人教版（2019）必修第三册Unit 1 Festivals and Celebrations Discovering Useful Structures 教学设计-（表格式）
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Unit 1 Festivals and Celebrations
子主题3：描述节日活动和经历
Period 1 Discovering Useful Structures
一、教学内容分析
该板块的主题为“描述节日活动”（Describe festival activities）。丰富多彩的节日活动能给人们带来深刻的印象和不同的感受。本单元主要学习-ing形式作定语和表语的用法以及其与-ed形式的用法区别。-ing放在名词之前的叫作前置定语，放在名词之后的叫作后置定语，其作用相当于形容词。
二、学情分析
学生在初中阶段对于动词的非谓语形式（-ing形式和-ed形式）作定语和表语，已有了初步的学习和了解，本节课将延续初中的学习，完成-ing形式作定语和表语的学习。
三、教学目标
通过本课时学习，学生能够： 1. 在语境中识别-ing形式作定语和表语并分析其意义与功能； 2. 总结和归纳-ing形式作定语和表语的规则并区分-ed和-ing的不同用法； 3. 使用–ing形式描述节日活动。
四、教学重难点
【重点】 1. 在语境中识别-ing形式作定语和表语并分析其意义与功能； 2. 总结和归纳-ing形式作定语和表语的规则并区分-ed和-ing的不同用法。 【难点】 使用–ing形式来描述节日活动。
五、教学活动设计
环节一：创设情境，导入话题，激活已知（3 mins） 学生观看视频、回答问题、观察含有-ing形式的句子，从而引入本节课的学习主题。
教学活动 1. Watch the video and answer the following questions. 1) What do people usually do during the Mid-Autumn Festival 2) Do you like the Mid-Autumn Festival Why or why not 活动层次 学习理解之感知与注意 效果评价 通过观看视频，学生能够说出中秋节期间的活动并发表对此节日的看法，同时在教师的引导下关注-ing形式。
环节设计意图: 导入本节课的学习主题，激活有关已有-ing形式的语法知识。
环节二：讨论-ing形式的句法功能，识别并分析含有-ing形式的句子 (7 mins) 学生讨论学过的-ing形式的句法功能，并在此基础上观察含有-ing形式的句子，分析-ing形式的意义与功能。
教学活动 2. Students discuss in groups about the functions of the –ing form and give some examples. 1) What are the functions of the –ing form in sentences 2) Can you give some examples to show its functions 活动层次 学习理解之记忆与检索 效果评价 通过讨论分享的方式，学生能够回顾已经掌握的关于-ing形式的句法功能。
教学活动 3. Students recognise and analyse the meanings and functions of -ing forms. (教材第6页活动1） 活动层次 学习理解之感知与注意 效果评价 通过复现本单元课文内容，学生能够在语境中识别、理解并分析-ing形式的意义与功能。
教学活动 4. Students work in pairs to describe their favourite festivals in one sentence with –ing form. 活动层次 应用实践之描述与阐释 效果评价 学生能够用含有-ing形式的一句话来描述最喜欢的节日，体会在具体语境中尝试-ing形式用作定语和表语的用法。
环节设计意图: 引导学生关注目标语言及发现其部分的意义与功能，并进行简单的模拟运用。
环节三：总结-ing形式的功能和意义，并分析-ing形式和-ed形式的用法异同。 (23 mins) 学生阅读含有目标语言的文段并归纳总结目标语言的功能和特点；对比-ing形式与-ed形式用法异同，并完成相应的练习，从而对-ing形式的语用功能进行更多的归纳总结。
教学活动 5. Students read forum posts, circle the –ing form used as the attribute or the predicative and think about the relationship between its position and function. Finish Activity 2. (教材第6页活动2) 活动层次 学习理解之提取与概括 效果评价 学生能够对-ing形式作定语和表语的语用功能和位置进行分析。
教学活动 6. Students try to make a summary about the –ing form used as attribute and predicative. 活动层次 学习理解之提取与概括 效果评价 学生能够对-ing形式作定语和表语的语用功能进行总结。
教学活动 7. Students look at the pictures about the festival La Tomatina and answer the question. What do you think of La Tomatina 活动层次 应用实践之整合与运用 效果评价 学生能够根据图片语境，运用-ing形式口头表述自己的看法。
教学活动 8. Students read a passage about La Tomatina and complete the passage with the appropriate –ing form. 活动层次 应用实践之整合与运用 效果评价 学生能够在语篇中正确运用-ing形式作定语和表语的用法。
教学活动 9. Students complete the sentences with the correct forms of the verbs and think about the meanings and functions. Finish Ex 1. (教材第62 页练习1) 活动层次 学习理解之提取与概括 效果评价 学生能够分析比较-ing形式和-ed形式的异同。
教学活动 10. Students try to make a summary about the differences between –ing form and –ed form when they are used as predicative. 活动层次 学习理解之提取与概括 效果评价 学生能够总结-ing形式和-ed形式作表语的区别。
教学活动 11. Students finish exercises. 1) Finish Ex 4. (教材第63 页练习4) 2) Finish Ex 5. (教材第63页练习 5) 活动层次 应用实践之整合与运用 效果评价 学生能够完成相关的练习，进一步巩固-ing形式和-ed形式的句法功能，从而进一步强化目标语言的形式和意义。
环节设计意图: 引导学生关注、比较、理解并自主总结出目标语言的意义与功能，并对所学目标语言进行整合和运用；学生在以节日为主题意义的语境中应用目标语言，从而进一步内化目标语言的形式和意义。
环节四：讨论并分享，联系自身经验，所学新知，讨论并分享自己喜欢的节日 (7 mins) 学生两人一组，完成一组互相采访的对话，对话的内容是谈论最喜欢的节日，要求使用-ing形式来描述节日的活动和人们的感受。
教学活动 12. Students make up a conversation in pairs and give evaluations to others.（详见worksheet评价表） 1) Talk about your favorite festival. 2) Describe activities and feelings with -ing forms. (Students exchange their roles while making their conversations.) 活动层次 迁移创新之创造与想象 效果评价 学生能够完成一段对话，谈论最喜欢的节日，并能使用-ing形式来描述节日活动和感受。
教学活动 13. Students summarise what they have learnt in this class. 活动层次 学习理解之记忆与检索 效果评价 学生能够独立梳理本课时中涉及的关于-ing形式的意义与功能及-ing形式和-ed形式的用法区别。
环节设计意图: 强化学生对目标语言的理解，并自如地表达节日的活动和感受。
作业与拓展学习设计 Write a short passage to introduce their favorite Chinese traditional festivals, trying to use the –ing form and –ed form to describe the festival activities and people’s feelings.
Worksheet
Unit 1 Discovering Useful Structures
Activity 1: Watch and share
Watch the video and answer the following questions.
1. What do people usually do during the Mid-Autumn Festival
2. Do you like the Mid-Autumn Festival Why or why not
Activity 2: Think and discuss in groups
1. What are the functions of the –ing form in sentences
2. Can you give some examples to show its functions
Activity 3: Recognise and analyse the functions of -ing form.
1. The lanterns on the Lantern Festival 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.
Activity 4: Think and say
Work in pairs to describe your favourite festivals in one sentence with the –ing form.
Activity 5: Circle the –ing form used as the attribute or the predicative and think about the relationship between its position and function. (Activity 2 on P6)
Finish Activity 2. (教材第6页活动2)
(1) Rio Carnival! I spent a really fun day there with my friends. It was great fun walking along the streets, enjoying the relaxing atmosphere! The performances were just amazing.
(2) The Spring Festival in China, especially the dinner on the Lunar New Year’s Eve! All family members get together. And I get lucky money in red envelopes from my parents and relatives, so it’s always an exciting time for me.
(3) Perhaps Thanksgiving. What could be better Families getting together and eating delicious food, people watching sports games on TV, friends laughing and talking, etc. Plus, there’s Black Friday, if shopping is your thing.
(4) I think it’s Christmas. I just can’t take my eyes off the shining lights on the Christmas trees everywhere. Lots of smiling faces, and people singing Christmas carols and wishing each other “Merry Christmas!”
Activity 6: Make a summary.（-ing form）
Activity 7: Look and answer
What do you think of La Tomatina
Activity 8: Complete the passage with the appropriate -ing form. (Activity 3 on P6)
La Tomatina is a festival that takes place in the Spanish town Bunol every August. I think many food festivals are _______ because people are just eating. However, this festival is __________ because people don’t actually eat the tomatoes. Instead, they throw them at each other! The number of people ________ part in this tomato fight can reach up to 20,000, and it is a very _________ fight that lasts for a whole hour. The ________ thing is how clean Bunol is after the tomatoes are washed away after the fight. This is because the juice from tomatoes is really good for making surfaces clean!
Activity 9：Complete the sentences with the correct forms of the verbs. (Ex 1 on P62)
Finish Ex 1 on P62
(1) I don’t know exactly on which day Easter falls. The date changes. I feel totally ___________ (confuse).
(2) Do you know how to cook a turkey The instructions in the recipe are really ____________ (confuse) and I really need your help.
(3) The sounds of the fireworks were terribly ___________ (annoy). I was woken up by the noise quite a few times.
(4) The girl was __________ (annoy) with her boyfriend, who was late for her birthday party.
(5) It was a rather _________ (bore) party. Nothing was interesting and nobody talked to me.
(6) I’m _________ (bore) with cooking, cleaning, shopping, and all that stuff. I just want to have a relaxing holiday.
Activity 10: Make a summary.（-ing & -ed）
Activity 11: Finish more exercises.
1. Complete the conversations with the correct forms of the words in the box. (Ex 4 on P63)
interest amaze wear stand bore dress surprise satisfy
Emily: That was an ___________ Christmas movie, wasn’t it
John: Oh, I’ m __________ you think so. To be honest, I was rather disappointed with it.
Emily: Didn’t you think the hero of the story was attractive
John: He was handsome indeed, but I wasn’t __________ with the plot. I felt ________ most of the time.
Linda: George, do you know the girl ___________ next to Bob
George: Which girl You mean the girl ________ a golden mask
Linda: No, no, no, I’m talking about the girl _________ up as a princess.
George: I’m afraid I don’t know her, but she looks __________.
2. Complete the sentences using the –ing form or the past participle. (Ex 5 on P63)
(1) The boy _________ under the Christmas tree seemed satisfied with his presents.
(2) The flowers, the lights, the music, and the food in the house created a __________________ atmosphere for
all the guests.
(3) The woman _________ in front of the float is one of the most famous samba dancers in Brazil.
(4) Most of the guests ____________ to the party left with light hearts.
(5) During the carnival, there was a street parade of floats __________ in flowers.
Activity 12: Make up a conversation in pairs and give evaluations to others.
1. Talk about your favorite festival.
2. Describe activities and feelings in the festival with -ing form.
You can start like this:
Student A: Can you share your favorite festival with us Which festival is your favorite
Student B: My favorite festival is ..., which falls on ...
Student A: …
Evaluation form
Item Peer-evaluation Teacher-evaluation
Contents: Date / Activities / Feelings ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆
Language accuracy: Pronunciation / Vocabulary / Grammar ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆
Use of -ing form as attribute and predicative ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆
Fluency ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆
Logic and coherence ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆
Activity 13: Make a summary to recall what you’ve learnt.
Homework
Write a short passage to introduce their favorite Chinese traditional festivals, trying to use the –ing form and –ed form to describe the festival activities and people’s feelings.
子主题3：描述节日活动和经历
Period 1 Discovering Useful Structures
一、教学内容分析
该板块的主题为“描述节日活动”（Describe festival activities）。丰富多彩的节日活动能给人们带来深刻的印象和不同的感受。本单元主要学习-ing形式作定语和表语的用法以及其与-ed形式的用法区别。-ing放在名词之前的叫作前置定语，放在名词之后的叫作后置定语，其作用相当于形容词。
二、学情分析
学生在初中阶段对于动词的非谓语形式（-ing形式和-ed形式）作定语和表语，已有了初步的学习和了解，本节课将延续初中的学习，完成-ing形式作定语和表语的学习。
三、教学目标
通过本课时学习，学生能够： 1. 在语境中识别-ing形式作定语和表语并分析其意义与功能； 2. 总结和归纳-ing形式作定语和表语的规则并区分-ed和-ing的不同用法； 3. 使用–ing形式描述节日活动。
四、教学重难点
【重点】 1. 在语境中识别-ing形式作定语和表语并分析其意义与功能； 2. 总结和归纳-ing形式作定语和表语的规则并区分-ed和-ing的不同用法。 【难点】 使用–ing形式来描述节日活动。
五、教学活动设计
环节一：创设情境，导入话题，激活已知（3 mins） 学生观看视频、回答问题、观察含有-ing形式的句子，从而引入本节课的学习主题。
教学活动 1. Watch the video and answer the following questions. 1) What do people usually do during the Mid-Autumn Festival 2) Do you like the Mid-Autumn Festival Why or why not 活动层次 学习理解之感知与注意 效果评价 通过观看视频，学生能够说出中秋节期间的活动并发表对此节日的看法，同时在教师的引导下关注-ing形式。
环节设计意图: 导入本节课的学习主题，激活有关已有-ing形式的语法知识。
环节二：讨论-ing形式的句法功能，识别并分析含有-ing形式的句子 (7 mins) 学生讨论学过的-ing形式的句法功能，并在此基础上观察含有-ing形式的句子，分析-ing形式的意义与功能。
教学活动 2. Students discuss in groups about the functions of the –ing form and give some examples. 1) What are the functions of the –ing form in sentences 2) Can you give some examples to show its functions 活动层次 学习理解之记忆与检索 效果评价 通过讨论分享的方式，学生能够回顾已经掌握的关于-ing形式的句法功能。
教学活动 3. Students recognise and analyse the meanings and functions of -ing forms. (教材第6页活动1） 活动层次 学习理解之感知与注意 效果评价 通过复现本单元课文内容，学生能够在语境中识别、理解并分析-ing形式的意义与功能。
教学活动 4. Students work in pairs to describe their favourite festivals in one sentence with –ing form. 活动层次 应用实践之描述与阐释 效果评价 学生能够用含有-ing形式的一句话来描述最喜欢的节日，体会在具体语境中尝试-ing形式用作定语和表语的用法。
环节设计意图: 引导学生关注目标语言及发现其部分的意义与功能，并进行简单的模拟运用。
环节三：总结-ing形式的功能和意义，并分析-ing形式和-ed形式的用法异同。 (23 mins) 学生阅读含有目标语言的文段并归纳总结目标语言的功能和特点；对比-ing形式与-ed形式用法异同，并完成相应的练习，从而对-ing形式的语用功能进行更多的归纳总结。
教学活动 5. Students read forum posts, circle the –ing form used as the attribute or the predicative and think about the relationship between its position and function. Finish Activity 2. (教材第6页活动2) 活动层次 学习理解之提取与概括 效果评价 学生能够对-ing形式作定语和表语的语用功能和位置进行分析。
教学活动 6. Students try to make a summary about the –ing form used as attribute and predicative. 活动层次 学习理解之提取与概括 效果评价 学生能够对-ing形式作定语和表语的语用功能进行总结。
教学活动 7. Students look at the pictures about the festival La Tomatina and answer the question. What do you think of La Tomatina 活动层次 应用实践之整合与运用 效果评价 学生能够根据图片语境，运用-ing形式口头表述自己的看法。
教学活动 8. Students read a passage about La Tomatina and complete the passage with the appropriate –ing form. 活动层次 应用实践之整合与运用 效果评价 学生能够在语篇中正确运用-ing形式作定语和表语的用法。
教学活动 9. Students complete the sentences with the correct forms of the verbs and think about the meanings and functions. Finish Ex 1. (教材第62 页练习1) 活动层次 学习理解之提取与概括 效果评价 学生能够分析比较-ing形式和-ed形式的异同。
教学活动 10. Students try to make a summary about the differences between –ing form and –ed form when they are used as predicative. 活动层次 学习理解之提取与概括 效果评价 学生能够总结-ing形式和-ed形式作表语的区别。
教学活动 11. Students finish exercises. 1) Finish Ex 4. (教材第63 页练习4) 2) Finish Ex 5. (教材第63页练习 5) 活动层次 应用实践之整合与运用 效果评价 学生能够完成相关的练习，进一步巩固-ing形式和-ed形式的句法功能，从而进一步强化目标语言的形式和意义。
环节设计意图: 引导学生关注、比较、理解并自主总结出目标语言的意义与功能，并对所学目标语言进行整合和运用；学生在以节日为主题意义的语境中应用目标语言，从而进一步内化目标语言的形式和意义。
环节四：讨论并分享，联系自身经验，所学新知，讨论并分享自己喜欢的节日 (7 mins) 学生两人一组，完成一组互相采访的对话，对话的内容是谈论最喜欢的节日，要求使用-ing形式来描述节日的活动和人们的感受。
教学活动 12. Students make up a conversation in pairs and give evaluations to others.（详见worksheet评价表） 1) Talk about your favorite festival. 2) Describe activities and feelings with -ing forms. (Students exchange their roles while making their conversations.) 活动层次 迁移创新之创造与想象 效果评价 学生能够完成一段对话，谈论最喜欢的节日，并能使用-ing形式来描述节日活动和感受。
教学活动 13. Students summarise what they have learnt in this class. 活动层次 学习理解之记忆与检索 效果评价 学生能够独立梳理本课时中涉及的关于-ing形式的意义与功能及-ing形式和-ed形式的用法区别。
环节设计意图: 强化学生对目标语言的理解，并自如地表达节日的活动和感受。
作业与拓展学习设计 Write a short passage to introduce their favorite Chinese traditional festivals, trying to use the –ing form and –ed form to describe the festival activities and people’s feelings.
Worksheet
Unit 1 Discovering Useful Structures
Activity 1: Watch and share
Watch the video and answer the following questions.
1. What do people usually do during the Mid-Autumn Festival
2. Do you like the Mid-Autumn Festival Why or why not
Activity 2: Think and discuss in groups
1. What are the functions of the –ing form in sentences
2. Can you give some examples to show its functions
Activity 3: Recognise and analyse the functions of -ing form.
1. The lanterns on the Lantern Festival 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.
Activity 4: Think and say
Work in pairs to describe your favourite festivals in one sentence with the –ing form.
Activity 5: Circle the –ing form used as the attribute or the predicative and think about the relationship between its position and function. (Activity 2 on P6)
Finish Activity 2. (教材第6页活动2)
(1) Rio Carnival! I spent a really fun day there with my friends. It was great fun walking along the streets, enjoying the relaxing atmosphere! The performances were just amazing.
(2) The Spring Festival in China, especially the dinner on the Lunar New Year’s Eve! All family members get together. And I get lucky money in red envelopes from my parents and relatives, so it’s always an exciting time for me.
(3) Perhaps Thanksgiving. What could be better Families getting together and eating delicious food, people watching sports games on TV, friends laughing and talking, etc. Plus, there’s Black Friday, if shopping is your thing.
(4) I think it’s Christmas. I just can’t take my eyes off the shining lights on the Christmas trees everywhere. Lots of smiling faces, and people singing Christmas carols and wishing each other “Merry Christmas!”
Activity 6: Make a summary.（-ing form）
Activity 7: Look and answer
What do you think of La Tomatina
Activity 8: Complete the passage with the appropriate -ing form. (Activity 3 on P6)
La Tomatina is a festival that takes place in the Spanish town Bunol every August. I think many food festivals are _______ because people are just eating. However, this festival is __________ because people don’t actually eat the tomatoes. Instead, they throw them at each other! The number of people ________ part in this tomato fight can reach up to 20,000, and it is a very _________ fight that lasts for a whole hour. The ________ thing is how clean Bunol is after the tomatoes are washed away after the fight. This is because the juice from tomatoes is really good for making surfaces clean!
Activity 9：Complete the sentences with the correct forms of the verbs. (Ex 1 on P62)
Finish Ex 1 on P62
(1) I don’t know exactly on which day Easter falls. The date changes. I feel totally ___________ (confuse).
(2) Do you know how to cook a turkey The instructions in the recipe are really ____________ (confuse) and I really need your help.
(3) The sounds of the fireworks were terribly ___________ (annoy). I was woken up by the noise quite a few times.
(4) The girl was __________ (annoy) with her boyfriend, who was late for her birthday party.
(5) It was a rather _________ (bore) party. Nothing was interesting and nobody talked to me.
(6) I’m _________ (bore) with cooking, cleaning, shopping, and all that stuff. I just want to have a relaxing holiday.
Activity 10: Make a summary.（-ing & -ed）
Activity 11: Finish more exercises.
1. Complete the conversations with the correct forms of the words in the box. (Ex 4 on P63)
interest amaze wear stand bore dress surprise satisfy
Emily: That was an ___________ Christmas movie, wasn’t it
John: Oh, I’ m __________ you think so. To be honest, I was rather disappointed with it.
Emily: Didn’t you think the hero of the story was attractive
John: He was handsome indeed, but I wasn’t __________ with the plot. I felt ________ most of the time.
Linda: George, do you know the girl ___________ next to Bob
George: Which girl You mean the girl ________ a golden mask
Linda: No, no, no, I’m talking about the girl _________ up as a princess.
George: I’m afraid I don’t know her, but she looks __________.
2. Complete the sentences using the –ing form or the past participle. (Ex 5 on P63)
(1) The boy _________ under the Christmas tree seemed satisfied with his presents.
(2) The flowers, the lights, the music, and the food in the house created a __________________ atmosphere for
all the guests.
(3) The woman _________ in front of the float is one of the most famous samba dancers in Brazil.
(4) Most of the guests ____________ to the party left with light hearts.
(5) During the carnival, there was a street parade of floats __________ in flowers.
Activity 12: Make up a conversation in pairs and give evaluations to others.
1. Talk about your favorite festival.
2. Describe activities and feelings in the festival with -ing form.
You can start like this:
Student A: Can you share your favorite festival with us Which festival is your favorite
Student B: My favorite festival is ..., which falls on ...
Student A: …
Evaluation form
Item Peer-evaluation Teacher-evaluation
Contents: Date / Activities / Feelings ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆
Language accuracy: Pronunciation / Vocabulary / Grammar ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆
Use of -ing form as attribute and predicative ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆
Fluency ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆
Logic and coherence ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆ ☆
Activity 13: Make a summary to recall what you’ve learnt.
Homework
Write a short passage to introduce their favorite Chinese traditional festivals, trying to use the –ing form and –ed form to describe the festival activities and people’s feelings.