Unit 3 Fascinating Parks-Learning About Language 教案-2025-2026学年高中英语人教版选择性必修第一册

Unit 3 Fascinating Parks-Learning About Language 内容导航 This section focuses on vocabulary building and grammar learning related to “fascinating parks”. It helps students master word formation rules and the usage of the -ing form as subject, attribute, adverbial and object complement, enabling them to apply these language points in practical communication. 教学目标和重难点 1. 教学目标 Language Competence: Students will master park-related vocabulary and the -ing form usage, improving their ability to understand and express in English. Cultural Awareness: They will learn about different types of parks worldwide, fostering awareness of environmental protection and respect for diverse cultures. Thinking Quality: They will develop logical thinking by summarizing word formation and grammar rules, and critical thinking through practical application. Learning Ability: They will master effective vocabulary and grammar learning strategies, enhancing their autonomous learning and cooperative learning abilities. 2. 教学重难点 Key Points: Mastering word formation (conversion, compounding, derivation) and the basic usage of the -ing form as subject, attribute, adverbial and object complement. Understanding the differences between the -ing form and the infinitive as subject. Difficult Points: Grasping the tense (general form/perfect form) and voice (active/passive) of the -ing form. Flexibly applying word formation and the -ing form in specific contexts to avoid Chinglish errors. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students’ interest in the unit topic, activate their prior knowledge about parks, and lay a foundation for the subsequent vocabulary and grammar learning. First, the teacher will show students pictures and short videos of various famous parks around the world, including national parks like Yellowstone National Park, theme parks like Disneyland, and botanical parks. While showing the materials, the teacher will ask some guiding questions: “Have you ever been to a park? What kind of park is it? What did you see and do there? Can you describe the park in English?” After students share their experiences and answers, the teacher will summarize and lead to the topic of this lesson: “Today, we will focus on the language points related to parks, including some useful words and grammar structures. Mastering these will help us describe parks more accurately and vividly in English.” Then, the teacher will present some key words related to parks that students have learned before, such as “park, beautiful, nature, animal, plant”, and ask students to read them aloud to activate their vocabulary reserve. At the same time, the teacher will write down some new words on the blackboard, such as “buffet, edge, ban, remote”, and guide students to guess their meanings based on the pictures and context, laying a foundation for the subsequent vocabulary learning. Step 2: Vocabulary Building (Word Formation Learning) In this part, the teacher will focus on guiding students to master three common word formation rules: conversion, compounding and derivation, combined with the park-related vocabulary in the unit. The teaching will be carried out through “observation - induction - practice” to help students understand and apply the rules flexibly. First, the teacher will present some example words related to conversion, such as “buffet (n. buffet; v. to strike repeatedly), edge (n. edge; v. to move carefully towards something)”. The teacher will read the words and their different parts of speech and meanings, and ask students to observe the changes: “What do you find from these words? They have the same form but different parts of speech and meanings.” Then, the teacher will summarize the definition of conversion: “Conversion is a word formation rule that a word changes its part of speech without changing its form, and its meaning is related to the original meaning.” After that, the teacher will give more examples, such as “ban (n. an official prohibition; v. to prohibit officially), water (n. water; v. to water plants)”, and ask students to work in pairs to discuss the parts of speech and meanings of these words, and make sentences with each word in different parts of speech. For example, “We had a buffet at the park. The wind buffeted the trees in the park.” Next, the teacher will introduce compounding. The teacher will present compound words related to parks, such as “teapot, worldview, groundwater, scenic spot”. The teacher will split the words into two parts and explain their meanings: “Teapot is composed of ‘tea’ and ‘pot’, which means a pot for making tea. Scenic spot is composed of ‘scenic’ and ‘spot’, which means a beautiful place.” Then, the teacher will summarize the definition of compounding: “Compounding is a word formation rule that two or more words are combined to form a new word, and the meaning of the new word is the combination or extension of the meanings of the original words.” Then, the teacher will organize a group activity: each group is given some simple words, such as “park, view, land, sun, hill, side”, and ask them to combine these words into compound words related to parks, such as “parkview, hilltop, sunlight, landside”. After the activity, each group will present their compound words and explain their meanings and usages, and the teacher will comment and correct them. Then, the teacher will teach derivation. The teacher will focus on prefixes and suffixes commonly used in the unit, such as prefix “dis-” (disappear, disagree), suffix “-ist” (scientist, artist), suffix “-ful” (beautiful, helpful), suffix “-less” (harmless, useless). The teacher will present example words, analyze their roots and affixes, and explain how affixes change the meaning or part of speech of the root. For example, “dis-” usually means “not” or “opposite of”, so “disappear” means “not appear”; “-ful” usually means “full of”, so “beautiful” means “full of beauty”. Then, the teacher will give students a list of roots, such as “appear, agree, harm, help”, and ask them to add appropriate affixes to form new words, and make sentences with these new words. At the same time, the teacher will remind students to pay attention to the spelling changes when adding affixes, such as “happy → happiness, vary → variety”. After learning the three word formation rules, the teacher will arrange a comprehensive practice activity. The teacher will give a short passage about a national park, with some blanks. Students need to fill in the blanks with the correct forms of the given words, using the word formation rules they have just learned. For example: “The Northeast Tiger and Leopard National Park is a _______ (vastly) beautiful place, with _______ (boundary) stretching for hundreds of kilometers. There is a _______ (ban) on hunting in the park, so the _______ (remote) areas are home to many rare animals.” After students finish the practice, the teacher will check the answers, explain the difficult points, and help students consolidate the word formation rules. Step 3: Grammar Learning (The -ing Form) This part is the key and difficult point of the lesson. The teacher will guide students to learn the usage of the -ing form as subject, attribute, adverbial and object complement, through “sentence observation - rule induction - targeted practice - comprehensive application”, helping students master the usage accurately and flexibly. 3.1 The -ing Form as Subject First, the teacher will present some example sentences related to parks: ① Collecting information about national parks is very interesting. ② Walking in the botanical park makes people feel relaxed. ③ It is important to protect the biodiversity in parks. Then, the teacher will ask students to observe the sentences and think about the following questions: “What is the subject of sentence ① and ②? What form are they in? What is the difference between sentence ①② and sentence ③?” After students discuss and answer, the teacher will summarize the usage of the -ing form as subject: “The -ing form can be used as the subject of a sentence, indicating an action or a state. When the -ing form is used as the subject, the predicate verb is usually singular. In addition, we can use ‘it’ as a formal subject, and put the -ing form at the end of the sentence, such as ‘It is interesting collecting information about national parks’.” Then, the teacher will explain the differences between the -ing form and the infinitive as subject: “The -ing form as subject usually refers to a general, habitual action or a state, while the infinitive as subject usually refers to a specific, future action or a purpose. For example, ‘Swimming in the lake is dangerous’ (general action); ‘To swim in the lake tomorrow is dangerous’ (specific future action).” Then, the teacher will give students some topics related to parks, such as “protecting parks, visiting theme parks, planting trees in parks”, and ask them to make sentences with the -ing form as subject, and some sentences with “it” as the formal subject. Students can work in pairs to exchange their sentences, and the teacher will randomly ask some students to present their sentences and comment on them, correcting errors in usage. 3.2 The -ing Form as Attribute The teacher will present example sentences: ① There is a running stream in the park. ② The girl sitting on the bench is my classmate. ③ This is a park attracting many tourists. Then, the teacher will ask students to observe: “Where is the -ing form in each sentence? What does it modify? What is the difference between the -ing forms in these sentences?” After students’ discussion, the teacher will summarize: “The -ing form can be used as an attribute, modifying a noun or a pronoun, indicating ‘the one that is doing something’ or ‘related to the action’. When the -ing form is used as an attribute, it can be placed before or after the modified word. If it is a single -ing form, it is usually placed before the modified word, such as ‘running stream’; if it is an -ing phrase, it is usually placed after the modified word, such as ‘the girl sitting on the bench’.” Then, the teacher will give students some nouns related to parks, such as “stream, tree, visitor, bench, path”, and ask them to add appropriate -ing forms to form phrases, such as “flowing stream, swaying tree, visiting visitor, standing bench, winding path”. Then, students need to use these phrases to make sentences, such as “There is a flowing stream beside the winding path in the park.” The teacher will check students’ sentences, pay attention to the position of the -ing form, and correct errors. 3.3 The -ing Form as Adverbial The teacher will present example sentences related to parks: ① Walking along the path, we enjoyed the beautiful scenery. ② Being tired, we sat down to rest in the park. ③ The children played happily, laughing and singing. Then, the teacher will ask students to think: “What is the function of the -ing form in each sentence? What is the logical relationship between the -ing form and the main clause?” The teacher will summarize the usage of the -ing form as adverbial: “The -ing form can be used as adverbial, indicating time, reason, condition, accompaniment, result, etc. The logical subject of the -ing form is usually the same as the subject of the main clause. For example, in sentence ①, ‘walking along the path’ is a time adverbial, and the logical subject ‘we’ is the same as the subject of the main clause ‘we’; in sentence ③, ‘laughing and singing’ is an accompaniment adverbial, indicating the manner of the action in the main clause.” Then, the teacher will explain different types of adverbials one by one with examples: ① Time adverbial: “After visiting the park, we went home.” (can be changed to “Visiting the park, we went home.”) ② Reason adverbial: “Because we were interested in the park, we decided to visit it again.” (can be changed to “Being interested in the park, we decided to visit it again.”) ③ Accompaniment adverbial: “She walked in the park, holding a book in her hand.” ④ Result adverbial: “The storm hit the park, causing great damage.” After the explanation, the teacher will arrange a practice activity: give students some main clauses related to parks, such as “We went to the national park.” “They stayed in the park for a whole day.” “The heavy rain came suddenly.”, and ask students to add appropriate -ing adverbials to make the sentences more complete and vivid. For example, “Feeling excited, we went to the national park.” “Enjoying the fresh air, they stayed in the park for a whole day.” “The heavy rain came suddenly, soaking all the visitors in the park.” Students will complete the practice independently, and then exchange their answers in groups. The teacher will select some typical answers to comment, explaining the correct usage and common errors. 3.4 The -ing Form as Object Complement The teacher will present example sentences: ① I saw some children playing in the park. ② We heard the birds singing in the trees. ③ The teacher kept us practicing the sentences about parks. Then, the teacher will ask students to observe: “What is the object of the verb in each sentence? What is the function of the -ing form after the object?” The teacher will summarize: “The -ing form can be used as object complement, which is placed after the object to supplement and explain the object, indicating the action that the object is doing. Common verbs that can take the -ing form as object complement include see, hear, watch, notice, keep, leave, find, etc.” Then, the teacher will explain the difference between the -ing form and the infinitive as object complement: “When we use verbs like see, hear, watch, notice, the -ing form as object complement indicates that the action is in progress, while the infinitive (without to) indicates that the action is completed or the whole process is seen. For example, ‘I saw him playing football in the park’ (I saw the action in progress); ‘I saw him play football in the park’ (I saw the whole process of playing football).” Then, the teacher will arrange a practice activity: give students some objects and verbs, such as “the children, play; the birds, sing; the workers, build; the students, discuss”, and ask them to make sentences with the -ing form as object complement. For example, “We watched the children playing on the grass.” “She heard the birds singing in the park.” After students finish the practice, the teacher will check the answers, explain the difficult points, and help students master the usage. Step 4: Comprehensive Practice (Integration of Vocabulary and Grammar) In this part, the teacher will design a series of comprehensive practice activities to integrate the vocabulary and grammar learned in this lesson, helping students apply the knowledge flexibly in practical communication. The practice activities will be carried out in the form of group cooperation and individual practice, to stimulate students’ learning enthusiasm and improve their language application ability. 4.1 Group Discussion and Presentation The teacher will divide students into groups of 4-5, and give each group a topic: “Introduce your favorite park”. The requirements are: ① Use at least 5 new words learned in this lesson (using word formation rules); ② Use at least 3 sentences with the -ing form (as subject, attribute, adverbial or object complement); ③ The introduction should be clear and logical, including the location, scenery, activities and your feelings about the park. Each group will have a certain time to discuss and prepare, and then select a representative to present the introduction in front of the class. The teacher will evaluate each group’s performance from the aspects of vocabulary usage, grammar application, fluency and logic, and give positive comments and suggestions for improvement. 4.2 Sentence Transformation The teacher will give students a list of sentences related to parks, and ask them to transform the sentences according to the requirements. For example: ① Change the infinitive as subject to the -ing form as subject: “To visit Yellowstone National Park is my dream.” → “Visiting Yellowstone National Park is my dream.” ② Add an -ing attribute to the sentence: “There is a bench in the park.” → “There is a bench standing under the tree in the park.” ③ Change the adverbial clause to an -ing adverbial: “Because we were tired, we stopped to rest.” → “Being tired, we stopped to rest.” ④ Add an -ing object complement to the sentence: “I saw a girl in the park.” → “I saw a girl drawing pictures in the park.” Students will complete the sentence transformation independently, and then check the answers with their deskmates. The teacher will explain the common errors and key points in the transformation process. 4.3 Short Passage Writing The teacher will ask students to write a short passage about “A Day in the Park” with 80-100 words. The requirements are: ① Use the word formation rules to use at least 3 new words; ② Use the -ing form as subject, attribute, adverbial or object complement at least twice; ③ The passage should be coherent and meaningful, describing the activities and feelings of a day in the park. After students finish writing, the teacher will collect some students’ passages, read them aloud in class, and comment on them, pointing out the advantages and deficiencies in vocabulary and grammar usage. At the same time, the teacher will display excellent passages for students to learn from. Step 5: Summary and Consolidation First, the teacher will lead students to summarize the key points of this lesson: ① Three word formation rules: conversion, compounding and derivation, and their application in park-related vocabulary; ② The usage of the -ing form as subject, attribute, adverbial and object complement, and the differences between the -ing form and the infinitive in different functions. The teacher will emphasize the key and difficult points again, helping students sort out the knowledge framework and deepen their understanding. Then, the teacher will arrange some after-class consolidation tasks to help students consolidate the knowledge learned in this lesson. The tasks are as follows: ① Finish the exercises in the workbook related to vocabulary and grammar; ② Collect 10 park-related words, using the word formation rules learned in this lesson, and make sentences with each word; ③ Write a short passage about “My Favorite Park” with 100-120 words, using the -ing form at least 3 times; ④ Preview the next section of the unit. Finally, the teacher will encourage students: “Today we have learned a lot of useful vocabulary and grammar knowledge related to parks. I hope you can apply these knowledge in your daily English communication and writing, and pay more attention to observing and using English in life. If you have any questions, you can ask me after class or discuss with your classmates.” 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $