Unit 4 Body Language Learning About Language 教学设计-2026-2027学年高中英语人教版选择性必修第一册

该高中英语教学设计聚焦构词法（派生、合成等）与动词-ing形式作宾语和表语，通过前置预习（词典查派生词、摘抄课文-ing句）导入，承接Reading and Thinking肢体语言语篇，以词形转换表、语境猜词等为支架实现语言内化。 特色在于主题式整合与任务链设计，以跨文化肢体语言为载体，如用图片描述肢体语言并运用-ing形式，通过语境推断rest等词的一词多义，培养语言能力与思维品质。采用“输入-内化-输出”路径，助力学生提升跨文化交际能力，为教师提供系统教学流程与评价工具。

Unit 4 Learning About Language 1、 基础信息 （一）核心基础信息 项目 内容 课题 人教版（2019）高中英语选择性必修第一册 Unit 4 Learning About Language 课时 1课时（45 分钟） 授课年级 高二年级 课型 新授课 授课教师 授课时间 （二）课标要求 · 掌握动词派生、合成、转化、缩略四大构词法，能借助词典完成differ / vary / rely / interact / approve / embarrass等词的词形转换，并归纳一词多义、同根异义的词汇规律。 · 系统掌握动词-ing形式作宾语与表语的全部用法（含一般式/完成式主动被动、只接-ing的动词与短语、意义有别的动词、need / require / worth特殊句型），能完成句型填空与语篇语法填空。 · 以肢体语言语篇为载体，在词汇与语法操练中理解不同文化背景下肢体语言的差异，掌握解读非言语行为时的跨文化交际规范。 · 形成借助构词法规律归类词汇、对比-ing不同语法功能的逻辑思维，并能结合图文情境推断词义、分析肢体语言案例。 · 学会使用词典等工具拓展词汇，通过小组合作探究语言规则，并运用所学分析图片中的肢体语言现象，养成课前预习、课后归纳的自主学习习惯。 二、教学设计依据 （一）教材分析 本节课为Unit 4语言巩固专项课时，分为词汇积累、语法探究两大核心板块，承接Reading and Thinking关于“肢体语言跨文化差异”的阅读语篇，实现阅读输入后的语言内化。 · 词汇板块：以构词法词形转换、一词多义/同根异义语境猜词、肢体语言主题语篇完形填空为载体，集中巩固 differ、vary、rely、interact、approve、embarrass 等单元核心词及其派生形式，搭建“非言语交际”完整词汇体系，为本单元听说、写作铺垫语料。 · 语法板块：核心语法为动词-ing形式作宾语与表语，通过课文例句识别、时态语态表格对比、只接-ing的动词/短语归纳、意义有别的动词辨析、句型填空、语篇语法填空层层拆解，区分动名词作宾语与表语的功能、被动结构，解决学生-ing混用难点。 · 情境输出板块：以肢体语言图文案例为素材创设表达情境，实现语法知识从单句习题到完整图片描述的迁移运用，落实单元“跨文化非言语交际”主题。 （二）学情分析 · 知识基础：学生在必修及Unit 3已接触动词-ing形式作主语，但未系统学习-ing作宾语与表语的全部句式；对构词法仅有零散认知，不会借助构词法规律拓展同类词汇；对一词多义、同根异义缺乏系统的语境推断策略。 · 能力短板：容易混淆-ing作宾语、表语与主语的语法功能；对remember / forget / regret / try / mean等意义不同的动词掌握不牢；描写肢体语言时句式单一，不会用-ing结构自然表达。 · 兴趣特点：学生对“不同文化中的肢体语言”实景素材兴趣浓厚，词义配对、语法填空、图片描述类课堂任务参与度更高，乐于在小组中讨论跨文化交际案例。 三、教学目标与重难点 （一）教学目标 1. 语言能力 ① 熟练运用四大构词法完成differ / vary / rely / interact / approve / embarrass的词形转换，并能从语境中推断 rest / display / favour / witness / lack / frown等词的两种词性含义； ② 吃透动词-ing形式作宾语与表语的全部句式、时态语态变化，独立完成句型填空、语篇语法填空与功能判断； ③ 能运用动词-ing形式（宾语 / 表语）口头与书面描述肢体语言现象及跨文化差异。 2. 思维品质 ① 通过构词法规律归类、同根异义对比训练归纳对比逻辑； ② 对比动词-ing作宾语、表语与主语的语法功能差异，精准判断其在句中的作用； ③ 结合肢体语言图文案例，进行语境推理与跨文化差异思辨。 3. 文化意识 ① 了解不同文化背景下肢体语言表达的差异（如微笑、手势、鞠躬等），理解非言语行为的文化多样性； ② 树立尊重多元文化、遵循跨文化交际规范的意识，提升非言语交际素养。 4. 学习能力 ① 借助词典、表格整理词汇与语法知识点； ② 小组合作完成词义推断、语法填空、图片描述任务；课后自主整理错题与笔记。 （二）教学重难点 教学重点 掌握四大构词法与一词多义规律，完成词形转换与语境猜词； 全面掌握动词-ing形式作宾语与表语的各类用法（只接-ing的动词/短语、意义有别的动词、need / require / worth、allow / advise类），完成填空与功能判断； 运用动词-ing形式描述肢体语言及跨文化差异。 教学难点 区分动词-ing作宾语、表语、主语等不同语法功能； 从语境中准确推断生词含义（一词多义、同根异义）； 在图片描述中自然、正确地使用-ing形式作宾语或表语。 四、教学准备 多媒体资源：构词法与词汇精讲、语法例句与习题、肢体语言图片、跨文化交际短视频。 纸质学案：词形转换表、一词多义匹配、肢体语言语篇填空、动词-ing句型填空与语篇语法填空、图片描述任务单、综合语法练习卷。 前置预习任务：借助词典预习differ / vary / rely / interact / approve / embarrass的派生词；从Reading课文摘抄3处含-ing的句子并判断其语法功能。 五、教学过程设计 Part 1 Build up your vocabulary Task 1 Fill in the table with different forms of the words. Refer to a dictionary if necessary. Teacher presents a word-formation table with six target words (differ, vary, rely, interact, approve, embarrass), and asks students to fill in their noun, adjective and adverb forms with the help of a dictionary, then read the completed forms aloud. Noun Verb Adjective Adverb difference differ different differently variance / variable variability / variation vary variable / various / varied variously / variably reliance / reliability rely reliable reliably interaction interact interactive interactively approval approve approving / approved approvingly embarrassment embarrass embarrassing / embarrassed embarrassingly Task 2 Work out the meanings of the underlined words in the sentences below. In pairs, list more words of the same kind. Teacher displays the sentences with underlined words, asks students to infer each word’s meaning and part of speech from context, then work in pairs to list more words of the same kind. I rest my head on the desk to get some rest. rest (v.) to place or put; rest (n.) when someone stops doing things so their body can recover energy The child displayed great interest in the huge fireworks display. display (v.) to show; display (n.) a show Most students favour the plan, while their teachers are not in favour of it. favour (v.) to prefer or like; favour (n.) being of, approving of Jeremy witnessed the whole incident and was expected to be the key witness at the trial. witness (v.) to see something, especially a crime or an important event; witness (n.) a person who tells what he / she saw to the police or at a trial His lack of eye contact when talking with people shows that he lacks confidence. lack (n.) absence; lack (v.) to not have When he noticed a slight frown on his twin sister’s face, he frowned as well. frown (n.) a facial expression that shows sadness or disapproval; frown (v.) to make a facial expression that shows sadness or disapproval Task 3 Read the passage about body language. Fill in the blanks with the correct forms of the words and phrases in the box. Teacher displays the cloze text and the word box, asks students to read the whole text first to grasp the main idea, then fill the blanks with proper word forms according to context clues. by contrast by comparison break down interaction demonstrate approve of clue gesture When we think about nonverbal behaviour, or body language, we think about communication. When we think about communication, we think about interaction. So what is our body language demonstrating to others? Social scientists have spent a lot of time looking at the effects of our body language. We make assessments and inferences from body language. And according to those judgements we approve of one person and dislike another. So body language provides external clues that are influenced by internal thoughts and feelings. Scientists have found that when we feel proud and powerful, we usually straighten up to make ourselves bigger. By contrast, when we feel powerless, we tend to slump, making ourselves smaller. It is obvious that our minds can influence our bodies. But is it also true that our bodies can affect our minds? Scientific experiments show that if we make powerful gestures long enough, we may actually feel more powerful. People who remember to use positive body language are more likely to feel positive by comparison, so some scientists suggest that we use our bodies to try power posing to help break down our feelings of shyness and powerlessness. Part 2 Discover useful structure Task 1 Look at the examples below, paying attention to the italicised parts. Teacher shows the two example sentences, asks students to pay attention to the italicised -ing parts and judge their grammatical functions (object / predicative). She enjoys learning about body language in different cultures. (object) The crucial thing is using body language in a way ... (predicative) Task 2 Learn full rules of -ing as object and predicative 动词-ing形式作宾语和表语 · 概述 动词的-ing形式具有动词的特征，同时又具有名词、形容词和副词的特征，因此它可以在句中作主语、表语、定语、宾语、宾语补足语和状语。 · 动词-ing的形式 -ing形式由动词原形加词尾-ing构成。 主动形式 被动形式 一般式 doing being done 完成式 having done having been done 动词-ing形式的否定形式是在其前加not。 · 动词-ing形式作宾语的用法 · 只可使用-ing形式作宾语的动词有：suggest、finish、practise、avoid、miss、delay、like、enjoy、imagine、deny、admit、consider、escape、risk、mind等。 · 只接-ing形式的短语有：be used to、can’t stand、give up、feel like、keep、on、insist on、look forward to、put off、devote to、stick to、object to、be busy、get down to等。 He imagines becoming a famous artist one day. 他想象自己某天成为知名艺术家。 They can’t stand waiting in long lines. 他们受不了排长队。 · 既可接-ing 形式，又可接动词不定式作宾语的动词有：start、begin、continue、like、love、hate 等，意思基本没有区别。love、like和hate接动名词表示长久的规律性的好恶；接不定式表示一时的、个别性的好恶。 He continued working/to work on the project despite the heavy rain. 尽管下着大雨，他仍继续做这个项目。 She started learning/to learn Japanese after watching an anime. 她看了一部动漫后，开始学日语。 They love travelling around the world during holidays. 他们热爱假期时环游世界。（是长期热衷的事） He loves to read this new novel tonight. 他今晚想读这本新小说。（是当下的意愿） · 下列动词和动词词组既可以跟-ing形式作宾语，也可以跟 to-infinitive 作宾语，但意义上有区别，要特别注意： remember to do sth 记住要做某事(做) remember doing sth 记得做过某事(已做) forget to do sth 忘记要做某事(未做) forget doing sth 忘记做过某事(已做) regret to do sth 对将做的事感到抱歉(未做) regret doing sth 后悔做过某事(已做) try to do sth 试图/努力做某事(但不一定成功) try doing sth 试着做某事(只是试试) mean to do sth 打算/想要做某事 mean doing sth 意味着做某事 stop to do sth 停下(别的事情)去做某事 stop doing sth 停止做某事 go on to do sth 接着做(另一件事) go on doing sth 继续做(原来的事) can't help(to) do sth 不能帮忙做某事 can't help doing sth 禁不住做某事 · allow、advise、forbid、permit、encourage等动词后面可接-ing形式作宾语，但有名词或代词作宾语时，则接不定式作宾语补足语。 The library forbids talking loudly. 图书馆禁止大声喧哗。 The teacher forbids students to use mobile phones in class. 老师禁止学生课堂上用手机。 This park permits camping in designated areas. 这座公园允许在指定区域露营。 The manager permits employees to work from home on Fridays. 经理允许员工周五居家办公。 · 动词need、require、want 表示主语需要被做某种处理时，其后必须用-ing 的主动形式或不定式的被动形式作宾语，表示事情需要做。这时-ing的主动形式表示被动意义。be worth 后必须用-ing 的主动形式表示被动意义。 want/need/require to do sth (主语)想要/需要做某事 want/need/require doing sth (不用被动，以物作主语) 需要做 The old car wants repairing/to be repaired. 这辆旧车需要修理了。 That classic novel is worth reading again. 那本经典小说值得再读一遍。 · 动词-ing形式作表语的用法 · 动词的-ing 形式作表语用来说明主语的内容。一般用来表示主语的某种性质和状态，当与主语是同一概念的时候，主语与表语的位置可以互换。此外，还要注意主语与表语的一致性。 Her lifelong passion is dancing. 她毕生的热爱是跳舞。 · （一般来说，表示比较抽象、一般的行为时多用动词的-ing形式作表语；表示具体某次动作，特别是将来的动作时，多用不定式作表语。有时两者都可以用，没有什么差别。） What the city needs is improving public transportation. = What the city needs is to improve public transportation. 这座城市需要的是改善公共交通。 · 动词的不定式和动词的-ing 形式作表语的区别 动词的不定式作表语强调的是一次性、具体的、将要发生的动作；动词的-ing形式作表语强调的是一般性、抽象的、经常发生的动作。 My task today is to finish this report. 我今天的任务是完成这份报告。→（一次性、具体的今日任务） Her career is designing websites. 她的职业是设计网站。→（长期、抽象的职业内容） · 动词的-ing 和-ed 形式作表语的区别 -ing形式说明主语的特征，-ed形式说明主语的状态。 That movie is boring. 那部电影很无聊。→（说明电影 “令人无聊” 的特征） I felt bored during the movie. 看电影时我觉得无聊。→（说明 “我” 处于 “无聊” 的状态） · 动词的-ing形式(动名词/现在分词)作表语和用于进行时的区别 动名词作表语说明主语“是什么”，现在分词作表语说明主语的特征。动词的-ing形式用于正在进行时，说明主语正在执行的动作。 My job is designing creative advertisements. 我的工作是设计创意广告。→（动名词“designing...”说明主语“工作内容是什么”，表抽象、长期的职业本质） The team is solving a critical technical problem. 团队正在解决一个关键技术问题。→（进行时“is solving...”说明主语“正在执行的紧急动作”，表当下行为） Task 3 Find other examples from the reading text. Teacher asks students to find more sentences with the -ing form from the reading passage and state their functions (object / predicative). However, you should avoid making this gesture in Brazil and Germany, as it is not considered polite. (object) Elsewhere, people favour shaking hands, bowing from the waist, or nodding the head when they meet someone else. (object) A good way of saying “I am full” is moving your hand in circles over your stomach after a meal. (predicative) Perhaps the best example is smiling. (predicative) Experts suggest smiling at yourself in the mirror to make yourself feel happier and stronger. (object) Task 4 Complete the sentences using the -ing form of the words and phrases in the box. Two are extra. Then state their functions. Teacher sets the task to fill each blank with the -ing form from the box and mark its grammatical function. amuse teach break down call on bow get through assess Bill’s job is teaching sign language. (predicative) The theme of his presentation is breaking down barriers between groups. (predicative) By bowing, we mean “bending our head or body forward as a sign of respect or shame”. (object) Getting through three kilometres of heavy traffic took me almost 25 minutes. (subject) We intended to visit the theme park but ended up calling on Professor Zhang. (object of the verb phrase) Task 5 Complete the passage with the correct forms of the words and phrases in the box. Can you add more examples to explain how you read body language? Teacher asks students to fill the blanks with the correct -ing forms from the box and then add their own examples. lie challenge consider individual differences maintain consider the whole picture evaluate a patientʼs condition Reading body language is not an easy task. It can be challenging because interpreting the signs that another person shows requires considering the whole picture. In this sense, it can be compared to a doctor evaluating a patient’s condition. Considering individual differences is also key to reading people’s body language accurately. For example, when lying, some people avoid eye contact. By contrast, others may maintain eye contact even longer than usual. Task 6 Talk about the body language you can read from the following pictures. Use at least one -ing form for each picture. Teacher displays three pictures and asks students to describe the body language they read from each, using at least one -ing form per picture. The man enjoys looking at himself in the mirror. The woman shows her impatience by looking at her watch. The boy is fearful, trying to run away from an angry dog. Part 3 Language Points 1. The teacher displays “assess” with collocation tables and blank-filling practice sentences. 2. The teacher leads students to read fixed collocations aloud, then finish word-form transformation exercise on worksheets. Part 4 Exercise 1. The teacher hands out the grammar cloze worksheet which mainly tests v-ing as object and predicative and asks students to finish all blanks. My favorite hobby is reading (read) classic novels, which enriches my knowledge and vision. When I woke up and came out of the dormitory, he remained standing (stand) there. After fetching (fetch) fresh ingredients from the market, she prepared a delicious meal for her family. Green tech involves combining (combine) technology and science to create environmentally friendly products. The majority of the residents strongly opposed pulling (pull) down the old theatre, as they considered it a significant part of the city's cultural heritage. Before being told (tell) the truth, the majority of my classmates had been mistaking me for leaking the secret. People whose interest is exploring (explore) the relationship between art and science will enjoy Singapore’s ArtScience Museum. What is even more interesting is that one of Stein’s jobs is defending (defend) an industry behind the plastic shopping bag. But in this experiment what they’re doing is paying (pay) more attention to the big number than the little one. The crucial thing is using (use) body language in a way that is appropriate to the culture you are in. Those scientists who dedicate their lives to the outer space exploration are worth learning (learn) from. 2. Teacher checks all answers with the whole class and explains common mistakes and confusing grammar points. Part 5 Summary Build up your vocabulary: master word formation rules to complete word form transformation, and infer word meanings from context. Discover useful structure: 动词-ing形式作宾语和表语——概述、动词-ing形式的形式、动词-ing形式作宾语的用法、动词-ing形式作表语的用法。 Summarize ways to use -ing forms to describe body language and cross-cultural differences. Part 6 Homework Using at least five target words from this lesson, write a short English paragraph of about 80 words describing how body language helps people communicate, and include at least two -ing forms used as the object or predicative. 六、板书设计 Unit 4 Body Language (Learning About Language) 1. Word Formation derivation / compound / conversion / abbreviation 2. One word, two meanings rest / display / favour / witness / lack / frown 3. -ing as object & predicative Forms: doing / being done / having done / having been done Rules: verbs only -ing; phrases; both; meaning-difference; allow / advise ...; need / require / worth 七、教学评价与反思 （一）教学评价 1. 过程性课堂观察评价：全程观察学生词形转换、语境猜词、语法填空、图片描述表现，对主动发言、完整展示的学生及时口头鼓励。 2. 书面成果综合评价：课后收集词形转换表、肢体语言语篇填空、动词-ing句型填空与语法卷，汇总构词混淆、-ing功能误判、主被动混用等共性问题，安排后续专项巩固。 3. 发展性观察评价：对比学生课前预习与课堂输出能力，以个人自身进步作为评价标准，不横向对比班级学生分数。 （二）教学反思 1. 课堂优势 教学逻辑闭环完整，遵循“词汇积累—语法精讲—配套习题—综合输出—考教衔接”流程，从单词到句子再到完整图片描述，循序渐进降低-ing语法学习难度。教学素材贴合单元主题，以肢体语言跨文化差异为载体，在语言操练中渗透跨文化交际意识，实现语言学习与育人融合。 2. 课堂现存问题 构词法与一词多义讲解环节占用时长偏多，压缩后半段学生图片描述展示、小组分享的时间；学生对动词-ing作宾语与表语的功能区分不透彻，做题、表达中频繁与主语混用；意义有别的动词（remember / try / mean 等）辨析错误率较高。 3. 优化改进方案 课前发放构词法与一词多义预习清单，要求学生提前标注词形与词义，课堂只针对全班共性错题统一讲解，节省基础知识点授课时间，预留充足图片描述展示时长。板书固定 doing / being done 对比例句，设置微型语法小测当堂区分主动、被动语义；整理“宾语—表语—主语”功能判断口诀辅助学生记忆。 学科网（北京）股份有限公司 $