Unit3 Progress B Grammar and activity 教学设计-2025-2026学年高中英语沪教版必修第二册

Unit 3 Progress-B Grammar and activity 教学目标和重难点 教学目标 It focuses on cultivating students’ language ability to use the present participle correctly, develops their thinking quality through induction and discrimination, enhances their learning ability via autonomous and cooperative learning, and strengthens their cultural awareness by understanding the differences between Chinese and English sentence structures. 教学重难点 Key points: The syntactic functions of the present participle as attribute, adverbial, object complement and predicative, and its conversion with clauses. Difficult points: Consistent logical subject when the present participle is used as adverbial and correct use of its perfect form. 教学过程 Lead-in: Activate Prior Knowledge The teacher presents 4 typical sentences on the screen: The smiling girl is our monitor. I found her reading a book in the classroom. Doing sports is beneficial to our health. Hearing the good news, all of us cheered up. Then the teacher asks students to observe the underlined parts and discuss two questions in pairs: What form are the underlined words? What roles do they play in the sentences? After 5 minutes of discussion, the teacher invites several groups to share their answers. Most students can point out that the underlined parts are present participles, and some can roughly judge their roles, such as describing people or things, or expressing actions. The teacher then summarizes briefly, leading out the topic of this lesson: the syntactic functions of the present participle. Design Intention: This link starts with familiar and simple sentences, which is in line with students’ existing knowledge reserve—they have initially contacted the present participle before but have not systematically mastered its syntactic functions. By observing and discussing, students’ prior knowledge is activated, their learning interest is aroused, and a solid foundation is laid for the systematic explanation of grammar knowledge later. At the same time, pair discussion helps cultivate students’ cooperative learning ability and initial logical thinking ability. Grammar Presentation: Systematically Explain Knowledge Points Based on the lead-in sentences, the teacher systematically explains the four main syntactic functions of the present participle, combining more typical examples and detailed analysis, to help students form a clear cognitive framework. First, the present participle as an attribute. The teacher takes the first lead-in sentence “The smiling girl is our monitor” as an example, and adds another sentence “The girl standing at the door is our monitor”. Then the teacher guides students to summarize the rules: When a single present participle is used as an attribute, it is placed before the modified noun, expressing “active” and “ongoing”; when a present participle phrase is used as an attribute, it is placed after the modified noun, which can be converted into an attributive clause. For example, “The girl standing at the door” can be converted into “The girl who is standing at the door”. To deepen students’ understanding, the teacher shows more examples, such as “an interesting book” (single present participle) and “the boy playing football on the playground” (present participle phrase), and asks students to try converting the phrases into attributive clauses. Second, the present participle as an adverbial. This is the key and difficult point of this lesson. The teacher takes the fourth lead-in sentence “Hearing the good news, all of us cheered up” as the starting point, and expands it into different types of adverbials according to semantic functions, including time, reason, condition, concession, accompaniment and result adverbials. For each type, the teacher gives typical examples and explains the conversion method with adverbial clauses: Time adverbial: “Hearing the good news, all of us cheered up” = “When we heard the good news, all of us cheered up”; Reason adverbial: “Being ill, he didn’t go to school” = “Because he was ill, he didn’t go to school”; Condition adverbial: “Working hard, you will make great progress” = “If you work hard, you will make great progress”; Concession adverbial: “Feeling tired, they still kept working” = “Although they felt tired, they still kept working”; Accompaniment adverbial: “She walked into the room, singing happily” = “She walked into the room and sang happily”; ⑥ Result adverbial: “He made a lot of mistakes, making his teacher very angry” = “He made a lot of mistakes, and this made his teacher very angry”. At the same time, the teacher emphasizes the key point: when the present participle is used as an adverbial, its logical subject must be consistent with the subject of the main clause. If there is an inconsistency, it is a dangling participle, which is incorrect. For example, “Walking along the street, a beautiful flower was seen” is wrong, and it should be corrected to “Walking along the street, I saw a beautiful flower”. Third, the present participle as an object complement. The teacher takes the second lead-in sentence “I found her reading a book in the classroom” as an example, and explains that the present participle is used after verbs such as find, see, hear, watch, notice, keep, leave, etc., to supplement and explain the state or action of the object. The teacher adds more examples, such as “We saw him playing basketball” and “She kept the fire burning all night”, and guides students to identify the object and object complement in the sentences, so as to understand the function of the present participle as an object complement. Fourth, the present participle as a predicative. The teacher takes the third lead-in sentence “Doing sports is beneficial to our health” as an example, and explains that the present participle is used after linking verbs such as be, become, seem, etc., to describe the nature or state of the subject, which is equivalent to an adjective. The teacher adds examples such as “The film is very exciting” and “His speech is inspiring”, and reminds students to distinguish it from the gerund as a subject—when the present participle is used as a predicative, it describes the subject, while the gerund as a subject emphasizes an action. In addition, the teacher briefly introduces the general form (doing), perfect form (having done) and negative form (not doing) of the present participle. The perfect form is used when the action of the present participle happens before the action of the main clause, for example, “Having finished his homework, he went out to play”. The negative form is to add “not” before the present participle, for example, “Not knowing the answer, he raised his hand to ask the teacher”. Design Intention: This link adopts the “form-meaning-function” trinity teaching mode, which conforms to the law of grammar teaching. Starting from the sentences familiar to students, it gradually expands and deepens, helping students form a systematic understanding of the syntactic functions of the present participle. By explaining the conversion between the present participle and clauses, students can connect new knowledge with existing knowledge of clauses, reducing the difficulty of learning. Emphasizing key and difficult points such as logical subject consistency and perfect form can help students avoid common mistakes and lay a foundation for accurate application later. At the same time, guiding students to summarize rules by themselves can cultivate their inductive thinking ability and learning ability. Guided Practice: Consolidate Knowledge and Improve Accuracy This link is divided into two parts: controlled practice and semi-controlled practice, from easy to difficult, helping students consolidate the learned grammar knowledge and improve the accuracy of application. First, controlled practice: Fill in the blanks with the correct form of the given verbs. The teacher designs 10 fill-in-the-blank questions, covering all four syntactic functions of the present participle, as well as its general form, perfect form and negative form. For example: The boy ______ (play) football on the playground is my brother. ______ (finish) his homework, he began to watch TV. I heard her ______ (sing) in the next room. The story is ______ (move). ______ (not know) what to do, he turned to his teacher for help. Students complete the exercises independently. After completion, the teacher checks the answers one by one, focuses on explaining the wrong questions, especially the questions involving logical subject consistency and perfect form, and analyzes the reasons for the mistakes to help students deepen their understanding. Second, semi-controlled practice: Correct the mistakes in the following sentences. The teacher collects common mistakes made by students when using the present participle, such as dangling participles, incorrect form of the present participle, and confusion between present participle and past participle. For example: Walking in the park, a bird was seen by me. (Error: dangling participle; Correction: Walking in the park, I saw a bird.) He was very tired, so he stopped to rest, having worked for a whole day. (Error: wrong order of perfect form; Correction: Having worked for a whole day, he was very tired, so he stopped to rest.) I found the door closing. (Error: incorrect form of object complement; Correction: I found the door closed.) Students correct the mistakes in pairs, then the teacher invites groups to share their correction results, and explains the reasons for each mistake in detail, helping students avoid similar mistakes in the future. Design Intention: Controlled practice focuses on checking students’ mastery of basic knowledge, helping them consolidate the form and function of the present participle through simple and direct exercises. Semi-controlled practice focuses on error analysis, which can help students identify common mistakes, deepen their understanding of key and difficult points, and improve the accuracy of grammar application. Pair cooperation in error correction can not only enhance students’ communication ability, but also let them learn from each other and improve their learning efficiency. Activity Design: Apply Knowledge in Context To make grammar learning more communicative and practical, this link designs a group cooperative activity with the theme of “Describing Progress in Learning”. The specific requirements are as follows: Each group of 4 students cooperates to complete a short passage (about 80-100 words) describing their own or their classmates’ learning progress in English. The passage must use at least 3 different syntactic functions of the present participle (attribute, adverbial, object complement or predicative), and at least one present participle in perfect form or negative form. Before the activity, the teacher gives a sample passage for reference: “Having studied English for three years, I have made great progress. Every morning, I can be seen reading English aloud in the classroom. My teacher often praises me for my improving pronunciation. The interesting English stories I read every day make me more and more interested in learning English.” After explaining the requirements, students start group cooperation. During the activity, the teacher walks around the classroom, observes the performance of each group, and provides timely guidance for students who have difficulties, such as how to choose appropriate present participles, how to ensure the consistency of logical subjects, and how to use the perfect form correctly. After the activity, each group sends a representative to read their passage to the whole class. Other students listen carefully and judge whether the present participles in the passage are used correctly and whether the requirements are met. The teacher makes comments on each group’s work, affirms the advantages, points out the existing problems, and puts forward suggestions for improvement. For groups with excellent performance, the teacher gives praise and encouragement; for groups with problems, the teacher guides them to correct them in time. Design Intention: This activity combines grammar learning with the unit theme “Progress”, making grammar knowledge no longer isolated and abstract, but closely connected with students’ real life. Group cooperative learning can cultivate students’ cooperative communication ability and team spirit. By writing passages and displaying them, students can apply the learned grammar knowledge in practice, improve their comprehensive language application ability, and at the same time deepen their understanding of the unit theme. The teacher’s guidance and comments can help students find their own problems and improve their learning effect in time. Summary and Consolidation: Internalize Knowledge and Form a System First, the teacher invites students to summarize the key points of this lesson independently. Students can take turns to speak, summarizing the four syntactic functions of the present participle, the conversion with clauses, the key points of use (such as logical subject consistency) and the common forms (general form, perfect form, negative form). After students finish summarizing, the teacher makes a systematic combing, sorts out the knowledge points with a mind map (displayed on the screen), helping students form a clear knowledge framework and internalize the learned knowledge. Then, the teacher arranges after-class tasks: Complete the grammar exercises in the textbook, focusing on the conversion between the present participle and clauses, and the use of perfect form and negative form. Find 5 sentences containing present participles from the reading materials of this unit, analyze their syntactic functions, and write them down in the exercise book. Revise the short passage written in the group activity according to the teacher’s comments, and improve its accuracy and fluency. Design Intention: Letting students summarize independently can cultivate their ability to sort out and summarize knowledge, and enhance their sense of learning initiative. The mind map can help students sort out the knowledge points systematically, form a complete knowledge system, and avoid fragmented memory. After-class exercises can consolidate the knowledge learned in class, extend the learning from the classroom to after class, and help students apply the grammar knowledge in a wider range. The revision of the short passage can further improve students’ ability to apply grammar knowledge and enhance their sense of achievement in learning. 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 $