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Unit 2 Body Language ：Grammar教学设计
教学内容 Grammar (pp. 25–26)
主要语篇 语法板块的阅读语篇
教学目标 通过本课的学习，学生能够： 1.在口语和书面语篇中，理解、体会动词-ing形式作主语和宾语的功能，以及动词-ing与动词-ed形式作形容词的区别。 2.在特定的语境中，正确使用动词-ing和动词-ed形式进行表达。
教学重点 理解、体会动词-ing形式作主语和宾语的功能，以及动词-ing与动词-ed形式作形容词的区别。
教学难点 在特定的语境中，正确使用动词-ing和-ed形式进行表达。
【教学过程】
Step 1 呈现图片，导入学习主题
教师呈现一幅两位男士交谈的图片，通过师生互动引出动词-ing形式。
T: What are the men doing
Ss: They are communicating/talking.
T: What kind of body language are they using
Ss: Eye contact and hand gestures.
T: Yes. This shows that communicating means more than just speaking.
Step 2 观察语言现象，总结语法规则
在语篇中感知目标语法
教师呈现一篇关于肢体语言的短文，学生朗读。
Using body language is very important in daily life. When we talk with others, making eye contact shows that we are interested in what they are saying. Smiling helps us make friends more easily. And nodding our heads means we agree with someone.
However, using the wrong body language can cause problems. For example, crossing our arms may make people feel that we are unfriendly. Therefore, we need to pay attention to our own body language. Remember, communicating means more than just speaking!
教师提出两个问题：(1) What is the passage mainly about (2) How many kinds of body language are mentioned in it What do they mean 学生通过阅读和回答问题，感知目标语法。
发现语法规律，总结语法规则
让学生划出含有动词-ing形式的句子，观察动词-ing形式在句子中的成分，如主语（Subject)或宾语（Object)。
Using body language is very important in daily life.
Making eye contact shows that we are interested in what they are saying.
Smiling helps us make friends more easily.
And nodding our heads means we agree with someone.
However, using the wrong body language can cause problems.
Remember, communicating means more than just speaking.
学生默读以上句子，观察动词-ing形式作主语或宾语的规则。
动词-ing形式可以作句子的主语或宾语；
动名词一般为不可数名词，前面无需加任何冠词；
动词-ing后可接宾语。
Step 3 阅读教材语篇，学习运用语法
动词-ing形式填空：学生完成教材第25页的活动1，然后分别用S或O标注出所填写的词是主语还是宾语。
句子创意写作：
学生完成教材练习后，分组开展句子创意写作。教师把活动1 中含目标语法的句子分别发给不同组的学生：
Studying people’s facial expressions is an important part of her hobby.
She likes observing people’s faces.
She is not afraid of making mistakes.
Smiling can make people around you feel good.
I look forward to meeting her in person.
每组学生根据分到的句子，模仿活动1中的情景进行句子创写，可以改写下划线的部分，也可以仿造句式写出新句子。
完成后，各小组朗读分享，其他组倾听，评价句子是否合理、语法是否正确。
Step 4 情景小剧场，小组角色扮演
把学生分成小组（每组4人），给每组发放一张情景卡，如“演讲小技巧”“兴趣分享”等。
各小组依据情景卡，编写包含动词-ing作主语、宾语的对话，准备时间3–5分钟。示例如下:
Haoran: Lele, I’ll give a one-minute speech in our English class next Monday. Can you give me some advice
Lele: Sure! First, speaking loudly is very important. Make sure all the classmates can hear you clearly. Also, making eye contact with them will make you look municating means more than just speaking. Your body language is important too.
Haoran: Thank you for the advice—it’s really helpful!
小组上台展示句子或对话，其他小组倾听，判断动词-ing使用是否正确，配合是否默契。
Step 5 自主—合作学习，情景实践运用
自主—合作学习
学生独立完成课本第26页的活动2，小组合作归纳语法规则，即动词-ed构成的形容词多描述人的感受（感到……的），动词-ing构成的形容词常描述事物给人的感受（令人……的）。形容词前面常用be动词(am, is ,are)或系动词（get, look, seem, feel)连接。也可以让学生补充类似的形容词。
动词-ing构成的形容词用来描述事物给人的感受（令人……的） 动词-ed构成的形容词用来描述人的感受（感到……的）
amazing amazed
boring bored
confusing confused
disappointing disappointed
exciting excited
interesting interested
surprising surprised
... ...
真实情景表达
教师给出不同情景卡，如“上体育课”“参加社团活动”“看电影”等，每组抽取一个情景，用动词-ed或动词-ing形式造句，如在“上体育课”的情景中，学生可以说“I am really interested in sport, and I love playing on the school football team—it’s so exciting!”或“I often get tired when I play basketball— it’s a challenging sport!”。分小组比赛，看哪个小组写出的句子最多且非谓语动词用法正确。
主题创意写作
教师可利用前面给出的情景卡，也可提供新情景，学生小组合作使用本节课所学的动词-ing作主语、宾语或动词-ing/动词-ed作形容词的语法结构进行创意写作（60词左右）。之后每组代表分享创作的内容，其他组评价是否正确使用了本节课的语法知识。以下是创意写作示例：
I joined a dance club in our school last Friday. I became interested in dancing one year ago because dancing made me feel cool and confident. This time, I would like to learn street dance though it is a bit challenging. Learning street dance is becoming more and more popular among young people. I’m looking forward to making many new friends in the dance club.
【评价】
课后指导学生填写以下学习评价表：
评价内容 评分(1-5)
1.我能在口语和书面语篇中，理解、体会动词-ing形式作主语、宾语的结构和功能，并总结规则。 1 2 3 4 5
2.我能在口语和书面语篇中，理解、体会动词-ing与动词-ed形式作形容词的区别，并总结规则。 1 2 3 4 5
3.我能在特定的语境中，正确使用动词-ing和动词-ed形式，体现不同的表意功能。 1 2 3 4 5
【课后作业】
基础作业：
1.用正确的语音、语调朗读课本第26页的诗歌。
2.运用本节课所学语法，独立完成主题创意写作（词数80左右）。
拓展作业：
根据Grammar in use 的活动要求，正确使用动词-ing和动词-ed形式仿写诗歌。
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