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人教2019版选择性必修一英语Unit 4 Body Language Learning About Language 教学评一体化设计（全套教案+学案+测评案｜全程学法渗透）
（词汇语法课｜肢体语言主题｜动词-ing形式作宾语和表语｜）
第一部分 教案
一、基本信息
1.课题：Unit 4 Body Language Learning About Language——Discover Useful Structures
2.课时：1课时（45分钟）
3.授课年级：高二
4.学科：高中英语
5.教材内容：本课为单元第3课时（词汇语法课），聚焦本单元的目标语法结构——动词-ing形式作宾语和表语（The -ing Form as the Object and Predicative） ( https: / / zy.21cnjy.com / 23603657" \t "https: / / chat. / a / chat / s / _blank ) ( https: / / www.renrendoc.com / paper / 298917198.html" \t "https: / / chat. / a / chat / s / _blank )。语法素材选自本单元Reading and Thinking板块的说明文“Listening to How Bodies Talk”，以及课本Activity中的相关语篇。本课旨在帮助学生在熟悉的肢体语言主题语境中感知、归纳并运用动词-ing形式作宾语和表语的语法规则，包括其基本用法、常见搭配动词与介词短语、动名词的复合结构、以及动名词与不定式作宾语的区别 ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )。
6.学情分析
高二学生已完成本单元Reading and Thinking板块的学习，对肢体语言的文化差异与共性已有较深入的了解，具备一定的相关主题词汇积累。学生在之前的必修课程中已初步接触过动词-ing形式作主语、定语、状语和宾补的用法，但对动词-ing形式作宾语和表语的具体用法认识不够系统。学生现存短板：不掌握“观察—发现—归纳—练习—运用”的语法学习流程；对只能接动词-ing形式作宾语的动词（如avoid, suggest, enjoy, admit, appreciate等）和短语动词（如look forward to, feel like, insist on等）记忆不够牢固；对动词-ing形式作表语与作谓语进行时的区别不清晰；对动名词与不定式作宾语在语义上的差异（如remember/forget/regret/stop/mean等动词）理解不深 ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )；在写作中不能自觉运用动词-ing形式丰富句式。本课以肢体语言主题为语法载体，依托英语学习活动观，落实“教—学—评”一体化闭环教学模式，通过观察发现、归纳总结、分层操练等环节，帮助学生掌握动词-ing形式作宾语和表语的用法，同时加深对本单元主题意义的理解 ( https: / / www. / doc-14146032.html" \t "https: / / chat. / a / chat / s / _blank ) ( https: / / zy.21cnjy.com / 23603657" \t "https: / / chat. / a / chat / s / _blank )。
7.学科核心素养目标
（1）语言能力：掌握只能接动词-ing形式作宾语的常见动词（avoid, suggest, enjoy, admit, appreciate, deny, finish, practise, keep, mind, risk, consider, imagine等）和短语动词（look forward to, feel like, insist on, object to, be used to, get down to, pay attention to等）；理解并掌握动词-ing形式作表语的两种含义（表示主语的内容、表示主语的特征）；掌握动名词的复合结构（逻辑主语+ -ing）；能正确区分动名词与不定式作宾语的语义差异；能运用动词-ing形式作宾语和表语描述肢体语言及其文化含义 ( https: / / www. / doc-14146032.html" \t "https: / / chat. / a / chat / s / _blank ) ( https: / / www.renrendoc.com / paper / 298917198.html" \t "https: / / chat. / a / chat / s / _blank )。
（2）文化意识：通过语法练习中涉及的肢体语言文化案例，加深对不同文化中肢体语言差异的理解；增强跨文化交际意识与包容态度 ( https: / / www.renrendoc.com / paper / 345182944.html" \t "https: / / chat. / a / chat / s / _blank )。
（3）思维品质：通过观察例句、发现规律、归纳总结，培养观察能力与归纳思维；通过对比动名词与不定式作宾语的异同，培养分析与比较能力；通过语法应用与表达，培养创造性思维与迁移能力 ( https: / / max. / html / 2025 / 0328 / 6201023103011102.shtm" \t "https: / / chat. / a / chat / s / _blank )。
（4）学习能力：掌握“观察—发现—归纳—练习—运用”的语法学习流程；学会借助语境理解语法规则的用法；培养合作学习与自主反思能力 ( https: / / www. / doc-14146032.html" \t "https: / / chat. / a / chat / s / _blank )。
8.教学重难点
（1）教学重点：掌握动词-ing形式作宾语的基本用法（只能接-ing的动词、短语动词）、动词-ing形式作表语的两种含义（表示内容、表示特征）、动名词复合结构的用法；掌握动词-ing形式与不定式作宾语在语义上的区别 ( https: / / zy.21cnjy.com / 23603657" \t "https: / / chat. / a / chat / s / _blank ) ( https: / / www.renrendoc.com / paper / 298917198.html" \t "https: / / chat. / a / chat / s / _blank )。
（2）教学难点：准确把握动名词与不定式作宾语在语义上的差异（remember/forget/regret/stop/mean/try等动词）；正确运用动名词复合结构作宾语时逻辑主语的形式；在真实语境中灵活运用动词-ing形式作宾语和表语进行表达 ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )。
9.教学准备：多媒体课件（含语法例句、对比表格、练习素材）；语法任务单（含观察、归纳、练习等分层任务）；动词-ing形式作宾语和表语知识导图；肢体语言主题拓展素材；语法评价量表。
10.教学方法：任务型教学法、对比教学法、归纳教学法、合作学习法、教学评一体化闭环教学法 ( https: / / www. / docpack / 3512694.html" \t "https: / / chat. / a / chat / s / _blank )。
11.学法指导：引导学生固化“观察—发现—归纳—练习—运用”的语法学习路径 ( https: / / zy.21cnjy.com / 23603657" \t "https: / / chat. / a / chat / s / _blank )；指导学生通过观察例句发现动词-ing形式作宾语和表语的形式特征和功能 ( https: / / www.renrendoc.com / paper / 298917198.html" \t "https: / / chat. / a / chat / s / _blank )；指导学生掌握常见只能接动词-ing作宾语的动词和短语动词 ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )；指导学生运用动词-ing形式丰富表达层次。
二、教学过程
（一）语境导入·激活旧知（5分钟）
1.旧知回顾：呈现Reading and Thinking语篇中含有动词-ing形式的句子，引导学生识别并判断其在句中的功能。
例句 ( https: / / zy.21cnjy.com / 23603657" \t "https: / / chat. / a / chat / s / _blank ) ( https: / / www.renrendoc.com / paper / 298917198.html" \t "https: / / chat. / a / chat / s / _blank )：
（1）However, you should avoid making this gesture in Brazil and Germany, as it is not considered polite.
（2）A good way of saying “I am full” is moving your hand in circles over your stomach after a meal.
（3）Elsewhere, people favour shaking hands, bowing from the waist, or nodding the head when they meet someone else.
2.提问引导：提问学生：What function does the -ing form play in each sentence 引导学生观察并回答——句（1）中的making作avoid的宾语，句（2）中的moving作表语，句（3）中的shaking, bowing, nodding作favour的宾语。
3.情境导入：呈现更多关于肢体语言的例句（如：She enjoys learning about body language in different cultures. / The crucial thing is using body language in a way that is appropriate to the culture.），引导学生总结动词-ing形式的两种语法功能——作宾语和表语。
4.课题点明：Today we will learn the -ing form as the object and predicative. We will learn to understand its form, function, and usage, and use it to describe body language and cross-cultural communication.
5.学法渗透：语法学习有方法——先观察例句发现形式特征，再归纳总结规则，最后通过练习巩固和运用。
（二）观察发现·探究规律（12分钟·核心重点）
活动一 观察例句·发现形式特征（4分钟）
1.任务要求：观察以下例句，找出动词-ing形式作宾语和表语的共同特点。
例句：
（1）We must try to avoid making the same mistake.
（2）She suggested travelling together for safety.
（3）He enjoys learning about body language in different cultures.
（4）The crucial thing is using body language in a way that is appropriate.
（5）Her job is keeping the lecture hall as clean as possible.
（6）The problem is quite puzzling.
2.观察引导：引导学生从以下维度进行观察：
（1）动词-ing形式的位置（宾语位于动词或介词之后；表语位于系动词之后）
（2）动词-ing形式与主语的逻辑关系
（3）句（1）-（3）与句（4）-（6）中动词-ing形式功能的区别
3.学生发现与归纳：
（1）动词-ing形式作宾语：位于及物动词或介词之后，表示一个动作或行为。
（2）动词-ing形式作表语：位于系动词（be, seem, look, appear, feel, become, remain等）之后，有两种含义：①表示主语的内容（可与主语互换位置）；②表示主语的特征（相当于形容词，意为“令人……的”） ( https: / / www.renrendoc.com / paper / 298917198.html" \t "https: / / chat. / a / chat / s / _blank ) ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )。
4.策略指导：观察语法现象时，要从位置、功能、意义三个维度进行系统观察。
5.过程评价：对观察仔细、发现准确的学生进行口头表扬。
活动二 深入探究·掌握特殊用法（4分钟）
1.任务要求：观察以下例句，归纳动词-ing形式作宾语和表语的特殊用法。
（1）I really appreciate your helping me out of trouble.
（2）Would you mind my/me closing the window
（3）I look forward to seeing you again.
（4）He insisted on doing it in his own way.
（5）His hobby is reading books in his spare time.
（6）The story is very interesting.
2.探究引导：引导学生思考以下问题：
（1）句（1）-（2）中动词-ing形式前面的your/my是什么成分？
（2）句（3）-（4）中介词to后面为什么接动词-ing形式？
（3）句（5）和句（6）中动词-ing形式作表语的含义有何不同？
3.学生归纳：
（1）动名词的复合结构：当动词-ing形式有自己的逻辑主语时，需要在动词-ing形式前加上形容词性物主代词或名词所有格，构成动名词复合结构（如your helping, my closing） ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )。
（2）介词+动词-ing形式：某些短语中含有介词to（如look forward to, get down to, pay attention to, be used to, devote oneself to等），其后接动词-ing形式作宾语 ( https: / / zy.21cnjy.com / 23603657" \t "https: / / chat. / a / chat / s / _blank ) ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )。
（3）动名词作表语的两种含义：
①表示主语的内容（可与主语互换位置）：His hobby is reading books. = Reading books is his hobby.
②表示主语的特征（“令人……的”）：The story is very interesting. ( https: / / www.renrendoc.com / paper / 298917198.html" \t "https: / / chat. / a / chat / s / _blank )
4.策略指导：注意介词短语中的to是介词，不是不定式符号，后面接动词-ing形式。
活动三 对比分析·区分异同（4分钟）
1.任务要求：观察以下例句，对比动名词与不定式作宾语在语义上的差异 ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )。
（1）a. I remember posting the letter.（我记得我已把信寄了。）
b. I'll remember to post the letter.（我会记着去寄信。）
（2）a. He forgot locking the door.（他忘记锁过门了。）
b. He forgot to lock the door.（他忘记锁门了。）
（3）a. I regret telling you the truth.（我后悔告诉了你真相。）
b. I regret to tell you the bad news.（我很遗憾要告诉你这个坏消息。）
（4）a. Stop talking.（停止说话。）
b. Let's stop to have a rest.（让我们停下来去休息一下。）
（5）a. Missing this train means waiting for another hour.（错过这趟火车意味着再等一小时。）
b. I didn't mean to hurt you.（我不是故意伤害你的。）
2.归纳总结：
动词 + -ing（已做/习惯） + to do（未做/具体）
remember 记得做过某事 记得要做某事
forget 忘记做过某事 忘记要做某事
regret 后悔做过某事 遗憾要做某事
stop 停止正在做的事 停下来去做另一件事
mean 意味着做某事 打算/故意做某事
try 尝试做某事 努力做某事
( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )
3.策略指导：掌握这些动词的意义差别是正确使用动名词与不定式的关键，要通过例句记忆，不能死记硬背。
（三）词汇拓展与巩固（3分钟）
1.词汇检测：呈现本单元词汇练习，完成词性转换填空。
词汇清单：differ→difference, vary→variety, rely→reliable, interact→interaction, approve→approval, embarrass→embarrassed/embarrassing, demonstrate→demonstration, etc. ( https: / / www. / doc-14146032.html" \t "https: / / chat. / a / chat / s / _blank )
2.词汇运用：运用上述词汇完成句子，并注意动词-ing形式的运用。
例句：
（1）Avoid ________ (make) the “OK” gesture in Brazil.
（2）She suggested ________ (travel) together for safety.
（3）The crucial thing is ________ (use) body language appropriately.
3.过程评价：对词汇填空准确的学生进行口头表扬。
（四）分层操练·巩固应用（18分钟）
活动一 基础操练·填空与句型转换（6分钟）
1.用所给动词的适当形式填空（动词-ing形式作宾语） ( https: / / zy.21cnjy.com / 23603657" \t "https: / / chat. / a / chat / s / _blank ) ( https: / / www.renrendoc.com / paper / 298917198.html" \t "https: / / chat. / a / chat / s / _blank )：
（1）Avoid ________ (use) long sentences unless really necessary.
（2）She suggested ________ (travel) together for safety.
（3）He enjoys ________ (learn) about body language in different cultures.
（4）They insisted on ________ (practice) writing every day.
（5）I look forward to ________ (see) you again.
（6）The doctor suggested ________ (not eat) junk food to stay healthy.
→ 参考答案：（1）using （2）travelling （3）learning （4）practicing （5）seeing （6）not eating
2.用所给动词的适当形式填空（动词-ing形式作表语） ( https: / / www.renrendoc.com / paper / 298917198.html" \t "https: / / chat. / a / chat / s / _blank )：
（1）The real problem is ________ (get) to know the needs of the customers.
（2）The scenery in the West Lake is so ________ (amaze) that you can't miss it.
（3）His job is ________ (deliver) express mail in the city.
（4）The speech was so ________ (inspire) that they were all excited.
→ 参考答案：（1）getting （2）amazing （3）delivering （4）inspiring
3.策略指导：判断动词-ing形式作表语时，可尝试将主语与表语互换位置，如能互换则为“表示内容”，如不能互换则为“表示特征”。
4.核对答案：师生共同核对，重点关注动词-ing形式的选择和形式。
活动二 提升操练·复合结构与特殊用法（6分钟）
1.用动名词复合结构完成句子 ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )：
（1）Would you mind ________ (我关) the window
→ my/me closing
（2）I really appreciate ________ (你帮助) me out of trouble.
→ your/you helping
（3）________ (他迟到) made his teacher very angry.
→ His being late
2.用所给动词的适当形式填空（注意动名词与不定式的区别） ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )：
（1）I still remember ________ (take) to the Summer Palace when I was a little child.
→ being taken
（2）Remember ________ (turn) off the light before you leave.
→ to turn
（3）He stopped ________ (catch) his breath and make sure of his directions.
→ to catch
（4）My mother noticed that I had stopped ________ (work) and asked me why.
→ working
（5）Missing the train means ________ (wait) for another hour.
→ waiting
（6）I didn't mean ________ (upset) you.
→ to upset
3.小组核对：同桌互查答案，讨论错误原因。
4.展示点评：抽取学生展示答案，师生共同点评。
活动三 拓展运用·迁移创新（6分钟）
1.任务要求：运用本课所学语法知识，写一段介绍肢体语言文化差异的短文（60词左右），至少使用3个动词-ing形式作宾语和2个动词-ing形式作表语的句子。
2.写作框架与素材提示：
框架：
（1）动词-ing形式作宾语：Avoid ________ in some cultures. / People enjoy ________.
（2）动词-ing形式作表语：The crucial thing is ________. / The most ________ thing is ________.
3.参考范文：
Avoid using the “OK” gesture in Brazil and Germany, as it is not considered polite. People in different cultures enjoy using different forms of body language. A good way of building cross-cultural understanding is learning the meaning of gestures. The most amazing thing is that a smile is understood everywhere. Smiling helps us get through difficult situations and find friends in a world of strangers.
4.展示互评：抽取2-3名学生作品展示，师生依据评价量表共同点评（语法准确性、内容完整性、语言流畅度）。
5.素养升华：引导学生理解——肢体语言是有文化属性的，不同文化中相同的手势可能有完全不同的含义。掌握动词-ing形式作宾语和表语的用法，不仅能够提升语言能力，更能帮助我们在跨文化交流中准确表达和理解肢体语言的文化含义。
（五）课堂小结（3分钟）
1.知识小结：梳理动词-ing形式作宾语的基本用法（常见动词、介词宾语）、动词-ing形式作表语的两种含义、动名词复合结构的用法、动名词与不定式作宾语的区别 ( https: / / zy.21cnjy.com / 23603657" \t "https: / / chat. / a / chat / s / _blank ) ( https: / / www.renrendoc.com / paper / 298917198.html" \t "https: / / chat. / a / chat / s / _blank ) ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )。
2.能力小结：回顾“观察—发现—归纳—练习—运用”的语法学习流程，反思掌握情况。
3.素养小结：理解肢体语言的文化属性，增强跨文化交际意识与包容态度。
（六）当堂检测（2分钟）
1.口头检测：随机抽查一名学生说出三个只能接动词-ing形式作宾语的动词。
2.书面微练：完成1-2个动词-ing形式作宾语或表语的填空，当堂巩固。
（七）分层作业（2分钟）
基础层：背诵动词-ing形式作宾语和表语的语法规则；整理课堂笔记，制作动词-ing形式作宾语和表语的知识思维导图 ( https: / / www. / doc-14146032.html" \t "https: / / chat. / a / chat / s / _blank )；完成课本P42 Activity 3语篇填空。
提升层：将5个含有动名词或不定式的句子进行改写或填空练习；写一段80词左右的短文，介绍肢体语言的文化差异，至少使用4个动词-ing形式（含作宾语和作表语）。
拓展层：以“Body Language Across Cultures”为题，写一篇100词左右的英语短文，深入分析不同文化中肢体语言的差异与共性，运用动词-ing形式作宾语和表语；查找一种你感兴趣的文化中独特的肢体语言，用英语写出介绍。
三、板书设计
Unit 4 Body Language Learning About Language
The -ing Form as the Object and Predicative
1.-ing Form as Object:
Position: after transitive verbs / prepositions
Common verbs: avoid, suggest, enjoy, admit, appreciate, deny, finish, practise, keep, mind, risk, consider, imagine
Phrases with “to” (preposition): look forward to, feel like, insist on, object to, be used to, get down to, pay attention to
2.Compound Structure:
Logical subject + -ing: Would you mind my closing the window
3.-ing Form as Predicative:
Two meanings:
① Subject content (can be exchanged): His job is keeping the hall clean.
② Subject characteristic (“令人……的”): The story is interesting.
4.Differences between -ing and Infinitive:
remember/forget/regret/stop/mean/try: -ing (done/habit) vs. to do (to be done/specific)
5.Learning Path:
Observe → Discover → Summarize → Practice → Apply
6.Theme:
The crucial thing is using body language in a way that is appropriate to the culture you are in.
四、教后反思
本课以肢体语言主题为词汇与语法载体，严格落实“教—学—评”一体化理念。教学流程遵循“导入—观察发现—探究规律—对比分析—分层操练—小结—检测—作业”的闭环模式 ( https: / / www. / docpack / 3512694.html" \t "https: / / chat. / a / chat / s / _blank )。通过观察法引导学生发现动词-ing形式作宾语和表语的规则，通过分层练习覆盖全体学生，有效帮助学生掌握动词-ing形式作宾语和表语的用法，同时渗透跨文化交际意识 ( https: / / www. / doc-14146032.html" \t "https: / / chat. / a / chat / s / _blank ) ( https: / / zy.21cnjy.com / 23603657" \t "https: / / chat. / a / chat / s / _blank )。
现存不足：部分学生对只能接动词-ing形式作宾语的动词和短语动词记忆不够牢固，在运用中容易出错；对动名词与不定式作宾语的语义差异理解不够深入；在写作中，部分学生不能自觉运用动词-ing形式丰富句式。
后续改进：增设常见动词和短语动词的专项记忆训练，帮助学生牢固掌握；提供更多动名词与不定式作宾语的对比专项练习，强化语义差异的理解 ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )；在写作任务中提供更多支架与示范，引导学生逐步运用动词-ing形式。
第二部分 学案
Unit 4 Body Language Learning About Language 导学案
班级：_______ 姓名：_______ 学号：_______ 得分：_______
一、学习目标
1.掌握动词-ing形式作宾语的基本用法（只能接-ing的常见动词、短语动词）、动词-ing形式作表语的两种含义、动名词复合结构的用法。
2.能正确区分动名词与不定式作宾语的语义差异（remember, forget, regret, stop, mean, try等动词）。
3.能运用动词-ing形式作宾语和表语描述肢体语言及其文化含义。
4.理解肢体语言的文化属性，增强跨文化交际意识。
二、预习导学
（一）核心语法术语英汉互译
英文：1.object 中文：__________
英文：2.predicative 中文：__________
英文：3.transitive verb 中文：__________
英文：4.preposition 中文：__________
英文：5.link ( https: / / 5.link / " \t "https: / / chat. / a / chat / s / _blank ) verb 中文：__________
英文：6.compound structure 中文：__________
英文：7.logical subject 中文：__________
英文：8.infinitive 中文：__________
英文：9.动名词 英文：__________
英文：10.宾语 英文：__________
英文：11.表语 英文：__________
英文：12.系动词 英文：__________
（二）回顾Reading and Thinking语篇，找出含有动词-ing形式作宾语或表语的句子
1._________________________________________________________________
2._________________________________________________________________
3._________________________________________________________________
（三）预习思考
1.What is the difference between the -ing form as the object and as the predicative
→ _________________________________________________________________
2.Can you give an example of the -ing form as the object
→ _________________________________________________________________
3.Do ( https: / / 3.do / " \t "https: / / chat. / a / chat / s / _blank ) you know any verbs that can only be followed by the -ing form
→ _________________________________________________________________
（四）预习疑点
1._________________________________________________________________
2._________________________________________________________________
三、课中合作探究
（一）观察发现·归纳规则
任务1：观察以下例句，归纳动词-ing形式作宾语的基本规则 ( https: / / zy.21cnjy.com / 23603657" \t "https: / / chat. / a / chat / s / _blank ) ( https: / / www.renrendoc.com / paper / 298917198.html" \t "https: / / chat. / a / chat / s / _blank )
例句：
（1）We must try to avoid making the same mistake.
（2）She suggested travelling together for safety.
（3）He enjoys learning about body language in different cultures.
（4）I look forward to seeing you again.
（5）He insisted on doing it in his own way.
归纳：
1.动词-ing形式作宾语时，位于________或________之后。
2.只能接动词-ing形式作宾语的常见动词有：、、、、、、、、________、________等。
3.含有介词to的短语动词后接动词-ing形式，如：、、、、________等。
任务2：观察以下例句，归纳动词-ing形式作表语的规则 ( https: / / www.renrendoc.com / paper / 298917198.html" \t "https: / / chat. / a / chat / s / _blank )
例句：
（1）His job is keeping the lecture hall as clean as possible.
（2）His hobby is reading books in his spare time.
（3）The story is very interesting.
（4）The problem is quite puzzling.
归纳：
1.动词-ing形式作表语时，位于________之后。
2.动词-ing形式作表语的两种含义：
（1）表示________，可与主语互换位置，如句（1）（2）。
（2）表示________，意为“令人……的”，如句（3）（4）。
任务3：观察以下例句，归纳动名词复合结构的用法 ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )
例句：
（1）Would you mind my closing the window
（2）I really appreciate your helping me out of trouble.
（3）His being late again made his teacher very angry.
归纳：
1.当动词-ing形式有自己的________主语时，需要在动词-ing形式前加上________或________，构成动名词复合结构。
2.动名词复合结构作宾语时，逻辑主语可用________或________。
（二）对比分析·区分异同
观察以下例句，对比动名词与不定式作宾语在语义上的差异 ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )：
1.a.I remember posting the letter.
b.I'll remember to post the letter.
2.a.He forgot locking the door.
b.He forgot to lock the door.
3.a.I regret telling you the truth.
b.I regret to tell you the bad news.
4.a.Stop talking.
b.Let's stop to have a rest.
完成以下表格：
动词 + -ing（已做/习惯） + to do（未做/具体）
remember
forget
regret
stop
mean
try
（三）分层操练与运用
任务1：用所给动词的适当形式填空（基础层） ( https: / / zy.21cnjy.com / 23603657" \t "https: / / chat. / a / chat / s / _blank ) ( https: / / www.renrendoc.com / paper / 298917198.html" \t "https: / / chat. / a / chat / s / _blank ) ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )
1.Avoid ________ (use) long sentences unless really necessary.
2.She suggested ________ (travel) together for safety.
3.He enjoys ________ (learn) about body language in different cultures.
4.They insisted on ________ (practice) writing every day.
5.I look forward to ________ (see) you again.
6.The doctor suggested ________ (not eat) junk food to stay healthy.
7.The real problem is ________ (get) to know the needs of the customers.
8.The scenery in the West Lake is so ________ (amaze) that you can't miss it.
9.His job is ________ (deliver) express mail in the city.
10.The speech was so ________ (inspire) that they were all excited.
任务2：用动名词复合结构填空（提升层） ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )
1.Would you mind ________ (我关) the window
→ ________ closing
2.I really appreciate ________ (你帮助) me out of trouble.
→ ________ helping
3.________ (他迟到) made his teacher very angry.
→ ________ being late
4.________ (玛丽没来) made her friends worried.
→ ________ not coming
任务3：用所给动词的适当形式填空（提升层，注意动名词与不定式的区别） ( http: / / zy.21cnjy.com / 25433318" \t "https: / / chat. / a / chat / s / _blank )
1.I still remember ________ (take) to the Summer Palace when I was a little child.
2.Remember ________ (turn) off the light before you leave.
3.He stopped ________ (catch) his breath.
4.My ( https: / / 4.my / " \t "https: / / chat. / a / chat / s / _blank ) mother noticed that I had stopped ________ (work).
5.Missing the train means ________ (wait) for another hour.
6.I didn't mean ________ (upset) you.
7.He tried ________ (open) the door, but failed.
8.Why not try ________ (use) a different method
任务4：短文写作（拓展层）
运用本课所学语法知识，写一段介绍肢体语言文化差异的短文（60词左右），至少使用3个动词-ing形式作宾语和2个动词-ing形式作表语的句子。
四、课堂达标自测
（一）用所给动词的适当形式填空（20分）
1.Avoid ________ (make) the “OK” gesture in Brazil.
2.She enjoys ________ (learn) about body language.
3.I look forward to ________ (meet) you again.
4.They insisted on ________ (practise) speaking English.
5.The scenery is so ________ (amaze) that we took many photos.
6.His job is ________ (clean) the lecture hall.
7.Would you mind ________ (I open) the window
8.I remember ________ (see) her before.
9.Remember ________ (bring) your passport.
10.Stop ________ (argue) and listen to me.
（二）选择填空（20分）
1.I regret ________ you that you failed the exam.
A. telling B. to tell C. tell D. told
2.Missing the bus means ________ for another hour.
A. wait B. to wait C. waiting D. waited
3.Try ________ the door before you call for help.
A. to open B. opening C. open D. opened
4.He forgot ________ the door when he left.
A. locking B. to lock C. lock D. locked
5.She stopped ________ a rest because she was tired.
A. having B. have C. to have D. had
（三）单句改错（20分）
1.He suggested go there by train.
→ _________________________________________________________________
2.I look forward to see you again.
→ _________________________________________________________________
3.His being late made his teacher angry. (改错，如无错误请打“√”)
→ _________________________________________________________________
4.The film is very excited.
→ _________________________________________________________________
5.I enjoy to read books in my spare time.
→ _________________________________________________________________
（四）短文写作（40分）
请以“Body Language Across Cultures”为题，写一篇60词左右的英语短文，介绍肢体语言的文化差异。要求：1.运用至少2个动词-ing形式作宾语；2.运用至少2个动词-ing形式作表语；3.结构完整、语言规范。
导学案参考答案
二、预习导学
（一）1.宾语 2.表语 3.及物动词 4.介词 5.系动词 6.复合结构 7.逻辑主语 8.不定式 9.gerund 10.object 11.predicative 12.link ( https: / / 12.link / " \t "https: / / chat. / a / chat / s / _blank ) verb
（二）1.However, you should avoid making this gesture in Brazil and Germany. (making作宾语)
2.A good way of saying “I am full” is moving your hand in circles over your stomach after a meal. (moving作表语)
3.Elsewhere, people favour shaking hands, bowing from the waist, or nodding the head when they meet someone else. (shaking, bowing, nodding作宾语)
（三）开放性问题，参考答案略。
（四）开放性问题，参考答案略。
三、课中合作探究
（一）任务1：1.及物动词；介词 2.avoid, suggest, enjoy, admit, appreciate, deny, finish, practise, keep, mind, risk, consider, imagine, can't help 3.look forward to, feel like, insist on, object to, be used to, get down to, pay attention to
（一）任务2：1.系动词 2.（1）主语的内容 （2）主语的特征
（一）任务3：1.逻辑；形容词性物主代词；名词所有格 2.形容词性物主代词；代词宾格
（二）对比表：
动词 + -ing（已做/习惯） + to do（未做/具体）
remember 记得做过某事 记得要做某事
forget 忘记做过某事 忘记要做某事
regret 后悔做过某事 遗憾要做某事
stop 停止正在做的事 停下来去做另一件事
mean 意味着做某事 打算/故意做某事
try 尝试做某事 努力做某事
（三）任务1：1.using 2.travelling 3.learning 4.practicing 5.seeing 6.not eating 7.getting 8.amazing 9.delivering 10.inspiring
（三）任务2：1.my/me ( https: / / 1.my / me" \t "https: / / chat. / a / chat / s / _blank ); my 2.your/you; your 3.His; His 4.Mary's; Mary's
（三）任务3：1.being taken 2.to ( https: / / 2.to / " \t "https: / / chat. / a / chat / s / _blank ) turn 3.to ( https: / / 3.to / " \t "https: / / chat. / a / chat / s / _blank ) catch 4.working 5.waiting 6.to ( https: / / 6.to / " \t "https: / / chat. / a / chat / s / _blank ) upset 7.to ( https: / / 7.to / " \t "https: / / chat. / a / chat / s / _blank ) open 8.using
（三）任务4：参考范文见下。
四、课堂达标自测
（一）1.making 2.learning 3.meeting 4.practising 5.amazing 6.cleaning 7.my/me ( https: / / 7.my / me" \t "https: / / chat. / a / chat / s / _blank ) opening 8.seeing 9.to ( https: / / 9.to / " \t "https: / / chat. / a / chat / s / _blank ) bring 10.arguing
（二）1.B 2.C 3.B 4.B 5.C
（三）1.He suggested going there by train. 2.I look forward to seeing you again. 3.√ 4.The film is very exciting. 5.I enjoy reading books in my spare time.
（四）参考范文：
Body Language Across Cultures
Avoid using the “OK” gesture in Brazil and Germany, as it is not considered polite. People in different cultures enjoy using different forms of body language. A good way of building cross-cultural understanding is learning the meanings of different gestures. The most amazing thing is that a smile is understood everywhere. Smiling can help us break down barriers. The crucial thing is using body language in a way that is appropriate to the culture you are in.
第三部分 测评案
Unit 4 Body Language Learning About Language 同步测评
满分：100分 时间：40分钟 姓名：__________ 得分：__________
一、用所给动词的适当形式填空（30分）
1.________ (Travel) can broaden our horizons and enrich our lives.
2.The important thing is ________ (understand) body language in different cultures.
3.She suggested ________ (visit) the museum together.
4.Avoid ________ (make) eye contact with older people in some cultures.
5.I look forward to ________ (hear) from you.
6.They insisted on ________ (pay) for the meal.
7.The problem is quite ________ (puzzle). I can't solve it.
8.His job is ________ (design) buildings.
9.The film is very ________ (excite). I enjoyed it very much.
10.Would you mind ________ (I open) the window
11.I remember ________ (meet) her at a party once.
12.Remember ________ (turn) off the lights before you leave.
13.He stopped ________ (have) a rest after working for hours.
14.Missing this train means ________ (wait) for another hour.
15.I didn't mean ________ (hurt) your feelings.
二、选择填空（20分）
1.I regret ________ you that the concert has been cancelled.
A. telling B. to tell C. tell D. told
2.She forgot ________ her homework, so her teacher was angry.
A. doing B. to do C. do D. done
3.He tried ________ the problem, but it was too difficult.
A. to solve B. solving C. solve D. solved
4.Stop ________ and listen to what I am saying.
A. to talk B. talk C. talking D. talked
5.I appreciate ________ so much help.
A. your give B. you to give C. your giving D. you gave
6.The speech was so ________ that everyone was deeply moved.
A. inspiring B. inspired C. inspire D. inspiration
7.The real question is ________ the needs of the people.
A. get to know B. getting to know C. got to know D. to get knowing
8.He is used to ________ in the city now.
A. live B. living C. lived D. lives
9.I can't help ________ when I watch that funny film.
A. laugh B. to laugh C. laughing D. laughed
10.________ is his hobby, so he spends much time on it.
A. Collect stamps B. Collecting stamps
C. Collected stamps D. To collecting stamps
三、单句改错（20分）
找出下列句子中的错误并改正：
1.He suggested to go there by train.
→ _________________________________________________________________
2.I look forward to see you again.
→ _________________________________________________________________
3.The news is very excited.
→ _________________________________________________________________
4.I remember to meet her before, but I can't remember her name.
→ _________________________________________________________________
5.She stopped having a rest because she was tired.
→ _________________________________________________________________
6.I enjoy to learn about different cultures.
→ _________________________________________________________________
四、短文填空（30分）
用所给动词的适当形式填空：
Body language plays an important role in communication. However, we must avoid (1)________ (make) mistakes when (2)________ (use) body language in different cultures. For example, (3)________ (make) the “OK” gesture in Brazil or Germany is considered rude. People in different countries enjoy (4)________ (use) different forms of greeting. Some prefer (5)________ (shake) hands, while others prefer (6)________ (bow).
A good way of (7)________ (build) cross-cultural understanding is (8)________ (learn) about different gestures. The most (9)________ (amaze) thing is that a smile is understood everywhere. (10)________ (smile) can help us break down barriers and find friends.
测评案参考答案与评分标准
一、用所给动词的适当形式填空（30分，每题2分）
1.Travelling 2.understanding 3.visiting 4.making 5.hearing 6.paying 7.puzzling 8.designing 9.exciting 10.my/me ( https: / / 10.my / me" \t "https: / / chat. / a / chat / s / _blank ) opening 11.meeting 12.to ( https: / / 12.to / " \t "https: / / chat. / a / chat / s / _blank ) turn 13.to ( https: / / 13.to / " \t "https: / / chat. / a / chat / s / _blank ) have 14.waiting 15.to ( https: / / 15.to / " \t "https: / / chat. / a / chat / s / _blank ) hurt
二、选择填空（20分，每题2分）
1.B 2.B 3.A 4.C 5.C 6.A 7.B 8.B 9.C 10.B
三、单句改错（20分，每题约3.3分）
1.He suggested going there by train. （suggest后接动词-ing形式）
2.I look forward to seeing you again. （to为介词，后接动词-ing形式）
3.The news is very exciting. （修饰物用-ing形式）
4.I remember meeting her before, but I can't remember her name. （“记得见过”用动名词）
5.She stopped to have a rest because she was tired. （“停下来去休息”用不定式）
6.I enjoy learning about different cultures. （enjoy后接动词-ing形式）
四、短文填空（30分，每题3分）
1.making 2.using 3.making 4.using 5.shaking 6.bowing 7.building 8.learning 9.amazing 10.Smiling
评分标准：
用所给动词适当形式填空：每小题2分，形式正确即给分。
选择填空：每小题2分，选对即给分。
单句改错：每句约3.3分，找出错误得1分，改正正确得2.3分。
短文填空：每小题3分，形式正确即给分。
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