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Unit4 Learning About Language (2)
课时内容 Discover useful structures
主题语境：人与社会 子主题：肢体语言 主题群：社会服务与人际沟通 语篇类型：说明文、图片，对话
文本分析：本节语法学习课的重点是用动词-ing 形式作宾语和表语。学习活动分为 四个环节：活动1是识别动词-ing 形式在句子中作宾语和表语的语法功能；活动2 是用动词-ing 形式完成句子并说明其功能；活动3是在语篇中运用动词-ing形式，
在运用中习得语法知识，认识到解读肢体语言需要考虑个体差异；活动4是看图说 话，运用动词-ing 形式描述图片中人物的肢体语言并评判其情感，深化对主题意义 的学习和理解。
课时目标
学完本课后，学生能够：
1. 理解和掌握动词-ing 形式作宾语和表语的功能和意义。
2. 归纳、总结动词-ing形式的用法并能够在不同语境中正确使用动词-ing形式。 3.认识到解读肢体语言要考虑个体差异。
4.运用动词-ing 形式描述图片中的肢体语言。 重点难点
重点
理解动词-ing形式作宾语和表语的句法功能和表意功能。 难点
运用动词-ing形式描述某人(图片中)的肢体语言。
教学准备
教师准备：动词-ing形式作宾语和表语的练习。
学生准备：复习动词-ing 形式作主语和状语的相关语法知识；观察并试着描述同伴 日常肢体语言。
精彩课堂
Stepl 学习理解
活动一：感知与注意
1.Review the ing form used as the subject.
(1)Ask students to complete the sentences using the-ing form of the words in brackets and identify their functions.
① (get)here is quite difficult,so apart from the Sami very few people
have ever seen Sarek.② (be)in such a beautiful and wild place makes me feel blessed to be alive.③ hire)local guides is strongly advised,because they can offer accurate knowledge of Sarek culture and history.④ (check)my watch,I see that it is 7:30 a.m.
⑤Here I am,alone under this boad sky, (breathe)the fresh air,and enjoying this great adventure.
(2)Ask students to find out all the sentences using the -ing forms as the subject from the reading text"LISTENING TO HOW BODIES TALK".
Suggested answer:
①For example, making eye contact-looking into someone's eyes-in some countries is a way to display interest.
②In many countries,shaking one's head means“no",and noddingmneans"yes".
③ Placing your hands together and resting them on the side of your head whileclosing your eyes means“sleep"” .
【设计意图】通过练习复习动词-ing 形式作主语的用法，激活学生已有的认知，为下阶 段学习动词-ing 形式作宾语和表语做铺垫。
2.Read and recognise.
Ask students to read the sentences below and figure out the functions of the underlined parts.
①She enjoys learning about body language in different cultures.
② We can learn a lot about what people are thinking by watching their body language.
③The crucial thing is using body language in a way that is appropriate to the culture you are in.
Suggested answers:
①The-ing form comes after the verbas the object.(动词-ing形式作动词的宾语)
②The-ing form comes after the preposition as the object.(动词-ing 形式作介词的宾语)
③The-ing form comes after the linking verb as the predicative.(动词-ing形式作表语)
【设计意图】在句子语境中初步认识动词-ing 形式作宾语和表语的特征。
活动二：获取与梳理
1.Figure out the -ing forms that come after the verbs.
(1)Ask students to find other sentences using the -ing form as the object from the reading text "LISTENING TO HOW BODIES TALK".
Suggested answers:
① However,you should avoid making this gesture in Brazil and Germany as it is not considered polite.
② Elsewhere,people favour shaking hands,bowing from the waist,or nodding the head when they meet someone else.
③Experts suggest smiling at yourself in the mirror to make yourself feel happier and stronger.
(2)Ask students to complete the sentences below with the proper forms of the words in brackets.
①Every time you feel like (smoke)a cigarette,remind yourself that you are a non-smoker.
②Would you mind (wait)here for some minutes
③She is busy _(prepare)for the coming exam.
④Ialways have difficulty. (pronounce)new words.
⑤She is considering. (buy)a house in Shanghai.
⑥Though falling behind,he kept run).
⑦The carpet really wants (clean).
⑧The road needs (repair).
⑨Her plan deserves (consider).
⑩The plants require (water)every day.
Suggested answers:
①smoking ②waiting ③preparing ④pronouncing ⑤buying ⑥running
⑦cleaning/to be cleaned ⑧repairing/to be repaired
⑨considering/to be considered ⑩watering/to be watered
(3)Ask students to recognise and conclude the verbs/verb phrases using the -ing form as the object.
Suggested answer:
Verbs/Verb phrases using the -ing form as the object
考虑建议盼原谅：consider,suggest/advise,look forward to,pardon
承认推迟没得想：admit,delay /postpone,fancy 否认完成停能赏：deny,finish,stop,enjoy/appreciate
不禁介意准逃亡：can't help,mind,allow /permit,escape 禁止冒险凭想象：forbid,risk,imagine
想要成功坚持忙：feel like,succeed in,insist on,be busy (in).
【注意】the-ing form在少数表“需要”的动词(如 want、need、require、deserve、
desire等)后表示被动意义。sth need /require/deserve /want/desire+doing=sth
ned/ruir/deserve/want/desir+t be done
2.Figure out the-ing forms that come after the prepositions.
(1)Ask students to find other sentences using the-ing form as the preposition from the reading text “LISTENING TO HOW BODIES TALK”.
Suggested answers:
①A good way of saying "I am full" is moving your hand in circles over your stomach after a meal.
②And if we are feeling down or lonely,there is nothing better than seeing the smiling face of a good friend
(2)Ask students to complete the sentences below with the properforms of the words in brackets.
①Let's get down to (negotiate)the details.
②Making good use of things is an approach to (protect)the environment. 3On arrive),we set about (climb)in groups.
④Above all I have learnt that smiling is the key to _(solve)any problem
⑤My father is used to (go)to bed late and (get)up very early.
⑥By (bow),we mean "bendingour head or body forward asa sign of respect or shame".
⑦We should insist on (practise)our spoken English on a daily basis.
⑧I'm looking forward to (receive)your reply.
Suggested answers:
①negotiating②protecting ③arriving/arrival;climbing ④solving
⑤going;getting ⑥bowing ⑦practising ⑧receiving
(3)Ask students to summarise some common verb phrases with the preposition“to”.
Suggested answer.
常见带介词 to的短语： get down to 着手做
an approach to 做……的方法/途径
the key to 做……的关键 be/get used to 习惯于
object to反对 devote oneself to 献身于；致力于
contribute to有助于 look forward to 盼望
admit to 承认 lead to 导致
be equal to 胜任 stick to 忠于；坚持
pay attention to 注意 be addicted to 沉溺于
(4)Ask students to complete the sentences with proper expressions.
①很抱歉我没有按时交作业。
I am sorry for (not,handle)my homework on time.
②弗雷迪和他的乐队走到哪里都会有人跟随。
Freddy and his band could not go out anywhere without (follow).
③我不知道他竟然会干出这种事情与你对抗。
I have no idea of his do)such a thing against you.
④许多消费者抱怨那家商店缺斤少两。
Many customers complain of (give)short weight at that shop.
Suggested answers:
① nothandling ②being followed ③having done ④having been given
(5)Ask students to finish the table toconclude and summarise the forms of the-ing form as the object.
The -ing form 形式 主动 被动 ② ④
一般式 ①
完成式 ③
3.Figure out the function of the -ing form as the predicative.
(1)Ask students to find other sentences using the-ing form as the predicative from the reading text "LISTENING TO HOW BODIES TALK".
Suggested answers:
①A good way of saying "I am full"is moving your hand in circles over your stomach after a meal.
②Perhaps the best example is smiling.
(2)Ask students to complete the sentences below with the proper forms of words in brackets.
①Mary's job is (teach)English.
②The theme of my speech is (break)down barriers between departments.
③The story is very (encourage).
④Body language is (fascinate)for everyone to study.
Suggested answers:
①teaching ②breaking ③encouraging ④fascinating
(3)Ask students to think the difference between "teaching,breaking" and“encouraging,fascinating” .
Suggested answer:
teaching 和 breaking 为动名词；encouraging 和 fascinating 为分词形容词。
(4)Summarisc. (动名词与分词形容词作表语的区别)
Suggested answer:
分词形容词和动名词作表语时在形式上没有任何区别，但是在功能和意义上有较大 差异，分词形容词说明主语的特性，动名词说明主语的内容；动名词作表语说明主语的内 容，因此可以和主语互换位置，而分词形容词则不可以作主语。
3.Ask students todraw a mind map for the functions of the-ing form.
【设计意图】先通过复习课文句式感知动词-ing形式作宾语和表语的句法功能，然后通过练 习归纳梳理动词-ing形式作宾语和表语的表意功能，最后通过思维导图归纳总结动词-ing 形 式作主语、状语、宾语和表语的用法，加深对动词-ing形式的句法功能和表意功能的理解。
SteplⅡ 应用实践
活动三：内化与运用
1.Ask students to complete the sentences using the-ing form of the words and phrases in the box.Two are extra.Then have students state their functions.(Activity 2)
Suggested answers:
①teaching(predicative)
②breaking down(predicative)
③bowing(object)
④Getting through (subject)
⑤calling on(object of the verb phrase)
2.Ask students to complete the passage with the correct forms of words and phrases in the box. (Activity 3)
Suggested answers:
challenging;considering the whole picture;evaluating a patient's condition;Considering individual differences;lying;maintain
【设计意图】通过练习，复习动词-ing形式作宾语和表语的两种用法，巩固新学，加深学生 对动词-ing 形式的综合理解，进一步掌握动词-ing形式的用法和功能，提高学生在语境中正 确使用动词-ing形式的能力。
活动四：描述与阐释
1.Ask students to read the passage in Activity 3 and fill in the table.
Meaning Body language/Gesture Requires to read body language
① ③
Lying ② ④
Suggested answers:
①Avoiding eye contact ②Maintaining eye contact even longer than usual
③Considering the whole picture ④Considering individual differences 2.Ask students to learn more body language for certain feelings.
happy smile,jump to one's feet,wave one's hands in the air,beaming eyes,clap one's hands,lift one's head,..
angry one's face goes red,cross one's arms,make a fist,clench one's hands,shake one's fist at sb,turn one's back to sb,...
sad cover one's face with hands,red eyes,tearsstream down one's cheeks,lips tremble,...
scared shaky hands,eyes open wide,hands cover one's heart,one's face goes pale,nostrils flare,hug oneself,...
surprised one's eyes pop out,drop one's jaw,shake one's head,stare at sb,...
bored roll one's eyes,rest one's chin on the hand,look away,turn one's head away,yawn,..
embarrasse d chew on one's (upper)lip,twist one's hands,avoid eye contact,scratch one's head,lower one's head,...
nervous frown,mouth tighten,pace back and forth,give a sigh,shift on the seat, bite one's nails,rub one's hands,..
【设计意图】在语篇中感知肢体语言及其所传达的情感，加强对主题的理解；积累与话题 相关的语料，为下一阶段的学习做好铺垫。
StepⅢ 迁移创新
活动五：想象与创造
Ask students to talk about the body language they can read from the pictures.Have them use at least.one -ing form for each picture.(Activity 4)
Suggested answers:
Picture ①:The man enjoys looking at himself in the mirror.
Picture ②:The woman shows her impatience by looking at her watch. Picture ③:The boy is fearful,trying to run away from an angry dog.
【设计意图】让学生谈论图片中的肢体语言，以动词-ing形式作宾语和表语为主，综合运用 非谓语动词进行描述，强化学生对动词-ing 形式的表意功能的理解，为学生加深理解主题一 义提供更丰富的素材。

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