Unit 3 The world Online-Grammar and usage 教案-2025-2026学年高中英语译林版必修第三册

Unit 3 The world Online-Grammar and usage 教学目标和重难点 1. 教学目标 Language Competence: Master the usage of Verb-ing forms as attributives, adverbials and object complements and apply them in relevant contexts. Cultural Awareness: Understand the application differences of non-finite verbs in English communication and enhance cross-cultural communicative competence. Thinking Quality: Cultivate logical thinking through analyzing grammar rules and critical thinking through practical application. Learning Ability: Develop autonomous learning and cooperative inquiry ability in grammar exploration and practice. 2. 教学重难点 Key Points: Grasp the basic forms and usages of Verb-ing forms as attributives, adverbials and object complements; correctly distinguish their functions in different sentences. Difficult Points: Master the logical relationship between Verb-ing forms and logical subjects; flexibly use Verb-ing forms in complex contexts related to the online world. 教学过程 1. Lead-in: Contextual Activation (Warm-up & Lead-in) The teacher starts the class by showing a short video about online activities, such as students using social media, searching for information online, and having video calls. After playing the video, the teacher asks students to describe what they saw in the video using simple English sentences. For example, “I saw a girl using a webcam to have a video chat.” “The boy surfing the Internet is my classmate.” Then, the teacher writes these sentences on the blackboard and underlines the structures like “using a webcam” and “surfing the Internet”, guiding students to find out the common feature of these structures—they all use the form of “verb + -ing”. Design Intention: The lead-in links the grammar content with the unit theme “The World Online”, which is closely related to students’ daily life. By watching the video and describing the scenes, students can intuitively perceive the application of Verb-ing forms in real contexts, arouse their learning interest, and lay a foundation for the formal explanation of grammar knowledge. At the same time, it helps students connect the new grammar points with their existing language experience, reducing the difficulty of learning new knowledge. 2. Presentation: Grammar Explanation & Summarization 2.1 Verb-ing Forms as Attributives First, the teacher takes the sentences written on the blackboard in the lead-in part as examples, such as “The boy surfing the Internet is my classmate.” and “There is a washing machine in my home.” Then, the teacher guides students to analyze the function of the Verb-ing forms in these sentences. The teacher asks: “What does ‘surfing the Internet’ modify? What does ‘washing’ modify?” Through group discussion, students summarize that Verb-ing forms can be used as attributives to modify nouns or pronouns. Next, the teacher further explains the two usages of Verb-ing forms as attributives: single Verb-ing form is usually placed before the modified noun, indicating the function, state or action of the modified noun, such as “a reading room” (a room for reading), “a barking dog” (a dog that is barking); Verb-ing phrases are usually placed after the modified noun, equivalent to an attributive clause, such as “The girl playing the violin is my sister.” = “The girl who is playing the violin is my sister.” In addition, the teacher reminds students of special cases: when a single Verb-ing form modifies pronouns such as those, something, everything, it is placed after the pronoun, e.g., “There is something interesting in the newspaper.” Some Verb-ing forms have been converted into participial adjectives, meaning “making people feel...”, such as boring, interesting, tiring, etc., e.g., “The movie is very interesting.” Design Intention: This part adopts the inductive teaching method. By taking familiar sentences as examples, students are guided to discover and summarize grammar rules by themselves, which is more conducive to their understanding and memory than direct explanation. Group discussion can stimulate students’ participation and cultivate their cooperative learning ability. The explanation of special cases helps students comprehensively grasp the usage of Verb-ing forms as attributives and avoid common mistakes. 2.2 Verb-ing Forms as Adverbials On the basis of the previous part, the teacher presents new example sentences related to the online world: “Seeing the interesting video online, I couldn’t help laughing.” “He sat in front of the computer, browsing the web.” Then, the teacher asks students to think about: “What is the relationship between ‘seeing the interesting video online’ and ‘I couldn’t help laughing’? What does ‘browsing the web’ express?” After students’ discussion, the teacher summarizes that Verb-ing forms can be used as adverbials to express time, reason, manner, accompaniment, etc. When used as adverbials, the logical subject of the Verb-ing form is usually the same as the subject of the main clause. For example, in the sentence “Seeing the interesting video online, I couldn’t help laughing”, the logical subject of “seeing” is “I”, which is the same as the subject of the main clause. The teacher further explains different types of adverbials with specific examples: ① Adverbial of time: “While surfing the Internet, he found some useful information.” (equivalent to “While he was surfing the Internet...”); ② Adverbial of reason: “Being interested in online courses, she spends two hours learning every day.” (equivalent to “Because she is interested in online courses...”); ③ Adverbial of manner: “He communicates with his friends online, using emojis to express his feelings.”; ④ Adverbial of accompaniment: “She walked home, talking on the phone with her friend online.” Design Intention: Combining the unit theme “The World Online” to design example sentences makes grammar learning more contextual and practical. By guiding students to analyze the logical relationship between Verb-ing forms and main clauses, it helps them grasp the core of using Verb-ing forms as adverbials—the consistency of logical subjects. The classification explanation makes the grammar rules more systematic, which is convenient for students to understand and apply. 2.3 Verb-ing Forms as Object Complements The teacher presents example sentences: “I saw him playing computer games online.” “We heard her singing a song while chatting online.” Then, the teacher asks students to identify the object and the part after the object in these sentences. The teacher explains that the Verb-ing form after the object is used as an object complement, which is used to supplement and explain the state or action of the object. The teacher emphasizes that common verbs followed by Verb-ing forms as object complements include see, hear, watch, notice, find, keep, leave, etc. For example, “I found her sitting in front of the computer, surfing the web.” The teacher also compares the difference between Verb-ing forms and infinitive (without to) as object complements: Verb-ing forms emphasize that the action is in progress, while infinitive (without to) emphasizes the whole process of the action. For example, “I saw him cross the road.” (emphasize the whole process) vs. “I saw him crossing the road.” (emphasize the action is in progress). Design Intention: By comparing and contrasting, students can clearly distinguish the different usages of Verb-ing forms and infinitives as object complements, avoiding confusion. The selection of common verbs and example sentences related to online activities helps students connect grammar knowledge with practical language use, improving their ability to apply grammar in specific contexts. 2.4 Summary of Verb-ing Forms’ Basic Forms The teacher summarizes the basic forms of Verb-ing forms with a table on the multimedia: active form (general form: doing; perfect form: having done) and passive form (general form: being done; perfect form: having been done), and briefly explains their usages: the perfect form is used to emphasize that the action of the Verb-ing form happens before the action of the main clause; the passive form is used when the logical subject of the Verb-ing form is passive. For example, “Having finished his online homework, he went to bed.” (perfect active form); “Being asked about his online experience, he shared his opinions happily.” (passive general form). Design Intention: The summary of basic forms makes students’ understanding of Verb-ing forms more comprehensive and systematic. The table form is intuitive and clear, which is convenient for students to review and memorize. The explanation of perfect form and passive form lays a foundation for students to use Verb-ing forms in more complex contexts. 3. Practice: Consolidation & Application 3.1 Basic Practice: Fill in the Blanks The teacher designs fill-in-the-blank exercises related to the online world, requiring students to use the correct form of the given verbs. The exercises are as follows: ① The boy ______ (surf) the Internet is my best friend. ② ______ (use) a webcam, we can have video calls with our relatives. ③ I saw her ______ (chat) with her friend online just now. ④ ______ (finish) his online course, he started to do his homework. ⑤ The machine ______ (work) now is a new type of computer. After students finish the exercises independently, the teacher checks the answers one by one, explains the key and difficult points in the exercises, and corrects common mistakes. For example, some students may use “to surf” instead of “surfing” in the first question; the teacher reminds them that “surfing the Internet” is used as an attributive to modify “the boy”, so the Verb-ing form should be used. Design Intention: Basic exercises focus on checking students’ mastery of the basic usages of Verb-ing forms as attributives, adverbials and object complements. Independent completion helps students test their learning effect, and teacher’s explanation and error correction help students consolidate the grammar rules and avoid repeating the same mistakes. The exercises are closely related to the unit theme, which strengthens the connection between grammar and context. 3.2 Intermediate Practice: Sentence Rewriting The teacher asks students to rewrite the following sentences using Verb-ing forms, so as to help them master the conversion between attributive clauses/adverbial clauses and Verb-ing forms. ① The girl who is playing the violin online is my sister. → The girl ______ the violin online is my sister. ② Because he is interested in online games, he spends a lot of time playing them. → ______ in online games, he spends a lot of time playing them. ③ I saw that she was browsing the web. → I saw her ______ the web. ④ The book which is being discussed in our class is about the world online. → The book ______ in our class is about the world online. Students complete the rewriting in groups of 4, and then each group sends a representative to present their answers. The teacher comments on the answers, emphasizes the key points of conversion, and guides students to summarize the conversion rules: when the subject of the attributive clause/adverbial clause is the same as the subject of the main clause, and the predicate verb is active, the clause can be converted into a Verb-ing form; if the predicate verb is passive, it can be converted into a passive form of Verb-ing. Design Intention: Intermediate practice focuses on improving students’ ability to flexibly use grammar rules. Group cooperation can promote students’ communication and mutual learning, and help them solve problems in the process of rewriting together. The conversion between clauses and Verb-ing forms helps students deepen their understanding of the function of Verb-ing forms and improve their ability to simplify sentences. 3.3 Advanced Practice: Contextual Writing The teacher assigns a contextual writing task: Ask students to write a short passage (about 80-100 words) about their daily online activities, using at least 3 Verb-ing forms as attributives, adverbials or object complements. The teacher provides some key words and phrases for reference: surf the Internet, search for information, chat with friends, watch online videos, use emojis, learn online courses, etc. After students finish writing independently, the teacher selects several representative compositions (including excellent ones and those with common mistakes) to display on the multimedia, comments on them, affirms the advantages, points out the mistakes and puts forward suggestions for improvement. For example, some students may use the wrong form of Verb-ing, or the logical subject of the Verb-ing form is inconsistent with the subject of the main clause; the teacher explains and corrects these mistakes in detail. Design Intention: Advanced practice combines grammar learning with writing, which is conducive to improving students’ comprehensive language application ability. Writing about daily online activities is close to students’ life, so it is easy for them to use the grammar knowledge they have learned flexibly. The display and comment of compositions not only can motivate students, but also can help them learn from each other and improve their writing level. 4. Consolidation: Summary & Extension 4.1 Class Summary The teacher invites students to summarize the key points of this class independently: the usages of Verb-ing forms as attributives, adverbials and object complements, their basic forms and common mistakes. Then, the teacher makes a supplementary summary, emphasizing that the core of using Verb-ing forms is to grasp the logical relationship between Verb-ing forms and logical subjects, and to use them flexibly according to the context. The teacher also reminds students that Verb-ing forms are widely used in English communication, especially in the context of the online world, so they should pay more attention to observing and using them in daily learning. Design Intention: Letting students summarize independently can help them sort out the grammar knowledge they have learned, deepen their memory and understanding. Teacher’s supplementary summary can help students make up for the deficiencies in their summary and form a systematic knowledge framework. 4.2 Knowledge Extension The teacher introduces the difference between Verb-ing forms (including gerunds) and infinitives briefly: gerunds are used as subjects, objects, predicatives, etc., while the Verb-ing forms we learned today are mainly used as attributives, adverbials and object complements. The teacher gives simple examples: “Swimming is good for our health.” (gerund as subject); “I like swimming.” (gerund as object); “The swimming pool is very big.” (Verb-ing form as attributive). The teacher also recommends students to read more English articles about the online world after class, pay attention to the application of Verb-ing forms, and accumulate relevant language materials. Design Intention: Knowledge extension helps students expand their horizons and lay a foundation for their future learning of non-finite verbs. Guiding students to read English articles after class can help them integrate grammar knowledge into actual language use, improve their language sense and comprehensive language ability. 4.3 Homework Arrangement 1. Finish the grammar exercises in the textbook (Pages 99-100), and check the answers by themselves after finishing. 2. Write a short passage (about 100 words) about the advantages of the Internet, using at least 4 Verb-ing forms as attributives, adverbials or object complements. 3. Observe the use of Verb-ing forms in English news or articles about the online world, and take notes of 5 useful sentences. Design Intention: The homework is designed hierarchically, including basic exercises, writing practice and extracurricular observation. Basic exercises help students consolidate the grammar rules they have learned; writing practice improves their comprehensive language application ability; extracurricular observation helps students connect classroom learning with extracurricular learning, and cultivate their ability to observe and accumulate language. 5. Teaching Reflection (Embedded in the Process) Throughout the teaching process, the teacher pays attention to observing students’ performance in class, including their participation in discussions, the completion of exercises and the effect of writing. For students who have difficulty in learning, the teacher gives timely guidance and help; for students who perform well, the teacher gives affirmation and encouragement. After class, the teacher will reflect on the teaching process, such as whether the design of teaching activities is reasonable, whether the grammar explanation is clear, whether students can master the key and difficult points, and adjust the teaching plan according to the reflection results to improve the teaching effect. Design Intention: Teaching reflection is an important part of improving teaching quality. By reflecting on the teaching process, the teacher can find out the problems in teaching, summarize experience and lessons, and continuously optimize the teaching design, so as to better meet the learning needs of students and improve the teaching effect. 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 $