Unit 2 The universal language Grammar and usage教学设计-2024-2025学年高中英语牛津译林版选择性必修第一册

牛津译林版选择性必修一 教学设计 Unit 2 The universal language Period II Grammar and usage 教学设计 课时内容 Verb-ing forms as subjects and objects 主题语境：人与社会 主 题 群：文学、艺术与体育 子 主 题：影视、音乐等领域的概况及其发展 语篇类型：故事、练习 文本分析: 【what】本节课围绕着主题语境设计了以下活动:首先,阅读一篇关于俞伯牙和钟子期的故事,找出语篇中动词-ing形式作主语和宾语的句子,学习动词-ing形式的相关语法知识点; 然后，通过一系列习题和动词-ing形式的延伸学习,让学生在适当的练习和具体语境中巩固和内化语法知识点。。 【why】在语篇中学习动词-ing形式作主语和宾语的语法知识点, 学习在口头表达和书面表达中评论音乐, 学习欣赏和鉴赏优秀音乐作品, 感受音乐魅力, 提高自身品位。 【how】本课先通过阅读一篇与音乐相关的中国古代故事,引导学生结合语境思考动词-ing形式作主语和宾语的用法,然后系统学习该语法。一系列的习题加深和巩固了学生对动词-ing形式作主语和宾语的理解和记忆,为下一步的运用做铺垫。鼓励学生在不同的生活和学习场景中运用该语法知识,如:小组竞赛、讨论的情景活动,把知识内化,达到学以致用的日的。 课时目标 : 1.在语篇和练习中掌握动词-ing形式作主语和宾语的相关知识点。 2.通过阅读故事文本,了解俞伯牙和钟子期高山流水觅知音的故事和中国古典音乐的相关知识,提高音乐欣赏能力。 3.能系统地讲解动词-ing形式作主语和宾语的基本用法和特殊用法，了解动词-ing形式与其他动词形式的区别。 重点难点: 重 点：在具体的表达中,能正确判断动词-ing形式是作主语还是宾语。 难 点：在语境中正确地运用动词-ing形式作主语和宾语。 教学准备 教师准备：动词-ing形式作主语和宾语的相关习题及阅读文本。 学生准备： 1.预习本课词汇。 2.复习已学的动词-ing形式的用法,预习本课相关内容。 教学过程 Step 1【学习理解】 活动一: 获取与梳理 1. Show students some sentences with verb-ing form as subjects and objects and asks them to figure out the functions of these verb-ing forms.①Sliding into the habit was easy, but it was difficult to quit the habit. ②We'll come back more frequently and we're also considering taking them to the city to live with us. ③As the largest rainforest in the world, the Amazo1rainforest plays a significant role in maintaining the fine balance of the Earth's ecosystem. ④I was used to checking the news and my friends social media updates every few minutes. Suggested answers: ①verb-ing form as the subject. ②verb-ing form as the object. ③verb-ing form as the object. ④verb-ing form as the object 2. Exploring the rules. Ask students to read the story about a musician and his friend in ancient China, Have them find the sentence that use verb-ing forms as subjects and objects and fill in the table below. Verb-ring forms as subjects Playing the qin was his life. Verb-ing forms as objects ...everyone enjoyed listening... Suggested answers: ▲Verb-ing forms as subjects Playing the qin was his life. Having someone that really understood his music pleased Boya, ... ..., it's no use keeping the qin. ▲Verb-ing forms as objects ...everyone enjoyed listening... Boya did not say anything before playing the qin , ... When Boya continued playing, ... .... who never got tired of sharing his music with Zhong Ziqi ....before going their separate ways, ... After he finished playing the piece, ... 3. Working out the rules. · When the verb-ing form is used as the subject of a sentence, we can sometimes use the preparatory subject it at the beginning of the sentence. · The verb-ing form can also be used as the object of a ①________or a ②__________. Suggested answers: ①verb/preposition ②preposition/verb 【备 注】语法知识点讲解详见第二教案“重点语法精讲” 【设计意图】通过阅读与主题相关的文本并总结语法知识点，让学生在既定的语境中理解语法知识点，培养学生自主学习和独立思考的能力。教师的及时引导使知识结构清晰化，为下一步的运用做铺垫。 Step II. 应用实践 活动二：内化与运用 Applying the rules. (1) Ask students to circle the mistakes and write down the correct forms in the blanks. ①Listen to music is my favourite thing to do. _________ ②I really enjoy to read biographies of musicians. _________ ③It's no use try to play the violin if you're not going to give it your best shot. ___________ ④Would you mind to teach me how to play the guitar? ___________ ⑤These instruments were meant for play traditional Chinese music.________ Suggested answers: ①Listen→Listening ②to read→reading ③try→trying to ④teach→teaching ⑤play→playing. 【设计意图】通过改正句子中错误的动词形式,让学生明白动词-ing形式在具体语境中的不同用法。 (2) Below is an article about the music sent into space. Have students complete the article with the correct form of the verbs in the brackets. If you have to choose music from the Earth to send into space, what music do you think is capable of_____(represent) mankind? The sound of the Chinese qin is one answer to this question. In 1977two spacecraft called Voyager l and Voyager 2 were sent out __________ (explore) the solar system. On both spacecraft, there is a selection of music from our planet. _________(send) music into outer space was the idea of the famous scientist Carl Sagan, who believed intelligent life existed on other planets. The music was intended as a universal language to greet intelligent life in space (if there is any). A group of scientists and artists got down to _________(choose) suitable music. Of course, they had trouble_________(select)which pieces of music to include. In the end, 27 different pieces of music _________ (last) 90 minutes were put on the spacecraft, China is represented by a recording of Guan Pinghu _________(play) an ancient piece called Flowing Water on the Chinese instrument qin. It is said that Boya wrote it. It took about 40 years for the Voyager spacecraft_________(enter) the space between the stars. We do not know what will happen in the end, but maybe the sound of the qin will one day be heard on a distant planet. Suggested answers: ①representing ②to explore ③Sending ④choosing ⑤selecting ⑥lasting ⑦playing ⑧to enter 【设计意图】此练习比上一练习难度稍大一点,层次略深一些,让学生在具体的短文语境中,用动词的正确形式填空,巩固了已学的知识,体现了主题意义。 活动三:概括与整合 1. Summary.Ask students to review what they have learnt. 2. Extension.Ask students to refer to grammar book, dictionaries, or the Internet if necessary. 【设计意图】通过借助语法书、词典、网络等学习资源来解决所遇到的问题,以提高学生的自主学习能力。 活动四: 提升与运用 Ask students to translate the following sentences using the correct forms.①和比尔争论是没有用的,因为他永远不会改变主意 _____________________________________________ . ② 乘公共汽车上学通常要花我 10 分钟时间。 _____________________________________________. ③ 袁隆平院士是一位著名的科学家,他一直致力于水稻研究。 _____________________________________________ . ④ 既然你们三个都到了,我们就开始着手处理那个复杂的问题吧。 _____________________________________________ . ⑤无论有多忙,父母都应该花时间来陪伴孩子。 _____________________________________________ . Suggested answers: ①It is no use arguing with Bill, because he will never change his mind. ②Going to school by bus usually takes me 10 minutes. ③Academician Yuan Longping was a famous scientist,who had devoted himself to doing research on rice. ④Now that you three have all arrived, let's get down to dealing with that complicated problem. ⑤No matter how busy they are, parents should spend time on accompanying their children. 【设计意图】在句子中体会更多动词-ing 形式的使用场合,使学生在巩固和拓展已有的语法知识的基础上，在具体的语境中恰当地运用所学语法知识来理解和表达意义,进一步增强英语语法意识。 StepⅢ 迁移创新 活动五: 比赛与评价 The teacher divides the whole class into several groups. Each group explains the uses of verb-ing forms as subjects and objects to the rest, The group doing the best shall be awarded. 【设计意图】以小组比赛的方式,鼓励学生复习本课时所学语法知识。 活动六: 想象与创造 Have students work in pairs and discuss how traditional Chinese music can be appreciated by a larger audience.Ask students to make a list of measures, using verb-ing forms as subjects or objects.Example : Holding music festivals will give the public more chances to appreciate traditional Chinese music. Suggested answers: ① Organizing traditional music tours around the country might give people more access to traditional Chinese music. ②Encouraging students to learn how to play traditional Chinese musical instruments can increase appreciation of the music. ③The media companies can contribute by making more documentary films or TV programmes to promote traditional Chinese music. ④People might benefit from having traditional Chinese music competitions locally or countrywide. ⑤Chinese music communities could suggest starting more websites about traditional music. 【设计意图】在语境中帮助学生学会运用语法知识理解和表达意义，引导学生准确、恰当、得体地使用语言形式表达意义,倡导以语言运用为导向的“形式---意义---使用”三维动态语法观，采用“讨论”的学习实践活动,引导学生发展英语语法意识和能力。 板书设计 Unit 2 The universal language Period II Grammar and usage I.学习理解 活动一: 获取与梳理 I. Figure out the functions of verb-ing forms. 2. Exploring the rules. 3. Working out the rules.. Ⅱ. 应用实践 活动二:内化与运用 Applying the rules. 活动三: 概括与整合 活动四: 提升与运用 Translate. III. 迁移创新 活动五:比赛与评价 活动六:想象与创造 Discuss. 第 1 页 共 4 页 学科网（北京）股份有限公司 $$