Unit 4 Period 2 Learning About Language（教学设计）英语人教版2019选择性必修第一册

该高中英语教学设计聚焦动词-ing形式作宾语和表语的用法，通过肢体语言主题视频导入，关联初中及高一已学动词-ing知识，以词汇搭配、语法辨析为支架，构建“感知—探究—应用”学习路径。 特色在于融合核心素养，文化意识上借肢体语言跨文化差异引导感知，思维品质上通过例句对比让学生自主归纳语法规则，语言能力上设计图片描述任务促进运用。视频导入激发兴趣，语篇填空强化语境应用，提升学生表达能力，为教师提供可操作的语法教学模式。

Unit 4 Body Language Period 2 Learning About Language教学设计 教学基本信息 单元名称 选择性必修第一册Unit 4 Body Language 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：人民教育出版社 出版日期：2019年11月 课时安排 2课时(80min) 课型 语言知识课（词汇与语法） 教学设计理念 依据《英语课程标准》要求，本节课以 “肢体语言” 为主题，整合词汇、语法等语言知识与 “智能家居、未来生活” 主题语境，通过 “感知 — 探究 — 应用” 的学习路径，实现语言知识的语境化习得。教学目标聚焦可操作性，各环节均服务于 “掌握未来相关词汇及将来进行时” 的核心目标，避免知识碎片化。本节课通过 “肢体语言技” 的真实语境，引导学生在完成词汇搭配、语法辨析等任务中，感知语言知识的实用价值。通过对比、归纳等活动，帮助学生自主构建非谓语动词-ing用法的语法体系，最终能运用目标语言描述肢体语言，实现 “语言学习 — 思维训练 — 文化感知” 的统一。 教材分析 【What】本课时围绕主题语境设置了四个活动：第一部分是识别动词-ing形式作宾语和表语的特征与功能。第二部分是根据对句子的理解，选择正确的单词和短语并用其正确形式填空，判断其功能。第三部分是根据上下文用正确的单词和短语的正确形式填空补全段落。第四部分要求学生结合自己对所提供图片中出现的肢体语言的仔细观察，尝试尽可能的使用动词-ing形式描述图片。 【Why】在本单元主题语境中学习动词 -ing 形式作宾语和表语的用法，让英语句式表达更丰富多彩。 【How】在本单元主题语境中学习动词 -ing 形式作宾语和表语的用法，让句子。句式表达更丰富多彩。本课以例句示范，补全句子、补全语篇描述图片的形式，让学生识别动词 -ing 形式作宾语和表语的特征，练习其用法，使学生能用其自如地的描述场景、事件或人的动作等。在语法学习的过程中加深对主题意义的理解。 学情分析 1. What I know 学生在初中及高一阶段已对动词-ing进行了系统学习，相关知识已构成其英语认知体系的一部分。本课对于动词-ing的进一步学习，正是以这一已有认知为基础展开的。通过探究动词-ing的结构与功能，学生能进一步明晰动词-ing在具体用法上的差异，从而丰富自身的英语语言知识储备，最终实现英语语言运用与表达能力的提升。 What I want to know 学生对动词-ing的具体用法存在模糊认知，需强化在语境中辨析和运用的能力；对主题词汇的搭配规律需系统梳理。 What I learned 学完本课后： 1. 学生能够积累更多适用于肢体语言 语境的词块，进一步扩大自身的词汇储备； 2. 学生将熟练掌握动词-ing的形式、含义及具体用法； 3. 学生可以运用本节课所学的目标语法结构，对肢体语言进行准确、恰当的表达。 教学目标 1. 语言能力：通过介绍肢体语言在良好人际关系和社会交往中运用，在语境中学习理解doing形式作宾语和表语的用法。 2.文化意识：结合本课时内容，通过介绍肢体语言在良好的人际关系和社会交往中的运用，在语境中学习理解动词-ing形式做宾语和表语的用法。 3.思维品质：本单元涉及不同文化背景下身势语的差异和如何使用身势语的话题；身势语是一个民族文化的组成部分，在当今跨文化交际越来越频繁的世界里，了解其他国家的无声语言有助于促进交流和有效沟通，避免误解和尴尬。 4. 学习能力：获取更多主题语境信息，加深对主题意义的理解。 教学重难点 1. 重点：在主题语境中学习动词-ing作宾语和表语的作用，让英语句式表达更丰富多彩。 2.难点：通过各项活动练习v-ing用法，使学生能够自如地描述场景、事件，在语法学习过程中加深对主题语境意义的理解。 教学资源 教材、学案、课件、黑板、粉笔、一体机、智能家居相关视频及图片。 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.Enjoy a video and pay attention to how body language can convey different types of feelings and meanings. Activity 2: Practice 1、Fill in the table with different forms of the words. Refer to a dictionary if necessary. Introduce some suffixes which can form nouns,adjectives and adverbs base on verbs to students. Ask students to fill in the table with different forms of the Noun Verb Adjective Adverb differ vary rely interact approve embarrass Suggested answers: 2. Work out the meanings of the underlined words in the sentences below. In pairs, list more words of the same kind. I rest my head on the desk to get some rest. The child displayed great interest in the huge fireworks display. Most students favour the plan, while their teachers are not in favour of it. Jeremy witnessed the whole incident and was expected to be the key witness at the trial. His lack of eye contact when talking with people shows that he lacks confidence. When he noticed a slight frown on his twin sister’s face, he frowned as well. Suggested answers: 3.Read the passage about body language. Fill in the blanks with the correct forms of the words and phrases in the box. by contrast by comparison break down interaction demonstrate approve of clue gesture When we think about nonverbal behaviour, or body language, we think about communication. When we think about communication, we think about ___________. So what is our body language _______________ to others? Social scientists have spent a lot of time looking at the effects of our body language. We make assessments and inferences from body language. And according to those judgements we ___________ one person and dislike another. So body language provides external ___________ that are influenced by internal thoughts and feelings. Scientists have found that when we feel proud and powerful, we usually straighten up to make ourselves bigger. ___________, when we feel powerless, we tend to slump, making ourselves smaller. It is obvious that our minds can influence our bodies. But is it also true that our bodies can affect our minds? Scientific experiments show that if we make powerful __________ long enough, we may actually feel more powerful. People who remember to use positive body language are more likely to feel positive ___________, so some scientists suggest that we use our bodies to try power posing to help ___________ our feelings of shyness and powerlessness. Suggested answers: interaction;demonstrating;approve of;clues;By contrast;gestures;by comparison;break down 通过视频激发兴趣，关联学生已知的肢体语言所表达的含义，为后续语言学习铺垫语境。 此部分采用信息输入的方法，将常用的名词后缀、形容词后缀、副词后缀呈现给学生，为下一步的词性转换做好充足的准备，实现了化繁为简、逐层推进的意义。为培养学生们的语言能力、学习能力起到了积极的作用。 此活动的设置训练了学生的此类转换能力，增加了学生的词汇量，实现了以动词为词根，通过添加不同的后缀而转换成为其他不同的词性，帮助词汇系统的构建，促成思维导图的雏形。 此活动的设置更好的帮助学生学习使用本单元的重点词汇分析判断同义词为在不同的语境下的不同用法及含义。词汇填空题提升了学生的词汇运用能力，同时通过文本阅读帮助学生进步熟悉肢体语言在人际交流中的地位及作用。 5min 7min Activity 3: Presentation 1.Tell the function of –ing form in each sentence. 2. Review of the usage of the –ing form. Look at the examples below, paying attention to the italicised parts. Find other examples from the reading text. 复习-ing形式做主语、定语、状语、宾语补足语、宾语和表语的用法及示例，识别动词 -ing 形式做宾语和表语的特征和功能。 通过介绍肢体语言在良好人际关系和社会交往中的应用，在句子中使用了动词 -ing 形式作宾语和表语，增加了表达效果。在课文中寻找更多含有动词-ing 形式作宾语和表语的句子，使学生在具体语境中通过分析句子结构，识别动词 -ing 形式所作的成分，区别动词-ing 形式作宾语和动词 -ing 形式作表语的用法，初步认识和理解动词-ing 形式作宾语和表语的特征。 12min 1. She considers folding her arms a defensive posture when negotiating. 2. They admit leaning forward during a conversation to show genuine interest. 3. I don’t allow crossing legs in my yoga class because it can suggest disengagement. 4. I feel like blinking my eyes rapidly when the strong light shines. 总结1： 有些动词后只能跟动词-ing形式作宾语，而不能跟动词不定式作宾语。 常跟动词ing作宾语的动词歌诀: 喜欢考虑要想象(enjoy, consider, imagine/fancy) 介意冒险可避免(mind, risk, avoid) 允许承认不喜欢(allow, admit, dislike) 欣赏错过可理解(appreciate, miss, understand) 主张完成不拖延(advocate, finish, delay/postpone) 建议坚持勤练习(suggest/advise/recommend, keep, practice) 反对逃避不放弃(oppose/resist, escape, quit) 常跟动词to do 形式作宾语的动词 When he means to express friendliness and openness, he always smiles. That he always smiles means expressing friendliness and openness. 总结2：有些动词既可接to do 又可接动词-ing形式作宾语，且意义不同。 go on doing 继续做原来做的事 go on to do 接着做另一件事 mean doing 意味着要做某事 mean to do 想要做某事 stop doing 停止做某事 stop to do 停下来去做（别的事） try doing 试着做某事 try to do 努力做某事 be used to doing 习惯于做某事 be used to do 被用来做某事 can't help doing 禁不住做某事 can't help to do 不能帮助做某事 1. The speaker focused his attention on gesturing with his hands. 2. She expressed her feelings through nodding her head. 3. The audience showed their eagerness with leaning forward. 4. He conveyed his message by smiling to the audience. 5. The interviewer judged the candidate based on observing their facial expressions. 总结3： 动词-ing 形式常位于 之后作宾语成分，与其前面的介词一起构成 结构。 Suggested answers: 介词；介宾 I am looking forward to going to the conference to learn more about nonverbal communication. 总结4：“动词 (＋名词/形容词/副词)＋介词”结构，其后如果出现非谓语动词形式，只能用动名词，其中的to皆为介词，而不是不定式符号。这类结构有admit to, be/get/become used to, be equal to, devote ...to, get down to, look forward to, object to, stick to, take to, see to, lead to, pay attention to等。 Although body language is really powerful, it needs using properly. Although body language is really powerful, it needs to be used properly. 总结5：有些动词可接动词-ing形式的主动形式表示被动意义，相当于不定式的被动形式。如need/want/require/deserve doing相当于need/want/require/deserve to be done。 总结6：在形式宾语中动词-ing的使用 I found it useless (no use )_____________(争论这个问题). Do you consider it any good _____________(再试一次)? Suggested answers： arguing about the problemtrying again； 总结7：1.动词-ing形式作表语，①多表示一般性的或习惯性的动作，一般说明主语的内容，可与主语互换位置。 The crucial thing is using body language appropriately. Her job is keeping the lecture hall as clean as possible. ＝Keeping the lecture hall as clean as possible is her job. 注意：但当主语是aim/goal/purpose/intention, suggestion/advice/proposal, idea/the next step,plan/ambition/dream,duty等这类表示“目的与意图，建议与想法，目标梦想与责任等时，用to do做表语，to do做表语通常是强调一次性的，具体的将要发生的动作。 2.一些表示状态、品质、情绪的动词-ing形式可作表语，②具有形容词的性质，说明主语的性质、特征等。如：moving，interesting，encouraging，exciting，inspiring，boring，surprising等，这类分词有“令人……的”的含义。 It’s amazing how much we understand just by watching people’s gestures and expressions. The news is very exciting. Your speech is very interesting and encouraging. 动词-ing形式的复合结构作宾语和表语 请思考：What’s the difference between the following two sentences? Do you mind smoking here? 你介意在这儿抽烟吗？ Do you mind my/me smoking here? 你介意我在这儿抽烟吗？ 句（2）中smoke的逻辑主语是 ，而不是句子主语you，所以必须使用v-ing的复合结构。 Suggested answers：my/me 总结8：当v-ing形式作宾语/表语，且它的逻辑主语不是句子的主语时，就需要使用v-ing形式的复合结构。 形式：形容词性物主代词/代词宾格/名词/名词所有格＋(not) doing 1. I know nothing about his _________ (serve) in the army. 2. John’s ________ (come) here will get us out of trouble. Suggested answers:serving;coming Activity 4 Consolidation 一、单句语法填空 1．It was an unpopular decision to postpone _________ (build) the new hospital. 2．One learns a language by making mistakes and __________ (correct) them. 3．Though it sounds a bit too expensive, it is worth _________(buy). 4．She is very busy ________(write) her papers. 5．________(paint) is her hobby. 6．Something is wrong with the computer and it requires___________(repair).  7．I appreciate his _________(devote) himself to the cause of agriculture. 8. She can’t stand __________ (keep) waiting. 9. The little boy slipped into the classroom without __________ (notice) by the teacher. 10. Peter is angry about ________________(not invite) to the party. 11. Climbing mountains was __________, so we all felt _________. (tire) 12. It was a really _________(terrify) experience. Afterwards, everybody was very ________(shock)． 13. You may find it _____________ (astonish) that Charlie Chaplin was taught to sing as soon as he could speak and dance as soon as he could walk. 14. For those with family members far away, the personal computer and the phone are important in staying __________ (connect)． 15. The news was ______ (shock), and there was a _____ (frighten) look on her face. Suggested answers: 1.building2.correcting 3.buying4.writing 5.Painting 6.repairing/to be repaired7.devoting8.keeping 9.being noticed 10.not being invited11.tiring；tired 12.terrifying;shocked 13.astonishing 14.connected 15.shocking;frightened 2. Complete the sentences using the -ing form and state their functions. amuse, teach, break down, call on, bow, get through, assess (1) Bill's job is _________ sign language. (2) The theme of his presentation is _____________ barriers between groups. (3) By _________, we mean "bending our head or body forward as a sign of respect or shame". (4) ______________ three kilometres of heavy traffic took me almost 25 minutes. (5) We intended to visit the theme park but ended up ___________ Professor Zhang. Suggested answers: 1.teaching 2.breaking down3.bowing 4.Getting through 5.calling on 3. Complete the passage with the correct forms of the words and phrases. lie, challenge, consider individual differences, maintain, consider the whole picture, evaluate a patient's condition Reading body language is not an easy task. It can be ____________ because interpreting the signs that another person shows requires _____________________________. In this sense, it can be compared to a doctor ___________________________._____________________________ is also key to reading people's body language accurately. For example, when _________, some people avoid eye contact. By contrast, others may _________ eye contact even longer than usual. Suggested answers: challenging; considering the whole picture; evaluating a patient's condition; Considering individual differences;lying;maintain 4. Talk about the body language you can read from the following pictures. Use at least one -ing form for each picture. Suggested answers: The man is trying on his new clothes. It seems that he is quite satisfied with them because he is smiling at himself in the mirror. It seems that the lady is in a hurry because she keeps looking at her watch now and then to show her impatience. The boy is afraid of the barking dog. He is trying to run away from an angry dog to avoid being bitten by the ferocious dog. Activity 5 Summary 通过对句子的理解，选择正确的单词或短语填空，在通过分析句子结构很容易辨析出在系动词后的动词-ing形式作表语，动词（短语）和介词后的动词-ing形式作宾语，动词-ing形式放在句首做主语。通过该活动让学生在补全句子的基础上分析句子成分，从中感受，总结出动词暗记形式、作宾语和表语的特征并正确使用。 通过对整个语篇的理解，选择正确的单词和短语，再通过分析句子结构判断出单词和短语的正确形式。通过进一步的练习，使学生更加明确动词-ing形式的用法，训练学生分析句子成分的能力，使学生在练集中掌握动词 -ing。形式在具体语境中作宾语和表语的技巧并灵活使用。 通过让学生识别-ing在句中所作的成分，让学生快速进入课堂语法学习状态。 通过在给出的示例中总结动词-ing形式做宾语的用法，使学生在具体语境中分析句子结构，识别动词-ing形式所作的成分。区别动词-ing形式作主语、宾语、表语和作状语、补语等的不同用法，初步认识和理解动词-ing形式作宾语的特征。 通过示例总结-ing形式做表语的用法，并区分其与不定式作表语的区别。 通过示例，启发学生对-ing形式的复合结构的理解。 让学生通过更多语法练习更加熟练掌握-ing形式做表语和宾语的用法。 通过让学生概括总结重点用法，让学生了解常见语法规则，锻炼学生的语言分析和概括能力。 在学习和练习了动词，按 -ing 形式作宾语和表语的用法之后，把语法置于现实生活情景中，学生结合自己对所提供图片中出现的肢体语言的仔细观察，尝试尽可能的去使用动词-ing形式描述图片，练习在特定的语境中使用动词-ing形式表达自己的想法，加深了对动词按形式用法的理解。改变了单纯语法练习，提高了学习语法的兴趣。 32min 应用实践 Activity 6 Assessment 让学生自主反思学习效果，为后续复习提供方向。 1min Activity 7 Assignment Task1:Read the passage. Underline and correct the mistakes. (P83) Body language is as important as words in communication with other people. The crucial factor is recognize the fact that body language differs in various cultures, but it is also important to “do in Rome as the Romans do”. For example, show the gesture for “OK” in many cultures can meaning “money” in Japan or “zero” in France. By contrast, make such a gesture in Brazil or Germany can being offensive. Of course, some body language is sharing by all cultures. For instance, waved one's hand while see your friend off is like to say “Good-bye”, and smile often gets people through difficult situations. Suggested answers： Task2:Translate the following passage using v.-ing form. 在与他人交流时，肢体语言和语言表达同样重要。关键在于要认识到这样一个事实：肢体语言在不同文化中存在差异，但 “入乡随俗” 也同样重要。例如，在许多文化中表示 “好的” 的手势，在日本可能意味着 “钱”，在法国则表示 “零”；相反，在巴西或德国做出这样的手势却可能带有冒犯意味！当然，有些肢体语言是所有文化共通的。比如，送别朋友时挥手就相当于在说 “再见”，而微笑往往能帮助人们渡过难关。 在学习和练习了动词-ing 形式的用法之后，把语法置入真实的生活情景中，让学生结合自己的具体情况，介绍某一地点，文章中尝试尽可能多地使用动词-ing形式。在特定的语境中使用动词-ing形式来写作，加深了对动词-ing形式用法的理解，改变了单纯语法练习，提高了学生学习语法的兴趣。 15 min Possible Version： 板书设计 UNIT4 BODY LANGUAGE Learning About Language Discover useful structures 教学反思 1. 优势：通过肢体语言将词汇与语法学习具象化，学生参与度较高；练习设计由浅入深，符合认知规律，提升了学生的兴趣，通过例子启发学生自己归纳总结，把学习交给学生，体现了以学生为主体，教师为主导的启发式教学。 2. 不足：动词 - ing 形式的时态语态讲解时间较紧，部分学生可能理解不透彻；构词法的灵活应用练习可增加多样性（如词形转换游戏）。 3. 优化方向：下次课可增加 “构词法猜词”“语法情境对话” 等活动，强化知识的灵活运用；针对难点录制微视频供学生课后复习。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $