, verb-ing or verb-ed forms. Use the example below to help you. ●通过填空、完形和口语描述等多种任务，在真实语境中巩固语法运用，实现从知识输入到语言输出的转化，提升语法运用的准确性和流利度。 25min 应用实践 Activity 5 Language points 详解文章中的重点单词。 ●整合语法知识，梳理逻辑体系，帮助学生形成系统化的认知，巩固课堂所学。 10min Activity 6 Summary 以思维导图的形式，梳理归纳非谓语动词的主要用法。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 3min Activity 7 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 3min 迁移创新 作业内容 作业设计意图 2min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 你校英语网站正在开展以“My favorite poem”为主题的读诗分享征文活动，面向全体学生征集作品。请你选择一首对你意义重大的诗歌，写一篇短文投稿。内容需覆盖： 1. 所选诗歌的内容简介； 2. 偏爱该首诗的原因。 注意： 1. 写作词数应为80个左右； 2. 请按如下格式在答题卡的相应位置作答。 My favorite poem ____________________________________________________________________________________________________________________________________ 参考范文一： My favorite poem Among all the poems I have read, Nothing Gold Can Stay is the one that touches me most deeply. It is a classic short poem written by Robert Frost. The poem describes how beautiful and precious things in life will fade soon. However, it encourages readers to cherish every moment and stick to their dreams bravely. When I failed my exam last term, this poem cheered me up and taught me not to give up easily. This meaningful poem has accompanied me through hard times. I firmly believe it will keep inspiring me to move forward in the future. 二选一 假如你叫李华, 是一名高中生。你和外国笔友Lucy都是文学爱好者, 尤其喜欢英语诗歌。最近, Lucy发来电子邮件, 询问你最喜欢哪一首英语诗歌, 作者是谁, 以及你为什么喜欢它。请根据自己的亲身体会, 给Lucy写一封电子邮件。 注意： 1. 写作词数应为80个左右； 2. 请按如下格式在答题卡的相应位置作答。 Dear Lucy, I am glad to tell you about my favourite poem. ____________________________________________________________________________________________________________________________________ Looking forward to hearing from you soon. Yours, Li Hua 参考范文二： Dear Lucy, I am glad to tell you about my favourite poem. You know, I like Robert Burns very much. My favourite poem is My Love is Like a Red, Red Rose. In this poem, Burns compares the woman he loves dearly to a red Rose that is in full bloom in June. Whenever I read the poem, a red rose appears in my mind. Though the words he uses are simple and easy to understand, Burns expresses his feelings so powerfully that I am deeply impressed. From his poem I know he is passionate about love and he loves the woman deeply. Besides, I like the rhymes at the end of the sentences, which make the poem read well. Have you ever read poems by Burns? How do you like them?   Looking forward to hearing from you soon. Yours, Li Hua ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit 4 Exploring the poetry Grammar and Usage Functions Subject / Predicative / Object / Attributive / Adverbial / Complement Meanings to do: purpose, future, result doing: active, continuous, modifies things done: passive, completed, modifies people Key distinctions Gerund as subject: general/habitual actions (Smoking is forbidden.) Infinitive as subject: specific/future actions (It is harmful to smoke.) Gerund after: admit, deny, avoid, prevent, mind, oppose... Infinitive after: want, hope, wish, expect, decide, plan... 教学反思 优点： 以浪漫主义诗歌背景和图片创设真实的文学鉴赏语境，学生在情境中自然感知非谓语动词语法现象，课堂参与度高。归纳式教学法有效激发了学生的探究兴趣，通过对比表格帮助学生清晰区分to-infinitive、verb-ing和verb-ed形式的语义差异，语法知识体系的构建效果较好。 缺点： 部分学生对非谓语动词作不同句子成分的区分记忆不够牢固，在口语输出时容易混淆；少数学生在区分不定式与动名词作宾语时的动词搭配规律仍存在困难，特别是在快速口语表达中容易出现错误。 改进： 课前补充非谓语动词搭配的速记口诀，做好语法铺垫；口语活动前增加更多对比操练环节，如"句子接龙"游戏，帮助学生在互动中巩固非谓语动词的用法。可增加小组合作创作含目标语法的小短文环节，强化非谓语动词在真实语境中的运用。可增加小组合作创作含目标语法的小短文环节，强化语法在真实语境中的运用。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $