Unit 4 Humour Lesson 1 （Grammar）教学设计-2026-2027学年高中英语北师大版（2019）选择性必修第二册

该高中英语教学设计聚焦Unit 4 Humour Lesson 1的三种连续时态（现在完成进行时、过去完成进行时、将来进行时），通过呈现故事原句引导学生识别时态共性，激活已有知识，搭建从语境感知到规则归纳的学习支架。 资料以归纳式语法教学为特色，通过对比辨析（如现在完成时与进行时的逻辑差异）培养思维品质，结合幽默故事语境任务（如Pair Work分析笑话时态运用）提升语言能力，引导学生自主总结规则发展学习能力。助力学生内化语法知识，为教师提供情境化、互动性强的教学方案。

Unit 4 Humour Lesson 1 1、 教学基本信息 项目 内容 课题 Unit 4 Humour — Lesson 1 (Grammar) 课时 1课时 授课年级 高二年级 课型 新授课 授课教师 授课时间 2、 教学目标与重难点 （一）Teaching objectives 1. Language Competence Students will master the structures and usages of the present perfect continuous (have/has been doing), past perfect continuous (had been doing), and future continuous (will be doing) tenses, and use them accurately with appropriate time adverbials in contextual exercises. 2. Thinking Quality Students will analyze and distinguish the logical differences between continuous tenses and their corresponding simple tenses (e.g., continuity vs. result, emotional tone vs. objective fact), and evaluate how continuous tenses enhance vividness and convey emotions in English humorous stories. 3. Learning Ability Students will independently summarize grammar rules from example sentences in the stories and apply them in contextual exercises, developing autonomous grammar discovery skills through observation and pattern recognition. 4. Cultural Awareness Students will appreciate how continuous tenses contribute to the narrative effect of English humorous stories, and recognize that language tools like tense selection can reflect cultural preferences for vivid, ongoing description in English storytelling. （二）Teaching points 1. Teaching key points Mastering the forms and correct usage of the three continuous tenses: present perfect continuous (have/has been doing), past perfect continuous (had been doing), and future continuous (will be doing) with their appropriate time adverbials. Accurately distinguishing the present perfect continuous from the present perfect tense, particularly in terms of continuity versus result, and emotional tone versus objective fact. 2. Teaching difficult points Selecting the correct continuous tense in mixed-tense contexts, especially distinguishing between past perfect continuous and present perfect continuous in narrative passages, and avoiding the misuse of non-continuous verbs (e.g., come, go, marry, die) in continuous forms. 三、教学准备 多媒体设备，语法练习学习单，故事原文摘录与时态对照表，Pair Work小组讨论任务卡，课后练习题。 四、教学过程设计 教学环节 Teaching Stage 教师活动 Teacher's Activities 学生活动 Students' Activities 设计意图 Design Intent Lead-in The teacher writes three sentences from Story C on the board: "Everything had been going wrong for him," "Well, I've been having a bit of a crisis," and "This time next week, I'll be arriving in New York." The teacher asks: "What do these three sentences have in common? What tense is used in each?" Students read the sentences and identify that all three use continuous tenses. Students try to name each tense: past perfect continuous, present perfect continuous, future continuous. 通过回顾故事原文中的例句导入语法主题，引导学生关注连续时态在幽默叙事中的作用，激活已有知识，自然过渡到语法学习。 Presentation (Present Perfect Continuous) The teacher presents the structure: have/has + been + doing, with examples: "I have been waiting for him for an hour," "She has been studying all day." The teacher explains Usage 1 — ongoing actions from past to present: "A private detective has been tailing him for several weeks," with time markers: all day, this week, for..., since... The teacher explains Usage 2 — recently finished actions with present effects: "I've been having a crisis," emphasizing that the action is now completed but its impact remains. The teacher lists common time adverbials: all day/all night, this week, recently/lately, for + time period, since + time point. Students take notes on the structure, usage, and time adverbials of the present perfect continuous. Students create their own sentences using each usage pattern. Students complete example sentences: "Recently, she _____ (learn) Japanese. → has been learning," "I _____ (work) here for five years. → have been working." 从故事原句出发，系统讲解现在完成进行时的结构、用法和时间状语，帮助学生在语境中理解语法规则。 Presentation (Distinction Practice) The teacher guides students through three key distinctions: (1) Continuity vs. Result — "I have read the book" (finished) vs. "I have been reading the book" (still ongoing); (2) Repetition vs. Completion — emphasizing repeated actions vs. one-off completed actions; (3) Emotional tone vs. Objective fact — continuous form often conveys impatience, annoyance, or praise. The teacher reminds: non-continuous verbs (come, go, marry, die, finish, start, begin) cannot be used in present perfect continuous. Students compare example sentence pairs and identify the nuance differences. Students identify and correct errors: "We have been finishing the homework" → incorrect → "We have finished the homework." 通过对比辨析，帮助学生精确理解现在完成时和现在完成进行时的微妙差异，避免常见错误。 Presentation (Past Perfect Continuous) The teacher presents the structure: had been + doing (no person change), with examples: "I had been walking around all morning before I found her," "We had been trying for an hour before we succeeded." The teacher explains four usages: (1) Actions continuing up to a past time — "I had been looking for the book for days before I found it"; (2) Repeated actions in a past period — "He had been mentioning your name to me"; (3) Indirect speech transformation — "He said that he had been speaking to John" (from "I have been speaking to John"); (4) "had been doing... when..." pattern for sudden events — "I had only been reading a few minutes when he came in." The teacher notes: verbs not used in continuous forms generally cannot be used in past perfect continuous either (except want/wish); in negative sentences, past perfect is preferred over past perfect continuous. Students take notes on the structure and four usages. Students transform sentences from direct to indirect speech using past perfect continuous. Students practice the "had been doing... when..." pattern with their own examples. 通过多种用法场景的讲解，帮助学生全面掌握过去完成进行时，特别是“刚做了……就突然……”的特殊句型。 Presentation (Future Continuous) The teacher presents the structure: will/shall be + doing, with negative "will not be doing" and interrogative "Will + subject + be doing?" The teacher explains four usages: (1) Actions in progress at a specific future time — "Don't phone me between 9 and 11. I'll be having a meeting then"; (2) Planned or scheduled events — "I'll be seeing her this evening"; (3) Predictions and expectations — "The rose will be coming out soon"; (4) Polite, gentle tone — "Will you be staying here long?" (more polite than "Will you stay here long?"). The teacher distinguishes future continuous from simple future: future continuous sounds less direct and more courteous. The teacher reminds: in time/condition adverbial clauses, use present continuous instead of future continuous. Students practice forming affirmative, negative, and interrogative sentences with future continuous. Students distinguish between "I will meet her tomorrow" (simple plan/intention) and "I will be meeting her tomorrow" (scheduled, natural course of events). 系统讲解将来进行时的四种用法，强调其礼貌委婉的语气功能，帮助学生在实际交流中更得体地运用。 Practice (Categorization) The teacher instructs: "Fill in the columns with more examples of different continuous tenses from the three stories." The teacher provides a consolidation table: "I will be working in the United States for three months," "And I have been doing a lot of work," "He had been feeling depressed for over a month." Students search the three stories for more examples of each continuous tense and fill in the columns. Students share their findings with partners and verify answers. 引导学生回归文本，通过归类活动巩固对三种连续时态的辨识能力，体会语法在真实语境中的应用。 Practice (Pair Work — Jokes) The teacher organizes pair work: "Read the jokes and talk about the funny part of each joke." The teacher presents four jokes: (1) Girl: "Why was the cat sitting on the computer?" Boy: "He was keeping an eye on the mouse." → Pun: "mouse" means both computer mouse and real mouse; (2) Teacher: "Who is the speaker of the House?" Student: "Mother." → Misunderstanding: the House (U.S. House of Representatives) vs. house (home); (3) Student: "I don't think I deserve a zero." Professor: "Neither do I. But that's the lowest grade I'm allowed to give." → Irony; (4) Teacher: "What is the chemical formula for water?" Student: "HIJKLMNO!" Teacher: "What?" Student: "Yesterday you said it's H to O!" → Phonetic pun. Students read each joke in pairs and discuss what makes each one funny. Students identify the humour mechanism in each joke: pun, misunderstanding, irony, phonetic confusion. 通过幽默短文阅读，将语法学习与单元主题“幽默”结合，同时训练学生分析幽默机制的能力，提升思维品质。 Production (Exercise) The teacher distributes fill-in-the-blank exercises: (1) "The eager fans _____ (wait) for six hours before they finally got the tickets." → had been waiting; (2) "I _____ (look for) that for weeks — where did you find it?" → have been looking; (3) "Mrs Wang _____ (stay with her friends) when she goes to Hainan." → will be staying with her friends. The teacher assigns additional exercises: (4) "As he _____ (repair his car) all afternoon, he was messy." → had been repairing; (5) "This book is taking me so long that I _____ (still read) it by this time next year!" → will be still reading; (6) "She _____ (study English) since she left school." → has been studying English. The teacher provides Chinese-to-English translation exercises for further consolidation. Students complete the exercises independently, selecting the correct continuous tense and verb form. Students check answers in pairs, explaining their choices. Students translate the Chinese sentences into English using the appropriate continuous tenses. 通过层层递进的练习（填空→翻译），检验学生对三种连续时态的综合运用能力，及时发现并纠正错误。 Homework The teacher assigns: "Describe your weekend using three different continuous tenses, each with three sentences." The teacher provides a model: "I had been planning to go hiking. I have been enjoying my free time this Saturday. Next Sunday, I will be visiting my grandparents." Students note down the homework and begin drafting their weekend descriptions using the three continuous tenses. 布置开放性写作任务，要求学生在真实生活情境中综合运用三种连续时态，实现语法知识的内化和迁移。 五、板书设计 Unit 4 Humour — Lesson 1 (Grammar) Continuous Tenses: 1. Present Perfect Continuous: have/has been doing 2. Past Perfect Continuous: had been doing 3. Future Continuous: will be doing 六、教学评价与反思 （一）教学评价 教师观察：通过课堂练习和口头例句环节观察学生对三种连续时态的掌握情况。 学生自评：学生反思自己在辨析练习和语境填空中的表现，评估对时态区别的理解。 同伴互评：在Pair Work环节中相互检查答案并讨论答题理由。 （二）教学反思 本课以故事原句为切入点，通过“发现→规则→辨析→运用”的归纳式语法教学，较好地调动了学生的主动性。 在时态辨析环节，部分学生对现在完成进行时和现在完成时的差异理解不够深入，建议增加更多情境对比的例句。 将来进行时的礼貌语气功能是学生的新知识点，应着重强调其与一般将来时的差异。 学科网（北京）股份有限公司 $