Unit 1 Festivals and Celebrations 动词-ing形式作定语和表语 教案-2026-2027学年人教版高中英语必修第三册

人教版（2019）必修第三册  Unit 1  Festivals and Celebrations

Discovering Useful Structures

动词-ing形式作定语和表语  教案

教材分析

本节是必修三 Unit 1 Festivals and Celebrations 的 Discovering Useful Structures，语法点是 v.-ing 作定语和表语。教材 Activity 1 给的三句都出自本单元课文——These lanterns are amazing.（表语）、…admire the shining moon（前置定语）、Families celebrating the Lunar New Year can enjoy exciting dragon dances（后置定语＋前置定语），场景是中秋和春节；Activity 2 是一则交换生的论坛帖（里约狂欢节、春节、感恩节），要求在语篇里划出作定语和作表语的 -ing；Activity 3 是短文填空和汉译英。学生初中就见过 interesting、exciting，但大多凭语感，没系统归纳过位置和功能，作文里 -ing 和 -ed 混用是常态。这节课先用教材三句归纳规则，再把操练例句换成学生周末真会去的武汉场景——7·16渡江节、草莓音乐节、江汉关跨年、园博园花朝节、武商梦时代室内滑雪——练习只留单句语法填空和根据汉语提示完成句子。

学情分析

授课对象是武汉高一学生，下学期。初中已接触 interesting、exciting 这类词和现在分词，但没有系统区分过前置定语与后置定语，也没区分过形容词性（表状态）和名词性（表用途）。实际做题靠语感：看到 a swimming pool 想成“正在游泳的池子”，看到 My hobby is swimming 想成进行时；-ing 与 -ed 混用是写作里的高频错误。学生对渡江节、江汉关跨年、草莓音乐节、园博园花朝节、梦时代滑雪有直接经验，用这些场景举例能降低理解成本；他们的真正困难不在词义，而在“位置—功能—形式”三者对不上。

教学目标

1. 通过观察例句，归纳 v.-ing 作定语（前置、后置）和作表语的结构与功能。

2. 在描述武汉节日的句子里，正确运用 v.-ing 作定语和表语。

3. 分清 -ing 与 -ed 形容词，判断作表语时是形容词还是动名词。

教学重难点

重点：v.-ing 作定语（前置、后置）和作表语（形容词性、名词性）的结构与用法。

难点：① 前置定语中形容词性（表状态）与名词性（表功能=be used for）的区分；② 作表语时形容词与动名词（可互换主语）的区分；③ 人感到……用 -ed、使人感到……用 -ing，不能简单记成“修饰人/修饰物”。

教学方法与教具

教学方法：情境导入法；观察—发现—归纳法；同伴讨论与讲练结合。教具：多媒体课件（四张武汉节日图片）、学案、黑板。

Teaching Procedures

Step 1  Lead-in（约5分钟）

Teacher: Good morning. Today we are looking at the -ing form. Look at the four pictures on the screen — all of them are festivals you actually go to. Read the three sentences and fill in the blanks. Two minutes, then we check.

Read these Wuhan festival scenes and complete each sentence with the correct form of the word in brackets.

1. The annual Wuhan Yangtze Crossing Festival on July 16 is really ______ (excite) — nearly 2,000 swimmers jump into the river.

2. Look at the crowds ______ (gather) at Jianghan Customs for the New Year bell!

3. The Flower Festival at Wuhan Garden Expo Park looks ______ (amaze) — so many girls in Hanfu.

【设计说明】 先用 PPT 打出四张武汉节日图片（渡江节、江汉关跨年、园博园花朝节、梦时代滑雪），第1、3句考表语，第2句考后置定语。不解释规则，先凭语感填，为后面观察做铺垫。

Step 2  Analyze and Identify（约12分钟）

Teacher: Before the Wuhan examples, three sentences from Activity 1 in your textbook. ① These lanterns are amazing. ② During the Mid-Autumn Festival in China, families gather to admire the shining moon and enjoy delicious mooncakes. ③ Families celebrating the Lunar New Year can enjoy exciting dragon dances and carnivals together. What job is the -ing form doing in each? — ① 表语 ② 前置定语 ③ 后置定语（celebrating…）＋前置定语（exciting）。The same three jobs come back below, in Wuhan.

Teacher: Now read these six pairs. Each second sentence rewrites the first. What changed? Where does the -ing word sit, and what job is it doing? Talk in pairs.

Activity 1  Read the pairs of sentences. Underline the -ing form and work out what job it does.

1. We will go to the coming Strawberry Music Festival.

   = We will go to the music festival that is coming.

2. The swimmers crossing the Yangtze River make up the biggest crowd of the summer.

   = The swimmers who are crossing the Yangtze River make up the biggest crowd of the summer.

3. The girl wearing Hanfu over there is one of the flower goddesses.

   = The girl who is wearing Hanfu over there is one of the flower goddesses.

4. The New Year countdown at Jianghan Customs is the most exciting moment of the year.

   = The countdown really makes the crowd feel excited.

5. My favourite festival activity is skiing indoors at Wushang Dream Era.

   = Skiing indoors at Wushang Dream Era is my favourite festival activity.

6. The snow resort sitting on the top floor of the mall is the first city-centre indoor ski park in central China.

   = The snow resort that sits on the top floor of the mall is the first city-centre indoor ski park in central China.

【设计说明】 先用教材 Activity 1 的三句复习三个位置（表语、前置定语、后置定语），再用六组武汉例句把位置摆开：第1组前置定语（形容词性），第2、3、6组后置定语，第4组形容词表语，第5组动名词表语。学生自己看出“= 定语从句”和“= 主语互换”两条规律。第1组 the coming festival 和后面要讲的 a swimming pool 都是前置定语，但语义不同——这是难点①的伏笔。

Step 3  Summarize（约9分钟）

Task 1  Complete the table

Teacher: Now fill in the table. Do it from the examples first — do not guess by meaning. When you finish, tell me: in a dining hall and a swimming pool, is the -ing word telling us what the thing is doing, or what it is for? (难点①)

The -ing form

Examples

Position / Function

Features