人教版（2019）选择性必修第三册Unit4 Adversity and Courage Discovering useful structures教学设计

A Teaching Design for人教版选择性必修三
UNIT4 Adversity and Courage
Discover Useful Structures
I. Analysis of teaching content:
The core grammatical structure of this unit is the present perfect continuous tense, whose predicate structure is "have/has been doing", and its basic sentence patterns. The sentence using the present perfect continuous tense expresses that the action or behavior described by the predicate verb has started from the past, continued until the time of speaking, and may still continue. The meaning expressed in the sentence using the present perfect continuous tense requires the continuity of the action behavior. Therefore, some verbs that do not have the meaning of continuity, such as come, go, marry, die, finish, etc., are not suitable for the present perfect continuous tense. The difficulty in learning and mastering this grammatical structure lies in understanding and distinguishing the present perfect continuous tense and the present perfect tense.
II. Analysis of learning situation:
The senior high school students in the second grade have already learned the present perfect tense in previous studies, and also have had contact with the target grammatical structure of the present perfect continuous tense in the exercises, so the teaching content of this class is not unfamiliar to the students. At the current stage, the students' understanding ability and thinking ability can also understand the usage, structure and meaning of the present perfect continuous tense, but there will still be some difficulties in distinguishing the present perfect tense and the present perfect continuous tense. In addition, in the real context, it is also difficult for students to use the present perfect continuous tense for effective expression correctly, and coupled with the serious explanatory grammar teaching, it will also make students feel boring. Therefore, it is very necessary to show the grammatical structure in a real situation through different activities and tasks for students to observe, compare, understand, and summarize.
III. Learning objectives and literacy requirements:
Language ability
1. Master the composition and usage of the present perfect continuous tense to improve the accuracy of the language.
2. Use the present perfect continuous tense in a real situation for expression to enhance the ability to use the language.
Learning ability
1. Develop the ability of self-learning and cooperative learning through task-driven and group cooperation.
2. Learn to analyze and summarize grammar rules and improve learning strategies.
Thinking capacity
1. Cultivate logical thinking and understand the concept of time of the present perfect continuous tense.
2. Stimulate innovative thinking and use grammar flexibly in a real situation.
Cultural awareness
Enhance interest in the English language and culture and the understanding of adversity and courage.
IV. Teaching highlights and difficulties:
1. Emphasis: Through observing, analyzing, and comparing in the context, summarize the structure, meaning, and usage of the present perfect continuous tense.
2. Difficulty: Accurately use the present perfect continuous tense in the actual situation for effective expression.
V. Teaching methods:
Task-driven method, situational teaching method.
VI. Teaching ideas:
By creating a real situation closely related to students' lives, such as campus activities or vacation experiences, to stimulate students' interest in learning. Then, clarify the learning tasks, requiring students to use the present perfect continuous tense in this situation to describe their own or others' behaviors. In the grammar explanation link, introduce in detail the composition and usage of the present perfect continuous tense, and combine with context examples to help students understand. Then, organize students to conduct group discussions and work together to complete the task and use the learned grammar to express. After that, each group presents the results, and other groups ask questions and evaluate. To consolidate what has been learned, provide related exercises. Finally, expand the application and encourage students to use this grammatical structure in other real situations. This teaching idea makes grammar learning more practical and interesting and improves students' language application ability.
VII. Teaching procedures:
Step 1 Laed in
Play an English song "Wolves", and display the lyrics containing the target structure.
Design intention: By playing English songs and displaying the lyrics of the target structure, it arouses students' interest and creates an atmosphere for the subsequent learning.
Step 2 Warm-up
Task 1 Display two sentences containing the target structure for students to observe, analyze, and summarize the language structure.
Task 2 Give students time to find more sentences containing this structure in the previous reading article.
Design intention: The tasks in the warm-up section are designed to guide students to observe and analyze independently and develop their self-learning ability.
Step 3 Explanation and presentation
Activity 1 Discover and summarize the basic structure of the present perfect continuous tense and the sentence structure in different sentence patterns.
Activity 2 Understand the meaning expressed by the present perfect continuous tense
Combined with the context and pictures, guide students to understand the meaning expressed by this grammatical structure, and give blank descriptions to help students summarize and summarize the meaning expressed.
Activity 3 Usage of the present perfect continuous tense
Provide different contexts to guide students to understand the meaning of the sentence, and summarize and summarize the usage of the present perfect continuous tense in different contexts.
Activity 4 Difference between the present perfect tense and the present perfect continuous tense
Provide several groups of sentences that are similar in form but have different meanings, guide students to observe and understand, discover and summarize the differences between the two tenses in form and usage.
Activity 5 Summary
Summarize the form, meaning, and usage of the present perfect continuous tense according to the previous explanation, as well as the difference between the present perfect tense and the present perfect continuous tense.
Design intention: In a real context, let students experience and understand the language, and guide students to learn grammar through observation, analysis, induction, and summary, helping students learn the structure, meaning, and usage of the present perfect continuous tense systematically.
Step 4 Real situation task one (pair work)
Students work in pairs, asking and describing each other's recent activities that have been going on for a period of time.
S1： What have you been doing these days
S2: I have been reading a novel written by Moyan. It’s so interesting that I’ve been thinking of recommending it to you. How about you
S1: Well, to be honest, I’ve had a tough time these days. You know, the final exam is coming, so I’ve been preparing for it....
S2: ...
Step 5 Real Situation Task Two (Group Cooperation)
Group activities, where each group selects a topic such as learning, sports, or hobbies, and describes their own experiences in this regard using the present perfect progressive tense. Students can elaborate based on the following questions:
1. Do you have any hobbies or interests
2. How long have you been engaged in learning/playing...
3. What have you been doing recently
Design Intention: The real situation task enables students to apply the learned grammar in practical communication, enhancing their language application capabilities.
Step 6 Practice and Consolidation
Complete the practice exercises to solidify the present perfect progressive tense learned.
Step 7 Summary
Summarize the usage and matters needing attention of the present perfect progressive tense.
Ⅷ. Teaching Reflection:
This teaching design emphasizes students' self-directed learning and practical application. Through various forms of activities, it allows students to fully participate in grammar learning. The teaching process is relatively smooth. However, in actual teaching, the following points should be noted:
1. Pay close attention to students' completion of tasks and provide timely feedback and guidance.
2. Effectively manage activity time to ensure that each component can be fully developed.
3. Based on the actual situation of students, adjust the difficulty and pace of teaching.
Ⅸ. Teaching Evaluation:
1. Assess whether students can accurately comprehend the structure, meaning, and usage of the present perfect progressive tense.
2. Evaluate students' performance in real situation tasks, including the accuracy and fluency of their language expression.
3. Through practice and consolidation, examine students' grasp of knowledge.