Unit 4 Adversity and Courage Discovering useful structures 教学设计-2024-2025学年高中英语人教版选择性必修第三册

Unit 2 Travelling around Period 2 Discovering useful structures 语法课 课时 1 教材分析： (I) What：Analysis of Textbook Content This section organically integrates the unit theme "travel" with the grammar module – the present continuous tense for future meaning. It guides students to master the usage of the present continuous tense to express the future through observation, analysis, and induction. In the theme of travel, people not only talk about places they have visited and their feelings but also their travel plans and intentions, where linguistic structures indicating future plans are often used. Therefore, the main content of this lesson is to introduce the usage of the present continuous tense to express planned future actions. Meanwhile, other grammatical structures for expressing the future are also introduced and expanded. Through a series of vivid example sentences and dialogues, the textbook demonstrates the specific application of the present continuous tense for future meaning, providing students with abundant language input to facilitate their understanding and mastery of this grammatical phenomenon. (II) Why ：Intentions of Textbook Compilation Through a large number of example sentences and discourses, students are enabled to derive the specific usage of the present continuous tense through their own observation and induction. Additionally, by learning and summarizing, students can flexibly use all grammatical structures for expressing future plans. The aim is to cultivate students' abilities of observation, analysis, and induction, helping them gradually construct a systematic grammatical knowledge system. Meanwhile, closely focusing on the travel theme, the textbook allows students to learn grammar in familiar and interesting contexts, enhancing the practicality and fun of grammar learning. It also improves students' ability to use grammatical knowledge for language communication, enabling them to accurately express their travel plans and arrangements in actual travels or discussions on related topics. (III) How ：Organization and Presentation of Textbook Content Consistent with the unit theme of travel, this lesson uses a large number of example sentences to show students the grammatical features of the present continuous tense, facilitating their observation. It also creates dialogues and various exercise forms such as future plans based on weather conditions, providing students with rich contexts and methods for learning grammar. The textbook first presents dialogues containing the present continuous tense for future meaning, guiding students to observe sentence structures and verb forms. Subsequently, it sets thinking questions to encourage students to independently analyze and summarize grammatical rules, followed by diverse exercises to consolidate what they have learned. This arrangement conforms to students' cognitive law from perception to understanding and then to application, helping them better absorb and internalize grammatical knowledge. 学情分析 1. What I Know Most senior one students have a positive and proactive attitude towards learning. They learned the future tense in junior high school, and the previous lessons of this unit also covered it, laying a foundation for the study and application of the present tense. Students have mastered a certain amount of basic English vocabulary and simple sentence patterns, gained a preliminary understanding of basic tenses such as the simple present tense and simple past tense, and can use English for simple daily communication. Additionally, they have a certain interest in the travel topic, possess relevant background knowledge, and are able to describe travel experiences and feelings in simple language. 2. What I Want to Know For students at this stage, they are not familiar with other usages of the continuous tense. Moreover, grammar learning in senior high school differs significantly from that in junior high school. At this stage, students should recognize that grammatical knowledge in language use is a unity of "form-meaning-use", and the ultimate goal of grammar learning is to effectively apply grammatical knowledge in contexts to understand and express meanings. Students are eager to deeply understand the special usage of the present continuous tense for future meaning, grasp its differences from the simple future tense when expressing future meaning, and hope to accurately and fluently use this grammar for communication in practical situations, so as to improve their language expression ability in travel-related topics. 3. What I Learned Through this lesson, students can accurately identify and use the present continuous tense for future meaning, and clarify its differences from structures such as "will do" and "be going to do". They have mastered the rule that movement verbs (e.g., come, leave) and some non-movement verbs (e.g., meet, have) use the present continuous tense to express planned arrangements, and can judge the function of this structure in contexts with the help of time adverbials. Meanwhile, students have learned to flexibly apply the target grammar in travel scenarios—for example, saying sentences like "We’re visiting the museum tomorrow" when discussing itineraries. They can also complete travel plan design through group cooperation, transforming grammatical knowledge into practical communicative competence, and deepening their understanding that "grammar serves the expression of meaning". 1. Language Ability By observing, analyzing, and inducing, students will master the usage of the present continuous tense to express future meaning. They will be able to distinguish the similarities and differences between the present continuous tense (be doing), "be going to do", and "will do" when indicating future actions. 2. Learning Ability Students will create specific real-life contexts, attempt to understand and express meanings within these contexts, and perceive the usage characteristics and rules of grammatical structures. 3. Cultural Awareness Students will make reasonable arrangements for overseas travel plans and gain an understanding of travel styles in different cultural backgrounds. 4. Thinking Quality Students will be able to apply grammar to convey the basic meaning of discourses, making grammar an important foundation for constructing discourse meanings. Key Teaching Points By observing, analyzing, and inducing, students will master the usage of the present continuous tense to express future meaning, and apply this structure to discuss weekend plans with peers. Emphasize the relationships between grammar and theme, grammar and context, as well as grammar and meaning. Fully utilize discourses to conduct grammar teaching, and cultivate students’ ability to effectively use grammatical knowledge for understanding and expression. Key Teaching Difficulties Distinguish the similarities and differences between the present continuous tense (be doing), "be going to do", and "will do" when indicating future actions. Guide students to understand and appropriately use the present continuous tense in real contexts to express planned arrangements or intended actions. 1.Lead-in I. Core Grammar: Present Continuous for Future Key Rule:Use am/is/are + verb-ingfor fixed, planned future arrangements(usually with a specific time). Example:I am meeting my friend at the bus stop at 10 a.m. tomorrow.(The plan is set.) Common Verbs:Often used with movement verbs (come, go, leave, arrive) or activity verbs (meet, have dinner, see a movie). II. Key Differentiation: Future Tenses be going tovs. willvs. Present Continuous: be going to:For intentions or plans(less fixed than Present Continuous). Example:I am going to visit Paris someday.(It's my intention.) will:For instant decisions, promises, or predictions. Example:(The phone rings) I'll get it!(Instant decision.) Present Continuous:For definite, arranged plans(like an appointment). Example:I am flying to Paris next Friday.(The ticket is booked.) III. Activity Support & Differentiation Activity 4 (Sentence Rewriting): Support:Provide a word bank with common verbs (meet, visit, take, leave) and time expressions (tomorrow, on Sunday, at 7 PM) to scaffold the task for weaker students. Differentiation for Practice: Standard:Write 3 sentences about your weekend plans using the Present Continuous tense. Challenge:Write a short dialogue between two friends discussing their travel plans, using at least two different future tenses correctly. Activity 1: Lead-in Task 1: Words and Expressions (1) The teacher teaches the key words and phrases of this section, and assesses students’ mastery and application of the unit’s vocabulary through discourse contexts. 2. Step2：Discussion If you win 5 million lottery and you can travel to wherever you want, where will you go? Discuss with your partner about your travel plan？ Task 2: Presentation ●If you win 5 million lottery and you can travel to wherever you want, where will you go? Discuss with your partner about your travel plan？ Activity 1 Identity Reveal: The Present Continuous Tense in the Tense FamilyWhat are the features of the Present Continuous Tense? Activity 2 Students observe the following sentences and grasp their usage:① My parents are taking me to Yunnan Province in China to visit Lijiang.② We are meeting at 10:00 a.m. at the bus stop near our school.③ The young man is meeting his girlfriend this afternoon. Activity 3 Students read the dialogue, underline the Present Continuous Tense, then observe and summarize the meaning of the Present Continuous Tense for future expression.Amy: Hello! Jeremy! What are you doing this weekend?Jeremy: Hi, Amy! Some friends and I are going to that new water park on Saturday. Do you want to join us?Amy: Sure, I’d love to! What time and where?Jeremy: We’re meeting at 10:00 a.m. at the bus stop near our school.Amy: How about lunch? Are you eating at the water park?Jeremy: Well, I’m bringing my own lunch. I think some of the others are eating at the park, but the food there is really expensive. Activity 4 Students select sentences indicating future plans from the given ones and rewrite them into the "be doing" form. I’ve just booked my air ticket! I’ll visit my grandparents in December.→ I’ve just booked my air ticket! I’m visiting my grandparents in December. Kate has been invited to a meeting in Iceland. She will apply for a visa soon.→ Kate has been invited to a meeting in Iceland. She’s applying for a visa soon. A: Hey, are you free for dinner tonight?B: I’m sorry, no. I’ll have dinner with my cousins tonight.→ B: I’m sorry, no. I’m having dinner with my cousins tonight. Activity 5 Students learn the regular usage of the Present Continuous Tense for future expression, and understand the different usages of the Present Continuous Tense (for future) when used with movement verbs and non-movement verbs. 3.Exploration Activity 1 The teacher guides students to understand and distinguish the similarities and differences between the Present Continuous Tense (be doing), "be going to do", "will do", "be to do", and "be about to do" when expressing future actions. "Will/shall do" indicates a pure future tense, representing a "prediction" of something that will happen in the future. "Will" is used for all persons, while "shall" is only used for the first person. "Be going to do" indicates the future: when used with a person as the subject, it means "intend to do something"; when used with a thing as the subject, it means "there are signs that something is going to happen". "Be to do" indicates the future, representing a prearranged plan or agreement, the speaker’s will, intention, duty, order, obligation, etc., or something that is destined to happen. "Be about to do" indicates the future, meaning "be about to do something" or "be on the verge of doing something". It is not used with time adverbials indicating the future, but can be used with "when" to form the structure "be about to do... when...", which means "be just about to do something when something else happens". Activity 2 Students complete the blanks with the appropriate forms of verbs and finish the sentences to further consolidate the differences between the Simple Future Tense and the Present Continuous Tense when expressing the future. The plane ________ (take) off at 10:10. That is to say, it ________ (leave) in ten minutes. As soon as he ________ (come) back, I will tell you. The students in Grade One took eight subjects this term. They ________ (take) six subjects next term. —You are wanted on the phone, Ann!—OK, I ________ (come). Usually the new term ________ (start) on August 29th. Tom, Mr. White ________ (leave). Will you please show him out? —Did you tell Julia about the result?—Oh, no, I forgot. I ________ (call) her now. Activity 3 Appreciate the usage of the Present Continuous Tense in the translation of ancient Chinese poems. 山雨欲来风满楼。The mountain rain is coming, and the wind is sweeping through the tower. 待到山花烂漫时，她在丛中笑。When the mountain flowers are starting to bloom, she will smile among them. 花非花，雾非雾，夜半来，天明去。It’s not a flower, nor is it mist. It’s coming at midnight and leaving at dawn. 4.Summary 5.Self-evaluation Things I can do. Scores I can  learn to use the Present Continuous  Tense for future plans.  5 4 3 2 1 I can identify the features of be-doing, be going to do  and will do, be about to do, . 5 4 3 2 1 I can use Present Continuous Tense and  proper expressions for future. 5 4 3 2 1 I can distinguish the differences of different forms  of expressions for future. 5 4 3 2 1 6. Homework Choose one of the two itineraries below. Write a few sentences to describe your travel plan, using the present continuous tense. The new textbook requires teaching to cater to all students, laying a foundation for their all-round development and lifelong learning. Teachers need to create a relaxed, democratic, and harmonious learning atmosphere, keep pace with the new curriculum, continuously improve their theoretical and professional competence, and possess strong adaptability and responsiveness to meet the new requirements of the new curriculum. Key features of the new textbook include: 1. Taking activities as the main teaching approach, emphasizing "using language to do things" to foster students’ language application ability. 2. Guided by themes and based on discourses, highlighting the exploration of thematic meaning. 3. Emphasizing the integration of language learning and thinking ability development, and focusing on improving students’ thinking quality. In line with these features, the design of teaching objectives and links for this lesson — Unit 2 "Travelling Around" (Discovering Useful Structure: The Present Continuous Tense) — was conducted with careful consideration. The teaching objectives are set as follows: enabling students to understand and master the usage of the Present Continuous Tense for future expression; guiding students to explore and summarize the usages and functions of other grammatical structures indicating the future; and allowing students to extend and apply these learned structures. The key teaching points and difficulties lie in understanding the functions of these structures and their practical application. In terms of teaching design, centering on the unit’s theme of travel, the class starts with topics related to students’ long-anticipated holiday travel plans. During the lead-in and dialogues, a series of preparations for social practice activities (such as booking hotels, air tickets, and restaurants) are discussed, with guidance for students to incorporate various grammatical structures indicating the future. In class, students are encouraged to boldly explore grammatical structures: by observing example sentences and reflecting, they summarize the special functions of these structures, focusing on "be doing", "be going to do", "will do", and the Simple Present Tense for future expression. Subsequently, students apply the understood grammatical knowledge to discourse dialogues. The final link returns to the theme of travel planning, asking students to design reasonable travel arrangements. Weaknesses Despite the good intentions behind the lesson, there are still some shortcomings. For instance, the classroom tasks are somewhat simplistic — as the lesson content is not complex, the design of tasks is relatively straightforward. During activities, some students show a passive attitude, lacking active participation and interaction. Improvements In the future, greater emphasis will be placed on stimulating students’ learning interest and initiative, encouraging them to actively participate in classroom activities. 学科网（北京）股份有限公司 $