Unit 5 Period 2 Using language（表格式教学设计）英语外研版选择性必修第三册

Unit 5 Learning from Nature Period 2 Using language教学设计 教学基本信息 单元名称 选择性必修第三册Unit 5 Learning from Nature 学科 英语 学段 高中 年级 高二第二学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：外语教学与研究出版社 出版日期：2019年 课时安排 2课时(80min) 课型 语法课 教学设计理念 以英语学科核心素养为导向，秉持英语学习活动观，坚持 “学生为主体、教师为主导” 的教学原则。将非谓语动词语法学习与单元 “Learning from Nature（向自然学习）” 主题深度融合，摒弃孤立的语法讲解，通过语境感知、规则归纳、语用练习、听说输出、迁移创新的递进式活动，让学生在真实语篇与任务中理解、运用语法。同时渗透仿生学、五禽戏、二十四节气等中外文化内容，引导学生感悟自然智慧，实现语言能力、学习能力、思维品质与文化意识的协同发展，落实 “学用结合、以用促学” 的教学理念。 教材分析 【What】本课时为 Unit5 Using language 板块，课型为语法课，共 2 课时（80 分钟）。核心教学内容是复习非谓语动词（to do/-ing/ -ed）作主语、宾语、表语的用法；语料依托单元阅读文本，结合仿生学、五禽戏、二十四节气等主题语篇，配套听力（五禽戏对话）、口语（动物灵感运动讨论）、语法练习、分层作业等活动，实现语法学习与听说读写技能的融合。 【Why】巩固非谓语动词核心语法，解决高二学生易混淆的非谓语句法功能问题；依托 “向自然学习” 主题，让语法学习服务于语篇理解与表达；通过五禽戏、仿生学等内容，引导学生理解人类从自然中获取智慧的文化内涵，培养文化意识与环保理念。 【How】采用 “语境导入→规则归纳→即时练习→听说运用→巩固提升→迁移输出” 的逻辑，以课文原句为切入点，用口诀简化动词搭配记忆，通过听力、口语、书面练习层层递进，最终以分层作业实现知识内化与能力迁移 学情分析 1. What I know 知识基础：高二下学期学生已掌握非谓语动词的基本形式，初步了解 to do/-ing/-ed 的含义，但对作主语、宾语、表语的句法功能易混淆，无法在语境中准确区分与运用。 能力水平：具备基本的听说读写能力，能理解简单主题语篇，可完成基础语法填空，但语境化运用语法、口语输出的能力较弱。 2. What I want to know 对 “仿生学、五禽戏、二十四节气” 等结合自然与传统文化的内容感兴趣，反感枯燥的语法背诵；具备一定的自主归纳、合作探究能力，需要情境化、任务化的学习活动激发兴趣。 3. What I learned 需要清晰的语法规则梳理、易混点辨析，以及贴合主题的语用练习，实现从 “懂语法” 到 “用语法” 的转变。 教学目标 1.语言能力 (1) 掌握非谓语动词（to do/-ing/ -ed）作主语、宾语、表语的核心用法，能准确区分句法功能差异。 (2) 识记接不定式、动名词作宾语的核心动词与短语，能在语篇、听力、口语中识别并正确运用非谓语结构。 (3) 掌握讨论 “自然灵感” 的口语表达，能完成基础语法填空与简单主题表述。 2.学习能力 (1) 能通过课文例句自主归纳非谓语动词的句法规则，学会用口诀、对比法记忆语法知识。 (2) 通过自评、练习反思学习漏洞，形成 “感知 — 归纳 — 运用 — 反思” 的语法学习方法。 3.文化意识 (1) 了解仿生学、五禽戏、二十四节气的文化内涵，感悟人类向自然学习的东方智慧。 (2) 树立尊重自然、与自然和谐共生的理念，增强文化自信与环保意识。 4.思维品质 (1) 对比分析 to do/-ing 作主语 / 表语、-ed/-ing 作表语的差异，培养逻辑辨析与归纳思维。 (2) 结合仿生学、五禽戏案例，辩证思考人类与自然的关系，提升批判性思维。 教学重难点 教学重点 (1) 非谓语动词（to do/-ing/ -ed）作主语、宾语、表语的基本用法。 (2) 常接不定式、动名词作宾语的动词及短语记忆。 教学难点 区分to do 与 - ing 作主语、表语的语义与功能差异。 (1) 区分 -ed 与 - ing 作表语的用法（修饰人 / 物）。 (2) 在真实语境中准确选用非谓语动词形式。 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 Look at the sentences from the reading passage and answer the questions. a Today, architects continue to explore ways to capture the beauty of natural forms,... b ... it appears to float above the waterfront promenade and the water that surrounds it. c Visitors are often amazed to find themselves in an urban building that so truly captures the beauty of natural forms. d Creating buildings such as these enables us to live in closer harmony with our environment. 1.Look at the “to do” structures in sentences (a) and (b). Do they serve the same function in each sentence? 【答案】No, they don’t. “To explore” in sentence (a) serves as object（宾语） and “to float” in sentence(b) serves as predicative.（表语） 2.In sentence (c), is the -ed form used as an adjective or a past participle? Why does the author use the -ed form other than the -ing form? 【答案】The -ed form is used as an adjective(形容词）. The author wants to describe the visitors’ feeling, so the -ed form is used. 3.What is the function of the -ing form in sentence (d)? 【答案】The -ing form is used as subject. Now look for more sentences with these structures in the reading passage. 1. It is natural to think in this way, but of course it wasn’t... 2. People whose interest is exploring the relationship between art and science will enjoy Singapore’s ArtScience Museum. 3. The building therefore not only responds … by generating its own renewable energy. 【答案】主语；表语；宾语 ●从单元阅读原句切入，通过设问引导学生观察非谓语结构的句法功能，激活旧知、衔接新知，依托单元语境避免孤立讲语法，自然导入本节课核心语法主题。 10min Activity 2 Presentation 非谓语动词包括不定式、动词-ing形式和动词-ed形式。 本单元主要复习非谓语动词作主语、宾语和表语的用法。 1.非谓语动词作主语 1. to do作主语，表示_____或_______的动作， -ing 作主语，表示_____或_______的动作。 2. to do 和 –ing 作主语时，常用___作形式主语，常见句型为： 1)It is +adj.+(for/of sb.) to do sth. 2)It be +a/an + n.+ to do sth. 3)It takes (sb.) +时/金 + to do sth. 【答案】具体；一次性；抽象；经常性；it 2.非谓语作宾语 1.常跟不定式作宾语的动词有： 决心学会想希望 拒绝设法愿假装 主动答应选计划 同意请求帮一帮 【答案】 decide/determine, learn, want, expect/hope/wish refuse, manage, care, pretend offer, promise, choose, plan agree, ask/beg, help 2.常跟动词-ing形式作宾语的动词有： 考虑建议要原谅 承认推迟停止想 避免否认继续练 介意完成去欣赏 更愿想象需冒险 【答案】consider, suggest/advise, excuse admit, delay/put off, stop, fancy avoid, deny, keep/continue, practice mind, finish, enjoy prefer, imagine, need, risk 下列短语和句型后接动名词作宾语：can’t help, put off, look forward to, be used/accustomed to, lead to, be devoted to, go back to, stick to, object to, get down to, pay attention to, can’t stand, give up, feel like, insist on, have difficulty/trouble (in), have a good/wonderful/hard time (in), spend time (in)…… 3.非谓语作表语 1.动词不定式作表语：表示_____的动作或说明主语内容，其主语通常 抽象名词wish/hope/plan/idea/task/step/purpose//aim /purpose/job/duty...... 2.-ing作表语：动名词≈______，表语和主语可互换 现在分词≈_____，指___，译为“_______________” 3. –ed作表语：相当于一个_____,指___，译为“_______________” 【答案】主语；n；adj；物；令人…的；adj；(人)感到…的 1. ________ (Draw) inspiration from nature is a tradition that goes back centuries. Nowhere is this better illustrated than in the beautiful Lingering Garden of Suzhou. 2. ___________ (Experience) the harmony between man and nature was the ultimate goal of its creators. The main principle of its design is 3. ________ (recreate) natural landscapes in miniature. First established in the Ming Dynasty, the original garden contained a rockery to symbolise Tiantai Mountain. The designers enjoyed 4. ________ (arrange) pine and bamboo groves to create a sense of tranquility. Visitors would be 5. ________ (astonish) to find the garden modeled closely on natural features. Visitors can also choose6. ________ (explore) it scene-by-scene.This could vary form a view of a pond and the splashing of fish, to a tree in blossom, a pagpda or a moon-shaped gate. The gradual discovery here is really7._________.(satisfy) 【答案】Drawing；To experience；to recreate Arranging；astonished；to explode；satisfying Introduce one of the Solar Terms using the structures you have learnt in this unit where appropriate. when it is which season it is in what people do how people feel Read the passage (P71) about biomimicry and answer the questions. Pay attention to the words and expressions in bold. 1. What are the types of biomimicry mentioned in the passage? What else do you know about them? 【答案】One is copying form and shape. Another one is taking inspiration from the abilities of animals. 2. What other examples of biomimicry can you think of? Share them with the class. Complete the information with the words and expressions in Activity 1. Bats use sound to “see”. But how do they avoid crashing into each other? The answer lies in their use of echo-location (回声定位). to identify the position of objects. Scientists are 1____________________ bats to improve radar systems (雷达系统). 【答案】taking inspiration from As a land species, how can we improve our performance in water? 2 _______ the shape of the scales on a shark’s skin, we have created swimsuits that allow swimmers to swim much faster. 【答案】Copying By 3 ________ dragonflies in flight, people have realised there are better ways of flying. Now we are 4 __________dragonflies with our designs for small drones (无人驾驶飞机). 【答案】observing ；inspired by Spider silk is much stronger than the same weight of steel. This means that it could be used in lots of products, such as bullet-proof clothing (防弹衣). But we are still 5 _________________ one problem – how to increase the spiders’ output! 【答案】seeking solutions to Read the passage(P72) and answer the questions. 1. Why were Chinese martial artists inspired by animal movements? 【答案】Because many Chinese martial artists admired the natural instincts, senses and fighting abilities that animals possess in order to survive in the wild. 2. What were Hua Tuo’s achievements? 【答案】Hua Tuo created Wu Qin Xi. He was the first physician to use anesthesia during surgery in China. He was known as the best physician of his time and he was an expert in acupuncture. ●系统归纳非谓语作主语、宾语、表语的规则，用口诀简化动词搭配记忆，降低学习难度；结合留园、仿生学等单元主题语料填空练习，即时巩固语法知识，突破教学重难点，实现 “语法 + 主题” 融合教学。 30min Activity 3 Listening Listen to the conversation about Wu Qin Xi and tick the topics mentioned by the speakers. The creator of Wu Qin Xi Who can practise the exercises Why these animals were chosen Physical benefits Mental benefits How to teach the exercises 【答案】The creator of Wu Qin Xi；Physical benefits Mental benefits Listen again and complete the introduction to Wu Qin Xi.i. Wu Qin Xi was created by Hua Tuo almost 2,000 years ago. It means “Five-animal Exercises”, and each animal is 1 ____________________________. By doing these exercises, people learn from these animals and help 2 ________________ _____________. For example, the tiger exercise 3 ___________ the liver. The bear exercise helps people with good digestion. The monkey exercise helps 4 ________ ___________; the 5 ___________ is good for the kidney; and the crane exercise is 6 _______________. Some people believe Wu Qin Xi helps them 7 ________ ______________. Some of the Wu Qin Xi masters lived to 8 ________________, _____ and still had good eyesight, hearing and strong teeth. Wu Qin Xi has 9 ______________, too. It can help 10 ____________________________________. 【答案】identified with a form of exercise ；the / their organsto work better；does good to；the heart to work well；deer exercise；good for the lung；to live to an advanced age;more than 90 years of age ;to relax the mind and improve concentration ●围绕 “五禽戏” 主题听力，紧扣单元 “向自然学习” 核心，在听力语境中感知语法运用，同时获取传统文化信息，提升听力技能，渗透中医养生文化。 25min Activity 4 Speaking Complete the boxes with the expressions from the interview. Talking about benefits Showing interest 【答案】 Talking about benefits Showing interest • By ..., you learn ... • It helps people to ... • ... is good for ... Really? That’s interesting! That’s very impressive. • Sounds great! Think about other exercises inspired by animals. Discuss how they were created and their benefits, using the words and expressions in this section. 。运用课堂核心表达，讨论动物灵感的运动，将语法知识转化为口语输出能力，培养合作交流能力，实现 “学以致用”。 13min Activity 5 Practice 1．When I post the picture online, I will make a comment about how bad it is (feed) wild crocodiles. 2．When shopping online, he prefers (pay) by credit card rather than make a direct bank transfer for better protection. 3．In 1883, he bought the New York World and used the same business strategy he (employ) at the St. Louis Post-Dispatch and sales of the newspaper mounted up until it was the best selling newspaper in the country. 4．To her joy, her daughter resolved (study) harder after failing the exam. 5．I pretended (believe) him and helped him organize the contest. 6．The damage caused by the tsunami was making it difficult (rescue) the survivors. 7．Students tend (admire) the teachers who do justice to every student. 8．I’d prefer (go) in summer rather than in winter. 9．We managed (get) to the airport in time. 10．The activity will start soon. What if the senior citizens forget (register) for the activity? 11．She often told me not to take things for (grant). 12．I examined the chick (雏鸟) and it seemed fine. My next work was (construct) a nest and anchor it in a tree. 【答案】 1．to feed 2．to pay 3．employed 4．to study 5．to believe 6．to rescue 7．to admire 8．to go 9．to get 10．to register 11．granted 12．to construct 针对性语法填空练习，当堂检测学习效果，查漏补缺，强化非谓语动词在语境中的运用能力 Activity6 summary ●梳理本节课核心语法知识，构建完整知识体系，帮助学生整体把握、强化记忆。 3min Activity 7 Self-evaluation 1. Identify and use non-finite verbs (to do, -ing, -ed) as subject, object, and predicative in context. 2. Understand and appreciate the wisdom of learning from nature. 3.To know something about 24 Solar Terms ●引导学生对照学习目标自评，培养自我反思与评价能力，落实核心素养达成度。 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。 I. Compulsory Task (Must Do) 完成读后续写 II. Optional Task (Choose to Complete) Prepare a short presentation about what we can learn from nature and how to live in harmony with nature. My name is Mae. I’ve always been passionate about exploring and solving problems — whether fixing a broken toy or figuring out how a phone app works. This led me to join our school’s Coding (编程) Club. In our first lesson, Ms. Davis told us that coding is more than writing lines of code. It is about using technology to make life easier for others. “Your project,” she announced in class one day, “is to create a simple app that solves a real-life problem.” “You have one week to prepare,” She added gently, hoping this would give us enough time to find inspiration and finish the project. The challenge stayed with me as I walked to my neighbor Mrs. Thompson’s apartment after school. She had invited me for tea, as she often did on Tuesdays. Mrs. Thompson was kind and cheerful, but lately she had been a little forgetful, often misplacing her keys or repeating the same story twice without realizing it. When I arrived, she was in the kitchen. “Mae! Good timing,” she greeted me warmly, and then stopped, glancing at the kettle. “Did I already boil water for tea?” I checked the kettle — it was still warm. We laughed about it as I poured water, and soon we were chatting. Our conversation turned to her weekly book club with friends. Mrs. Thompson smiled, talking about her two old friends. Mr. Brown arrived late for the game, and Mrs. Smith failed to bring her glasses twice. “We’re quite a group,” she said. Then her expression grew thoughtful. “We manage, of course. But sometimes I think wouldn’t it be nice if something simply reminds us? Take medicine. Water the plants. Friday for book club.” She tapped her head with a soft laugh. Her words sank in. At that moment, an idea formed in my mind. As I stood up to leave, I smiled mysteriously, “Give me a few days, and I’ll bring you a little surprise.” “Oh? I’ll try not to forget that,” she laughed. That night, I sat at my desk, notebook open and mind racing with details. ________________________________________________________________________________________________________________________________________________________ A week later, I presented my project to Ms. Davis. ________________________________________________________________________________________________________________________________________________________ 【答案】 That night, I sat at my desk, notebook open and mind racing with details. I decided to design a gentle reminder app especially for the elderly. I listed simple functions: important dates, daily tasks, and warm notes. I focused on making the words big and the buttons easy to touch. Whenever I felt stuck, I thought of Mrs. Thompson’s kind smile and her wish for something to help her remember. I carefully tested every part again and again, making sure it was simple and helpful. Deep in my heart, I hoped this little app could bring convenience and warmth to her and more elderly people. A week later, I presented my project to Ms. Davis. I introduced the app’s purpose and showed how it worked. Ms. Davis praised my thoughtful idea and spoke highly of my project. After class, I brought the app to Mrs. Thompson. She was delighted and tried it at once. “This is exactly what I need,” she said happily. Watching her smile, I truly understood what Ms. Davis had meant: coding is not just code, but a way to use technology to care for others. ●设计基础 + 提升分层作业，兼顾不同水平学生；读后续写巩固读写能力，主题演讲提升综合运用能力，实现知识向能力的迁移创新。 板书设计 选择性必修第三册 Unit 5 Learning from Nature Using language 教学反思 1. 优点 (1) 语境化语法教学：摒弃枯燥的语法灌输，依托单元 “向自然学习” 主题，将语法融入课文、听力、口语等真实语境，符合高二学生认知特点。 (2) 活动层层递进：从感知、归纳到练习、输出，遵循 “学 — 练 — 用” 的认知规律，兼顾语言知识与技能培养。 (3) 文化渗透自然：融合五禽戏、仿生学、二十四节气等内容，实现语言教学与文化育人的结合。 (4) 分层设计合理：作业、练习兼顾基础薄弱生与能力较强生，落实因材施教。 2. 不足 (1) 语法口诀记忆侧重背诵，部分学生对规则的深层理解不足，易出现机械套用错误。 (2) 听力环节时间偏紧，学生思考、核对答案的时间不足，个体差异关注不够。 (3) 口语讨论环节，部分学生参与度较低，生生互动的深度不足。 3. 改进措施 (1) 增加小组合作辨析活动，针对 to do/-ing、-ed/-ing 易混点，让学生结合例句自主讨论、总结，深化理解。 (2) 调整听力环节时间，预留充足的思考、核对时间，对基础薄弱生进行个别指导。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $