Unit 3 On the move-Grammar and composition 教案-2025-2026学年高中英语译林版选修第一册

Unit 3 On the move-Grammar and composition 教学目标和重难点 1. 教学目标 Language Ability: Master the grammar points and write coherent compositions. Cultural Awareness: Understand transportation culture at home and abroad. Thinking Quality: Develop logical and critical thinking. Learning Ability: Cultivate independent and cooperative learning skills in language practice. 2. 教学重难点 Key Points: Grasp the usage of -ing and -ed forms as predicatives/attributives and write a composition about transportation. Difficult Points: Distinguish -ing and -ed forms correctly and integrate grammar into coherent writing. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a series of pictures about different means of transportation, including self-driving cars, high-speed trains, bicycles and airplanes. Then the teacher asks students to describe the pictures in English, using simple sentences. For example, “The self-driving car is amazing.” “I feel excited when I take a high-speed train.” After students finish their descriptions, the teacher writes down the key sentences on the blackboard, especially those containing -ing and -ed forms, such as “amazing” and “excited”. Design Intention: This link is designed to activate students' prior knowledge of transportation and related English vocabulary, creating a relaxed and interesting learning atmosphere. By describing pictures, students can naturally contact the target grammar points (-ing and -ed forms) unconsciously, laying a foundation for the subsequent grammar explanation. At the same time, combining the theme of “On the move”, it closely connects the lead-in with the unit topic, helping students establish the connection between language learning and real life. Grammar Exploration: Master the Usage of -ing and -ed Forms Observe and Summarize Rules The teacher guides students to observe the sentences written on the blackboard and other typical examples related to the unit theme. For example: ① The development of self-driving cars is inspiring. ② People are excited about the new transportation technology. ③ The busy traffic in the city is tiring. ④ She is tired of waiting for the bus. Then the teacher asks students to work in groups of 4 to discuss the following questions: What is the difference between the -ing forms and -ed forms in these sentences? What are their functions in the sentences? Which kind of form is used to describe people's feelings, and which is used to describe things or situations? After the group discussion, each group sends a representative to share their findings. The teacher listens carefully, corrects mistakes and supplements key points. Finally, the teacher summarizes the rules clearly: -ing forms are usually used to describe the characteristics of things or situations, meaning “making people feel...”, and their subjects are usually things or situations; -ed forms are used to describe people's feelings or states, meaning “feeling...”, and their subjects are usually people. Meanwhile, the teacher emphasizes that both -ing and -ed forms can be used as predicatives, attributives and complements, and combines the unit's reading text (about self-driving cars) to extract more examples, such as “The tragic accident is shocking.” (predicative) and “The confused driver didn't know what to do.” (attributive). Design Intention: This link adopts the inquiry-based learning method, allowing students to explore grammar rules independently through observation, discussion and cooperation, instead of passively accepting knowledge. Group discussion can stimulate students' learning enthusiasm, cultivate their cooperative learning ability and expression ability. Combining the unit's reading text examples makes grammar learning closely connected with the unit theme, avoiding isolated grammar teaching and helping students understand the practical application of grammar in context. Targeted Practice: Consolidate Grammar Knowledge The teacher designs three levels of exercises to help students consolidate the learned grammar rules, all closely related to the theme of “transportation” to ensure the consistency of learning content. Error correction. The teacher designs some common error sentences related to -ing and -ed forms, such as ① He is interesting in the history of transportation. (Correct: interested) ② The movie about self-driving cars is bored. (Correct: boring) Students are asked to find and correct the errors in groups, and explain the reasons for the errors. This exercise can help students avoid common mistakes and deepen their understanding of grammar rules. Design Intention: The three-level exercises follow the principle of “from easy to difficult”, which is in line with students' cognitive law. From filling in the blanks to rewriting sentences and error correction, students' mastery of grammar points is gradually deepened. All exercises are closely combined with the unit theme of “transportation”, which not only consolidates grammar knowledge but also enriches students' vocabulary related to the unit, laying a foundation for the subsequent composition writing. Composition Guidance: Connect Grammar with Writing Clarify the Writing Task and Analyze Requirements The teacher informs students of the composition task: Write a short passage (about 120-150 words) titled “My Favorite Means of Transportation”, requiring students to introduce their favorite means of transportation, explain the reasons, and appropriately use the -ing and -ed forms learned in this class. Then the teacher analyzes the writing requirements in detail: ① The structure should be clear, including the opening (put forward the favorite means of transportation), the body (explain the reasons) and the closing (express feelings or expectations). ② Use at least 3 sentences with -ing or -ed forms. ③ The language should be fluent and correct, with proper connection words. At the same time, the teacher shows a model composition related to the topic, and guides students to analyze its structure, the use of -ing and -ed forms, and the connection of sentences. For example, the model composition: “My Favorite Means of Transportation My favorite means of transportation is the high-speed train. It is fast and comfortable, which makes me feel relaxed. The scenery outside the window is amazing, and I always enjoy watching it during the journey. I am excited every time I take the high-speed train because it can take me to my destination quickly and safely. I believe that the high-speed train will become more and more popular in the future.” The teacher points out the -ing and -ed forms in the model composition, such as “relaxed, amazing, excited”, and explains how they make the composition more vivid and expressive. Design Intention: Clarifying the writing task and requirements helps students have a clear goal and avoid blind writing. The model composition provides a reference for students, allowing them to understand how to apply the learned grammar points to writing and how to organize the structure of the composition. Analyzing the model composition can help students learn writing skills and improve their writing level. Brainstorming and Outlining The teacher asks students to think about their favorite means of transportation and the reasons, and carry out brainstorming in groups. Students can write down key words and sentences related to their favorite means of transportation, such as “bicycle: healthy, environment-friendly, convenient; high-speed train: fast, comfortable, safe; self-driving car: convenient, advanced, amazing”. Then, the teacher guides students to sort out the key points and make an outline according to the structure of “opening-body-closing”. For example, the outline for the bicycle: Opening: My favorite means of transportation is the bicycle. Body: ① Riding a bicycle is good for my health (-ing form as subject). ② I feel relaxed when I ride a bicycle in the park (-ed form as predicative). ③ The bicycle is environment-friendly and does not pollute the air. Closing: I love riding a bicycle because it brings me happiness and health. The teacher walks around the classroom, provides guidance for students who have difficulties in brainstorming and outlining, helps them sort out their ideas, and reminds them to reserve positions for sentences with -ing and -ed forms in the outline. Design Intention: Brainstorming can help students open their minds, collect rich writing materials, and avoid the problem of “having nothing to write”. Making an outline can help students organize their ideas logically, ensure the clarity of the composition structure, and lay a foundation for smooth writing. The teacher's guidance can help students solve difficulties in time, especially for students with weak writing ability, which can enhance their confidence in writing. Independent Writing and Individual Guidance Students start to write independently according to the outline they made. The teacher reminds students to pay attention to the correct use of -ing and -ed forms, the fluency of sentences, and the proper use of connection words (such as because, so, and, but). During the writing process, the teacher walks around the classroom, observes students' writing situation, and provides individual guidance for students who have difficulties. For example, some students may not know how to use -ing and -ed forms correctly; the teacher can give targeted explanations and examples according to their specific problems. Some students may have problems in sentence structure; the teacher can help them adjust the sentence structure to make the language more fluent. At the same time, the teacher reminds students to check their compositions after finishing writing, focusing on checking the correct use of -ing and -ed forms, spelling mistakes, grammar errors, and whether the structure is clear. Design Intention: Independent writing can cultivate students' independent thinking ability and language expression ability. Individual guidance can meet the different learning needs of students, help students solve their own problems in time, and improve the quality of their compositions. Checking after writing can help students develop a good learning habit of self-examination and self-correction, which is conducive to improving their language accuracy. Evaluation and Feedback: Improve Writing Ability Peer Evaluation Students exchange their compositions in pairs. According to the evaluation criteria formulated by the teacher, they evaluate each other's compositions. The evaluation criteria include: ① Whether the structure is clear (opening, body, closing). ② Whether the -ing and -ed forms are used correctly (at least 3 sentences). ③ Whether the language is fluent and correct (no spelling or grammar errors). ④ Whether the connection words are used properly. Students are required to put forward positive comments and suggestions for improvement. For example, “Your composition is well-structured, and you used ‘amazing’ and ‘excited’ correctly. You can add a sentence about the advantages of your favorite means of transportation to make the body more abundant.” After the peer evaluation, each student revises their own composition according to the suggestions put forward by their partners. Design Intention: Peer evaluation can not only help students find their own problems in writing but also learn from each other's strengths. Through evaluating others' compositions, students can deepen their understanding of the writing requirements and grammar points, and improve their ability to appreciate and evaluate compositions. Revising according to the suggestions can help students improve the quality of their compositions and enhance their sense of participation and achievement. Teacher Evaluation and Key Comment The teacher collects some representative compositions (including excellent compositions and compositions with common problems) and comments on them in class. For excellent compositions, the teacher reads them aloud, affirms their advantages, such as clear structure, correct use of grammar points, fluent language, and appropriate connection words, and encourages other students to learn from them. For compositions with common problems, the teacher points out the existing problems, such as incorrect use of -ing and -ed forms, unclear structure, and lack of connection words, and gives specific correction methods and examples. For example, for the sentence “I am interesting in riding a bicycle.” in a student's composition, the teacher points out that “interesting” should be changed to “interested” because it describes the student's feelings, and explains the difference between “interesting” and “interested” again. For the composition with unclear structure, the teacher guides students to adjust the order of sentences and add connection words to make the structure clearer. After the teacher's comment, students revise their compositions again, and the teacher collects some revised compositions to check the effect of revision. Design Intention: Teacher evaluation is an important part of teaching feedback. By commenting on representative compositions, the teacher can help students further clarify the writing requirements and grammar points, and solve common problems in the class. Reading excellent compositions aloud can stimulate students' learning motivation, and pointing out problems and giving correction methods can help students avoid making the same mistakes again, thus improving their writing ability. Summary and Extension: Consolidate and Expand Class Summary The teacher summarizes the key points of this class with the help of students: ① The usage of -ing and -ed forms (as predicatives, attributives) and their differences. ② The structure and writing skills of the composition about “My Favorite Means of Transportation”. The teacher emphasizes that grammar learning is for better application in language communication and writing, and encourages students to use the learned grammar points and writing skills in daily English learning. Design Intention: Class summary helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory and understanding of key points. Emphasizing the practical application of grammar and writing helps students establish the awareness of “applying what they have learned”. Homework Extension The teacher assigns two types of homework: ① Grammar homework: Finish the exercises about -ing and -ed forms in the workbook, and collect 5 sentences related to transportation that use -ing or -ed forms. ② Writing homework: Revise the composition written in class according to the teacher's and peers' suggestions, and write a new short passage titled “The Future of Transportation”, requiring to use at least 4 sentences with -ing or -ed forms, and predict the development of transportation in the future. Design Intention: Homework extension is an extension of classroom learning, which can help students consolidate the knowledge learned in class and improve their language application ability. Grammar homework focuses on consolidating grammar points, and writing homework not only consolidates grammar points but also expands students' thinking, allowing them to combine the unit theme to imagine the future of transportation, which is conducive to cultivating their innovative thinking and language expression ability. 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 $