Unit 1 Festivals and Celebrations Discovering Useful Structures 教学设计-2023-2024学年高中英语人教版（2019）必修第三册

Book 3 Unit 1 Festivals and celebrations Discovering useful structures 学习活动与作业设计 【Learning Objectives】 By the end of the class, we will be able to： 1. understand the meaning and function of –ing form as the attribute (定语）or the predicative（表语）; 2.conclude the usage of – ing form as the attribute or the predicative; 3.use – ing form as the attribute or the predicative to express feelings and describe festival celebration activities. The key points and difficult points : Exploring the pragmatic meanings of 'doing' as an attributive and predicate to assist students Use context to understand the structure and prepare for the next activity 【Teaching Procedures】 Lead-in Watch a picture and describe the picture 1. What is the coming festival? 2. What can you see on the picture? 设计意图：在学生完成前两节课基础上，已经对节日的相关内容有所了解，利用中秋节即将到来创设情境，激活学生已有话题知识，关注主题语境：节日的庆祝，引导学生对图片进行描述，呈现 v-ing 句式，并为呈现目标语的作铺垫。 效果评价：利用主题关联并且学生熟悉的节日作为切入点，激活了学生已有的关于节日的背景知识，缩小了学生与文本内容之间的距离，贴近生活激发了学生学习兴趣，活跃了课堂气氛，使学生快速进入学习的状态，增强学生表达愿望。 核心素养提升点：学习能力—激活已知，发现问题。 Step 1 Observe Activity 1. Identify the function of the underline parts During the Mid-Autumn Festival in China, families sitting together can admire the round shining moon and lanterns hanging high in the sky and enjoy some delicious mooncakes lying in the plate. Those lanterns are amazing. Function: position: Activity 2 Think about the meaning of attribute a washing machine an exhausting job a sleeping dog a swimming pig 描述被修饰词的 function , feature& nature on going action Activity 3 Think about the meaning of predicative The news is exciting. It's so surprising that he won the first prize in the sport meeting. He remained standing beside the table. Her daily excise is running for 5km. Her job is keeping the lecture hall as clean as possible. 动词-ing 形式作表语，用以回答主语“是什么”（What）或“怎么样”(How)(性质或 特征)。 设计意图：通过观察、讲解、举例，让学生初步感知和理解动词-ing 形式作定语和作表语的结构特点和表意功能。形成对这两种句法功能的理解认知，为下一个活动中的应用做好知识输入。 效果评价：绝大部分学生能够理解和掌握 v-ing 作为定语和表语的结构特点和意义，并且能自己举出类似结构的例子。 核心素养提升点：学习能力—通过观察分析对知识进行分析，概况和整合。 Activity 4 Read the following messages posted by some exchange students on an Internet forum (论坛) quickly and answer the questions. What are they discussing in the forum? How are the messages arranged? What festivals are mentioned in the discussion? 设计意图：引导学生关注网络论坛帖子的结构和特点，帮助快速捕捉帖子的话题和跟帖的内容。 效果评价：学生能够了解网络论坛帖子的结构和特点，借助语篇特点快速掌握语篇主题。 核心素养提升点：学习能力— 快速获取主要信息，了解文本主要内容 Activity 5 Underline the V-ing form used as the attribute or the predicative. 设计意图：将上一活动中学到的动词-ing 形式做表语和做定语的用法和辨别用以辨别句子中不同的动词-ing 是否都是做定语或表语，并通过分析句子结构来判断其他的动词-ing 形式在句子中的作用。 效果评价：学生能够正确判断出语篇中作表语和定语的动词-ing，并了解其他不做表语和定语的动词-ing 的作用。 核心素养提升点：学习能力—在具体的语篇中进行知识应用的能力。 Step2 Apply Activity 6 Complete the passage with the appropriate -ing form. Activities: getting together. laughing and talking, singing wishing each other throwing them at each other taking part in this tomato fight Feelings : amazing, it’s always an exciting time for me. relaxing atmosphere smiling faces, boring /interesting Water-Splashing festival The Dai ethnic group Water-Splashing Festival represents a blessing More water means more good luck is regarded as the Valentine's Day for the Dai ethnic group participate in this exciting carnival sing dance dragon and lion dances food festival 设计意图：通过提供选择词，可降低难度；通过语境选择恰当的动词的正确 形式填空，有助于学生更熟练地掌握动词-ing 形式作表语和定语的用法，为节日分享作铺垫。 效果评价：学生能够理解语篇意思，根据上下文语境和逻辑选择恰当的动词并用合适的形式对节日进行描写。 核心素养提升点：学习能力— 利用新语篇进行知识迁移。 Step 3 Create Activity 7 Watch the video and learn more information about the Water-Splashing festival and answer the questions. Feature: the Valentine's Day for the Dai ethnic group as part of the culture in Yunnan Province Location: in south-eastern China's Yunnan Province Activities: sing, dance, splash water on each other& give pouches (荷包） Participants: Dai people &tourists ＊Why do people splash water on each other as much as possible? ＊What do you think of the festival? ＊Do you know what other activities the festival includes? 设计意图：该活动的设计目的在于拓宽学生视野，对不同文化的节日进行对比，培养文化自信，并为下一个活动，语言的输出提供语料 效果评价：节日话题贴近学生生活，让学生感兴趣，和已阅读的材料有相似之处，并提供了可用语料，增强了表达信心。 核心素养提升点：思维品质—创新思维，批判性思维； 文化意识—联系生活，坚定文化自信。 Activity 8 Free talk Discuss in group and try to introduce the Water-Splashing festival to the foreign friend 设计意图：学生进行语言输出，在不同的语境中运用所学语法知识，并对掌握对节日的描述。 效果评价：学生在熟悉语块的基础上能够准确的描述节日活动和感受。 核心素养提升点：学习能力—知识迁移创新的能力。 Step 5 Assignment Option1.Create a mind map about the usage of v-ing, and provide examples to illustrate. Option2. Complete and polish your own festival introduction 设计意图：旨在帮助学生将语法所学知识与实际生活相联系，形成自己系统的语法知识体系；通过写，运用语言实践解决实际问题，提高学生将知识和技能转换为实际运用语言的能力，真正实现语言的输入自然过渡到输出的目的。 核心素养提升点：文化意识—传播传统节日，坚定文化自信。 学科网（北京）股份有限公司 $$