Unit 2 The Universal Language-Grammar and usage 教案-2025-2026学年高中英语译林版选择性必修第一册

Unit 2 The Universal Language-Grammar and usage 教学目标和重难点 1. 教学目标 Language Competence: Master the usage of verb-ing forms as subjects and objects, and apply them correctly in oral and written expressions. Cultural Awareness: Understand the connection between grammar and music culture, and enhance cross-cultural communication awareness. Thinking Quality: Develop the ability of induction, analysis and logical thinking through exploring grammar rules. Learning Ability: Cultivate autonomous learning and cooperative inquiry ability to form scientific learning strategies. 2. 教学重难点 Key Points: Grasp the basic rules of verb-ing forms as subjects and objects, identify their functions in sentences, and master common sentence patterns and collocations. Difficult Points: Distinguish the usage of verb-ing forms and infinitives as subjects and objects, and apply verb-ing forms correctly in complex contexts and writing. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by playing a short video clip about Chinese traditional music, which shows the scene of playing the qin and the story of Boya and Zhong Ziqi. After playing the video, the teacher asks students two questions: “What do you think of the music in the video?” and “What did Boya like doing most in his life?” Then the teacher writes two sentences on the blackboard according to students’ answers: ① Playing the qin was Boya’s lifelong hobby. ② Boya enjoyed sharing his music with Zhong Ziqi. Next, the teacher guides students to observe the underlined parts in the two sentences, and asks: “What are the underlined parts? What functions do they play in the sentences?” The teacher encourages students to express their own opinions freely, and then briefly summarizes: The underlined parts are verb-ing forms, and they act as the subject and object in the sentences respectively. Finally, the teacher introduces the topic of this lesson: Today we will focus on learning the usage of verb-ing forms as subjects and objects, which will help us better understand and express the theme of “The Universal Language”. Design Intention: Combining the unit theme of “music as a universal language”, the lead-in uses a video about Boya and Zhong Ziqi to create a vivid cultural context, which not only stimulates students’ interest in learning, but also naturally leads to the grammar points to be learned. By asking questions and guiding students to observe sentences, it activates students’ prior knowledge of verb-ing forms, lays a foundation for the subsequent exploration of grammar rules, and also infiltrates traditional Chinese culture, which is in line with the requirements of cultural awareness in key competencies. Step 2: Presentation and Exploration (Rule Perception and Induction) First, the teacher guides students to read the short passage on Page 20 of the textbook (the story of Boya and Zhong Ziqi) carefully, and asks them to find out all the sentences with verb-ing forms, and mark the functions of these verb-ing forms (subject or object). Students work in pairs to complete this task, and then the teacher invites several groups to share their findings. The teacher writes the key sentences on the blackboard: 1. Playing the qin was his life. (verb-ing form as subject) 2. Having someone that really understood his music pleased Boya. (verb-ing form as subject) 3. Everyone enjoyed listening to his music and thought highly of his techniques. (verb-ing form as object) 4. He never got tired of sharing his music with Zhong Ziqi. (verb-ing form as object) 5. It’s no use keeping the qin after Zhong Ziqi’s death. (verb-ing form as real subject, it as formal subject) Then, the teacher guides students to explore the rules of verb-ing forms as subjects and objects step by step. For the usage as subjects: The teacher asks students to observe sentences 1, 2 and 5, and discusses the following questions in groups: ① Where is the verb-ing form placed when it is used as a subject? ② What is the number of the predicate verb when the verb-ing form is used as a subject? ③ What is the function of “it” in sentence 5? After the discussion, the teacher summarizes the rules: When a verb-ing form is used as a subject, it can be placed at the beginning of a sentence, and the predicate verb is usually in the singular form; when the verb-ing form is long, we can use “it” as the formal subject, and put the real subject (verb-ing form) after the predicate verb. The common sentence patterns are: It is + adjective/名词 + doing sth (e.g., It is useless doing sth, It is worthwhile doing sth, It is a waste of time doing sth). At the same time, the teacher supplements the compound structure of verb-ing forms as subjects: Adjectival possessive pronouns + verb-ing forms or Noun’s + verb-ing forms (e.g., Their failing in the exam made them sad; Mary’s coming late made the teacher angry). The teacher explains that this structure is used to emphasize whose action it is, and gives several examples for students to understand. For the usage as objects: The teacher guides students to observe sentences 3 and 4, and asks: ① Which words are followed by verb-ing forms as objects? ② Can verb-ing forms be used as objects of prepositions? Then the teacher lists common verbs and verb phrases that are followed by verb-ing forms as objects, such as appreciate, consider, delay, avoid, finish, imagine, miss, mean, resist, risk, suggest, mind, escape, admit, give up, insist on, feel like, be used to, look forward to, etc. The teacher gives examples for each common word or phrase to help students remember, such as “I appreciate your helping me”, “She is used to drinking coffee in the morning”, “We look forward to meeting you again”. In addition, the teacher emphasizes that verb-ing forms are usually used as objects of prepositions, and gives examples: “He is good at playing the piano”, “Thank you for inviting me”, “After finishing his homework, he went out to play”. After summarizing the rules, the teacher presents some wrong sentences, such as “It is important to learn English” and “It is important learning English”, and asks students to judge and correct them, so as to help students distinguish the differences between verb-ing forms and infinitives as subjects. The teacher explains that some adjectives (such as important, necessary, possible) are usually followed by infinitives as real subjects when using “it” as formal subject, while some adjectives (such as useless, worthwhile, funny) and nouns (such as waste, good, use) are followed by verb-ing forms as real subjects. Design Intention: This link adopts the teaching method of “student-centered, teacher-led”, guiding students to perceive grammar rules through reading the text, finding sentences, group discussion and other activities, which conforms to the cognitive law of senior high school students. By combining the text content of the unit, it makes grammar learning not isolated, but closely connected with the theme, which helps students understand the practical application of grammar. The supplement of common collocations and wrong sentence correction helps students grasp the key points and lay a foundation for the subsequent practice. At the same time, group discussion cultivates students’ cooperative learning ability and thinking quality. Step 3: Practice and Consolidation (Skill Training and Application) This link is divided into three levels of practice, from easy to difficult, to help students consolidate the learned grammar rules and improve their application ability. Level: Intermediate Practice (Error Correction) The teacher presents the following wrong sentences on the screen, and asks students to work in groups to find out the mistakes and correct them. Each group is responsible for 2-3 sentences, and then sends a representative to explain the mistakes and corrections to the whole class. 1. It is important learning English well. 2. He is used to get up early every morning. 3. She suggested to go to the concert this weekend. 4. Playing football and swimming is his favorite sports. 5. I mind you to smoke in the classroom. 6. After finish his homework, he went to bed. In the process of explanation, the teacher guides students to analyze the reasons for the mistakes, such as confusing verb-ing forms with infinitives (sentences 1, 3, 5), incorrect collocation of “be used to” (sentence 2), incorrect number of predicate verbs (sentence 4), and incorrect form of verb after preposition (sentence 6). This helps students deepen their understanding of grammar rules and avoid making similar mistakes. Level 3: Advanced Practice (Contextual Application) The teacher sets a contextual task: Suppose you are a music lover, and you are going to write a short passage to introduce your favorite music and your feelings about it. You need to use at least 5 sentences with verb-ing forms as subjects or objects. First, the teacher gives a sample passage to guide students: “Listening to pop music is my favorite pastime. I enjoy singing along with the songs because it makes me feel relaxed. Playing the guitar is also my hobby; I spend two hours practicing it every day. I look forward to attending a pop music concert one day. It is worthwhile devoting time to music, as it brings me happiness and courage.” Then, students write the passage independently. During the writing process, the teacher walks around the classroom to provide guidance for students who have difficulties, such as helping them choose appropriate verbs followed by verb-ing forms, and correcting the incorrect use of verb-ing forms. After completion, the teacher selects several students’ passages to read in class, comments on them, affirms the advantages, and points out the problems that need to be improved. Design Intention: The three-level practice is designed according to the principle of “from easy to difficult”, which conforms to the cognitive law of students and helps students consolidate grammar rules step by step. The basic practice focuses on the mastery of basic rules, the intermediate practice focuses on the correction of common mistakes, and the advanced practice combines the unit theme to let students apply grammar rules in practical writing, which not only improves students’ language application ability, but also connects grammar learning with the unit theme closely. The teacher’s guidance and comments in the practice process help students find their own problems and improve their learning efficiency. Step 4: Expansion and Extension (Theme Integration and Cultural Experience) First, the teacher introduces a piece of news: “In 1977, the United States launched the Voyager spacecraft, which carried a gold record containing music from all over the world, including the qin music ‘Flowing Water’ played by Guan Pinghu. This record is expected to be heard by extraterrestrial life, showing the charm of human music to the universe.” Step 5: Summary and Reflection (Knowledge Consolidation and Learning Guidance) First, the teacher invites students to summarize the key points of this lesson independently: the usage of verb-ing forms as subjects and objects, common sentence patterns, collocations and matters needing attention. Then the teacher makes a supplementary summary, and combs the knowledge points with a simple mind map (written on the blackboard): Verb-ing forms as subjects (position, predicate verb number, formal subject “it”, compound structure) → Verb-ing forms as objects (verbs/phrases followed by verb-ing, objects of prepositions) → Differences between verb-ing forms and infinitives as subjects/objects. Next, the teacher guides students to reflect on their learning: “What have you learned in this lesson? What difficulties do you still have? How can you improve your grammar application ability after class?” Students express their own feelings and confusion freely, and the teacher gives targeted guidance: For example, students who have difficulty remembering collocations can make a vocabulary card to record common verbs followed by verb-ing forms; students who are not proficient in application can do more contextual exercises and combine reading and writing to improve their ability. Finally, the teacher assigns after-class tasks: 1. Complete the grammar exercises on Page 21 of the textbook; 2. Write a short passage (80-100 words) about “My Experience of Learning a Musical Instrument”, using at least 6 sentences with verb-ing forms as subjects or objects; 3. Collect 5 English sentences about music that use verb-ing forms as subjects or objects, and analyze their functions. Design Intention: The summary link helps students sort out the knowledge points of the lesson, form a systematic knowledge framework, and improve their ability of induction and summary. The reflection link pays attention to students’ learning experience and confusion, and gives targeted guidance, which helps students form scientific learning strategies and improve their learning ability. The after-class tasks combine basic practice and contextual application, which not only consolidates the learned knowledge, but also connects classroom learning with after-class practice, and promotes the sustainable development of students’ language ability. 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 $