资源简介

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 3 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buffet, edge, ban, remote一词多义，能区分动词、名词两种词性含义；掌握派生、合成、转化、缩略四大构词法，依托东北虎豹国家公园语篇完成词形填空与信息表格。
系统掌握动词-ing形式作主语的全部用法，包含一般式、完成式主动/被动，it作形式主语句型、There be禁止句式、主谓一致规则，能完成句型改写、短文语法填空。
以西溪国家公园、本地景区为素材，运用-ing句型口头介绍公园风貌，兼顾生态保护话题表达。
形成归类词汇、梳理语法规则的逻辑思维，辩证思考旅游开发与野生动物生态保护的平衡关系。
学会思维导图、信息表格整理语言知识点，养成课前预习、课后归纳复盘的自主学习习惯。
二、教学设计依据
（一）教材分析
本节课为Unit 3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萨勒克国家公园游记阅读语篇，实现阅读输入后的语言内化。
词汇板块：以一词多义匹配、四大构词法、国家公园主题完形填空、信息填表为载体，集中巩固buffet、edge、ban、remote等单元核心转化词，搭建自然风光与生态保护完整词汇体系，为本单元听说、写景写作铺垫语料。
语法板块：核心语法为动词-ing形式作主语，通过课文例句识别、时态语态表格对比、句型改写、湿地语篇填空层层拆解，区分动名词主动与被动结构、并列主语主谓一致规则，解决学生-ing句型混用难点。
情境输出板块：以西溪湿地、本地特色公园为素材创设写作情境，实现语法知识从单句习题到完整写景段落的迁移运用。
前后关联：本课词汇、动名词语法全部服务“公园”单元主题，为本单元Using Language公园介绍口语、风景描写写作提供语言支撑。
（二）学情分析
知识基础：学生已接触少量公园相关单词与零散-ing形式，但未系统掌握一词多义两种词性释义，也未完整学习动名词作主语全部句式；缺乏系统的风光、野生动物词组积累，不会借助构词法拓展同类词汇。
能力短板：容易混淆doing主动与being done被动结构；并列动词-ing作主语时常判断错误谓语单复数；描写景物时句式单一，只会基础简单句，不会用动名词开篇来丰富表达。
兴趣特点：学生对国内东北虎豹、西溪湿地等实景素材兴趣浓厚，词义配对、思维导图、公园仿写类课堂任务参与度更高。
三、教学目标与重难点
（一）教学目标
1. 语言能力
① 熟练区分buffet /edge/ban /remote一词多义，掌握四大构词法，能完成词义匹配、短文挖空、公园信息填表；
② 吃透动词-ing作主语全部句式与时态语态变化，独立完成句型转换、语法填空；
③ 能使用动词-ing结构书面、口头介绍各类国家公园风光与生态保护措施。
2. 思维品质
① 通过一词多义对比、构词法归类训练归纳对比逻辑；
② 对比动词-ing与不定式作主语表达差异，精准判断句子主谓一致；
③ 结合东北虎豹、西溪湿地素材思辨旅游与生态保护的利弊。
3. 文化意识
① 了解东北虎豹国家公园、西溪湿地国家级自然保护区生态建设成果；
② 树立野生动物保护、可持续旅游发展的生态文明价值观。
4. 学习能力
① 借助表格、思维导图整理词汇语法知识点；
② 小组合作完成词义匹配、句型仿写、口头介绍任务；课后自主整理错题。
（二）教学重难点
教学重点
区分buffet/edge/ban/remote的两种词性含义，掌握四大构词法，完成东北虎豹公园配套习题；
全面掌握动词-ing作主语各类句型、时态语态、主谓一致规则，完成句型改写与语法填空；
运用动词-ing结构完整介绍国家公园生态风光。
教学难点
区分动词-ing主动、being done被动作主语的语义差异；
并列多个动词-ing主语时谓语动词单复数判断；
在完整写景短文中自然穿插多种动词-ing作主语句型。
四、教学准备
多媒体资源：语法例句与习题、词汇精讲、语法填空、东北虎豹保护科普短片、西溪湿地视频。
纸质学案：一词多义匹配、构词法练习、虎豹公园短文填空与信息表格、动词-ing句型改写、西溪湿地填空、本地公园仿写草稿、综合语法填空练习卷。
前置预习任务：预习buffet, edge, ban, remote，标注动词、名词两种释义；从Reading课文摘抄3处含-ing的句子。
五、教学过程设计
Part 1 Build up your vocabulary
Task 1 Match words with definitions and make sentences
1. The teacher displays four words (buffet v./n. edge v./n. ban v./n. remote adj./n.) and corresponding definitions.
2. The teacher asks students to finish the matching task independently, then write one sentence for each different part of speech of the word.
( G) 1. buffet v.
( C ) 2. buffet n.
( D ) 3. edge v.
( A ) 4. edge n.
( F ) 5. ban v.
( B ) 6. ban n.
( E ) 7. remote adj.
( H ) 8. remote n.
A. the outer limit of an object
B. an official or legal prohibition
C. a meal with several dishes from which people serve themselves
D. move carefully towards something
E. far from, not close
F. officially or legally prohibit
G. (especially of wind or wave) strike repeatedly with a lot of force
H. (informal) a device for controlling something else from a distance
① buffet v. 连续猛击；反复冲击
The strong wind buffeted the windows all night. 狂风整夜不停地拍打着窗户。
② buffet n. 自助餐；快餐台
We had a delicious buffet at the party last weekend. 上周末的派对上我们享用了美味的自助餐。
③ edge v. 缓缓移动；侧着移动
She edged carefully past the crowd in the hallway. 她小心翼翼地侧身从走廊的人群中挤了过去。
④ edge n. 边缘；边线；优势
Don’t stand at the edge of the cliff. It's dangerous. 不要站在悬崖边缘，很危险。
⑤ ban v. 禁止；取缔
The school bans students from using phones in class. 这所学校禁止学生在课堂上使用手机。
⑥ ban n. 禁令
There is a strict ban on smoking in public buildings. 公共建筑内有严格的禁烟令。
⑦ remote adj. 遥远的；偏远的；远程的
They live in a remote village in the mountains. 他们住在山里一个偏远的村子里。
⑧ remote n. 遥控器
Can you pass me the TV remote I want to change the channel.
能把电视遥控器递给我吗？我想换个台。
Task 2 Recognize four kinds of word formation
1. The teacher shows the content introducing four word-formation rules, together with five sentence examples with underlined target words.
派生法
在一个词根的前面或后面加上某个词缀生成一词，这种构词法称为派生法。加在前面的词缀叫前缀，加在后面的叫后缀。
合成法
把两个或两个以上的词合成一个新词，这种构词法叫合成法，由合成法构成的词叫合成词。
转化法
转化法一个单词由一种词性转化为另一种或几种词性，这种构词法称为转化法。
缩略法
是指把两个或两个以上的词各取一部分（或用单词首尾字母或用截头取尾的方法）合在一起构成一个新单词。读音主要有两种形式，即各字母分别读音或作为一个单词来读。
2. The teacher leads students to read each sentence one by one, judge whether underlined words are compounds or derivatives in pairs.
I believe that a journalist should be completely objective.
新闻记者 (derivative) 客观的 (derivative)
Whenever I sneeze, my English teacher says, “Bless you!”
无论何时 (compound)
We are impressed by the vastness and breathtaking beauty of the oceans.
浩瀚 (derivative) 惊人的 (compound)
He bought a traditional tea set at the airport: a nice teapot and four teacups.
传统的 (derivative) 飞机场 (compound) 茶壶 (compound) 茶杯 (compound)
He ordered the dish labelled “Pumpkin Pie and Ice Cream”.
冰淇淋 (compound)
Task 3 Complete the passage about The Northeast Tiger and Leopard National Park
1. The teacher displays the cloze text and word bank (boundary, visible, remote, vast, ban, set up).
2. The teacher asks students to read the whole text first to grasp the main idea, then fill blanks with proper word forms according to context clues.
The Northeast Tiger and Leopard National Park was set up in Jilin and Heilongjiang, with boundaries stretching all the way to the border and joining with Russia’s wildlife reserves. This vast new park is nearly four times larger than the old wildlife park protecting Siberian tigers in Northeast China. Over the years, increased development in the area affected the tigers’ habitat, and it was thought that by 1998 there were only six to nine wild Siberian tigers living in the remote region. However, a ban on development put in place in 2015 resulted in a visible population increase of the species, and now the area is thought to have about 35 tigers and 70 leopards. The problem, however, was that the old park was too small to support further population increases. Always on the move, Siberian tigers and leopards need large areas to hunt for food. This larger park, with a connection to Russia’s wildlife reserves across the border, should give these species the natural space they need to live in.
Task 4 Fill in the park information table after reading
1. The teacher shows blank table columns: Brief introduction / Changes of the park / Problems & Solutions.
2. The teacher asks students to scan the text again and extract key facts to fill each blank of the table.
The Northeast Tiger and Leopard National Park
Brief introduction The importance of setting up the park
Changes of the park Problem & solution
located in Jilin and Heilongjiang with boundaries stretching to the border and joining with Russia’s wildlife reserves nearly four times larger than the old one by 1998, only six to nine wild Siberian tigers living there in 2015, a visible population increase of the species now, about 35 tigers and 70 leopards living there increased development in the area affected the tigers’ habitat too small to support further population increases tigers and leopards need large areas to hunt for food give the species the natural space they need to live in
Part 2 Discover useful structure
Task 1 Find -ing forms and judge their functions
The teacher asks students to work in pairs and judge each -ing’s grammatical function.
Getting here is quite difficult.
Being in such a beautiful and wild place makes me feel blessed to be alive.
Task 2 Learn full rules of -ing as subject
动词-ing形式作主语
动词-ing的形式
主动形式 被动形式
一般式 doing being done
完成式 having done having been done
Reading classic literature broadens our horizons greatly.
阅读经典文学能极大拓宽我们的眼界。
Being praised by teachers always gives me strong motivation to make progress.
被老师表扬总能给我争取进步的强大动力。
Having mastered basic grammar lays a solid foundation for further English learning.
已经掌握基础语法，为后续的英语学习打下了坚实基础。
Having been exposed to different cultures helps him become more open-minded.
此前接触过不同的文化，让他变得更加思想开明。
动词-ing形式作主语的用法
动词-ing形式作主语，动词-ing 形式有名词的特征。
Painting is a creative way to express your feelings in your free time.
画画是空闲时表达情绪的一种创意方式。
动词-ing 形式作主语，有时也可用“It is...+动词-ing 形式”结构。it作形式主语时把动词-ing 形式（真实主语）置于句子后部作后置主语，多见于某些形容词及名词之后。
It be no use/useless doing... 做……无用
It be no good/pleasure/fun doing... 做……无好处/乐趣
It be a waste of time doing... 做……浪费时间
It be worth/worthwhile doing... 做……是值得的
It is useless blaming others for mistakes you made yourself.
为自己犯的错误指责他人是毫无意义的。
It is worthwhile taking part in after-school activities to develop new hobbies.
参加课外活动培养新爱好是很有价值的。
It is no fun staying indoors all day when the weather is beautiful outside.
外面天气这么好，整天待在屋里一点意思也没有。
It is a waste of time scrolling through social media mindlessly.
漫无目的地刷社交媒体是浪费时间。
It is worth making an effort to improve your study habits at the beginning of the semester.
学期初努力改善学习习惯是很值得的。
It is no use worrying about things you cannot control.为无法掌控的事情担忧是毫无用处的。
当句型 There is no...表示“不允许、禁止某种行为的发生或存在”时，需用动词-ing形式作主语。
There is no cheating in exams. 考试中严禁作弊。
There is no smoking in this hospital. 这家医院内禁止吸烟。
There is no running in the school hallway. 学校走廊内禁止奔跑。
用于布告形式的省略结构中。
No spitting = No spitting is allowed. 禁止随地吐痰。
No eating or drinking = No eating or drinking is allowed here. 此处禁止饮食。
No swimming = No swimming is allowed in this river. 禁止在此河中游泳。
No parking = No parking is allowed (in this area). 禁止停车。
动词-ing形式作主语的主谓一致
单个动词-ing 形式作主语，谓语动词用单数形式。
Being honest with others builds strong and lasting relationships.
待人真诚能建立牢固且长久的人际关系。
Keeping a daily journal helps improve writing skills and emotional well-being.
坚持写日记有助于提升写作能力，也能促进情绪健康。
两个或两个以上表达不同意义的动词-ing 形式主语，谓语动词用复数形式。
Reading novels and watching classic films are my favorite ways to relax after a busy day.
读小说和看经典电影，是我忙碌一天后最喜欢的放松方式。
Setting clear goals and making detailed plans are important steps to achieving your dreams.
设定清晰目标和制定详细计划，是实现梦想的重要步骤。
动词-ing形式和不定式作主语的区别
动词-ing 形式和不定式结构都可作主语，表示经常性、习惯性的动作时，一般用动词-ing 形式作主语；表示具体的，特别是将来的动作时，一般用不定式结构。
Reading books is her daily routine. 读书是她的日常习惯。
Running in the morning keeps him energetic. 晨跑让他保持精力充沛。
To complete this project by Friday is challenging. 周五前完成这个项目很有挑战性。
动词-ing形式的否定形式
动词-ing形式的否定形式通常是在其前加not，带有逻辑主语时，not 应放在逻辑主语和动词-ing形式之间。
Not having done his homework makes the teacher angry. 他未完成家庭作业让老师很生气。
动词-ing形式的复合结构
动词-ing形式的复合结构由物主代词或人称代词宾格、名词所有格或普通格加动词-ing，即“sb./sb.’s+doing”构成。动词-ing形式的复合结构实际上是给动词-ing形式加了一个逻辑主语。动词-ing形式的复合结构有四种形式：
形容词性物主代词+动词-ing
名词所有格+动词-ing
代词宾格+动词-ing
名词+动词-ing
Her arriving late made the whole team miss the train. 她迟到导致全队错过了火车。
Tom’s refusing the invitation surprised all of us. 汤姆拒绝邀请，这让我们所有人都很意外。
Task 3 find more sentences with the -ing form
The teacher asks students to find more sentences with the -ing form from the reading passage and state their functions.
I wake up to the sound of the wind buffeting the cloth of my tent.（attribute）
Even though the sun is brightly shining, telling whether it is morning or night is impossible.（subject）
Checking my watch, I see that it is 7:30 a.m.（adverbial）
Spreading out before me, branches of the Rapa River flow through the valley below.（adverbial）
Around 9,000 years ago, this ice melted, leaving behind about 100 glaciers.（adverbial）
For hundreds of years, looking after reindeer was a way of life for the Sami.（subject）
They used the reindeer’s meat for food, their bones for tools, and their skin for making clothes and tents.（object）
But every spring, a small number of Sami still follow their reindeer into the valleys of Sarek, living in tents or old cottages and enjoying their traditions.（adverbial）
For example, this morning my breakfast is flat bread warmed over a fire, dried reindeer meat, and some sweet and sour berries that I found growing near my tent.（complement）
Here I am, alone under this broad sky, breathing the fresh air, and enjoying this great adventure.（adverbial）
Task 4 Rewrite sentences with -ing as subject
The teacher sets the task to rewrite each of the following sentences using the -ing form as the subject, then compare the change of sentence focus.
① It is both challenging and rewarding to study abroad.
Studying abroad is both challenging and rewarding.
② It would hardly be possible to go on a hiking tour in Sarek in winter due to the extreme cold.
Going on a hiking tour in Sarek in winter would hardly be possible due to the extreme cold.
③ Honestly, it can be both exciting and terrifying to explore a vast unknown land.
Honestly, exploring a vast unknown land can be both exciting and terrifying.
④ It is good to adopt a positive attitude, even when things are difficult.
Adopting a positive attitude is good, even when things are difficult.
⑤ It is strongly advised to hire local guides, because they can offer accurate knowledge of Sarek culture and history.
Hiring local guides is strongly advised, because they can offer accurate knowledge of Sarek culture and history.
The use of -ing forms as subjects puts the action first, making the sentences seem more dynamic.
Task 5 Fill blanks about Xixi Wetland with -ing forms
1. The teacher asks students to fill blanks with correct v-ing forms and mark each -ing’s grammatical function beside every blank word.
Xixi National Wetland Park, covering 【attribute】 10 square kilometres in western Hangzhou, is the first national wetland park in bining 【subject】 city life, nature, and wetlands makes the park a popular destination both for tourists and local residents. At Xixi, taking 【subject】 a boat tour, walking 【subject】 along paths, and experiencing 【subject】 local customs and traditions of the villages in this park are at the top of the list of people’s favourite activities. With trees, bushes, and colourful flowers growing 【attribute】 along the riversides, the park shows different sides of beauty in different seasons.
In order to better develop as well as preserve this place, limiting 【subject】 human impact on Xixi Wetland was considered by the park designers. All the new buildings were designed in a traditional way to fit into the natural environment. This green, watery world is home to many birds and fishes. With trees growing 【attribute】 in the shallows, the wetland is a natural system for providing clean water and producing oxygen, which makes it the “green lungs of Hangzhou”.
2. The teacher asks students to read the passage again and complete the information table.
Xixi National Wetland Park — Green Lungs of Hangzhou
Location in western Hangzhou
Size 10 square kilometres
Features the first national wetland park in China combine city life, nature, and wetlands trees, bushes and colourful flowers growing along the riversides new buildings designed in a traditional way home to many birds and fishes trees growing in the shallows, providing clean water and producing oxygen
Activities take a boat tour walk along paths experience local customs and traditions of the villages
Task 6 Write a short introduction to a local scenic spot
1. The teacher presents the writing requirement: Choose a place in your city or town as a destination for a school trip. Use the Xixi Wetland passage above as an example and write about your choice.
2. The teacher takes Danxia Geopark as a sample for students to refer to.
With the colourful scenery and wonderful hiking trails, taking a trip to Danxia Geothermal Park in Gansu Province is one of the highlights of any trip to the northwestern part of China. You’re welcome to visit! It is near the city of Zhangye in Gansu Province, my hometown and where my school is, and it covers about 510 square kilometres. Forming of the rocks took many millions of years and involved many kinds of erosion such as wind and water on the red sandstone. What encourages thousands of people to come here each year is the natural beauty of the rocks. Walking around the park will allow you to see iridescent tall peaks, deep cave holes, and stone halls. Visiting the colourful, magical rock formations in person will surely be an unforgettable experience and one you will share with friends and family for years to come.
3. After writing, the teacher invites several students to stand up and read their completed passages aloud to the whole class.
Part 3 Language Points
1. The teacher displays two core vocabulary items with collocation tables and blank-filling practice sentences.
2. The teacher leads students to read fixed collocations aloud, then finish word-form transformation exercises on worksheets.
Part 4 Exercise
1. The teacher hands out the grammar cloze worksheet which mainly tests v-ing as subject and asks students to finish all blanks.
Addressing (address) the problem of traffic congestion requires joint efforts from the government and the public.
Participating (participate) in such events is a great way to learn about school facilities and understand campus culture.
Being blessed (bless) with such a supportive family was considered a great advantage in his personal development.
Being surrounded (surround) by beautiful green mountains and located at the foot of Mount Lu makes it a famous tourist attraction.
If you have to use a car, sharing (share) trips with others is far cheaper and better for the environment.
Encouraging (encourage) students to participate in the learning process is a good way to motivate them.
It is no use Encouraging (complain) about the difficulty of the grammar questions; we need more practice.
Being absorbed (absorb) in books all day without proper relaxation accounted for the decline of his health.
Cycling (cycle) with friends on weekends can strengthen our friendship through shared conversations and laughter.
Environment experts think recycling (recycle) plastic bags is really important to all of us.
Would you mind my tackling (tackle) the problem of putting up advertisements about marathon in schools
Developing (develop) a sense of adventure helps us live life to its fullest.
2. Teacher checks all answers with the whole class and explains common mistakes and confusing grammar points.
Part 5 Summary
Recite two-part-of-speech meanings of buffet, edge, ban, remote and four word-formation methods;
Retell all rules of v-ing form as subject (tenses, passive voice, it formal subject, subject-verb agreement, compound structure);
Summarize ways to use -ing sentences to introduce national park scenery and protection measures.
Part 6 Homework
Rewrite a 70-word introduction of Northeast Tiger and Leopard National Park, use at least four different -ing structures as subjects.
六、板书设计
Unit 3 Fascinating Parks (Learning About Language)
1. One word two meanings
buffet v. 猛烈冲击 /n. 自助餐
edge v. 缓慢挪动 /n. 边缘
ban v. 禁止 /n. 禁令
remote adj. 偏远的 /n. 遥控器
2. Four Word Formation
derivation / compound / conversion / abbreviation
3. V-ing as Subject
Forms: doing / being done / having done / having been done
Rules:
① Single v-ing → singular verb; Parallel v-ing → plural verb
② It is doing... / No + doing
③ Compound structure: sb’s doing
七、教学评价与反思
（一）教学评价
1. 过程性课堂观察评价：全程观察学生词义匹配、构词分析、语法填空、短文仿写课堂表现，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：课后收集词汇练习、虎豹公园信息表、西溪湿地填空、语法卷，汇总一词多义混淆、v-ing语态误用、主谓判断错误等共性问题，安排后续专项巩固。
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的分数。
（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”流程，从单词到句子再到完整段落，循序渐进降低动名词语法学习难度。教学素材贴合单元主题，以东北虎豹国家公园、西溪湿地等国内生态保护区为载体，在语言操练中渗透野生动物保护、可持续旅游的生态理念，实现语言学习与德育育人融合。
2. 课堂现存问题
一词多义、四大构词法讲解环节占用时长偏多，压缩后半段学生写作展示、小组分享的时间，多数学生仅能完成短文初稿，缺少课堂朗读展示机会。学生对动名词被动结构being done理解不透彻，做题、写作中频繁与主动doing混用；多个动名词并列作主语时，谓语单复数判断错误率较高。
3. 优化改进方案
课前发放一词多义、构词法预习清单，要求学生提前标注词义，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，预留充足写作展示时长。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；整理主谓一致判断口诀辅助学生记忆。

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