Unit4Grammarandusage学案- 高中英语牛津译林版(2020)必修第一册

《英语》（选择性必修·第一册）Unit 4 Exploring poetryGrammar and usage江苏省通州高级中学林红梅I. Learning objectivesBy the end of the lesson, students will be able to:1. identify and categorize the use of to-infinities, verb-ing, and verb-ed forms;2. summarize general rules of to-infinitives, verb-ing, and verb-ed forms;3. use the right forms of to-infinitives, verb-ing, and verb-ed to finish tasks such as rewriting sentences, completing an article and writing on the importance of reading poems.II. Key competence focus1. Learn how to use the right forms of to-infinitives, verb-ing, and verb-ed in different situations.2. Write on the importance of reading poems using the right forms of to-infinitives, verb-ing, and verb-ed.III. Predicted area of difficulty1. Use the right forms of to-infinitives, verb-ing, and verb-ed in different situations.2. Use the right forms of to-infinitives, verb-ing, and verb-ed to w rite on the importance of reading poems.IV. Teaching proceduresStep 1 Exploring and working out the rules1. Explore general rules of to-infinitives, verb-ing and verb-ed forms and work out Rules 1 and2.(1) T presents to Ss some sentences with to-infinitives, verb-ing and verb-ed forms in the previous units.·I had enough food and water to last a whole week.·The family chatting online look so happy.·Treated with the new medicine, the patient soon recovered.·What did the person cutting your hair think about the app?·The results indicated that something produced by the mould had killed the bacteria.(2) T asks Ss to go through these sentences and work out Rules 1 and 2.·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 meaning, while the verb-ed form expresses a(n) (2)passive meaning.【设计意图：学生在之前的课文中，已经接触了大量的含有to-infinitives，verb-ing和verb-ed 形式的句子，对to-infinitives，verb-ing和verb-ed形式在句子中的作用都有了了解。

Unit 4 Never too old to learnGrammar and usage: Analysis of plicated sentences◆内容分析：本板块围绕单元话题，以“职业教育”为主题创设情境，引导学生在语篇中探究、分析复杂句的规则和用法；再通过句子、语篇两个层面的练习内化新知；最后让学生运用所学，准确、恰当、得体地使用目标语，实现“形式——意义——使用”三者的统一。

◆教学目标：By the end of this section, students will be able to:1.analyse the usage of plicated sentences;2.work out the rules of plicated sentences;e plicated sentences appropriately to finish related tasks;4.make a story using plicated sentences.◆教学重难点：1.To summarize the general rules;2.To apply plicated sentences correctly and properly;◆教学过程：Step 1 LeadinA student from Bayi V ocational School in Yushu, Qinghai province, works on a painting. Experts and officials are encouraging the development of modern vocational education to ease the imbalance between labor supply and the huge demand for technical talent.A Exploring the rulesStep 2 Discussion.1. what is vocational education?2. Why is vocational education important?Answer:1.V ocational education generally prepares people to work in a specific occupation by teaching theory in the classroom and offering handson training in the work place.2.It can qualify applicants to work in a particular field. It also offers applicants an advantage in the job market.A Exploring the rulesRead the article again and fill in the table in part A on page 48.复合句分为并列复合句pound sentence（也称并列句）和主从或从属复合句plex sentence（也称复杂句），并列复合句pound sentence是有并列连词：and、or、but连接；从属复合句plex sentence由一个主句（Principal Clause）和一个或一个以上的从句(Subordinate Clause)构成。

《英语》（选择性必修·第三册）Unit 4Protecting our heritage sitesGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. master the form of appositive causes;2. understand the rules of appositive clauses;3. use appositive clauses to finish related tasks.II. Key competence focus1. Understand the rules of appositive clauses.2. Talk about heritage protection using appositive causes.III. Predicted area of difficultyUse appositive clauses to finish related tasks.IV. Teaching proceduresStep 1 Revising the core words and phrases learnt last periodT asks Ss to fill in the blanks with the proper forms of the (given) words.1. They ________ (awe) into silence by the seriousness of her voice.2. The girls in a class tend to have a ________ (civilize) influence on the boys.3. The most intense ________ (preserve) and restoration work is under way.4. The public is ________ (urgent) requested to assist police in tracing the murderer.5. After the earthquake, the beautiful city was ________ ruins.6. People can act ________ (violent) if they feel threatened.7. Reports ________ (conflict) on how much of the aid was reaching the famine victims.8. Julie ________ (suspend) from her job shortly after the incident.9. The ________ (asses) for the course involves written assignments and practical tests.10. The pillars gave way and a section of the roof ________ (collapse).【设计意图：上一节课核心词汇较多，有必要复习一下这些内容。

《英语》（必修·第三册）Unit 4 Scientists who changed the worldGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. understand the meaning of verb-ed forms as attributives, adverbials and object complements;2. learn how to use verb-ed forms as attributives, adverbials and object complements in different situations;3. write a passage using verb-ed forms, verb-ing forms and to-infinitives.II. Key competence focusLearn how to use verb-ed forms as attributives, adverbials and object complements in different situations.III. Predicted area of difficulty1. Use verb-ed forms as attributives, adverbials and object complements in new situations.2. Write a passage using verb-ed forms, verb-ing forms and to-infinitives.IV. Teaching proceduresStep 1 Lead-inT asks students to find to-infinitives, verb-ing forms and verb-ed forms in the reading passage and figure out their functions.1. T asks students to find to-infinitives in the reading passage and point out their functions.(1) Tu Youyou has become the first female scientist of the People’s Republic of China to receive a Nobel Prize, awarded for her contribution to the fight against malaria, one of the deadliest diseases in human history. (to-infinitive as attributive)(2) To speed up the process and ensure its safety, Tu and her team volunteered to test qinghao extract on themselves first. (to-infinitive as adverbial of purpose)T: The above two sentences have to-infinitives that serve as attributive and adverbial of result. 2. T asks students to find verb-ing forms in the reading passage and point out their functions. (1) She completed further training courses in traditional Chinese medicine,acquiring a broad knowledge of both traditional Chinese medicine and Western medicine.(2) When there was no research equipment, they had to extract herbs using household water containers.(3) Perhaps the next generation of scientists, drawing on the wisdom of traditional Chinese medicine, will indeed discover more medicines beneficial to global health care.T: The above three sentences have verb-ing forms that serve as adverbials.3. T asks students to find verb-ed forms in the reading passage and figure out their functions. (1) Tu Youyou has become the first female scientist of the People’s Republic of China to receive a Nobel Prize, awarded for her contribution to the fight against malaria, one of the deadliestdiseases in human history. (verb-ed form as attributive)(2) Thanks to her discovery of qinghaosu, malaria patients all over the world now have had a greatly increased chance of survival. (verb-ed form as attributive)(3) Even with large amounts of qinghao extract produced, however, they still faced another problem. (verb-ed form as attributive)(4) Born in 1930, in Ningbo, Zhejiang Province, Tu studied medicine at university in Beijing between 1951 and 1955. (verb-ed form as adverbial)(5) Inspired by an over 1,600-year-old text about preparing qinghao extract with cold water, Tu redesigned the experiments. (verb-ed form as adverbial)T: The above five sentences have verb-ed forms that serve as attributives and adverbials.【设计意图：学生在前面两个单元的语法部分已经学习了动词不定式和动词-ing形式的用法，对本单元的阅读文章内容也已经熟悉，所以先在学生相对熟悉的语境中呈现含有动词不定式和动词-ing形式的句子，然后再呈现新的语法知识—动词-ed形式作定语和状语。

《英语》（选修·第一册）Unit 4 Fun with scienceGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. identify the use of other cases of the subjunctive mood;2. work out the rules of other cases of the subjunctive mood;3. use the subjunctive mood to finish the task of correcting mistake and completing an article;4. make a conversation about snowflakes using the subjunctive mood;5. use the vocabulary: alike,*melt, *miracle,*vapour, *accumulate, *humidity.II. Key competence focus1. Develop the techniques of flexible use of language.2. Improve the power of cognition and comprehension.3. Apply learning strategies to practice.III. Predicted area of difficulty1. Applying the tips of subjunctive mood: other cases.2. Guessing the words in new context.IV. Teaching proceduresT Greet the class.T: Class begins. Good morning/afternoon!Step 1 Revising the words and phrases learnt last periodFill in the blanks with proper forms of the given words.1) In the 19th century, the Santa Claus tradition seems to have been ________ (transplant) back toEurope.1) transplanted2) Patients will ________ (isolate) from other people for a month after treatment.2) be isolated3) As the great day approached, she grew more and more ________ (nerve).3) nervous4) The best way to treat such a ________ (bleed) event is to apply firm pressure.4) bleeding5) The buildings have been designed ________ (blend) in with their surroundings.5) to blend6) When an ________ (infect) mosquito bites a human, spores are injected into the blood.6) infected【设计意图：上一节课词汇较多，有必要复习一下这些内容。

Unit4 The next step Grammar and usageThoughts on the design:本单元的内容是修辞典故。

语言是文化的载体，是文化的结晶，又是文化的重要组成部分，典故中潜藏着大量的语言文化信息，是语言的重要组成部分。

了解典故的出处与内涵，就能准确地理解其寓意，欣赏其魅力，对跨文化交际很有必要，无论是在书面语中，还是在口头语中，习语使用的频率都很高，有着重要的交际功能。

本单元用一课时教学，采用发现法教学方法，即教师呈现语法结构，学生在感知和理解的基础上，通过观察和发现，从而归纳出语法规那么。

通过多媒体的导入和活动的开展，学生在准备、参与的过程中会充分表达教学目标，以亲历亲为的感受去领悟语言语法知识。

Teaching Aims:After learning the grammar, the students will be able to:1. Know what an allusion is, how an allusion is used, and how to understand an allusion;2. Apply what they have learned correctly.Teaching procedures:Step1 Lead-inGet the students enjoy the following pictures and answer some questions. Question: Can you guess the meaning of each picture in Chinese?[Explanation]利用图片、音像资料创设情境，以学生熟悉的内容为切入点，将枯燥的语法知识讲解转化为生动的生活情景，使课堂活动栩栩如生，让学生在逼真的生活空间中领悟典故语法知识的内涵，欣赏典故英语语言的魅力。

Step 2 More information about the topic1. What are the expressions above calledin Chinese?典故 Allusions; When we refer to words or phrases likethese to talk aboutanotherperson orthing,weare using allusions.2.Do you know some English allusions?(allusions in reading part)Scrooge— Sam saved every penny he had in order to buy a new bike. In fact, some of his friends said he was a bit of a Scrooge. (A character who is extremelymean. It es from the novel A Christmas Carol).3. Introduce more allusions in English.a sacred cow—This policy, which used to be very successful, remains a sacred cow,though it no longer meets the needs of the current situation.. (Someoneor something that is held in high regard and can not be harmed. It isfrom religion).be over the moon—Terry was over the moon because his favourite team had just won the championship match.(Someone who is very happy.It is fromworks).Pandora’s box—How could we have known that by applying for a credit card we were opening Pandora’s box. (One action has caused a lot of bad thingsto happen. It es from works).Waterloo—After spending all his money and failing to raise funds for his project, he is facing his Waterloo. (A final defeat or failure. It es from history). Mother Teresa—She has done a lot of charity work this year and is a real Mother Teresa.(A person who works selflessly for others. It es from reallife).[Explanation]典故往往会导致理解上的障碍或造成误解。

《英语》（选择性必修·第四册）Unit 4Never too old to learnGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. analyse complicated sentences;2. understand the basic rules of simple, compound sentence, complex and compound-complexsentence;3. practice application of complicated sentences.II. Key competence focusAnalysis and practice of complicated sentencesIII. Predicted area of difficultyAnalysis of complicated sentences.IV. Teaching proceduresT greets the class.T: Class begins, boys and girls! Good morning/afternoon!Step 1 Revising the core words and phrases learnt last period.Fill in the blanks with proper forms of the (given) words.1. Our class ________ (compose) of 20 boys and 15 girls, most of whom are excellent at writing.1. is composed2. An ________ (educate) guess is a guess which is based on a certain amount of knowledge andis therefore likely to be correct.2. educated3. He’s too ________ (bind) up in his work to have much time for his children.3. bound4. We must find a way ________ (resolve) these problems before it’s too late.4. to resolve5. He walked on the opposite side of the street ________ (refresh) his memory of the building.5. to refresh6. Listening with an open mind to ________ (criticize) and accepting useful advice are the key toprogress and improvement.6. criticism7. You are a very ________ (inquire) mind person and your paper will achieve very good scores.7. inquiring8. If installed, the instrument ________ (register) every change of direction or height.8. will register9. I’ve personally never subscribed ________ the view that either sex is superior to the other.9. to10. In the world of fashion it sometimes seems that the only constant is ________ (cease) change.10. ceaseless【设计意图：上一节课核心词汇较多，有必要复习一下这些内容。

牛津译林版（2020）选择性必修第二册Unit 4 Living with TechnologyGrammar and usage教材分析：本节课是《牛津译林版（2020）选择性必修第二册Unit 4 Living with Technology Grammar and usage》中的一节课，主要介绍了技术与应用，并着重讲解了表达比较与对比的语法结构。

教学目标：1. 学会使用比较级和最高级的形式来进行比较和对比。

2. 能够灵活运用比较结构描述日常生活中的事物。

3. 提高学生的语言表达能力和口语交际能力。

教学重点：1. 学习和掌握比较级和最高级的形式和用法。

2. 学会用比较级和最高级的形式来描述不同物品和事物之间的差异。

3. 培养学生的语言思维能力和口语交际能力。

教学难点：1. 帮助学生理解并正确使用不规则比较级和最高级的形式。

2. 引导学生理解和掌握比较级和最高级的变化规律。

3. 鼓励学生在口语表达时使用比较级和最高级。

学情分析：学生所在班级为高二级别，英语水平较为基础，但已经掌握了基本的英语语法和词汇。

他们对科技和现代生活的关注度较高，对新科技产品和应用较为熟悉。

然而，学生在运用比较级和最高级进行口语表达时可能存在一些困难，需要多加练习和引导。

教学策略：1. 激发学生的学习兴趣，引导他们通过讨论和交流来探讨技术与应用。

2. 利用多媒体资料，如图片、视频等，引发学生的思考和发言，培养学生的口语表达能力。

3. 设计多种练习和活动，包括听说读写等综合训练，帮助学生巩固所学知识。

教学方法：1. 情景教学法：通过展示科技产品和实例，引发学生的兴趣，激发他们的学习动机。

2. 合作学习法：组织小组活动，让学生在小组内进行思考和讨论，互相交流，提高合作与交流能力。

3. 讨论教学法：鼓励学生围绕课堂话题进行讨论，引导他们用比较级和最高级的形式进行表达。

导入环节（约5分钟）：导入环节的目标是激发学生的学习兴趣，并引导他们对本节课的主题进行思考和讨论。

高一年级英语导学案（学生版）编号：年级高一时间单元B3U4主备人课型语法课题Grammar课时2审核人学习目标1.understand the meaning of verb-ed forms as attributives, adverbials and object complements;2.summarize the grammatical rules of verb-ed forms as attributives, adverbials and object complements;重点难点重点understand the meaning of verb-ed forms as attributives, adverbials andobject complements;难点summarize the grammatical rules of verb-ed forms as attributives,adverbials and object complements;课前准备Ask students to preview the verb-ed forms.五步法导学过程导学流程学法指导启导Step 1: lead-inPay attention to the words in bold type and point out their functions.1.She didn’t wear any shoes because she had her shoes lost.___________2.She wished all her matches sold but nobody bought a single one. ___________3.She was so cold that she sat in a corner with her legs huddled up .____________4.She lit a match and saw a Christmas tree decorated with many gifts. ______________5.The lighted match was burning brightly and she seemed very delighted.____________6.The next day, people saw the girl frozen to death. What a poor girl! ______________学习与展评Step2: presentationI.Find out the rules-1:*The lighted match was burning brightly.*She saw a Christmas tree decorated with many gifts .动词-ed形式作_________过去分词可用来修饰_______(动词/名词)，作______(表语/定语/宾补)，单个单词放所修饰词_____，分词短语放在所修饰词______，表达_________。