Unit 4 Stage and Screen-Using language 教案-2025-2026学年高中英语外研版必修第二册

Unit 4 Stage and Screen-Using language 内容导航 This section centers on the grammar point of present participles as adverbials, combined with the theme of stage and screen. It guides students to identify, understand and use present participles to express time, reason, condition, accompaniment and other logical relations through textbook sentences, exercises and practical activities, integrating vocabulary related to opera and drama to improve language application ability. 教学目标和重难点 1. 教学目标 Language Competence: Students will master the usage of present participles as adverbials and related stage-and-screen vocabulary, and be able to use them correctly in sentences and short writings. Cultural Awareness: They will understand the expression differences of stage and screen works in different languages, appreciate the charm of Chinese and Western performing arts, and enhance cross-cultural communication awareness. Thinking Quality: They will develop logical thinking by analyzing the logical relations between present participles and main clauses, and critical thinking by comparing different sentence structures. Learning Ability: They will cultivate autonomous learning and cooperative inquiry abilities through observation, comparison, practice and group activities, and master effective grammar learning strategies. 2. 教学重难点 Key Points: Master the basic forms (doing, having done) and usages of present participles as adverbials (expressing time, reason, condition, accompaniment, result, etc.); understand the logical consistency between the logical subject of present participles and the subject of the main clause; grasp the conversion between present participles as adverbials and adverbial clauses. Difficult Points: Correctly using present participles to express different logical relations in specific contexts; avoiding mistakes in the consistency of logical subjects; distinguishing the differences between present participles and infinitives as result adverbials; flexibly applying the structure in writing and translation. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing pictures of Peking Opera and Western opera, and asks students two questions: “Have you ever watched Peking Opera or Western opera? How did you feel when you watched the main characters come on stage?” After inviting 2-3 students to share their answers, the teacher presents two sentences from the reading passage of this unit on the screen: ① Having seen quite a few productions of Hamlet and read the play many times, I was full of confidence – until the Peking Opera came to town! ② Then, seeing the main characters come on stage, I was surprised! The teacher guides students to observe the two sentences and asks: “What is the difference between these two sentences and the common sentences we have learned before? What are the underlined parts used for?” Then, the teacher briefly summarizes that the underlined parts are present participles, which are used as adverbials in the sentences to enrich the expression. Finally, the teacher introduces the topic of this lesson: “Today we will learn the usage of present participles as adverbials, and we will combine the theme of stage and screen to master this important grammar point.” Design Intention: The lead-in links the new lesson with the unit theme of “Stage and Screen” and the previous reading content, which can quickly activate students’ existing knowledge and emotional experience. By presenting familiar sentences from the textbook, students can intuitively perceive the form and function of present participles as adverbials, reducing the difficulty of learning new grammar. At the same time, asking questions can arouse students’ curiosity and enthusiasm for learning, laying a good foundation for the subsequent teaching. Step 2: Presentation and Exploration (Grammar Explanation and Inquiry) First, the teacher guides students to conduct in-depth observation and exploration of the two sentences presented in the lead-in, and designs a series of guiding questions to help students summarize the basic characteristics of present participles as adverbials. Question 1: “In sentence ①, who had seen quite a few productions of Hamlet and read the play many times? In sentence ②, who saw the main characters come on stage?” (Guide students to find that the logical subject of the present participle is the subject of the main clause “I”, which ensures the consistency of the logical subject.) Question 2: “Can we rewrite sentence ① into ‘Since I had seen quite a few productions of Hamlet and read the play many times, I was full of confidence...’? Can we rewrite sentence ② into ‘When I saw the main characters come on stage, I was surprised!’?” (Guide students to find that present participles as adverbials can be converted into corresponding adverbial clauses, and the core function is to make the sentence structure more concise.) Question 3: “Is the structure of present participles as adverbials more commonly used in spoken English or written English?” (Guide students to understand that this structure is more common in written English, which is helpful for improving the formality and fluency of writing.) After students discuss and answer the questions, the teacher summarizes the basic definition: Present participles (doing, having done) can be used as adverbials in sentences to express time, reason, condition, accompaniment, result, concession and other logical relations. The logical subject of the present participle is usually the same as the subject of the main clause, and it generally expresses an active and ongoing relationship. Next, the teacher classifies and explains the specific usages of present participles as adverbials, combined with examples related to the theme of stage and screen, so that students can better connect with the unit content. 1. Present participles as time adverbials: It is equivalent to adverbial clauses guided by when, while, after, etc. The teacher presents examples: “Seeing the Peking Opera performers wear exquisite costumes, the audience couldn’t help cheering.” (Equivalent to “When the audience saw the Peking Opera performers wear exquisite costumes, they couldn’t help cheering.”) The teacher emphasizes that when expressing an ongoing action, “when/while” can be added before the present participle, such as “While watching the opera, we enjoyed the beautiful music and wonderful performances.” 2. Present participles as reason adverbials: It is equivalent to adverbial clauses guided by because, as, etc. Example: “Being interested in Peking Opera, many foreign students come to China to learn it.” (Equivalent to “Because many foreign students are interested in Peking Opera, they come to China to learn it.”) 3. Present participles as condition adverbials: It is usually placed at the beginning of the sentence, and conjunctions such as if and unless can be added before it. Example: “Taking full advantage of the stage skills, the actors can show the characters’ emotions more vividly.” (Equivalent to “If the actors take full advantage of the stage skills, they can show the characters’ emotions more vividly.”) 4. Present participles as accompaniment adverbials: It is used to describe the action that happens at the same time as the predicate action, which can be converted into a compound sentence. Example: “The actress walked onto the stage, holding a red fan in her hand.” (Equivalent to “The actress walked onto the stage and held a red fan in her hand.”) 5. Present participles as result adverbials: It is usually placed at the end of the sentence, separated by a comma, indicating a natural and expected result. The teacher presents an example: “The opera was well-performed, attracting thousands of audiences.” At the same time, the teacher distinguishes it from infinitives as result adverbials: “The actor tried his best to perform, only to be criticized by the director.” (Infinitives with “only” indicate an unexpected result.) 6. Present participles as concession adverbials: It is equivalent to adverbial clauses guided by though, although, etc. Example: “Having little experience in stage performance, he still tried his best to finish the performance.” (Equivalent to “Though he had little experience in stage performance, he still tried his best to finish the performance.”) In the process of explanation, the teacher also emphasizes the two common forms of present participles as adverbials: ① General form (doing): It indicates that the action of the present participle happens at the same time as the predicate action or is in progress. ② Perfect form (having done): It indicates that the action of the present participle happens before the predicate action, such as the sentence ① in the lead-in: “Having seen quite a few productions of Hamlet...” (The action of “seeing and reading” happens before “being full of confidence”.) Design Intention: This link adopts the “inquiry-based learning” method, guiding students to discover and summarize grammar rules through observation, comparison and discussion, which is more conducive to students’ understanding and memory than simple explanation. Combining examples related to stage and screen makes the grammar teaching not isolated, but closely connected with the unit theme, helping students realize the practical value of grammar. Distinguishing different usages and forms in detail can help students clarify the key points and lay a foundation for subsequent practice. Step 3: Controlled Practice (Consolidation of Basic Knowledge) After the grammar explanation, the teacher arranges controlled practice to help students consolidate the basic usages of present participles as adverbials. The practice is divided into three parts, from easy to difficult, to meet the learning needs of different students. Practice 1: Fill in the blanks with the correct form of the given verbs. The verbs are closely related to the theme of stage and screen, such as perform, watch, appreciate, combine, transform, etc. ① ________ (watch) the Peking Opera “Hamlet”, I realized the charm of cross-cultural integration. ② ________ (perform) on the stage for many years, the actor has accumulated rich experience. ③ The director tried to ________ (combine) traditional Chinese art with Western drama, creating a new stage style. ④ ________ (transform) the small stage into a wonderful wonderland, the designers spent a lot of time and energy. After students finish the exercises independently, the teacher invites students to share their answers, and explains the reasons for choosing the form (doing or having done) and the logical relation expressed by the present participle. Practice 2: Rewrite the adverbial clauses into present participles as adverbials. ① Because she was absorbed in the opera, she didn’t notice the time passing by. ② When we arrived at the theater, the performance had already started. ③ Though he is a famous actor, he is still very modest. ④ After he finished his performance, he bowed to the audience. The teacher guides students to pay attention to the conversion method: delete the conjunction and the subject of the adverbial clause, and change the predicate verb into the corresponding present participle form (pay attention to the time sequence to determine whether to use the perfect form). Practice 3: Judge whether the following sentences are correct. If not, correct them. ① Seeing the beautiful scenery on the stage, my mood was very pleasant. (Error: The logical subject of “seeing” is “I”, but the subject of the main clause is “my mood”, which is inconsistent.) ② Having finished his homework, the TV was turned on. (Error: The logical subject of “having finished” is “he”, but the subject of the main clause is “the TV”, which is inconsistent.) ③ The film was very exciting, making all the audience excited. (Correct) ④ He walked along the street, sang a song happily. (Error: “sang” should be changed to “singing” to be used as an accompaniment adverbial.) For each wrong sentence, the teacher guides students to find the error reason (mainly the inconsistency of logical subjects) and correct it, emphasizing the key point of “logical subject consistency”. In the process of practice, the teacher walks around the classroom, observes students’ performance, and gives timely guidance to students who have difficulties. After the practice, the teacher makes a summary, emphasizing the common mistakes and key points, helping students deepen their understanding of the grammar rules. Design Intention: Controlled practice is an important link to consolidate grammar knowledge. The practice content is closely combined with the unit theme, which not only consolidates the grammar but also reviews the relevant vocabulary. The design from filling in the blanks to rewriting and error correction conforms to the law of students’ cognitive development, from simple to complex, helping students gradually master the usage of present participles as adverbials. Timely guidance and summary can help students find their own mistakes and avoid repeating them, improving the efficiency of practice. Step 4: Semi-Controlled Practice (Application in Context) On the basis of controlled practice, the teacher arranges semi-controlled practice to guide students to apply the learned grammar knowledge in a specific context, connecting grammar learning with language application. Activity 1: Group Discussion. Divide students into groups of 4-5, and give each group a topic related to stage and screen, such as “My Favorite Opera/ Film”, “The Characteristics of Peking Opera”, “The Differences Between Western Drama and Chinese Opera”. Each group is required to discuss the topic, and use at least 3 sentences with present participles as adverbials in the discussion. The teacher gives an example: “When talking about my favorite film, I think of ‘Titanic’. Having watched it many times, I still feel moved every time. The actors perform very well, showing the true feelings between the hero and the heroine.” After the discussion, each group sends a representative to share the group’s views, and the teacher comments on the use of present participles as adverbials, affirming the correct use and pointing out the existing problems. Activity 2: Sentence Expansion. The teacher gives some simple sentences related to stage and screen, and asks students to expand them by adding present participles as adverbials to make the sentences more vivid and rich. For example: ① The actors walked onto the stage. (Expansion: The actors walked onto the stage, smiling and waving to the audience.) ② The audience applauded. (Expansion: Having watched the wonderful performance, the audience applauded warmly.) ③ The opera ended. (Expansion: The opera ended, leaving a deep impression on everyone.) Students complete the expansion independently, then exchange their works with their deskmates, and comment on each other’s use of present participles. The teacher selects some excellent works to display on the screen and gives praise and guidance. Design Intention: Semi-controlled practice transforms grammar knowledge into practical language skills, which is in line with the teaching concept of “applying while learning”. Group discussion not only cultivates students’ cooperative learning ability but also provides students with an opportunity to use grammar in oral communication. Sentence expansion helps students understand the role of present participles in enriching sentence expression, improving their ability to use language flexibly. Mutual evaluation between students can enhance their sense of participation and help them find problems in their own use. Step 5: Communicative Practice (Comprehensive Application) This link focuses on comprehensive application, guiding students to use present participles as adverbials in listening, speaking, reading and writing, and integrating the grammar knowledge with the unit theme to achieve the goal of comprehensive language application. Activity 1: Listening and Retelling. The teacher plays a short passage about a stage performance (the passage contains 3-4 sentences with present participles as adverbials). The content of the passage is: “Last weekend, I went to watch a Peking Opera performance with my friends. Having arrived at the theater early, we got good seats. The performance started with an orchestra playing traditional Chinese instruments, bringing a unique sound to our ears. The actors wore exaggerated costumes and performed vividly, making the audience deeply absorbed. After the performance, we talked about the characters and the plot, feeling very excited.” The teacher plays the passage twice. The first time, students listen and understand the main content; the second time, students listen and take notes of the sentences with present participles as adverbials. Then, students retell the passage in their own words, requiring to use the learned present participles as adverbials as much as possible. The teacher invites several students to retell, and comments on their pronunciation, intonation and the use of grammar. Activity 2: Writing Practice. The teacher asks students to write a short passage (80-100 words) with the title “A Unforgettable Stage Performance” or “My View on Peking Opera”. The requirements are: ① Centering on the theme of stage and screen; ② Using at least 4 sentences with present participles as adverbials; ③ Using the vocabulary related to stage and screen learned in this unit (such as opera, performance, actor, costume, applause, etc.). Before writing, the teacher gives a writing outline: ① The time and occasion of the performance; ② The process and characteristics of the performance; ③ Your feelings and opinions. Students write independently, and the teacher walks around to guide students who have difficulties in writing, such as how to choose the appropriate present participle form and how to connect sentences smoothly. After writing, students exchange their works in groups, and each group selects an excellent work to display and comment on. The teacher also selects some typical works (including excellent works and works with common mistakes) to comment on, emphasizing the correct use of present participles as adverbials and the coherence of the passage. Activity 3: Role-Play. Divide students into groups of 3-4, and assign roles: actor, director, audience. The task is to simulate a scene of discussing a stage performance. The actor introduces his performance experience, the director puts forward suggestions on the performance, and the audience expresses their feelings about the performance. All roles are required to use present participles as adverbials in their dialogues. For example, the actor says: “Having practiced the performance for a month, I feel confident to show my best state.” The director says: “Using more body language, you can better show the character’s emotions.” The audience says: “Watching your performance, I was deeply moved by the sincere feelings between the characters.” After the role-play, the teacher comments on the performance of each group, focusing on the use of present participles as adverbials and the fluency of the dialogue. Design Intention: Communicative practice integrates listening, speaking, reading and writing, which can comprehensively test students’ mastery and application of grammar knowledge. The listening and retelling activity helps students improve their listening comprehension and oral expression ability; the writing practice helps students apply grammar knowledge to written expression, improving their writing level; the role-play activity creates a real language communication situation, making students feel the practical value of grammar, and at the same time cultivating their cooperative ability and communicative ability. All activities are closely combined with the unit theme, which helps students deepen their understanding of the theme of “Stage and Screen” while mastering grammar. Step 6: Summary and Reflection (Summarization and Improvement) First, the teacher invites students to summarize the key points of this lesson independently. Students can take turns to speak, and the teacher supplements and sorts out, emphasizing the following points: ① The basic forms and usages of present participles as adverbials (expressing time, reason, condition, accompaniment, result, concession, etc.); ② The key point: the consistency between the logical subject of present participles and the subject of the main clause; ③ The difference between present participles and infinitives as result adverbials; ④ The application of present participles as adverbials in listening, speaking, reading and writing. Then, the teacher guides students to reflect on their learning process: “What have you learned in this lesson? What difficulties have you encountered? How to solve these difficulties? What aspects do you need to improve in the future?” Students think independently and share their reflections. The teacher listens carefully and gives positive guidance and encouragement, helping students establish a correct learning attitude and master effective learning methods. Finally, the teacher assigns after-class homework: ① Review the grammar points learned in this lesson and sort out the notes; ② Complete the exercises in the textbook’s Using language part, focusing on the use of present participles as adverbials; ③ Write a short passage (100-120 words) about a film you have watched, using at least 5 sentences with present participles as adverbials; ④ Watch a Peking Opera or Western opera clip, and try to describe the clip using the grammar knowledge learned. Design Intention: Summary and reflection help students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and deepen their understanding and memory. Letting students reflect on their own learning process can help them find their own problems and deficiencies, and improve their learning ability. The after-class homework is closely related to the content of the lesson, which can consolidate the knowledge learned in class and extend the learning context, helping students achieve the goal of “learning and applying”. Step 7: Extension and Expansion (Cultural Extension and Knowledge Expansion) In order to enrich students’ knowledge and enhance their cultural awareness, the teacher adds an extension link. The teacher shows some short video clips of Peking Opera and Western opera, and introduces the differences in the expression of stage art between Chinese and Western cultures. For example, Peking Opera pays attention to the integration of singing, reciting, acting and fighting, with exaggerated movements and costumes to show the characters’ personalities; Western opera pays attention to the expression of music and singing, and the stage setting is more realistic. Then, the teacher guides students to discuss: “How do these cultural differences affect the language expression of stage works? How can we use the grammar knowledge learned today to describe these cultural characteristics?” In addition, the teacher recommends some English materials related to stage and screen, such as English introductions of famous operas and films, English film reviews, etc., and asks students to read them after class, paying attention to the use of present participles as adverbials in the materials. The teacher also encourages students to use English to share their views on stage and screen works with their classmates, improving their cross-cultural communication ability. Design Intention: The extension link combines grammar teaching with cultural education, which is in line with the requirements of core literacy. By introducing the cultural differences between Chinese and Western stage art, students can broaden their horizons, enhance their cultural awareness and cross-cultural communication ability. Recommending English materials and encouraging students to share can help students expand their learning channels, improve their English reading and expression ability, and realize the integration of language learning and cultural inheritance. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $