Unit 3 The world online Grammar and usage教学设计-2024-2025学年高中英语译林版必修第三册

该高中英语教学设计聚焦动词-ing形式作定语和状语，通过"猜人游戏"导入，用描述同学/老师的生活化句子（如"wearing a pair of glasses""Having learnt to dance"）将抽象语法具象化，衔接初中非谓语基础，引导学生分析例句归纳规则，构建"形式-意义-用法"学习支架。 其特色在于情境化互动与思维品质培养，猜人游戏激活兴趣，学生通过对比例句（如being done/to be done/done作定语）自主归纳位置、时态规则，提升逻辑思维；分层实践涵盖基础练习、高考题改编（如2023全国乙卷"Having visited"）及读后续写改写，强化语言能力；例句渗透尊重、敬业等跨文化价值观，涵养文化意识。作业梯度设计（教材基础-高考提升-作文改写）助力学生从机械记忆到灵活应用，教师可直接使用情境化资源与高考衔接内容，高效落实核心素养。

Grammar and usage：Verb-ing forms as attributives and adverbials 教学设计 课程基本信息 课题 Grammar and usage： Verb-ing forms as attributives and adverbials 课型 新授课 学科 英语 年级 高一 学段 高中 版本章节 译林版必修三Unit3 教学目标 1. Language Competence •Grammatical Knowledge Mastery: Students are guided to understand the rules of verb-ing forms as attributives and adverbials. •Contextual Language Application: Through exercises such as sentence filling, clause-to-verb-ing transformation, and continuation writing rewriting, students apply verb-ing forms to practical language scenarios. 2. Cultural Awareness •Cross-Cultural Context Perception: The lesson’s example sentences and practice materials involve universal themes such as interpersonal respect, professional dedication, and integrity—values shared across diverse cultures. 3. Thinking Quality •Logical Thinking Development: In the "rule exploration" session, students analyze groups of example sentences. This process requires students to sort out connections between language forms and meanings, train their ability to induct general rules from specific examples, and form clear logical thinking chains. 4. Learning Ability •Strategy Mastery: Through "hierarchical exercises", students learn to break down complex learning tasks into manageable steps, mastering the strategy of "from simple to complex" in grammar learning. •Independent Learning and Reflection: After completing exercises, students are guided to self-check answers and summarize error-prone points. 教学重难点 Teaching Key Points: •The positional rules of verb-ing forms as attributives (the difference between single verb-ing forms and verb-ing phrases). •The usage and positional characteristics of verb-ing forms as adverbials with different functions (time, condition, reason, accompaniment, result). •The correct application of active, passive, and perfect forms of verb-ing. Teaching Difficult Points: •The judgment of the logical subject-predicate relationship between verb-ing forms (as adverbials) and the subject of the main clause. •The differentiated application between the perfect form (having done/having been done) and the simple form (doing/being done) of verb-ing. 学情分析(SWOT) Strengths: Senior One students have accumulated preliminary knowledge of non-finite verbs through junior high school English learning. The "guessing game" and "group rule exploration" designed in the lesson align with their learning preferences. Weaknesses: Students often struggle with distinguishing similar grammatical forms. For example, they may mix up the usage of verb-ing forms (being done) as attributives (expressing ongoing passivity) with infinitives (to be done, expressing future passivity) and past participles (done, expressing completed passivity). Opportunities:The example sentences and practice materials are closely related to daily campus and life scenarios, making it easier for students to connect new knowledge with familiar contexts. Additionally, the inclusion of adapted college entrance examination questions helps students recognize the practical value of the knowledge, motivating them to learn proactively. Threats: Some students with weak foundations may fall behind during group rule exploration. If not addressed in a timely manner, this gap may widen as the lesson progresses. Students may carry misconceptions from previous non-finite verb learning. 教学准备 Teaching Courseware (PPT): Including guessing games, example sentences, rule summaries, hierarchical exercises, consolidation tasks, etc. Guided Learning Materials: Designing modules such as basic training, advanced training, and adapted college entrance examination questions, matching the after-class exercises in the textbook. Multimedia Equipment: Used to display courseware, play relevant teaching materials, and assist in classroom interaction. 教学过程 教学任务 教学内容 设计意图 创新设计（含AI应用） Guessing game (Let students guess a classmate or a teacher according to the descriptions from the host ) She is an amazing girl, wearing a pair of glasses. Though having a beautiful face, she never thinks she is beautiful. Having learnt to dance for seven years, she has a healthy and slim figure. She participated in the sports meet last year but didn’t win in the running event.______? The teacher waving his hand to students is a handsome man. Having a handsome face, he isn’t aware that he is handsome. Standing on the teaching stage, he greets us passionately as usual. He is our Smiling Tiger._______? By using a guessing game with vivid, life-like sentences (e.g., "She is an amazing girl, wearing a pair of glasses"), the lesson connects abstract verb-ing forms to concrete character descriptions. Two short audios made by the teacher, which not only captures students’ attention but also helps them perceive grammar in a relaxed, scenario-based context—alleviating their fear of complex grammatical rules. Verb-ing forms as attributives  (Rewrite the following sentences using Verb-ing forms as attributives) 1.The boy who is writing is widely recognized to be the most diligent in the class. ______________is widely recognized to be the most diligent in the class. 2. A team of classmates who draw a classroom newspaper are receiving a warm applause from the class. A team of classmates_____________ are receiving a warm applause from the class. 3.A group of athletes who are being praised now have fulfilled their mission eventually. A group of athletes___________have fulfilled their mission eventually. Task 1：working out the rules ①The verb-ing form can be used like an adjective, indicating a(n) (1)_______ (active/passive) meaning. ②When the verb-ing form is used as an attributive, it often comes (2)_______(before/after) the noun, but the verb-ing phrase used as an attributive is usually put (3)_____(before/after) the noun. ③Verb-ing phrase used as an attributive can also be used to express a passive meaning, that is, (4)__________ Task 2：fundamental exercises (1)The town’s water comes from the ___________ (surround) hills. (2)An investigation group ___________ (consist) of five men and two women has been sent to the spot to look into the matter. (3)The book ______________ (discuss) now will be published next month. Task 3：challenging exercises The stadium_________(build) in the following year in our city is intended for the coming Asian Games. The stadium ___________(build) in 2024 in our city is intended for the coming Asian Games. The stadium___________(build) at present in our city is intended for the coming Asian Games. 名师指津：_______________作后置定语，表示正在进行的被动动作; _______________作后置定语，表示将来的被动动作；_______________作后置定语，表示已经完成的被动动作。 This design shifts the role of students from "passive listeners" to "active explorers," helping them construct grammatical knowledge through their own thinking—improving memory retention and understanding of rules. This "side-by-side comparison" design simplifies abstract temporal logic into concrete scenarios, making it easier for students to grasp the core distinction (ongoing vs. future vs. completed passivity). All the pictures are made by Doubao to activate students’ interest and simplify the difficulty of the understanding of the grammatical rules. Verb-ing forms as adverbials (Rewrite the following sentences using Verb-ing forms as adverbials.) 1.When they walk towards the teacher’s office, they will find many classmates have already surrounded the teacher with questions.（时间状语: Adverbial of time） ________________________________, they will find many classmates have already surrounded the teacher with questions. 2.If they listen to the class carefully and attentively, they will make great progress and succeed sooner or later.（条件状语: Adverbial of condition） ________________________________, they will make great progress and succeed sooner or later. 3.Because they have been commended several times, they make a determination to study in their spare time once again.（原因状语: Adverbial of reason） ________________________________, they make a determination to study in their spare time once again. 4.They sit on the laboratory excitedly, discuss with each other and perform the experiment.（伴随状语: Adverbial of accompaniment） They sit on the laboratory excitedly, ________________________________. 5.All the students made a joint effort in the football match, so they won the match without doubt.（结果状语: Adverbial of result） All the students made a joint effort in the football match, _______________________. Task 1：working out the rules ①The verb-ing form can be used like an adverb, indicating a(n) (1) _________(active/passive) meaning. ②When the verb-ing form is used as an adverb to indicate time, condition and reason, it often comes (2)________(before/after) the sentence, but the verb-ing form used as an adverb to indicate accompaniment or result is usually put (3) _________(before/after) the sentence. ③Verb-ing form as an adverb can express an action that had happened before the main clause, and the form is, (4)________________.Meawhile, it can also be used to indicate a passive meaning, that is,(5)_______________. Task 2：fundamental exercises (1)The national park has a big collection of wildlife,________(range) from butterflies to elephants. (2)_______________(raise) on a farm, Tim knows a lot about farm animals now. (3)(2023全国乙卷)____________(visit) several times over the last 10 years, I was amazed by the co-existence of old and new, and how a city was able to keep such a rich heritage while constantly growing. Task 3：challenging exercises (1) I hurried to the station, only_______(find) the train gone. An earthquake hit the city, ________(cause) 10 deaths. (2) He returned after the war, only________(tell)that his wife had left him. (3)Science and technology is developing very quickly, ________(make) life much easier for many people. 名师指津：动词不定式作结果状语，表_____________结果, 常和only连用；动词-ing作结果状语，表主句动作所带来的____________结果。 By classifying verb-ing adverbials into five functions (time, condition, reason, accompaniment, result) and matching each to a typical conversion example, the lesson helps students form a clear "function-form" mapping. This prevents confusion between different adverbial types and lays a foundation for flexible application in context. By analyzing these contrasting examples, students learn to judge the suitability of language forms based on context—moving beyond mechanical memorization to meaning-based application. The questions (e.g., "______ (raise) on a farm") require students to integrate knowledge of verb-ing perfect passive forms and logical reasoning. This challenges advanced students to apply rules in complex contexts, avoiding "under-challenging" and promoting their in-depth thinking. Consolidation exercise Verb-ing forms改写段落（读后续写）（2024新高考Ⅰ卷） I ran back to Gunter and told him the bad news. I was overwhelmed, and didn't know how to handle the tricky situation. At this point, a daring and unreasonable idea occurred to me. I said to Gunter, "I have to catch this bus. I'll be back in four days and can repay you then. I know we just met..." Much to my astonishment, Gunter nodded before I was finished. I jotted down his phone number and promised I would call him on my return trip and pay the fee. As the bus was about to set off, I grabbed my bags and dashed toward it in an instant. Four days later, when I was back in Vienna, I called Gunter as promised. After he had recognized my voice, he answered with a cheerful "Hello" .When we met at the appointed café, I handed him an envelope that contained the money. Gunter only accepted the taxi fare and shrugged off my attempt to insist he take it all. "Did you make it to your conference?" he inquired. I nodded and thanked him again for his kindness to a stranger. Over time, our paths continued to intersect as we became close friends, and shared meals and stories whenever I visited Vienna. This design helps students understand how grammar can improve the coherence and richness of writing, realizing the "pragmatic value" of grammar. Group-based rewriting encourages students to discuss the best way to apply verb-ing forms. Peer communication not only helps students learn from each other but also deepens their understanding of how grammar interacts with context. Summary By emphasizing core error-prone points (e.g., logical subject consistency, result adverbial distinction), the lesson guides students to reflect on potential mistakes in advance. This "proactive reminder" helps them avoid common errors in subsequent practice and homework. Homework 1.Basic tasks：P35 B1、B2; P70 C and exercises on the handout; 2.Advanced tasks：exercises from college entrance examination training; 3.Extended tasks：rewriting their own compositions. The homework is closely aligned with the lesson content, allowing students to consolidate what they have learned in a timely manner. It provides the teacher with feedback on students’ mastery. 作业设计 作业一：Homework 教材语句基础训练 1. Then there are the ___________(tower) ancient hardwoods, and finally the tops of the tallest trees many metres above the ground.(M3U1) 2. After a roll call confirmed that all were safe and sound, they relaxed, ________(laugh), crying and hugging each other.( M3U2) 3. It immediately occurred to her that these were signs of an ___________(approach) tsunami.( M3U2) 4. To her great relief, the officer immediately realized the _________(come) danger. ( M3U2) 5.___________(trade) ships ___________(bring) imports to the city or carrying exports overseas, along with golden pleasure boats for the rich, were crowded together in the glassy water of the port. ( M3U2) 6. Beyond in the distance, they heard the crash of _________(fall) roofs. ( M3U2) 7. Head down, eyes on my smartphone, I stepped into the road and a car shot past, nearly___________ (knock) me off my feet! ( M3U3) 8. The details of the scene were revealed in front of me: the soft sunlight, a bird _________(sing) from a high tree branch, the rich and earthy smell of the soil after the rain.( M3U3) 9. She completed further training courses in traditional Chinese medicine, _________(acquire) a broad knowledge of both traditional Chinese medicine and Western medicine.( M3U4) 10. When they failed to produce any _________(promise) results, Tu referred to the ancient books of traditional Chinese medicine again.( M3U4) 11. Scientific knowledge is an _________(enable) power to do either good or bad.( M3U4) 12. With more knowledge comes a deeper, more wonderful mystery, _________(inspire) one to look deeper still. ( M3U4) 作业二：Homework 高考真题提升训练 1.(2024年新高考I卷)The latest ___________ (engineer) techniques are applied to create this protective functional structure that is also beautiful. 2.(2024年新高考II卷) __________ (recall)watching a Chinese opera version of Shakespeare’s play Richard III in Shanghai and meeting Chinese actors who came to Stratford a few years ago to perform parts of The Peony Pavilion, Edmondson said, “It was very exciting to hear the Chinese language and see how Tang’s play was being performed.” 3.(2023 新高考II卷)They talk to the flood of international tourists and to __________ (visit) Chinese zookeepers who often come to check on the pandas, which are on loan from China. 4.(2023全国甲卷)“There was once a town in the heart of America, where all life seemed to enjoy peaceful existence with is surroundings,” her fable begins, ___________(borrow) some familiar words from many age-old fables. 5.(2023全国乙卷)____________ (visit) several times over the last 10 years, I was amazed by the co-existence of old and new, and how a city was able to keep such a rich heritage while constantly growing. 6.(2022新高考I卷)_______ (cover)an area about three times the size of Yellowstone National Park, the GPNP will be one of the first national parks in the country. 7.(2022新高考II卷)When he saw a young child hanging from a sixth-floor apartment balcony (阳台), Henry ran one hundred metres, jumped over a 1.2-metre fence, and held out his arms to catch the ________ (fall) child. 8.(2022全国乙卷)_____________ (strengthen)the connection with young people, the event included a number of public promotional activities on social media, _________ (invite) twenty-nine tea professionals from around the world to have thirty-six hours of uninterrupted live broadcasts. 作业三：完成教材：P35 B1、B2；P70 C Answers： 作业一：Homework 教材语句基础训练 1.towering; 2.laughing; 3.approaching; 4.coming; 5.Trading; bringing; 6.falling; 7.knocking; 8.singing; 9.acquiring; 10.promising; 11.enabling; 12.inspiring 作业二：Homework 高考真题提升训练 1.engineering【解析】考查非谓语。engineer作动词表示“色痕迹，建造”，用其非谓语形式作定语。句意：最新的工程技术被用来创造一个同样美丽的保护功能结构。根据句意可知，空处考查短语engineering techniques，意为“工程技术”，符合句意。故填engineering。 2.Recalling【解析】考查非谓语动词。句意：回忆起几年前在上海观看莎士比亚戏剧《理查三世》的中国版，并遇见前来斯特拉特福德表演《牡丹亭》部分片段的中国演员时，Edmondson说：“听到中文，看到汤显祖的戏剧是如何被表演的，非常激动人心。”非谓语动词担当状语，主语“Edmondson”和动词“recall”之间为主动关系，用现在分词形式担当状语；出现在句首，首字母大写。故填Recalling。 3.visiting。【解析】考查形容词。句意：他们与蜂拥而至的国际游客和来访的中国动物园管理员交谈，这些管理员经常来检查从中国租借来的大熊猫。分析句子结构可知，空后是名词，所以空处应填形容词作定语；visit对应的形容词为visiting“来访的”。故填visiting。 4. borrowing。【解析】考查非谓语动词。句意：“从前，在美国的中心地带有一个小镇，那里所有的生命似乎都和周围的环境一起享受着和平的生活，”她的寓言是这样开头的，借用了许多古老寓言中的一些熟悉的词。句中已有谓语动词，所以用非谓语动词形式。逻辑主语her fable与borrow之间为主动关系，所以用现在分词作状语。故填borrowing。 5. Having visited。【解析】考查非谓语动词。句意：在过去的10年里，我多次访问北京，我惊讶于这里的新旧共存，惊讶于一个城市如何在不断发展的同时保持如此丰富的文化遗产。这里为非谓语动词担当状语，和主句主语“I”之间为主动关系；根据时间状语“over the last 10 years”可知，用完成时态，由此推断，空处用现在分词的完成时态。置于句首，首字母大写。故填Having visited。 6. Covering【解析】考查非谓语动词。句意：该公园占地面积约为黄石国家公园的三倍，将成为中国首批国家公园之一。设空处在句中作非谓语，cover和句子的逻辑主语the GPNP为逻辑的主动关系，应用现在分词的形式作状语，首字母大写。故填Covering。 7. falling【解析】考查非谓语动词。句意：当亨利看到一个小男孩挂在六楼公寓的阳台上时，他跑了100米，跳过了1.2米高的栅栏，伸出双臂去接要掉下来的孩子。句中的hold out为谓语动词，设空处应该使用非谓语动词。根据句意，fall为动词，意为“掉落”， child和fall之间是主动关系，同时表示正在进行的含义。故应该使用现在分词作定语。故填falling。 8.To strengthen; inviting【解析】考查非谓语动词。第一空：句意：为了加强与年轻人的联系，活动包括在社交媒体上的一系列公共宣传活动，邀请了来自世界各地的29名茶叶专业人士进行36小时不间断的直播。根据句意可知，此处表达“为了加强与年轻人的联系”，需要用不定式作目的状语。故填To strengthen。第二空：句意：为了加强与年轻人的联系，活动包括在社交媒体上的一系列公共宣传活动，邀请了来自世界各地的29名茶叶专业人士进行36小时不间断的直播。此处为非谓语动词，逻辑主语the event与invite之间为主动关系，所以用现在分词作状语。故填inviting。 作业三：完成教材：P35 B1、B2；P70 C P35 B1 1.I saw Jess doing research online in the computer room. 2.Anybody going online should be careful about their personal information. 3.Hearing the news, he jumped for joy. 4.Having searched the Internet for information, I started writing my article. P35 B2 (1)thinking; (2)amazing; (3)cutting; (4)Using; (5)Having had; (6)running P70 C 1.The man operating the factory is concerned about the environment. 2. Walking straight down this road, you will see the post office on your right. 3. He sat there, not knowing what to say. 4. Not feeling well, Jim has to stay at home. 5. I find this job challenging. 6. I noticed the man listening to music. 7. The bridge being built will shorten the driving distance between the two villages. 8. The factory keeps giving off smoke, polluting the air. 9. I appreciate your effort to help people living in poverty. 10. Waiting for the bus, I met an old friend of mine. 板书设计 Grammar: Verb-ing Forms as Attributives and Adverbials I. As Attributives 1. Position: Single -ing → before the noun; -ing phrase → after the noun 2. Meaning: Active/ongoing (doing); Passive ongoing (being done) 3. Comparison: being done (ongoing passive) vs to be done (future passive) vs done (completed passive) II. As Adverbials 1. Functions: Time, Condition, Reason, Accompaniment, Result 2. Position: Time/Condition/Reason → beginning of the sentence; Accompaniment/Result → end of the sentence 3. Tenses: Simple form (doing/being done); Perfect form (having done/having been done) 4. Adverbial of Result: doing (natural result) vs only to do (unexpected result) 教学反思 1. Teaching Highlights 1.1 Contextualized and Interactive Teaching Design Stimulates Learning Engagement The lesson abandoned the traditional "teacher-centered rule explanation" model and adopted a contextualized design closely linked to students’ daily experiences and cognitive characteristics. 1.2 Hierarchical Practice System Bridges Knowledge and Application A three-level practice system—"basic consolidation → difficult breakthrough → practical application"—was constructed to meet the learning needs of students at different levels. 1.3 Integration of College Entrance Examination Orientation Enhances Practical Value Perception The lesson fully integrated college entrance examination elements into teaching activities. For example, the challenging exercises included adapted questions from the 2023 National Volume B, and the consolidation session used the continuation writing format of the New College Entrance Examination to guide students to apply verb-ing forms. 2. Teaching Shortcomings 2.1 Insufficient Attention to Individual Differences Leads to Uneven Learning Progress During the rule exploration session, students with strong foundations quickly summarized the rules of verb-ing as adverbials, while students with weak foundations struggled to follow the discussion pace and even remained silent throughout the process. 2.2 Inadequate Practice and Feedback on Key Difficult Points The practice and feedback on key difficult points were not in-depth enough. When checking exercises, the teacher mainly focused on correcting answers rather than analyzing the root causes of students’ mistakes (e.g., why students confused having done with doing). 3. Improvement Measures 3.1 Strengthen In-Depth Teaching of Key Difficult Points with Focused Design Allocate 8-10 minutes specifically for key difficult points. For "logical subject consistency," design error-correction worksheets with typical mistakes and guide students to find errors by comparing the logical subject of verb-ing and the main clause subject. 3.2 Enhance Classroom Flexibility and Establish a "Question Reserve Mechanism" Flexible Adjustment of Teaching Process: Leave 5-7 minutes of "flexible time" in the teaching plan. If students raise valuable questions or show obvious confusion about a certain content during the lesson, appropriately extend the explanation time and adjust the subsequent practice progress. In addition, design "extended thinking questions" (e.g., "Can verb-ing forms be used as predicates? Why?") to inspire students’ curiosity and promote in-depth learning beyond the lesson content. 学科网（北京）股份有限公司 $