Unit 3 Period 2 Grammar and usage （表格式教学设计）英语译林版选择性必修第一册

该高中英语教学设计聚焦verb-ing和verb-ed形式作表语的用法，通过图片描述激活学生形容词储备，结合博客阅读感知语法现象，搭建“语境感知—规则发现—规则应用”的递进学习支架，梳理系动词分类、形容词对及复合分词形容词等知识脉络。 该资料以“艺术鉴赏中的数字时代体验”为主题语境，采用归纳式教学法，通过对比表格归纳语法规则，分层作业与思维导图助力知识内化，在真实语境中提升学生语言能力与思维品质，帮助学生准确区分事物特征与个人感受，为教师提供系统高效的语法教学路径。

Unit 3 The art of painting Period 2 Grammar and usage教学设计 教学基本信息 单元名称 选择性必修第一册 Unit 3 The art of painting 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：译林出版社 出版日期：2020年7月 课时安排 2课时(80min) 课型 语法课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 本节课以"艺术鉴赏中的数字时代体验"为主题语境，采用归纳式语法教学法，通过语境感知—规则发现—规则总结—规则应用的递进路径，引导学生自主探究verb-ing和verb-ed形式作表语的语法规则。 2. 遵循"学习理解—应用实践—迁移创新"的英语学习活动观：通过图片描述和博客阅读感知语法现象（学习理解）；通过规则归纳和对比分析内化语法规则（应用实践）；通过填空、写作等任务实现语法知识的迁移运用（迁移创新）。 3. 注重语法学习的语境化与交际化，避免孤立讲授语法规则，在真实的艺术鉴赏语境中引导学生发现、归纳和运用语法知识，培养语法意识与语言运用能力。 教材分析 【What】本课为单元语法板块，聚焦verb-ing和verb-ed形式作表语的用法。内容涵盖：verb-ing/verb-ed作表语的基本规则、系动词的分类、常见易混淆的verb-ing/verb-ed形容词对、复合分词形容词，以及shade、bathe、precious、campaign等重点词汇。 【Why】通过语法学习，学生能准确区分并运用verb-ing和verb-ed形式作表语，理解"事物特征"与"人的感受"的区别，提升语法准确性与语言运用的得体性。 【How】教学遵循"语境感知—规则探索—规则归纳—规则应用"的语法教学路径：以图片描述激活形容词储备，以博客阅读呈现语法语境，以对比表格归纳语法规则，以填空、写作等任务巩固语法运用。 学情分析 1. What I know 词汇方面：已掌握部分描述感受的形容词（如interested, exciting等），但对-ing/-ed形式的系统性区分不够清晰。 语法方面：了解表语的基本概念，但对动词-ing和动词-ed形式作表语的用法区别缺乏系统认知。 背景知识方面：对印象派绘画有一定了解，能简单描述艺术作品，但用英语进行语法准确的表达存在困难。 2. What I want to know 学生想了解verb-ing和verb-ed形式作表语的具体区别与使用规则。 学生想掌握常见的-ing/-ed形容词对，避免在口语和写作中混淆使用。 3. What I learned 主题内容方面：学生能准确运用verb-ing和verb-ed形式作表语描述事物特征和人的感受，在艺术鉴赏话题中进行语法准确的表达。 语言知识方面：掌握linking verb的分类，熟悉常见的verb-ing/verb-ed形容词对及复合分词形容词的构成与用法。 教学目标 语言能力 能识别语境中verb-ing和verb-ed形式作表语的用法；能归纳并运用verb-ing和verb-ed形式作表语的规则；能在描述艺术作品等真实语境中准确运用相关语法形式。 学习能力 能通过语境感知和对比分析自主发现语法规则；能通过填表、归纳等活动构建语法知识体系；能运用语法知识分析和纠正语言错误。 文化意识 在语法学习中感受艺术鉴赏的乐趣，培养对中外艺术的欣赏能力。 思维品质 能通过对比分析区分-ing和-ed形式的语义差异，提升逻辑思维与归纳能力；能在真实语境中灵活运用语法规则，提升语言思维的准确性。 教学重难点 教学重点 掌握verb-ing和verb-ed形式作表语的区别与用法；识别并正确使用各类系动词；掌握常见的verb-ing/verb-ed形容词对。 教学难点 在真实语境中准确区分并运用verb-ing和verb-ed形式作表语；理解verb-ing形式表"事物特征"与verb-ed形式表"人的感受"的语义本质区别。 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 1. Look at three pictures. How would you describe the experience of each person? Use adjectives to complete the sentences. 答案：The experience of just taking photos without looking is disappointing/boring/frustrating. The person seems interested in the photo rather than the painting itself. The experience of truly looking at painting is amazing/rewarding/breathtaking. The person looks amazed/fascinated/impressed by the beauty of the artwork. It is shocking/disappointing/worrying to see beautiful scenery only through a phone screen. The person seems unaware/distracted to miss the real moment. 2. What is the function of the verb-ing or verb-ed forms in each sentence? 答案：Predicative. ●通过图片描述激活学生已有的形容词词汇储备，初步感知描述感受的形容词用法，为后续语法探究做好词汇和语境铺垫。 5min Activity 2 Exploring the rules 1. Below is a blog entry about appreciating art in the digital age. Read it quickly and answer the following questions. ①Where did the writer go to see the paintings? 答案：The writer saw the paintings in the National Gallery. ② How did the writer appreciate the paintings? 答案：The writer wondered at the skill of the artists, their use of colour and how they played with light and shade. He/she observed the brushwork the artists used to enhance their works, and enjoyed being able to bathe his/her senses in this palace of human creativity. ③What was the writer's attitude towards the act of viewing artworks through smartphones? 答案：The writer felt shocked and believed it was impossible to truly appreciate the human touch of a great painting through a smartphone. 2. Read the blog again. Find the sentences that use verb-ing or verb-ed forms as predicatives. 答案：Verb-ing forms as predicatives It was surprising then ... It might sound shocking, .. Verb-ed forms as predicatives .., I was amazed to see all the paintings. ... they seemed more interested in taking ... ..., I was determined to keep ... ●在真实的艺术鉴赏语境中引导学生感知语法现象，通过找句子、填表格等活动，初步发现verb-ing和verb-ed形式作表语的使用规律，培养语法观察与归纳能力。 12min Activity 3 Working out the rules · When used as the predicative, the verb-ing form is connected to the subject by a (1)_____________. · The (2)_______ form is often used to describe a thing or a situation; the (3)_______ form is often used to describe how a person feels. 答案：(1) linking verb (2)verb-ing (3)verb-ed 动词-ing 形式和动词-ed 形式作表语 · 表语(predicative)表述主语的特征、状态、身份等。表语位于系动词之后，与之构成系表结构。名词、代词、数词、形容词、副词、介词短语、不定式、动名词、分词、从句等均可用作表语。 · 系动词有哪几类 1.“是” be动词 2.“变” become, get, turn, go, grow, fall, appear… 3.“保持，保留” stay, keep, remain, prove 4.“…起来” look, seem, sound, taste, smell, feel · 动词-ing充当形容词，说明主语性质。 · 动词-ing充当名词时，主语和表语可互换。 · 动词-ing不等于doing。 · 动词-ed充当形容词，多位于连系动词be、remain、feel、seem、look、become等后面。表示主语所处的状态或特征。 · 动词-ed做表语与被动语态的区别： · The cup is broken. （表语） · The cup was broken by Tom. （被动） · 常见的表示情绪变化的动词-ing和动词-ed对比： annoying 恼人的 annoyed 生气的 boring 令人厌烦的 bored 感到厌烦的 challenging 富有挑战性的 challenged受到挑战的 convincing 令人信服的 convinced 被说服的 disappointing 令人失望的disappointed 感到失望的 discouraging 令人丧气的 discouraged 感到丧气的 disturbing 令人不安的 disturbed 心神不安的 embarrassing 令人尴尬的 embarrassed 感到尴尬的 encouraging 令人鼓舞的 encouraged 受到鼓舞的 exciting 令人兴奋的 excited 感到兴奋的 frightening 使惊恐的 frightened 受惊的 inspiring 令人鼓舞的 inspired 受到鼓舞的 interesting 令人感兴趣的 interested 感兴趣的 · 常见的复合分词形容词 badly-paid 低工资的 newly-married 新婚的 clear-cut 轮廓鲜明的；清晰的 one-eyed 一只眼的 peace-loving 爱好和平的 nice-smelling 香气扑鼻的 warm-hearted 热心肠的 able-minded 能干的 good-tempered 好脾气的 · 这类带连字符的复合分词形容词，一般都是作定语，不作表语。 a well-received story 一个受欢迎的故事 a man-made lake 一座人工湖 a far-reaching speech 一个意义深远的演讲 a well-known writer 一位著名的作家 the grass-covered ground 被草覆盖的地面 a newly-built library 一座新建的图书馆 ●通过规则归纳和对比分析，帮助学生系统掌握verb-ing和verb-ed形式作表语的语法规则，构建清晰的语法知识体系。 15min Activity 4 Applying the rules 1.Complete the sentences using the correct verb-ing or verb-ed forms of the verbs in the brackets. ①The art show in town next week sounds _________(appeal). ②The old man was _______(amaze) by the paintings on show. ③I find the soft colours in this painting very _______(relax). ④The public were _______(please) that they would have free access to these exhibitions. ⑤The gallery staff looked very _____(tire) after working all day. 答案：①appealing ②amazed ③relaxing ④pleased ⑤tired 2. Complete the article with the correct forms of the verbs in the box below. prepare concern encourage satisfy surprise You walk into a museum, stop in front of a masterpiece and wish to observe it up close. Instead of having a good view of it, however, you see nothing but raised arms and smartphones! Isn’t it (1)__________? Nowadays, the use of smartphones in museums continues to rise and art experts are (2)_________ about how to get people to truly appreciate artworks rather than simply take photos or record videos to post on social media. Some museums do not allow photography, which is less about camera flashes and more about encouraging people to enjoy the experience. Amsterdam’s Rijksmuseum, for example, has waged the Big Draw campaign, where visitors are encouraged to keep their smartphones in their pockets or bags and pick up paper and pencils instead. The national museum is hoping to help visitors discover and appreciate the beauty of art, architecture and history through drawing. Some museums are also asking people to get (3)________ before their visit by learning about the artworks first. Hopefully, with these measures, the experience of visiting museums will be more (4)_________ than simply recording everything with a smartphone. There have already been some signs of improvement, which is very (5)___________, but there's still a long way to go. 答案：(1)surprising (2) concerned (3) prepared (4) satisfying (5) encouraging 3. Complete the following table in pairs。 More personal experience, less camera flashes Where Measures Amsterdam’s  Rijksmuseum waging the Big Draw campaign, encouraging visitors(1)_________________________________ helping visitors discover and appreciate the beauty of art, architecture and history(2)________   Some museums asking people (3)_______________________ before their visit 答案：(1)to keep their smartphones in their pockets or bags (2) through drawing (3)to learn the artworks first 4. In pairs, describe the paintings using verb-ing and verb-ed forms as predicatives. ●通过填空、完形和口语描述等多种任务，在真实语境中巩固语法运用，实现从知识输入到语言输出的转化，提升语法运用的准确性和流利度。 25min 应用实践 Activity 5 Language points 详解文章中的重点单词、短语和句型。 ●整合语法知识，梳理逻辑体系，帮助学生形成系统化的认知，巩固课堂所学。 10min Activity 6 Summary 以思维导图的形式，梳理归纳动词-ing and 动词-ed 形式作表语的主要用法。 ●整合语法知识，梳理逻辑体系，帮助学生形成系统化的认知，巩固课堂所学。 3min Activity 7 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 3min 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。 昨天你参观了学校举办的学生国画作品展。请给校英文报写一篇宣传稿，内容包括： 1. 展览时间、地点； 2. 观展感受； 3. 推荐观展。 注意： 1. 写作词数应为80个左右； 2. 请按如下格式在答题卡的相应位置作答。 ____________________________________________________________________________________________________________________________________ 参考范文一： Hello, everyone! Aiming at promoting Chinese culture, a students’ traditional Chinese painting exhibition is being held by our school in the library from May 30th to June 5th. As someone who visited the exhibition yesterday, I personally thought it was amazing. It not only shows us different types of paintings, but also various tools related to painting, such as Chinese brushes, paper and so on. Apart from displaying, there are many other great activities like a painting knowledge quiz, lectures and games. It is a visual feast that anyone who’s interested in traditional Chinese painting should not miss. 二选一 假定你是国际学校学生李华，你校将组织学生前往博物馆参观“数字国画（digital Chinese painting）展”。请你用英语写一则通知，内容包括： 1.活动目的； 2.活动安排； 3.报名方式。 注意： 1. 写作词数应为80个左右； 2. 请按如下格式在答题卡的相应位置作答。 Notice ____________________________________________________________________________________________________________________________________ The Student Union 参考范文二： Notice To broaden students’ horizons and appreciate the beauty of digital art combined with traditional Chinese painting, a visit to the museum is scheduled for next Friday. The exhibition lasts from 8:00 to 11:00 am, during which time works by famous painters will be on display in digital forms, which are absolutely a feast for your eyes. With professional guides, you will learn about the techniques and history behind these unique works. There follows a session when you can consult about whatever is relevant. More interestingly, you can have a chance to experience digital painting under the guidance of an outstanding painter on the spot. Whoever is interested in the activity can sign up on the school website or at the Student Union by this weekend. Looking forward to your participation. The Student Union ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit 3 The art of painting Grammar and Usage Structure: Subject + linking verb + V-ing/V-ed Verb-ing describes things/situations (The news is shocking.) Verb-ed describes feelings (I am shocked.) Linking verbs: be, become, get, turn, look, seem, sound, feel, stay, keep, remain Common pairs: boring / bored interesting / interested exciting / excited surprising / surprised disappointing / disappointed Compound participial adjectives: well-written, newly-built, warm-hearted 教学反思 优点： 以图片描述和博客阅读创设真实的艺术鉴赏语境，学生在情境中自然感知语法现象，课堂参与度高。归纳式教学法有效激发了学生的探究兴趣，通过对比表格帮助学生清晰区分-ing和-ed形式的语义差异，语法知识体系的构建效果较好。 缺点： 部分学生对系动词的分类记忆不够牢固，在口语输出时容易遗漏系动词；少数学生在区分-ing和-ed形容词对时仍存在困难，特别是在快速口语表达中容易出现混淆。 改进： 课前补充系动词分类的速记口诀，做好语法铺垫；口语活动前增加更多对比操练环节，如"说句子接龙"游戏，帮助学生在互动中巩固-ing/-ed形容词对的用法。可增加小组合作创作含目标语法的小短文环节，强化语法在真实语境中的运用。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $