Unit 5 Period 2 Using language（教学设计）英语外研版2019必修第二册

Unit 5 On the road Period 2 Using language教学设计 教学基本信息 单元名称 必修第二册Unit5 On the road 学科 英语 学段 高中 年级 高一 主要教材 书名：普通高中教科书·英语必修第二册 出版社：外语教学与研究出版社 出版日期：2019年 课时安排 1课时(45min) 课型 语法课 教学设计理念 本课时以 “学生为中心”，遵循 “观察 — 归纳 — 实践 — 迁移” 的语法学习规律，立足单元主题 “On the road”，将动词 - ing 形式作定语的语法知识融入真实语境中。通过新旧知识衔接、情境化探究、分层实践等活动，引导学生在感知、分析、运用中自主构建语法规则，培养其语言运用能力和逻辑思维能力。同时，结合旅行主题的语境设计，实现语法学习与主题意义探究的结合，提升学生用英语进行真实交流的能力。 教材分析 【What】本课时聚焦 “动词 - ing 形式作定语” 的语法知识，包括：单个 - ing 形式与 - ing 短语作定语的位置规律（前置 / 后置）；-ing 形式与被修饰词的逻辑关系（主动 / 被动）；-ing 形式（现在分词）与动名词作定语的区别；-ing 形式与过去分词（done）、不定式（to do）作定语的差异（时间 / 语态）。 【Why】该语法点是单元阅读材料中的高频结构，掌握其用法有助于学生理解 “旅行” 主题相关文本的简洁表达，提升语言输出的准确性和地道性，符合高中英语对非谓语动词的核心要求，为后续复杂句式学习奠定基础。 【How】教材以单元阅读中的真实例句为切入点，通过 “观察 — 比较 — 归纳 — 练习” 的逻辑展开，从具体语境到抽象规则，再到实践应用，层层递进，兼顾语法知识的系统性与情境性。 学情分析 1. What I know 词汇方面：学生已掌握与 “旅行” 主题相关的基础词汇（如 travel, journey, photograph, adventure 等），以及部分可作定语的形容词（如 dramatic, broken）和动词短语（如 plan to travel），能理解简单的名词修饰结构。 语法方面：已初步了解定语的概念，接触过形容词、过去分词（如 broken cup）、不定式（如 plan to travel）作定语的用法，对 “修饰名词的成分” 有基本认知，但对动词 - ing 形式作定语的规则尚未系统掌握。 背景知识方面：对 “旅行” 主题有生活经验和认知，能理解旅行相关场景（如博客分享、自然景观拍摄等），便于在语境中理解语法规则。 2. What I want to know 动词 - ing 形式作定语的具体用法（如位置规律、与被修饰词的逻辑关系）；如何区分动词 - ing 形式（现在分词）与动名词作定语的差异；动词 - ing 形式与过去分词、不定式作定语的适用场景区别；如何在真实语境（如旅行描述、广告改写）中正确运用该语法结构。 3. What I learned 主题内容方面：能结合 “旅行” 主题，用包含动词 - ing 形式作定语的表达描述旅行场景、人物或事物（如 “the rising sun over the mountains” “travelers exploring the valley”）。 语言知识方面：掌握动词 - ing 形式作定语的核心规则（位置、逻辑关系、与相关形式的辨析），能在填空、转换、写作等任务中准确运用，提升语言表达的简洁性和地道性。 教学目标 1. 语言能力 ①掌握动词 - ing 形式作定语的基本用法（单个 - ing 形式前置、-ing 短语后置）； ②辨析 - ing 形式（现在分词）与动名词作定语的区别，以及与过去分词（done）、不定式（to do）作定语的差异； ③能在 “旅行” 主题语境中正确运用 - ing 形式作定语完成填空、转换、写作等任务。 2. 学习能力 ①通过观察例句、比较分析，培养自主归纳语法规则的能力； ②通过分层练习和作业，提升举一反三的知识迁移能力。 3. 文化意识 在 “旅行” 主题语境中，感知不同场景下的语言表达差异，初步形成跨文化交流中的语境适应意识。 4.思维品质 ①培养逻辑思维（分析 - ing 形式与被修饰词的逻辑关系）； ②提升批判性思维（辨析不同非谓语形式作定语的适用场景）。 教学重难点 教学重点 1.动词 - ing 形式作定语的位置规律（单个前置、短语后置）； 2.现在分词与被修饰词的主动关系及用法； 3.现在分词与动名词作定语的区别。 教学难点 1.动词 - ing 形式的被动式（being done）与过去分词（done）、不定式（to be done）作定语的区别（时间上：being done 表 “正在被做”，done 表 “已完成”，to be done 表 “将要被做”）； 2. 在具体语境中准确选择合适的非谓语形式作定语。 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.What can you see? 2.What is the attribute (定语) ? Translate and find the attributive! a dramatic story a broken cup the rising sun the plan to travel 【答案】1.a dancing girl a sleeping boy a teacher giving a lesson 2.Attributive（定语）：用来修饰、限定、说明名词或代词的修饰成分。含义：汉语中常翻译为“……的”。 形容词；动词-ed；动词-ing；动词不定式 ●通过图片观察和例句翻译，回顾 “定语” 的概念及常见形式（形容词、-ed、-ing、不定式），建立新旧知识的联系，为 “动词 - ing 形式作定语” 的学习铺垫认知基础，快速聚焦课堂主题，激发学生参与兴趣。 3min Activity 2 Presentation: 1. Observation + Comparison 1)Look at the sentences from the interview and answer the questions. ①In sentence (a), who read the blog? ②In sentence (b), what is rising? ③When do we put the -ing form before the noun it modifies and when do we put it after? a ... there were over 200,000 people reading my blog! b I love to photograph the rising sun, ... 【答案】 Over 200,000 people read the blog. The sun is rising. If we use one single -ing form to modify a noun, we usually put it before the noun. If the -ing form plus other words is used to modify a noun, it is usually put after the noun. 2)Compare them with the following sentences and answer the questions. ④What is the difference between the two groups of sentences? ⑤Why does the author choose to use sentences (a) and (b) in the reading passage? 【答案】 ④The first group uses the -ing form as attributive while the second group uses attributive clauses. ⑤Because the sentences using the -ing form as attributive are more concise and colloquial. Look for more sentences with this structure in the interview. 1.Now I spend three weeks out of every month travelling and have over 464,000 fans following me online. 2.Today I’ve been photographing a crocodile swimming close to our boat, the Kimberley Quest, all day. 3.Over time, this could make her a danger to people living in the area. 2. Discovery and Summary 一、概述： 现在分词是一种非限定动词，兼有动词和形容词的特征，在句子中可以作表语、定语、宾语补足语和状语，一般表示进行或主动的意思。现在分词作定语用来修饰和限制名词，表示被修饰名词的用途、功能、特征以及其动作、状态等 二、位置 ①单个现在分词作定语，一般置于被修饰的名词之前。 He asked an embarrassing question. ②现在分词短语作定语，置于被修饰的名词之后。 Do you know the number of people coming to the party? 三、动词-ing形式作定语通常从以下三个方面考查：①说明被修饰词的性质，特征或用途。 They set up an operating table in a small temple. Ladies and gentlemen, please go and wait in the meeting room. ②与被修饰词为主动关系且表示正在进行的动作。 There were about 200 children studying in the art school. Who is the woman talking to our English teacher? ③有些-ing形式已经转化成形容词，常作定语用来修饰物，表示“令人……”: exciting, amusing, amazing, astonishing, shocking, puzzling, confusing, disappointing, discouraging, pleasing, striking, boring, tiring, touching, moving, interesting, satisfying, frightening , terrifying等。 That must have been a terrifying experience. The experiment was an amazing success. 4、 除了-ing 形式能作定语外，如果-ing 形式与被修饰词是被动关系，就用它的被动形式， 即being done通常表示正在被做，常作后置定语： The tall building being built now is our new school. The question being discussed was presented by the head master. 五、-ing 形式还可以是动名词，兼用名词和动词特点，也可以作定语，表示所修饰名词的功能和用途。 I like swimming, but I don’t like to swim in the swimming pool. Mr’s Chen’s teaching methods are noting like thaose of my junior teachers. 比较下列各组短语，分辨是动名词还是现在分词作定语： 1) a walking person a walking stick 2) a sleeping car a sleeping boy a sleeping bag 3) a flying suit a flying fish 4) working people writing desk a moving film 【答案】现在分词；动名词；动名词；现在分词；动名词；动名词；现在分词；现在分词；动名词；现在分词 六、现在分词ing与过去分词done作定语的区别 判断被修饰的词与非谓语动词的逻辑关系 主动ing 被动done ①主动：现在分词ing I have never seen a more moving film. There were over 2000 people reading my blog! I love to photograph the rising sun. ②被动：done已经被... being done 正在被... to be done 将要被... Things lost never come again. 覆水难收 The houses being built are for the children. The question to be discussed at tomorrow’s meeting is important. ●借助单元阅读中的真实例句，引导学生观察、比较并自主回答问题（如 - ing 形式的位置、与定语从句的区别），再系统总结规则（包括位置、用法、与相关形式的辨析）。通过 “发现式学习”，让学生从具体语境中提炼抽象规则，避免机械记忆，培养自主探究能力。 14min Activity 3 Practice 1.用所给此的适当形式填空 ①There was a (disappoint) look on her face when she heard the he (bore) news. ② It is said that there are more than 200 foreign student (study) Chinese in the school. ③Ladies and gentlemen, pleasse go and wait in the (meet) room. ④Those (wish) to join this club should sign here. ⑤A travel company in Hong Kong says it regularly arranges quick getaways here for people (live) in Shanghai and Hong Kong. ⑥The wild flowers looked like a soft orange blanket (cover) the desert. ⑦The question (discuss) now is about English grammar. ⑧They gave a (convince) show of the car’s safety features. ⑨In this information age, we should adapt to the rapidly (change) world. ⑩ As we all know, China is a great country (belong) to the Third World. 【答案】 ①disappointed,boring ②studyig ③meeting ④wishing ⑤living ⑥covering ⑦being discussed ⑧convining ⑨changing ⑩belonging 2.同义词转换 ①A man living in the village rarely sees subway. A man ______________________rarely sees subways. ②They built a highway leading into the mountains. They built a highway . ③The library which is being designed now will be the biggest one in our city. The library _________________________will be the biggest one in our city. ④Wayle is a small river which cuts across the park near my home. Wayle is a small river near my home. ⑤There were some people who were swimming in the river. There were some people . ⑥When I arrived at the village, I saw some tractors which were working in the fields. When I arrived at the village, I saw some tractors ________________. 【答案】 ①who lives in the village ②which leads into the mountain ③being designed now ④cutting across the park ⑤swimming in the river ⑥working in the field 3. 根据汉语补全句子(用分词形式） ①站在门口那个女孩是我的女儿。 The girl ________________________is my daughter. ②有很多学生在操场上打篮球。 There are many students . ③请告诉我此刻正在举行会议的有关情况。 Please tell me something about the meeting _____________________. ④有几个因素促成了我的建议。 There are several factors . 【答案】①standing at the gate ②playing basketball on the playground ③being held just now ④leaing to/contributing to my suggestion(s) 4. Rewrite the underlined words using the -ing form. The Bernina Express follows a route that runs from Eastern Switzerland to Northern Italy. People who travel aboard the Bernina Express have the chance to see incredible views. The landscape that lines the route is beautiful and dramatic, with snowy mountains and green valleys.There is no doubt that the Bernina Express is a journey for travellers who want to get back to nature: the train window becomes the TV screen, and the natural world is the show. 【答案】runnig; travelling; lining; wanting ●遵循"形式-意义-使用"三维训练，逐步实现从机械练习到创造性输出 15min Activity 4 Language points 详解文章中的重点单词、短语。 ●通过提炼语言点，让学生了解本篇文章中的重要知识点。 7min 应用实践 Activity 5 Summary 以思维导图的形式，分别整理和归纳本篇文章的结构和要点。 ●使用思维导图帮助学生系统化地掌握语法结构。 2min Activity 6 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。 2min 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。 Compulsory work： Rewrite the advertisement using the -ing form to make it more compact and coherent. Are you one of those people who work around the clock? Are you getting “itchy feet”? Take a look at our new offer: a once-in-a-lifetime. Go on a boat trip to see whales that jump out of the water and hear the song of dolphins that sing. Watch surfers who catch the waves - and maybe even give it a go yourself! Put on your hiking boots and explore islands with waterfalls and active volcanoes. And at the end of the day, you won’t want to miss the view of the sun that is setting on the sea! Optional work ： Search on the Internet and make a plan: What should we prepare before going on a trip? 【答案】 Are you one of those people working around the clock? Are you getting “itchy feet” ? Take a look at our new offer: a once-in-a-lifetime adventure to the beautiful islands of Hawaii! Go on a boat trip to see whales jumping out of the water and hear the song of singing dolphins. Watch surfers catching the waves - and maybe even give it a go yourself! Put on your hiking boots and explore islands with waterfalls and active volcanoes. And at the end of the day, you won’t want to miss the view of the sun setting on the sea! ●分层作业兼顾不同水平学生：基础作业（改写广告）强化 - ing 形式作定语的运用；拓展作业（旅行准备计划）结合主题实现知识迁移，培养信息搜集和综合表达能力，实现 “学用结合”。 板书设计 必修二 Unit5 On the road Using language 教学反思 优点： 教学环节紧扣 “观察 — 归纳 — 实践 — 迁移” 逻辑，符合语法学习规律，学生参与度较高；结合 “旅行” 主题语境设计活动，避免语法学习的枯燥性，实现知识与语境的融合； 分层练习和作业照顾学生差异，提升学习针对性。 缺点： 动名词与现在分词作定语的辨析练习时间不足，部分学生仍存在混淆；复杂语境中（如 being done 与 to be done 的区别）的讲解不够深入，少数学生应用时出错。 改进： 增加动名词与现在分词作定语的对比案例，设计小组辨析任务，加深理解；针对 being done、done、to be done 的区别，补充时间轴图示辅助讲解，结合更多情境化例句练习，突破难点。 1/11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$