Unit 1 Period 2 Grammar and usage（表格式教学设计）英语译林版必修第二册

Unit 1 Lights, camera, action! Period 2 Grammar and usage教学设计 教学基本信息 单元名称 必修第二册Unit 1 Lights, camera, action! 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·英语必修第二册 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 主题语境引领下的词汇、语法教学，英语学习活动观 1. 本节课以 “电影与影视文化” 为主题语境，通过经典影视作品的场景导入，将主谓一致语法知识融入完整的影视主题语篇，避免孤立机械的规则讲解。 2. 遵循 “学习理解 — 应用实践 — 迁移创新” 的思路：引导学生通过主题语篇探究感知主谓一致的用法规则（学习理解）；通过规则梳理与分层操练深化语法认知（应用实践）；最后通过撰写电影推荐实现知识的迁移创新。 3. 注重初高中衔接，系统搭建主谓一致的知识体系，培养学生自主归纳语法规则的能力，提升长难句分析能力与书面表达的精准度。 教材分析 【What】本节课是单元语法板块，围绕 “影视制作与电影文化” 的主题语篇展开，系统讲解主谓一致的三大核心原则，配套 adapt、regard 等核心词汇短语的用法讲解，辅以分层练习与写作输出任务，实现语法知识的 “学 — 练 — 用” 一体化。 【Why】通过学习本节课，学生能构建主谓一致的基础语法体系，掌握三大原则的适用场景与特殊规则，为后续阅读长难句、提升写作表达准确性打下语法基础；同时了解电影制作的相关技术，感受影视文化的魅力，拓宽文化视野。 【How】教学遵循 “感知 — 探究 — 归纳 — 运用” 的语法教学逻辑：以《奇幻森林》的电影讨论导入激活旧知，以电影介绍语篇为载体探究语法现象，归纳总结主谓一致的核心原则与特殊规则；通过单句选择、对话填空、段落写作等分层练习巩固运用；最终落脚到写作输出，实现语法在真实语境中的运用。核心词汇采用 “讲解 + 拓展 + 即练” 的模式，夯实语言基础。 学情分析 1. What I know 词汇方面：初中阶段已积累电影、影视类基础词汇，能理解电影相关话题表达。 语法方面：已接触过基础的主谓一致用法，知晓单、复数名词对应的谓语动词形式，但未形成系统的主谓一致知识体系，对就近原则、意义一致等特殊规则较为模糊。 背景知识方面：高一学生对电影话题有浓厚兴趣，熟悉经典影视作品，能结合自身观影经历参与课堂讨论，有表达的意愿。 2. What I want to know 学生希望系统梳理主谓一致的三大原则，清晰区分不同规则的适用场景，掌握就近一致、意义一致的特殊用法。学生想掌握主谓一致的分析方法，帮助自己拆解阅读中的长难句，避免写作中出现主谓不一致的语法错误。学生希望能在写作中正确运用主谓一致描述电影与影视话题，提升书面表达的准确性。 3. What I learned 主题内容方面：学生将了解电影制作的相关技术与文化，感受影视艺术的魅力，拓宽国际文化视野。 语言知识方面：学生将系统掌握主谓一致的三大原则与特殊规则，能在单句、对话、语篇中准确使用谓语动词形式；掌握 adapt、regard、solution 等核心词汇的搭配与用法；能在写作中正确运用主谓一致，提升表达准确性与丰富度。 学习策略方面：学会 “语篇探究 — 归纳规则 — 语境运用” 的语法学习方法，提升自主学习与逻辑辨析能力。 教学目标 语言能力 掌握主谓一致的三大基本原则，能准确选用正确的谓语动词形式完成单句选择、对话填空与语篇写作；掌握核心词汇短语的搭配与用法；能在口语与书面表达中正确运用主谓一致描述电影相关内容，提升表达的准确性。 学习能力 能通过主题语篇自主探究语法规则，提升归纳总结与对比辨析能力；熟练运用主谓一致规则分析句子结构，提升阅读与写作的学习效率；在小组讨论与口语描述中主动表达、倾听互评，提升协作学习能力。 文化意识 了解经典影视作品与电影制作技术，感受影视文化的魅力，拓宽国际文化视野，提升对不同文化的理解与包容。 思维品质 能梳理主谓一致的逻辑体系，辨析不同原则的用法差异，提升逻辑分析与对比思维能力；能结合自身经历描述电影并给出观影推荐，提升思辨能力与创新表达能力。 教学重难点 教学重点 语法维度：掌握主谓一致的三大基本原则（语法一致、意义一致、就近一致），理解不同规则的适用场景。 语言维度：掌握核心词汇与短语的搭配用法，能在语境中准确运用。 教学难点 语法辨析：准确区分三大原则的适用场景，掌握特殊结构的主谓一致规则，正确判断复杂主语的谓语形式。 迁移运用：能在真实的写作与口语语境中灵活运用主谓一致规则，实现表达的准确性，完成从 “懂语法” 到 “用语法” 的跨越。 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. 图片和视频导入：Have you ever read or watched The Jungle Book? What characters or plots impress you most? 2. 句式感知：给出 6 句描述电影的句子，引导学生观察主语与谓语的搭配形式，引出主谓一致概念： ①This Disney trailer shows a big and wild jungle. ② A boy and his animal friends live happily in the jungle. ③ Beautiful pictures and great music make the trailer wonderful. ④The jungle story in the trailer feels very exciting. ⑤Exciting action scenes bring lots of surprise. ⑥Cool digital technology makes the jungle look very real. ●创设贴近学生生活的电影情境，激活已有语法认知与话题词汇，自然引出语法概念，激发探究兴趣，为后续语法学习做好铺垫。 5min Activity 2 Exploring the rules Below is an introduction Laura gave to her class about The Jungle Book. Pay attention to the underlined subjects and verbs and fill in the table below. The first two have been done for you. Subject + Singular verb Subject + Plural verb Everyone was its film team members were 答案：Subject + Singular verb its old age shows not only the animals but also the jungle is Building the jungle environment on the computer was The Jungle Book lasts there is enough tension and humour Two hours seems Subject + Plural verb Mowgli and his animal friends live ●以主题语篇为载体，让学生在真实语境中感知语法现象，培养自主探究与合作归纳的能力，避免语法学习的孤立化。 12min Activity 3 Working out the rules · Subject-verb agreement means choosing the correct singular or plural verb according to the (1) _______. · The verb should be singular if the subject is (2)_____________; the verb should be plural if the subject is (3) ____. a a singular noun b a plural noun c an uncountable noun d a book / film title e a verb-ing form f a phrase of two or more words linked by and, referring to two or more objects or people g a pronoun like everyone h a phrase of measurement like two hours · When not only ... but also ... is used as the subject of a sentence, or there be is followed by two or more nouns as the subject of a sentence, the verb agrees with the noun closest to it. 答案：(1) subject (2)a, c, d, e, g, h (3)b, f 1. 就近一致 either...or…, ...or ..., neither…nor..., not only… but also…, not...but...等连接的名词或代词作主语时，谓语动词的人称和数由最靠近谓语动词的名词或代词决定。 Not only the students but also the teacher wants to go climbing. there be句型中的be动词应与离其最近的名词或代词在人称和数上保持一致。 There is a pen, two books and many pencils on the desk. 2. 语法一致 ①由as well as, along with, together with, with, rather than, but, except, besides, in addition to, like, including等连接两部分名词或代词作主语时，谓语动词与(短语)介词前面的主语保持一致。 The teacher as well as the students likes the painting Everything is in a complete mess, which drives people crazy. Tom, along with his friends, goes skating every Saturday. ②one of+可数名词复数”后跟定语从句时，从句中的谓语动词常用复数形式；而“the (only) one of +可数名词复数”后跟定语从句时，从句中的谓语动词应用单数形式。 He is one of the students who have been to Shanghai. He is the only one of the students who has been to Shanghai. Anyone who laughs last laughs best. ③“many a(n) (许多)/more than one(不止一个)+可数名词单数”作主语时,尽管从意义上看是复数,但谓语动词仍用单数形式。 Many a parent has had to go through this painful process. 在“It +is/was +被强调部分 + that/who...”结构中,如被强调部分是主语,that/who 后的谓语动词与被强调部分的人称、数保持一致。 It is they who have worked there for five years. 3. 意义一致 ①and连接的两个单数名词作主语时，谓语动词一般用复数形式。但如果 and所连接的两个单数名词指的是同一个人、同一件事或表示整体概念，则谓语动词用单数形式，这时 and后面的名词前不加冠词。 The teacher and writer is going to give us a talk. ②“all/most/half/the rest of+名词/代词”或“分数/百分数+名词/代词”作主语时，若名词或代词表示单数概念或抽象概念，谓语动词用单数形式；若表示复数概念，谓语动词用复数形式。 The rest of the buildings were easy to get to and the rest of her time was spent in enjoying the beautiful scenes. ●系统化梳理语法规则，帮助学生构建清晰的主谓一致知识体系，夯实语法基础，为后续运用做好支撑。 15min Activity 4 Applying the rules 1.Circle the correct words to complete the following sentences. ①Is/Are five million dollars enough to make a good film? ②I think Mowgli and Shere Khan is/are the most interesting characters in The Jungle Book. ③Drinking cola often makes/make the cinema experience more enjoyable. ④There is/are one tree and three children on the film poster. ⑤Fantastic Beasts and Where to Find Them was/were directed by David Yates. ⑥If anyone is/are interested in the film, please let me know. 答案：①Is ②are ③makes ④is ⑤was ⑥is 2. After the talk, Laura chatted with Simon. Complete the conversation with the correct forms of the verbs in the box below. Some verbs can be used more than once. be look make require Simon: The Jungle Book sounds great. But what (1) ______ the new film so much better than the original? Laura: The picture quality, as well as the special effects, (2) __ far better. Not only the animals but also the forest (3) ______ so real! While you watch, you feel like reaching out your hand to touch the leaves. Simon: Sounds super! Is it true that there (4) ___only one real human character in the film? Laura: Yes. That's Mowgli, played by a child actor named Neel Sethi. The rest (5) ____ all digitally created. Simon: Does that mean he had to act alone? Laura: Yes. When he acted alone in front of a green screen, a lot of imagination (6) _____. There was another problem: the digitally created animals had no shadows, but the film team (7) ____able to find a solution. Simon: How was the problem solved? Laura: Light and shadows (8) ______ thrown onto Mowgli with the aid of a system they developed, showing that animals were moving near him. Simon: That’s really interesting and creative! 答案：(1) makes (2) is (3) looks (4) is (5) are (6) was required (7) was/were (8) were 3. Write a short paragraph about 3-D films. Use the following information to help you. Pay attention to subject-verb agreement. 3-D films History Were first made in 1915 Advantage Make things look like they are coming out of the screen Disadvantage  Sometimes cause headaches and sickness for viewers Need a special cinema and 3-D glasses Examples Avatar, Life of Pi, Titanic (changed to a 3-D film after filming) ●分层设计练习，从单句操作到对话填空，再到口语讨论与段落写作，循序渐进提升语法运用能力；同时深化对 “影视文化” 主题的理解，实现语言与主题的融合。 25min 应用实践 Activity 5 Language points 详解文章中的重点单词、短语和句型。 ●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，梳理归纳主谓一致的基本概念、三大原则、特殊规则与典型例句，形成知识网络。 ●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。 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。 假定你是校学生会负责人，上周你们学校为高一学生举办了一场趣味运动会。请你写一篇短文向校英文报投稿，内容包括： 1. 简单介绍运动会； 2. 运动会的意义和反响。 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。 A memorable fun sports meeting ____________________________________________________________________________________________________________________________________ 参考范文一： A memorable fun sports meeting Last week our school held a much-anticipated fun sports meeting, bringing a precious relaxation to all senior one students. All classes of senior one participated actively. The most popular events included the “two-person three-legged race” where partners tied legs and ran in harmony, and the “tug-of-war with balloons” where teams pulled ropes without popping the balloons tied to their wrists, filling the playground with cheers. This activity not only helped us relax from our busy studies, but also improved our teamwork and friendship. It was such a great experience that we all look forward to more activities like this. 二选一 假定你是李华，你的外国朋友Tom想参加学校即将举行的运动会，就选择哪个运动项目，想征询你的建议。请给Tom写一封邮件，内容包括： 1. 推荐的一个运动项目；2. 推荐的理由。 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 Tom, ________________________________________________________________________________________ ____________________________________________ Yours, Li Hua 参考范文二： Dear Tom, Knowing that you’re choosing a sport to take part in the upcoming school sports meet, I’m writing to recommend the 100-meter race. Firstly, it’s really accessible. Unlike long-distance running, which needs weeks of endurance training, or high jump, which relies on tricky technical skills, the 100 m only requires a little practice. What’s more, it’s so exciting! The whole school will cheer loudly when you’re on the track. If you want tips on practicing or picking the right shoes, just let me know. 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 1 Lights, camera, action! Period 2 Grammar and usage Subject-verb agreement Core rule: 谓语动词与主语在人称和数上保持一致 Three principles 1. 语法一致原则 2. 意义一致原则 3. 就近一致原则 教学反思 优点： 情境贯穿始终：从经典电影讨论到影视主题语篇，语法教学始终依托于 “Lights, camera, action!” 的主题语境，避免了枯燥的机械操练。 活动设计由浅入深：从识别主谓一致形式到归纳规则，再到口语讨论与写作输出，符合学生认知规律，特别是就近原则与意义一致的难点通过分层练习得到有效突破。 缺点： 时间分配需优化：特殊规则梳理环节知识点较多，部分学生接受较慢，导致口语讨论与写作展示时间略显仓促，部分学困生未能充分参与创编。 练习针对性不足：应用环节针对 “意义一致原则” 的区分练习较少，部分学生判断集合名词、度量单位作主语时容易出错。 改进： 前置预习：下次课前布置学生复习初中阶段的主谓一致基础用法，提高课堂效率。 分层任务：写作与口语环节，为学优生提供更丰富的复杂主语结构拓展；为学困生提供句式填空式表达支架，降低参与难度。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $