Unit 4 The senses-Grammar activity 教案-2025-2026学年高中英语沪教版选择性必修第一册

Unit 4 The senses-Grammar activity 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use target grammar flexibly, cultural awareness to understand sensory expression differences, thinking quality to analyze grammar rules independently, and learning ability to master self-study and cooperative learning methods. 教学重难点 Key points: Master the usage of -ing form as object, predicative and adverbial, and the basic structure of emphatic sentences. Difficult points: Distinguish -ing form and infinitive as objects, and use emphatic sentences appropriately in context. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class with a sensory experience activity. First, show students some real objects: a piece of lemon, a bunch of fresh flowers, a soft toy, and a recording of bird singing. Then, ask students to describe their feelings using simple English sentences, such as “When I smell the flowers, I feel relaxed.” “The lemon tastes sour.” After students share their sentences, the teacher writes 2-3 typical sentences on the blackboard, including sentences with -ing form, such as “I enjoy smelling the flowers.” “Seeing the soft toy makes me happy.” Then, the teacher guides students to observe the underlined parts in the sentences and asks: “What do these words have in common? What roles do they play in the sentences?” Through group discussion for 2 minutes, students try to find out the characteristics of the -ing form. Finally, the teacher summarizes briefly: “Today we will learn about the usage of -ing form in sentences and the emphatic sentence, which can help us express our sensory experiences more vividly and accurately.” Design Intention: This lead-in links the grammar knowledge with the unit theme “The senses”, which is closely related to students’ daily life. The sensory experience activity can arouse students’ interest in learning, activate their existing language knowledge, and lay a foundation for the new lesson. By letting students observe and discuss independently, it can cultivate their thinking quality of analyzing and summarizing problems, and also improve their cooperative learning ability in the process of group discussion. Step 2: Presentation (Presentation of New Knowledge) This step is divided into two parts: the usage of -ing form and the emphatic sentence, which are presented in combination with the unit context to avoid isolated grammar teaching. Part 1: The usage of -ing form -ing form as object The teacher shows students some sentences related to sensory experiences, which are selected from the unit text and extended appropriately: I appreciate seeing the beautiful scenery through my eyes. She avoids eating spicy food because it hurts her tongue. We all enjoy listening to the beautiful music. Then, the teacher asks students to observe the verbs before the -ing form (appreciate, avoid, enjoy) and guides them to summarize: some verbs can only be followed by -ing form as object. Then, the teacher lists common verbs and phrases that take -ing form as object, such as allow, advise, admit, be fond of, have difficulty in, etc., and explains their usage with simple examples combined with sensory themes, such as “He has difficulty in distinguishing different tastes.” Next, the teacher presents another group of sentences: I like reading books about senses. I like to read this book about touch today. Then, guide students to find out that some verbs (like, love, prefer, begin, start) can be followed by both -ing form and infinitive as object, but their meanings are slightly different: -ing form usually refers to abstract, habitual actions, while infinitive refers to specific, one-time actions. The teacher explains with specific examples in the unit context: “I prefer watching movies about sensory experiences (habitual action) vs. I prefer to watch this movie about vision tonight (specific action).” -ing form as predicative The teacher presents sentences related to sensory feelings: The most wonderful thing is seeing the sunrise with my own eyes. His favorite activity is listening to the sound of rain. Then, ask students to analyze the structure of the sentences (Subject + be + -ing form) and summarize the function of -ing form as predicative: it can express the nature, feature or content of the subject, and sometimes it can be interchanged with the subject. For example, “Seeing is believing” can be changed into “Believing is seeing”, which both express the same meaning. -ing form as adverbial The teacher presents sentences combined with sensory scenes: Walking in the forest, we can smell the fresh air. (adverbial of time) Feeling tired, she closed her eyes and listened to the music. (adverbial of reason) He sat by the window, watching the birds flying outside. (adverbial of accompanying circumstance) Then, guide students to find out the logical relationship between the -ing phrase and the main clause, and explain that when the logical subject of the -ing form is the same as the subject of the main clause, the -ing form can be used as adverbial to express time, reason, accompanying circumstance, etc. Part 2: The emphatic sentence The teacher starts with a question related to the unit theme: “What helps us perceive the world most?”, and students may answer “Our eyes”, “Our ears” and so on. Then, the teacher presents the emphatic sentence: “It is our eyes that help us see the beautiful world.” Then, guide students to compare it with the original sentence “Our eyes help us see the beautiful world.” and find out the difference in structure. The teacher summarizes the basic structure of the emphatic sentence: It is / was + the emphasized part + that / who + the rest of the sentence. When the emphasized part is a person, who or that can be used; when it is a thing, place, time, etc., only that can be used. Then, the teacher presents more examples combined with the unit context: It is the taste buds on our tongue that detect the taste of food. It was through his ears that he heard the beautiful melody. It is not until we lose our senses that we realize their importance. Then, explain the usage of the emphatic sentence in different tenses (present and past) and the structure of negative emphasis (It is not...that...), and focus on explaining the structure “It is not until...that...”, which is a common difficult point for students. Design Intention: The presentation of new knowledge adheres to the principle of “contextualization” and combines closely with the unit theme “The senses”, which makes the grammar knowledge no longer isolated and abstract. By presenting typical sentences, guiding students to observe, analyze and summarize independently, it can cultivate students’ thinking quality of inductive reasoning. At the same time, the step-by-step presentation of knowledge (from simple to complex, from single usage to comprehensive usage) conforms to students’ cognitive rules, helps students master knowledge solidly, and lays a foundation for subsequent practice. In addition, combining the unit text and sensory themes can also strengthen students’ understanding of the unit content and improve their language ability. Step 3: Practice (Controlled Practice and Guided Practice) Practice is divided into two levels: controlled practice and guided practice, which aims to help students consolidate the new knowledge and gradually improve their ability to use grammar flexibly. All practice activities are closely combined with the unit theme “The senses” to ensure the relevance and pertinence of the practice. Level 1: Controlled Practice (Consolidation of Basic Knowledge) Fill in the blanks with the correct form of the given verbs (focus on -ing form as object and predicative) She enjoys ________ (smell) the fragrance of flowers. (smelling) His hobby is ________ (collect) pictures of different sensory organs. (collecting) My father avoids ________ (drink) coffee because it makes him sleepless. (drinking) We all prefer ________ (watch) documentaries about senses to ________ (read) books. (watching; reading) ⑤ He has difficulty in ________ (distinguish) different sounds. (distinguishing) After students finish the exercises independently, the teacher checks the answers in class, focuses on explaining the wrong questions, especially the verbs that can be followed by both -ing form and infinitive, and emphasizes the difference in meaning. For example, for the fourth question, explain why “watching” and “reading” are used, and compare it with “prefer to watch...rather than read...” to help students distinguish and master. Rewrite the sentences into emphatic sentences (focus on the basic structure of emphatic sentences) Our nose helps us smell different odors. → It is our nose that helps us smell different odors. We perceive the world through our five senses. → It is through our five senses that we perceive the world. I realized the importance of vision yesterday. → It was yesterday that I realized the importance of vision. She didn’t recognize the sound until she heard it again. → It was not until she heard it again that she recognized the sound. The teacher asks students to rewrite the sentences in pairs, then invites several groups to present their answers, and corrects the mistakes in the structure, such as omitting “that/who” or using the wrong tense. Focus on explaining the structure “It is not until...that...”, and remind students that the main clause should not use negative form again. Level 2: Guided Practice (Application of Knowledge in Simple Context) Complete the sentences according to the context (combining -ing form as adverbial and emphatic sentences) The context is about a student’s sensory experience in the park: ________ (walk) along the path, I saw many beautiful flowers. (Walking) ________ (feel) the warm sunshine, I felt very comfortable. (Feeling) It is the beautiful flowers ________ make the park so lively. (that) It was through my ears ________ I heard the birds singing. (that) Students complete the sentences independently, and then the teacher explains the answers, focusing on the logical relationship between the -ing form and the main clause, and the correct use of the emphatic sentence structure. For example, explain why “Walking” and “Feeling” are used (the logical subject is the same as the subject of the main clause, and they express time and reason respectively). Group discussion: Talk about your favorite sensory experience and use at least 2 sentences with -ing form and 1 emphatic sentence. Each group has 4 students, and the discussion lasts for 3 minutes. For example, a student can say: “I like sitting by the river, listening to the sound of water. It is the sound of water that makes me calm. I enjoy watching the fish swimming in the river.” After the discussion, invite 2-3 groups to share their dialogues, and the teacher comments and corrects them, focusing on the correct use of grammar and the fluency of expression. For students who use grammar correctly and express vividly, give timely praise to stimulate their learning motivation. Design Intention: Controlled practice focuses on consolidating the basic usage of grammar, helping students master the key points and break through the initial difficulties. Guided practice connects grammar knowledge with specific context and communicative scenarios, which can help students realize the practical value of grammar and avoid mechanical memory. Group discussion can not only improve students’ cooperative learning ability, but also provide them with opportunities to practice oral expression, which is conducive to improving their language ability. The teacher’s comments and praise can stimulate students’ learning interest and enhance their learning confidence. Step 4: Consolidation (Communicative Practice and Comprehensive Application) This step aims to let students apply the learned grammar knowledge comprehensively in real communicative scenarios, improve their comprehensive language application ability, and at the same time integrate the four-dimensional core literacy into the activity. Activity 1: Role-play: “My Sensory Diary” Divide students into groups of 3. Each group is assigned a role: Student A (the writer of the diary), Student B (the listener), Student C (the reviewer). Student A needs to describe a day’s sensory experience (what they saw, heard, smelled, tasted, felt) and write a short diary (5-6 sentences), using at least 3 usages of -ing form (object, predicative, adverbial) and 1 emphatic sentence. Student B listens carefully and asks 1-2 questions about the diary. Student C reviews the diary and checks whether the grammar is used correctly. After completing the task, each group presents their diary and interaction in class. For example, Student A’s diary: “Today is a wonderful day. Walking in the garden in the morning, I smelled the sweet fragrance of roses. My favorite thing is watching the butterflies dancing. I enjoy tasting the delicious breakfast my mother made. It is the beautiful scenery that makes me feel happy all day.” Student B can ask: “What did the butterflies look like?” Student C checks the grammar and points out if there are any mistakes. Activity 2: Writing: “The Most Important Sense for Me” Ask students to write a short passage (80-100 words) with the title “The Most Important Sense for Me”, requiring to use at least 2 usages of -ing form and 1 emphatic sentence, and combine their own real experiences to explain why this sense is the most important. After students finish writing, exchange their passages with their deskmates and correct each other’s grammar mistakes and expression problems. Then, the teacher selects 2-3 excellent passages and 1-2 passages with common mistakes to comment in class, focusing on the correct use of grammar, the fluency of expression and the authenticity of the content. Design Intention: Role-play and writing activities are real communicative tasks, which can let students apply the learned grammar knowledge flexibly in practical scenarios, and improve their comprehensive language application ability (listening, speaking, reading and writing). In the role-play, students can exercise their oral expression and cooperative communication ability; in the writing activity, they can improve their writing ability and logical thinking ability. The peer correction link can cultivate students’ learning ability of self-examination and mutual help. At the same time, combining their own real experiences can stimulate students’ emotional resonance, let them realize the importance of senses, and subtly cultivate their positive life attitude. Step 5: Summary and Extension Summary The teacher guides students to summarize the key points of this lesson independently. First, ask students to recall: “What grammar knowledge did we learn today? What are the usages of -ing form? What is the structure of the emphatic sentence?” Then, invite several students to share their summaries, and the teacher supplements and sorts out, emphasizing the key points and difficult points: The usages of -ing form as object, predicative and adverbial; The difference between -ing form and infinitive as object; The basic structure and usage of the emphatic sentence, especially the structure “It is not until...that...”. Finally, the teacher summarizes: “Grammar is a tool for communication. We should not only remember the rules, but also use them flexibly in real life to express our ideas more accurately and vividly.” Extension The teacher introduces some extended knowledge related to the unit theme and grammar: In English, there are many other non-finite verb forms, such as past participle, which is also often used in sentences to express passive or completed meaning, and we will learn it in the next lesson. In different cultures, the expression of sensory experiences may be different. For example, in some cultures, people are used to expressing their feelings directly, while in others, they are more implicit. We should respect these cultural differences. Then, assign a small task: Ask students to find 2-3 sentences with past participle related to senses after class, and try to analyze their usage, laying a foundation for the next lesson. Design Intention: Letting students summarize independently can deepen their understanding and memory of the knowledge, and cultivate their thinking quality of induction and summary. The teacher’s supplement can help students sort out the knowledge system and grasp the key points and difficult points. The extension part not only connects the current lesson with the next lesson, but also cultivates students’ cultural awareness by introducing cultural differences. The after-class task can stimulate students’ self-study ability and lay a foundation for the subsequent learning. Step 6: Homework Basic homework: Finish the grammar exercises in the textbook, focusing on the usages of -ing form and emphatic sentences, to consolidate the basic knowledge. Improving homework: Revise the short passage written in class according to the teacher’s and deskmate’s suggestions, and add 1 more emphatic sentence and 1 usage of -ing form, making the passage more vivid and fluent. Extended homework: Interview your family members about their favorite sensory experience, and write a short interview record (60-80 words), using at least 2 usages of -ing form and 1 emphatic sentence. Bring the interview record to class and share it in the next lesson. Design Intention: The homework is designed hierarchically, which can meet the needs of different students. Basic homework focuses on consolidating the basic knowledge; improving homework helps students improve their writing ability; extended homework connects the classroom knowledge with real life, stimulates students’ learning interest, and improves their comprehensive language application ability and communication ability. At the same time, the interview task can also cultivate students’ social communication ability and learning 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 $