Unit 1 Period 3 Discovering Useful Structures（表格式教学设计）英语人教版必修第三册

Unit 1 Festivals and Traditions Discovering Useful Structures 教学设计 教学基本信息 单元名称 必修第三册Unit 1 Discovering Useful Structures 学科 英语 学段 高中 年级 高一第二学期 主要教材 书名：普通高中教科书·英语必修第三册 出版社：人民教育出版社 出版日期：2019年11月 课时安排 2课时(80min) 课型 语法课 教学设计理念 本设计遵循 “核心素养导向下的语境化语法教学” 理念，立足新课标 “语言建构与运用、思维发展与提升、文化传承与理解、学习能力发展” 四维目标，打破 “孤立讲规则、机械做练习” 的传统模式。以单元节日主题为载体，将语法知识与真实语境、文化内涵、语言功能深度融合，通过 “语境感知 — 规律探究 — 功能运用 — 文化迁移” 的递进式活动，引导学生在 “用中学、学中用”，实现语法知识向语言能力的转化，让语法学习服务于节日主题的表达与交流。 教材分析 （一）What（教材内容是什么） 本课时是必修第三册 Unit 1 “Festivals and Traditions” 的语法板块，核心教学内容为V-ing 形式作定语和表语。教材以单元主题为载体，通过中秋、春节、狂欢节、万圣节等中外节日的图片与描述性语料，呈现 V-ing 形式的语法功能：作定语时分为前置（表性质 / 特征）和后置（表主动 / 进行）两种情况，作表语时侧重描述主语的性质、特征或状态，且与单元核心词汇（如 charming, exciting, shining, celebrating 等）紧密关联，形成 “主题 — 词汇 — 语法” 三位一体的内容体系。 （二）Why（为什么教这些内容） 语法价值：V-ing 形式作定语和表语是高中阶段核心语法项目，是学生丰富语言表达、提升句式灵活性的关键抓手，能帮助学生从 “简单描述” 向 “精准生动表达” 进阶。 主题关联：语法知识与 “节日描述” 场景高度契合，学生在运用语法的过程中可深化对中外节日文化的认知，实现 “以语法促表达，以表达传文化”。 课标要求：符合新课标 “在语境中理解和运用语法知识” 的要求，助力学生形成 “语法服务于沟通” 的正确认知，为后续复杂句式学习奠定基础。 （三）How（教材如何编排） 教材遵循 “由浅入深、语境驱动” 的编排逻辑：先通过节日图片与简单句导入（如 These lanterns are amazing.），让学生直观感知 V-ing 形式的用法；再通过任务探究引导学生自主总结规则；最后通过分层练习（基础填空、语境运用、高考实战）和主题写作巩固提升，形成 “感知 — 探究 — 运用 — 迁移” 的完整学习链条，符合学生认知规律。 学情分析 1.What I know 语言基础：学生在初中已掌握 V-ing 形式的基本用法（如作宾语、现在进行时），必修前两册也接触过相关句式，具备一定的词汇积累（如 festival, celebrate, decorate, charm 等），对单元 “节日” 主题熟悉，能简单描述节日场景。 学习能力：高中生具备初步的自主探究和合作学习能力，能通过分析例句总结规律，但逻辑思维的严谨性有待提升。 文化储备：对中国传统节日（中秋、春节、端午）有深入了解，对西方节日（圣诞、万圣、狂欢节）有初步认知，具备跨文化对比的基础。 2.What I want to know 语法层面：想明确 V-ing 形式作定语和表语的具体规则（前置 / 后置区别、与系动词的搭配）；想厘清 V-ing 形式与过去分词作表语的差异（如 exciting/excited）。 应用层面：想知道如何在描述节日场景、介绍节日习俗时灵活运用该语法，让表达更生动精准；想通过语法运用深化对中外节日文化差异的理解。 3.What I learned 掌握 V-ing 形式作定语（前置 / 后置）和表语的核心规则，能准确区分其与过去分词作表语的用法。 能在节日主题语境中熟练运用该语法完成句子填空、句式转换和短文写作。 提升对中外节日文化的认知，增强文化认同感和跨文化沟通能力。 形成 “自主探究 — 合作总结 — 语境运用” 的语法学习策略。 教学目标 （一）语言能力 掌握 V-ing 形式作定语（前置表性质、后置表主动 / 进行）和表语（表主语特征 / 状态）的用法规则。 能正确运用 V-ing 形式完成节日相关的句子填空、句式转换，能撰写 80 词左右的节日描述短文，做到语法准确、表达生动。 积累与节日相关的核心词汇（如 decorative, charming, shining, celebrating 等）及短语（dress up, set off, fade away 等），并结合语法灵活运用。 （二）文化意识 通过分析中外节日相关的语料和例句，深化对节日文化内涵的理解（如中秋的团圆、圣诞的分享、狂欢节的包容）。 培养跨文化视角，能运用所学语法和词汇客观描述中外节日差异，增强文化自信和跨文化沟通意识。 （三）思维品质 通过对比 V-ing 形式与过去分词作表语的差异、前置与后置定语的区别，培养逻辑分析和归纳总结能力。 在语境运用中培养批判性思维，能根据表达需求精准选择语法形式，提升语言运用的灵活性。 （四）学习能力 学会通过分析例句、合作探究等方式自主总结语法规则，形成科学的语法学习策略。 能主动利用节日主题语境巩固语法，做到 “学用结合、学以致用”。 教学重难点 教学重点 1.V-ing 形式作定语的用法：单个 V-ing 形式前置（表性质 / 特征）、V-ing 短语后置（表主动 / 进行，相当于定语从句）。 2.V-ing 形式作表语的用法：与系动词（be, look, sound, feel 等）搭配，表主语的特征或状态。 3.结合节日主题语境，准确运用 V-ing 形式完成基础表达和短文写作。 教学难点 1.区分 V-ing 形式与过去分词作表语的差异（如 exciting/excited, interesting/interested），明确 “物用 - ing，人用 - ed” 的核心逻辑及特殊情况。 2.V-ing 短语作后置定语与定语从句的转换（如 People celebrating the Spring Festival → People who are celebrating the Spring Festival）。 3.在真实节日描述语境中灵活运用 V-ing 形式，避免语法错误和表达生硬。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Language Points：精讲精练，夯实基础 1. 核心词汇精讲 + 练习 核心词汇 1.congratulate 动词（vt.）：祝贺 congratulation（n. 祝贺，复数形式） He congratulated me on experiencing the traditional festival. We offered our congratulations to the family on the Spring Festival. 2.origin 名词（n.）：起源；出身 original（adj. 最初的）；originally（adv. 本来） The origin of the Mid-Autumn Festival is related to the moon. The original celebration of Halloween was religious. 3.religion 名词（n.）：宗教；信仰 religious（adj. 宗教的） Some festivals have religious origins. People hold religious activities to celebrate the festival. 4.charm 名词（n.）：魅力；动词（v.）：吸引 charming（adj. 有魅力的）；charmed（adj. 着迷的） The charm of the Dragon Boat Festival lies in its tradition. The charming lanterns attract many tourists. She was charmed by the Christmas decorations. 5.joy 名词（n.）：高兴 joyful（adj. 快乐的）；joyfully（adv. 开心地） The children screamed with joy when they got festival gifts. It was a joyful celebration for the whole family. They danced joyfully at the carnival. 6.gratitude 名词（n.）：感激 grateful（adj. 感激的） We express our gratitude to our parents during Thanksgiving. I am grateful for the festival memories. 7.agricultural 形容词（adj.）：农业的 agriculture（n. 农业） Many traditional festivals are related to agricultural activities. Agriculture plays an important role in festival origins. 8.decorate 动词（vt.）：装饰 decoration（n. 装饰）；decorative（adj. 装饰性的） People decorate their houses with red lanterns for the Spring Festival. The decorations of Christmas trees are beautiful. The decorative flowers add beauty to the festival. 9.significant 形容词（adj.）：有意义的 significance（n. 重要性） The festival is significant for family reunion. We all understand the significance of protecting traditional festivals. 10.reflect 动词（vt.）：反映；反射 reflection（n. 倒影；反映） The festival reflects people’s wishes for peace. The moon’s reflection in the water is a symbol of the Mid-Autumn Festival. 词汇练习 Exercise 1：词形转换填空 He ________ (congratulate) me on my success and nothing is better than receiving my opponent’s ________ (congratulate). （答案：congratulates; congratulations） The house is ________ (decorate) with many toys and their daughter is satisfied with the ________ (decorate). （答案：decorated; decoration） In the past，our country was an ________ (agriculture) country and people had many festivals related to ________ (agriculture). （答案：agricultural; agriculture） This incident is so ________ (significant) that its ________ (significance) will never fade away. （答案：significant; significance） I have a strong ________ (believe) in you and I ________ (believe) that you will never cheat me. （答案：belief; believe） We are both very busy so we only see each other very ________ (occasion). He pays me ________ (occasion) visits in his spare time and we try to use the ________ (occasion) to exchange our ideas. （答案：occasionally; occasional; occasions） I previously thought the serious guy who did nothing for ________ (please) was hard to ________ (please), but I was ________ (please) to find that he actually had a ________ (pleasant) personality. （答案：pleasure; please; pleased; pleasant） His ________ (charm) personality lies in a simple fact that he never hesitates to help others. His ________ (charm) is undeniable. （答案：charming; charm） The ________ (origin) custom of the festival is different from the modern one—________ (origin), people celebrated it to pray for good harvest.（答案：original; originally） The festival’s ________ (reflect) of people’s gratitude makes it meaningful; it ________ (reflect) the value of family. （答案：reflection; reflects） Exercise 2：词汇辨析填空 用 charming/charmed, interesting/interested, exciting/excited 填空： The ________ (charming) folk dance at the Spring Festival made everyone ________ (charmed). We are ________ (interested) in the ________ (interesting) story about the festival’s origin. The ________ (exciting) carnival parade made the children ________ (excited) all day. （答案：1. charming; charmed 2. interested; interesting 3. exciting; excited） 2. 核心短语精讲 + 练习 1.dress (sb) up 穿上盛装；装扮 Children dress up as ghosts during Halloween. 2.after all 毕竟；别忘了 After all, the Mid-Autumn Festival is a time for family reunion. 3.range from...to... 包括从…… 到…… 之间 Festival activities range from dragon dances to lantern shows. 3.fade away 逐渐消失；(身体) 变得虚弱 The memory of the festival will never fade away. 4.in spite of 不管；尽管 In spite of the rain, people still went out to celebrate the festival. 5.take advantage of 利用；占…… 的便宜 We should take advantage of festivals to learn traditional culture. 6.have sth in common （兴趣、想法等）相同 Many festivals have something in common—they all express good wishes. 7.to be frank 坦白说；坦率地说 To be frank, I prefer traditional Chinese festivals to Western ones. 8.go off 爆炸；走火；离开 The fireworks went off at midnight to celebrate the New Year. 9.except for 除…… 之外 The festival was perfect except for the bad weather. 10.set off 出发；动身；启程 We set off early to attend the festival celebration in the countryside. 11.have an influence on 对…… 有影响 Traditional festivals have a great influence on people’s values. 12.be associated with 与…… 相关联 Oranges are associated with good fortune in Chinese New Year. 13.express gratitude to 向…… 表达感激 People express gratitude to their ancestors during some festivals. Exercise 3：短语填空（PPT 原句 + 补充，5 分钟） 用上述短语的适当形式填空： ________ (Taking part in) the celebration was an exciting experience for me.（答案：Taking part in） ________ (To be frank), the dish you cooked tasted terrible.（答案：To be frank） The moment the gun ________ (go off), the soldier gave himself away.（答案：went off） It looks ________ (as if) the plan went on well.（答案：as if） The coat suits you well ________ (except for) its color.（答案：except for） These traditions ________ (have an influence on) people.（答案：have an influence on） Because of the heavy rain, they didn’t ________ (set off) until 12 o’clock.（答案：set off） The children ________ (dress up) and went to attend the ceremony.（答案：dressed up） With the country disappearing, its own unique national culture ________ (fade away).（答案：faded away） ________ (In spite of) these difficulties, I hold a strong belief that practice makes perfect.（答案：In spite of） Festival customs ________ (range from) food preparation ________ (to) religious ceremonies.（答案：range from; to） We should ________ (take advantage of) the holiday to visit our grandparents.（答案：take advantage of） Christmas and Thanksgiving ________ (have something in common)—they both emphasize family.（答案：have something in common） Red lanterns ________ (are associated with) joy and good luck in Chinese culture.（答案：are associated with） Exercise 4：短语句型转换 1.Although the weather was cold, people enjoyed the festival. → ________ (In spite of) the cold weather, people enjoyed the festival.（答案：In spite of） 2.Many festivals share the same purpose of praying for peace. → Many festivals ________ (have something in common) in praying for peace.（答案：have something in common） 3.He left early to catch the festival parade. → He ________ (set off) early to catch the festival parade.（答案：set off） 4.To tell the truth, I don’t know much about the origin of this festival. → ________ (To be frank), I don’t know much about the origin of this festival.（答案：To be frank） ●借助直观的节日图片（年夜饭、月饼等）快速激活学生已有生活经验与知识储备，激发参与兴趣。随后通过多层级问题链，引导学生主动分享节日的时间、习俗、喜好及原因，自然衔接话题核心。 6min Activity 2 热身导入：语境感知，激活旧知（5 分钟） 多媒体展示 PPT 中的节日图片（灯笼、中秋月、春节舞龙、狂欢节游行），提问引导学生描述： “What do you think of these lanterns?”（They are amazing/charming.） “What can you see in the Mid-Autumn Festival picture?”（A shining moon, families gathering together.） “What are the people doing in the Dragon Dance picture?”（They are performing an exciting dragon dance.） 教师板书学生回答中的 V-ing 形式（amazing, charming, shining, gathering, exciting），提问：“These words all end with -ing. What functions do they play in the sentences?” 引导学生初步感知 “作表语”“作定语” 的功能，激活旧知，引出课题。 ●激活其对 “节日” 主题的深度思考，为后续阅读搭建认知框架。同时，聚焦 “识别主题句” 这一核心阅读技巧，明确其位置特点与功能，帮助学生掌握快速把握段落主旨的方法。既培养学生的预测推理能力。 7min Activity 3 语法探究：V-ing 形式作定语和表语​ 1. 感知语境，明确功能 呈现 3 组节日相关例句，引导学生观察 V-ing 形式的位置和含义： ① The shining moon lights up the Mid-Autumn night.（前置定语，修饰 moon，表特征） ② People celebrating the Lunar New Year are full of joy.（后置定语，修饰 people，表主动） ③ The Rio Carnival is exciting.（表语，修饰 Carnival，表特征） ④ We are excited about the carnival.（表语，修饰 we，表感受） 提问：“Where are the -ing forms in the sentences? What do they modify or express?” 引导学生初步感知 “定语修饰名词，表语说明主语”。 3. 合作探究，总结规则 4. Task 1：V-ing 作定语（小组讨论 ） 呈现例句，讨论以下问题： 例句 1：an interesting festival, a charming custom（单个 V-ing 前置） 例句 2：students preparing for the festival, a tradition dating back to ancient times（V-ing 短语后置） 例句 3：I have something interesting to share.（修饰不定代词后置） 例句 4：His sister, working as a festival organizer, lives in Beijing.（非限制性后置，逗号隔开） 讨论问题： 单个 V-ing 作定语的位置和含义？（前置，表性质 / 特征） V-ing 短语作定语的位置和含义？（后置，表主动 / 进行，相当于定语从句） 修饰不定代词时，V-ing 的位置有何特殊？（后置） 小组展示后，教师总结规则，并用思维导图呈现。 Task 2：V-ing 作表语（小组讨论 ） 呈现例句，对比分析： ① The festival is meaningful.（V-ing 表物的特征） ② She is interested in the festival.（过去分词表人的感受） ③ The celebration is inspiring.（表特征） ④ They are inspiring people to protect traditions.（现在进行时，表动作） 讨论问题： V-ing 作表语时，常与哪些系动词搭配？（be, look, sound, feel, remain 等） 与过去分词作表语的区别？（V-ing→物的特征 / 主动；过去分词→人的感受 / 被动） 与现在进行时的区别？（作表语→状态；现在进行时→动作） 教师引导总结，强调 “节日语境中，V-ing 作表语常描述节日特征，过去分词描述人的感受”。 3. 易混点辨析 动名词 vs 现在分词作定语： a swimming pool（动名词，表用途：用来游泳的池子） a swimming boy（现在分词，表动作：正在游泳的男孩） 例句对比： The running man is my brother.（现在分词，表动作） Running is my favorite sport.（动名词，表用途） 结合节日例句：a celebrating team（现在分词，表动作）vs a celebration party（名词，表用途）。 ●采用 “略读 — 扫读 — 再读” 分层训练，循序渐进提升阅读技能。略读环节借助主题句梳理 “总 — 分 — 总” 结构，培养整体把握文本的能力；扫读环节通过表格、梳理等任务精准提取细节，深化对节日差异、跨文化特点等核心内容的理解；再读环节完成思维导图，整合 “庆祝节日的原因”，实现信息内化。全程以任务为驱动，让学生在实践中掌握阅读技巧，提升文本分析与逻辑整合能力。 20min Activity 4：巩固提升：分层练习，学以致用 1. 基础层：语法填空 用括号内词的适当形式填空（结合核心词汇和语法）： The ________ (shine) stars and ________ (glow) lanterns make the festival night beautiful.（答案：shining; glowing） People ________ (celebrate) the Dragon Boat Festival are busy making zongzi.（答案：celebrating） The ________ (significance) festival has a ________ (fascinate) origin.（答案：significant; fascinating） The story about the festival is ________ (amaze); we are all ________ (amaze) by it.（答案：amazing; amazed） He has something ________ (interest) to tell us about the ________ (origin) of Christmas.（答案：interesting; origin） 2. 提升层：句式转换 People who are attending the festival come from all over the country. → ________（答案：People attending the festival come from all over the country.） The custom that has a long history is still popular today. → ________（答案：The custom having a long history is still popular today.） The festival is very exciting. → How ________!（答案：How exciting the festival is!） We are interested in the traditional crafts. → The traditional crafts ________（答案：The traditional crafts are interesting to us.） 3. 拓展层：节日短文填空 用核心词汇、短语和 V-ing 形式填空，补全短文： Christmas is a ________ (celebrate) ________ (mark) the birth of Jesus. People ________ (dress up) in beautiful clothes, ________ (decorate) Christmas trees with ________ (shine) lights and ________ (color) balls. The festival is ________ (joy) and ________ (exciting); families gather to eat turkey and exchange gifts. ________ (To be frank), Christmas ________ (have something in common) with the Spring Festival—they both emphasize family reunion. In spite of cultural differences, people all express their ________ (gratitude) and good wishes through the festival. （答案：celebration; marking; dress up; decorate; shining; colorful; joyful; exciting; To be frank; has something in common; gratitude） ●通过听读模仿、思维导图复述、填空练词，巩固语言知识与文本逻辑，实现 “输入 — 内化 — 输出” 闭环。Activity 5 围绕文本主旨与现实话题展开讨论，引导学生深挖文化共通性，辩证看待中外节日，既提升批判性思维与口语表达能力，又强化文化自信与包容意识，深化对节日文化内涵的理解。 15min Activity6 总结与作业 1. 课堂总结 词汇：10 组核心词汇的词形转换（n.→adj.→adv.） 短语：14 个核心短语的固定搭配与节日语境运用 语法：V-ing 作定语（前置 / 后置）、作表语（与过去分词 / 现在进行时的区别） 师生共同梳理知识框架，强调 “词汇、短语、语法均为节日表达服务”。 ●本环节通过共同梳理思维导图，将节日核心词汇、听力技巧与文化核心系统整合，帮助学生构建清晰的知识框架。 5min ●通过系统的词汇、短语和句式练习，帮助学生巩固本单元的核心语言知识，弥补知识漏洞，为语言技能的提升（听、说、读、写）奠定坚实基础。在分析词汇词性、辨析短语含义、理解句式结构的过程中，培养学生的逻辑思维和分析能力，让学生学会从语言形式到意义的深层思考，提升语言学习的思维品质。 22min Activity 8 Self-evaluation 展示评价表，学生对自己本节课中表现及所学情况进行自我评价。 ●学生如实反思自己在词汇掌握、句式运用及课堂参与等方面的表现，明确自身优势与改进方向。通过自我评价环节，增强学习自主性，激发内在学习动力，促进元认知能力的发展。 2min 迁移创新 作业内容: 基础作业：Decorating with Plants, Fruits and Flowers for Chinese New Year Chinese New Year is a celebration __________ (mark) the end of the winter season and the beginning of spring. This is why __________ (decorate) with plants, fruits and flowers _______ (carry) special significance. They represent the earth _______ (come) back to life and best wishes for new beginnings. These are some of the most popular in many parts of the country: Oranges: Orange trees are more _______ decoration; they are a symbol _____ good fortune and wealth. They make great gifts and you see them many times __________ (decorate) with red envelopes and messages of good fortune. Bamboo: Chinese love their “Lucky Bamboo” plants and you will see them often in their homes and offices. _________ (certain) during the holiday period, this plant is a must. Bamboo plants are associated ________ health, abundance and a happy home. They are easy ________ (care) for and make great presents. Branches of Plum Blossoms (梅花): The ________ (beauty) long branches _________ (cover) with pink-colored buds (蓓蕾) make fantastic decorations. The plum trees are the first __________ (flower) even as the snow is _________ (melt 融化). They represent the promise of spring and a renewal of life. 二：拓展作业： 1.If you are a teenager _______ (live) in certain parts of the province, you could be eligible(符合条件) for this program, which provides eight weeks of paid employment along with training. 2.With ________ (shine) dark eyes, he seems like the kind of kid who would enjoy public speaking. 3.“After all, everyone has bad days and good days,” he said. “Some days you need a _______ (help) hand and some days you can be the one _______ (give) the _______ (help) hand.” 。 答案及答案解析 一、短文填空答案 1.marking 2.decorating 3.carries 4.coming 5.than 6.of 7.decorated 8.Certainly 9.with 10.to care 11.beautiful 12.covered 13.to flower 14.melting 二、单句填空答案 1.living 2. shining 3. helping; giving; helping 作业设计意图:以 1 分钟口语表达为载体，要求用单元所学句型介绍节日名称、庆祝方式与喜爱原因，既引导学生巩固课堂积累的节日词汇与功能句型，实现语言知识的迁移运用，又通过结合个人体验的表达，深化对节日本质的理解。 3min 板书设计 B3 Unit 1 Discovering Useful Structures 教学反思 教学反思 本节课围绕 V-ing 形式作定语和表语展开，依托节日主题语境，将词汇、短语与语法深度融合，通过 “感知 — 探究 — 应用” 的环节设计，助力学生掌握核心知识。课堂中，节日图片与实例让语法学习更具象，分层练习有效兼顾不同学情。但仍有不足：部分学生对 V-ing 短语作后置定语与定语从句的转换掌握不熟练，互动时间分配不均，个别基础薄弱生参与度不高。后续教学需优化：增加针对性转换练习，设计小组互助任务；精简讲解时间，预留更多实操空间；课后通过个性化作业精准补弱，让语法教学更贴合学生需求，提升知识运用的熟练度。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $