Unit3 The way we are-B Grammar and activity 讲义-2025-2026学年高中英语沪教版必修第三册

Unit 3 The way we are-B Grammar and activity 教学目标和重难点 教学目标 It focuses on cultivating students’ language ability to use target grammar flexibly, developing their thinking quality through logical analysis, fostering cultural awareness of respecting diverse lifestyles, and improving their learning ability via independent and cooperative exploration. 教学重难点 Key point: Mastering the usage of -ing form as attribute, adverbial and object complement. Difficult point: Distinguishing the functions of -ing form in different contexts and using it accurately in practical communication and writing. 教学过程 Lead-in: Contextual Activation and Topic Connection The teacher starts the class by showing a short video about diverse lifestyles, such as a student reading in the library, a group of friends playing basketball, and an old man gardening. After playing the video, the teacher asks students two questions: “What are the people doing in the video?” and “How do these activities reflect their ways of life?” Then, the teacher writes down the students’ answers on the blackboard, such as “reading books”, “playing basketball”, “gardening”, and guides students to find that these phrases are all in -ing form. Finally, the teacher leads out the topic of this lesson: “Today we will learn the usage of -ing form, which can help us better describe people’s behaviors and lifestyles in English.” Design Intention: The video about lifestyles is closely connected to the unit theme “The way we are”, which can quickly arouse students’ interest and let them feel the practical application of -ing form in real life. By asking questions and collecting students’ answers, the teacher can naturally lead into the grammar focus, lay a foundation for the subsequent teaching, and also help students establish a connection between the new knowledge and the unit topic, reflecting the integration of grammar teaching and topic learning. Presentation: Exploring Grammar Rules and Summarizing Features In this part, the teacher guides students to explore the usage of -ing form step by step through typical examples and group discussions, focusing on its three functions: attribute, adverbial and object complement. First, the teacher presents two sentences on the screen: The girl reading a book is my deskmate. I saw a boy playing basketball on the playground. Then, the teacher asks students to observe the position and function of the -ing phrases in the sentences. After students’ observation and discussion, the teacher summarizes the first function: -ing form used as attribute. The teacher explains that when -ing form is used as an attribute, it is usually placed before the noun it modifies, indicating “the one that is doing something” or “the thing related to doing something”. To deepen students’ understanding, the teacher gives more examples, such as “a running man”, “a swimming pool”, and asks students to make their own sentences with -ing form as attribute. After that, the teacher checks students’ sentences and corrects mistakes in time, ensuring that students can grasp the basic usage. Next, the teacher introduces the second function: -ing form used as adverbial. The teacher presents sentences related to lifestyles, such as Walking to school every morning, I can enjoy the fresh air. He sat by the window, watching the sunset. Then, the teacher guides students to discuss: “What is the relationship between the -ing phrase and the main clause in each sentence?” “What kind of adverbial does the -ing form serve here?” Through discussion, students can find that the -ing form as adverbial can express time, accompanying, reason and other meanings, and it has the same logical subject as the main clause. The teacher further explains that when the -ing form is used as adverbial, it is usually separated from the main clause by a comma. Then, the teacher organizes a small activity: students are divided into groups of 4, and each group is given a scenario related to daily life (such as “preparing for an exam”, “having a picnic”), and they need to make 2-3 sentences with -ing form as adverbial. After the activity, each group sends a representative to share their sentences, and the teacher comments and supplements them. Finally, the teacher presents the third function: -ing form used as object complement. The teacher shows sentences like I heard her singing in the next room. We keep the classroom clean and tidy, making it a comfortable place to study. The teacher asks students to identify the object and the -ing phrase in each sentence, and explains that the -ing form as object complement is used after the object to supplement and explain the state or action of the object. The teacher emphasizes that some verbs are often followed by -ing form as object complement, such as see, hear, watch, keep, find, etc. Then, the teacher gives students some practice tasks: fill in the blanks with the correct form of the given verbs, such as “I saw him ______ (play) the guitar just now.” “She kept me ______ (wait) for a long time.” After students finish the tasks, the teacher checks the answers together with the whole class and explains the key points and easily confused points. Design Intention: This part adopts the “student-centered” teaching method, guiding students to explore grammar rules independently through observation, discussion and practice, instead of simply lecturing. This can not only improve students’ participation and initiative, but also help them deepen their understanding of grammar rules. The examples and activities are closely related to the unit theme of “lifestyles”, which can let students realize that grammar is not isolated, but serves for language communication. At the same time, group activities can cultivate students’ cooperative learning ability and communication ability, which is in line with the requirements of core literacy. Practice: Consolidating Grammar Knowledge and Improving Application Ability Practice is an important link to consolidate grammar knowledge and improve students’ language application ability. This part is divided into three levels of practice: basic practice, intermediate practice and advanced practice, which are carried out step by step to meet the needs of different students. The first is basic practice: single-choice questions and blank-filling questions. The teacher designs 10 single-choice questions, focusing on examining students’ mastery of the three functions of -ing form. For example: The ______ (smile) girl is very popular in our class. A. smile B. smiling C. smiled D. smiles ______ (finish) his homework, he went out to play. A. Finish B. Finishing C. Finished D. To finish. There are also 5 blank-filling questions, requiring students to fill in the blanks with the -ing form of the given verbs. After students finish the exercises independently, the teacher checks the answers, explains the wrong questions in detail, and emphasizes the easily confused points, such as the difference between -ing form and -ed form as attribute, and the usage of -ing form as adverbial with the same logical subject as the main clause. This practice is mainly to help students consolidate the basic grammar rules and lay a solid foundation for further application. The second is intermediate practice: sentence rewriting and error correction. The teacher gives 5 sentences that need to be rewritten, requiring students to rewrite the sentences using -ing form according to the requirements. For example, rewrite “She sat on the chair and read a book.” into a sentence with -ing form as adverbial. Then, the teacher gives 5 sentences with errors in the usage of -ing form, such as “I saw her to sing in the room.” “Walking in the street, a car hit him.”, and asks students to find and correct the errors. After students finish the tasks, the teacher invites some students to share their answers, and comments on their performance, pointing out the common errors and the reasons for them. This practice can help students flexibly use the grammar rules they have learned and improve their ability to identify and correct errors. The third is advanced practice: situational writing and group discussion. The teacher sets a situational task: “Describe your daily lifestyle using at least 5 sentences with -ing form (including attribute, adverbial and object complement)”. Students are given some time to write independently, and then they are divided into groups of 4 to exchange their writings, put forward suggestions for revision, and help each other improve. After the group exchange, the teacher selects several representative writings to comment on, affirming the advantages and pointing out the areas that need improvement. In addition, the teacher organizes a group discussion: “What are the advantages of using -ing form in describing lifestyles? How can we use it more naturally and accurately?” Through discussion, students can further understand the practical value of -ing form and improve their language application ability. At the same time, the situational writing and group discussion are closely connected to the unit theme, which can help students integrate grammar knowledge with practical communication, reflecting the principle of “learning for use”. Design Intention: The three-level practice is designed according to the principle of “from easy to difficult”, which can meet the learning needs of different students and help them consolidate grammar knowledge step by step. Basic practice focuses on mastering rules, intermediate practice focuses on flexible application, and advanced practice focuses on practical communication. Situational writing and group discussion not only consolidate students’ grammar knowledge, but also cultivate their writing ability, communication ability and cooperative learning ability. In the process of practice, the teacher pays attention to error correction and guidance, which can help students avoid common mistakes and improve their learning efficiency. Activity: Applying Grammar in Practice and Enriching Language Experience Combined with the “activity” part of the unit, this link designs a comprehensive practical activity with the theme of “Sharing Our Lifestyles”, aiming to let students apply the -ing form they have learned to real communication and experience the fun of learning English. First, the teacher introduces the activity rules: students are divided into groups of 5, and each group needs to prepare a 3-minute speech about “Our Group’s Lifestyles”. Each member of the group should speak for about 30-60 seconds, and use at least 2 sentences with -ing form (including different functions). After the speech, other groups will ask questions about the speech, and the speaking group will answer them. The teacher will evaluate each group’s performance from the aspects of grammar accuracy, fluency of expression, content richness and teamwork. Then, students have time to prepare for the activity in groups. During the preparation process, the teacher walks around the classroom, provides guidance for each group, helps them solve the problems encountered in using -ing form, and reminds them to connect their speeches with the unit theme. For example, some groups may have difficulties in using -ing form as adverbial, and the teacher can give them appropriate prompts and examples; some groups may have problems in organizing the content of the speech, and the teacher can guide them to sort out their ideas and enrich the content. After the preparation, each group takes turns to give speeches. When a group is speaking, other students listen carefully, take notes, and prepare questions. After the speech, other groups ask questions, such as “What do you usually do when you are free? Can you describe it with -ing form?” “Why do you like doing these activities?” The speaking group answers the questions using the knowledge they have learned, especially the -ing form. After all groups finish their speeches, the teacher makes a summary evaluation, affirms the advantages of each group, such as accurate use of grammar, fluent expression, rich content, and points out the areas that need improvement, such as the need to use more diverse -ing form functions, or the need to improve the fluency of speech. At the same time, the teacher selects the best speech group and awards small prizes to encourage students’ participation and performance. Design Intention: This comprehensive practical activity integrates grammar application, oral expression and teamwork, which is in line with the requirements of the “Grammar and activity”板块. The activity theme is closely connected to the unit theme “The way we are”, which can let students apply the grammar knowledge they have learned to real communication, and truly realize “learning by using, using while learning”. Group preparation and speech can cultivate students’ cooperative learning ability, oral expression ability and logical thinking ability. The question-and-answer link can further deepen students’ understanding and application of -ing form, and the evaluation and reward mechanism can arouse students’ learning enthusiasm and enhance their confidence in learning English. Summary and Extension: Sorting Out Knowledge and Expanding Vision First, the teacher invites students to summarize the key points of this lesson independently. Students can take turns to share what they have learned, such as the three functions of -ing form, the usage rules, and the matters needing attention. Then, the teacher makes a systematic summary, combs the knowledge framework of this lesson, emphasizes the key and difficult points again, and helps students form a complete knowledge system. The teacher also reminds students that -ing form is a very useful grammar structure in English, which can make their language expression more vivid and concise, and encourage students to use it actively in daily communication and writing. Then, the teacher designs the extension task: After class, read the reading materials of Unit 3 again, find out the sentences with -ing form, and analyze their functions; Write a short passage (about 80-100 words) about “My Ideal Lifestyle”, using at least 3 sentences with -ing form (including different functions); Watch an English short video about lifestyles, record the sentences with -ing form, and share them in the next class. These extension tasks are designed to help students consolidate the grammar knowledge they have learned after class, expand their language input and output, and connect classroom learning with after-class learning, forming a good learning cycle. Design Intention: Letting students summarize independently can help them sort out the knowledge they have learned, improve their ability to summarize and sort out knowledge. The teacher’s systematic summary can help students form a complete knowledge framework and deepen their understanding of key and difficult points. The extension tasks connect classroom learning with after-class learning, which can not only consolidate the grammar knowledge, but also expand students’ language vision, improve their language input and output ability, and lay a foundation for their long-term English learning. At the same time, the extension tasks are closely related to the unit theme and grammar focus, which can ensure the continuity and consistency of learning. 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 $