牛津译林版（2019）选择性必修 第一册Unit 4 Exploring poetry Grammar and usage 教学设计

Unit 4 Exploring poetry
Grammar and usage（教学设计）
I. Learning objectives
By 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 focus
1. 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 difficulty
1. 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 write on the importance of reading poems.
IV. Teaching procedures
Step 1 Exploring and working out the rules
1. Explore general rules of to-infinitives, verb-ing and verb-ed forms and work out Rules 1 and 2.
(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。在学生相对熟悉的语境中再次呈现这些句子，激发了学生已有的知识储备，然后再归纳总结，为接下来在句中和语篇中的运用打下基础。】
Explore the rules concerning sentence elements of to-infinitives, verb-ing and verb-ed forms and work out Rule 3.
(1) T presents to Ss the sentences with to-infinitives, verb-ing and verb-ed forms in the previous units and asks them to figure out their functions.
To-infinitives in sentences from previous units:
·To cook Chinese food is not easy.
·My first thought at mealtimes was to eat at a restaurant.
·Alice Brown, head teacher at Falmont Primary School, was teaching when the floor began to shake.
·We can always expect him to help us.
·I was staying in Atlanta, and that was one of the cities to be hit.
·That morning, I turned on the TV for some local news, only to hear that a hurricane was on its way.
Verb-ing forms in sentences from previous units:
·Sliding into the habit was easy, but it was difficult to quit the habit.
·It was surprising then to see so many people viewing important and precious artworks through their smartphones.
·I hear someone playing the piano in the next room.
·The people talking there are my friends.
·Walking along the street, I saw an old friend.
·He played so well that everyone enjoyed listening to his music.
Verb-ed forms in sentences from previous units:
·I was amazed to see all the paintings.
·The road is covered with fallen leaves.
·Seen from the top of the mountain the river looks like a dragon.
·I have never heard this song sung in English.
T: I’d like to present to you the sentences with to-infinitives, verb-ing and verb-ed forms in the previous units. Go through these sentences and figure out their functions in these sentences.
(2) T asks Ss to work out Rule 3.
·The to-infinitive can be used as the (3) a, b, c, d, e, f of a sentence.
·The verb-ing form can be used as the (4) a, b, c, d, e, f of a sentence.
·The verb-ed form can be used as the (5) b, d, e, f of a sentence.
a. subject b. predicative c. object d. complement e. attributive f. adverbial
(3) T asks Ss to read the introduction to Romantic poetry on page 48 and fill in the table below.
Subjects …, celebrating the beauty of nature and country life became a common theme in Romantic poetry.
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 beauty of nature, …
【设计意图：通过呈现之前课文中出现的含有 to-infinitives，verb-ing和 verb-ed 形式的句子，归纳了to-infinitives，verb-ing和 verb-ed 形式在句子可以充当的成分。这一步旨在通过语篇让学生进一步熟悉to-infinitives，verb-ing和 verb-ed 形式在句子中可以充当的成分，为接下来在句中和语篇中的运用打下基础。】
Step 2 Applying the rules
1. Apply the rules in sentence exercises.
(1) T asks Ss to finish the following famous proverbs, using to-infinitives, verb-ing or verb-ed forms and figure out their use.
T: Please finish the following famous proverbs, using to-infinitives, verb-ing or verb-ed forms and figure out their use.
(Answer: to go back; to swim; united, divided)
【设计意图：这个步骤给学生提供了一些含有to-infinitives，verb-ing 和verb-ed形式的名言佳句，这些句子文辞隽永，言简意赅。将语法寓于名言学习中，学生不仅可以复习to-infinitives, verb-ing 和verb-ed的用法，还能感受到语言的魅力，更能为其中蕴含的睿智所折服。】
(2) T asks Ss to finish B1 on page 49.
T: Rewrite the following sentences using to-infinitives, verb-ing or verb-ed forms.
(Answer: 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)
2. Apply the rules in passage exercises.
T asks Ss to finish B2 on page 49.
T: Below is an article about the English poet William plete the article with the correct to-infinitives, verb-ing or verb-ed forms of the verbs in the brackets.
(Answer: leading; Growing; Educated; touring; Meeting; written; to express; to live/living)
3. Apply the rules in the real situation.
T asks Ss to finish B3 on page 49.
T: Please 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.
【设计意图：这个步骤为学生提供了更多的练习，目的在于在归纳概括了to-infinitives, verb-ing 和verb-ed形式的规则后，通过操练以内化所学知识，是语法知识在句子层面、新语境和语篇层面中的运用。层层深入的活动设计体现了“学习理解——应用实践——迁移创新”的英语学习活动观。】
V. Homework
Finish exercise C on page 76 of the textbook.