人教版（2019）必修三Unit 1 Discovering Useful Structures（教案）
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| 名称 | 人教版（2019）必修三Unit 1 Discovering Useful Structures（教案） |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-01-17 09:55:14 | ||
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19627851038225Discovering Useful Structures
Discovering Useful Structures
一、教学基本信息
1. 课程名称：Unit 1 Discovering Useful Structures
2. 学科：高中英语 3. 年级：高一
4. 教材版本：人教版（2019）必修第三册 5. 课时安排：2课时
6. 课型：语法课 7. 授课教师：
1. 课程名称：Unit 1 Discovering Useful Structures
2. 学科：高中英语 3. 年级：高一
4. 教材版本：人教版（2019）必修第三册 5. 课时安排：2课时
6. 课型：语法课 7. 授课教师：
二、教学目标
学完本课后，学生能够
掌握动词 -ing 形式作定语、表语的核心用法及相关区别，能在节日主题语境中准确识别、运用该语法结构，完成句子改写和短文填空任务。
结合节日素材理解语法运用场景，了解中外节日文化内涵，体会语法与文化表达的关联性。
通过观察例句、归纳规则、解决语法问题，培养逻辑分析和自主探究能力，提升语法知识的迁移应用思维。
掌握归纳式语法学习方法，增强小组合作学习和自主总结知识的能力。
三、教学重难点
教学重点
动词 -ing 形式作定语的核心用法；
动词 -ing 形式作表语的核心用法及基本功能。
教学难点
动词 -ing 形式与过去分词、不定式作定语 / 表语的区别；
动词 -ing 形式作后置定语与定语从句的转换。
四、教学方法
1. 任务型教学法：设计 “观察 — 呈现 — 用法 — 练习”任务，以任务驱动学生主动探究和运用语法。
2. 交际教学法：组织小组讨论、话题分享等交际活动，促进语法的实际运用。
3. 归纳教学法：引导学生通过分析具体句子和例句，自主总结 -ing 形式的用法，而非直接讲解规则。
4. 多媒体辅助教学法：利用 PPT、节日相关素材创设生动的教学情境，提升学习兴趣。
5. 讲授法：讲解非谓语动词概述、动词 -ing 形式作定语和表语的具体用法、相关区别等知识点。?
五、教学准备
1. 教师准备：多媒体课件；学习任务单：设计语法任务单、课后作业等。
2. 学生准备：预习动词-ing作定语或表语的用法。
六、教学过程
StepⅠ Lead-in
Present the following sentences and ask students to discuss the functions and meanings of the italicized -ing form in groups.
These lanterns are amazing.
During the Mid-Autumn Festival in China, families gather to admire the shining moon and enjoy delicious mooncakes.
Families celebrating the Chinese New Year can enjoy exciting dragon dances and carnivals together.
Guide students to discuss in pairs: "What roles do the -ing forms play in these sentences?"
Invite 2-3 pairs to share their observations without in-depth explanation.
（设计意图：让学生通过自主分析和讨论，初步感知动词 -ing 形式作定语和表语的用法，培养学生的观察和探究能力。）
Step Ⅱ Presentation
Based on students' observations, the teacher presents the core functions of the -ing form directly:
the -ing form as the predicative in the first sentence.
the -ing form as the attribute before the noun in the second sentence.
the -ing form as the attribute after the noun and the -ing form as the attribute before the noun in the third sentence.
Supplement 3 more examples from the unit to confirm the functions:
I think the Rio Carnival would be the most exciting. (predicative)
It'll be too tiring to walk or dance for a long time in those shoes. (predicative)
Another example is Halloween, which slowly became an exciting festival for children. (attribute before the noun)
Step Ⅲ The Usage and Functions
非谓语动词概述。
非谓语动词形式。
动词-ing形式作定语：
定语从句的位置（单个-ing形式 → 名词前、-ing短语 → 名词后）
特殊情况（已形容词化、表习惯/客观属性 → 定语从句用一般时态、被动关系）
不可用-ing作定语的情况
与过去分词作定语的区别
动词-ing形式作表语
核心作用
与不定式作表语区别
与-ed形式作表语区别
与进行时区别
（设计意图：系统讲解语法知识，让学生全面、准确地掌握动词 -ing 形式作定语和表语的用法及相关区别，为后续的练习和运用奠定基础。）
Step Ⅳ Practice
Activity 1: Underline -ing Forms in Exchange Students' Posts
Present the exchange students' festival posts (Sunnyli, Vincent1119, Wizard_Oz, Cooper_08) and the required function labels (as the attribute before the noun, as the attribute after the noun, as the predicative).
Task: "Read the posts carefully, underline the -ing forms used as attribute or predicative, and label their functions according to the prompts."
Students work in groups to complete the task, then invite one group to share their answers on the blackboard. The teacher corrects and explains key points (e.g., "relaxing atmosphere" - attribute before noun; "amazing" - predicative; "families getting together" - attribute after noun).
Supplement the cultural note about Black Friday, briefly introducing its connection with Thanksgiving.
（设计意图：让学生在真实的语境中进一步识别和理解动词 -ing 形式作定语和表语的用法，提高学生的语境分析能力。）
Activity 2: Complete the La Tomatina Passage
Present the passage about La Tomatina, with blanks for appropriate -ing forms (boring, interesting, taking, exciting, amazing).
Students complete the passage independently, referring to the context and grammar rules.
Check answers collectively: invite students to read the completed passage and explain their choices (e.g., "boring" describes the feature of common food festivals; "taking part" modifies "people" as attribute after noun).
（设计意图：依托短文填空练习，让学生在具体节日描述语境中应用 -ing 形式的属性和表语功能，强化语法规则的实际运用。）
Activity 3: Rewrite Sentences
Present the four sentences: "Rewrite the sentences by changing the -ing phrases into relative clauses."
A doctor is a person looking after people's health.
The river running through the center of the city was polluted seriously.
The train ran over and killed a boy crossing the track.
We should not make great noises in the reading room.
Students finish the task individually, then exchange answers with desk-mates.
The teacher displays the standard answers, corrects common mistakes, and emphasizes the equivalence between -ing phrases (attribute after noun) and relative clauses.
（设计意图：深化学生对 -ing 形式作后置定语的理解，提升语法结构转换能力。）
Activity 4: Exercise
Present the two exercise types:
Exercise 1: Fill in the blanks with the appropriate form of the given words (shop, absorb, measure, arise, stay).
Exercise 2: Complete sentences with the -ing form (e.g., "The present situation _____").
Students complete both exercises independently. For Exercise 1, remind them to pay attention to the function of the -ing form (attribute or predicative); for Exercise 2, guide them to combine context and grammar rules.
Check answers collectively: invite students to share their answers and explain the reasons (e.g., "shopping websites" - attribute before noun; "is terrifying" - predicative).
（设计意图：通过两类基础练习巩固学生对 -ing 形式用法的掌握，覆盖不同的语法应用场景，强化知识记忆。）
Step Ⅴ Summary
Guide students to review the key points:
Overview of non-finite verbs.
Core functions of the -ing form as attribute and predicative.
Key rules and exercise application.
七、板书设计
Unit 1 Festivals and Celebrations
Discovering Useful Structures
非谓语概述：（非谓语：to do/doing/done；不能作谓语）?
doing核心用法?
作定语?
1.位置：单个-ing→名词前；-ing短语→名词后?
2.特殊：形化/习惯/客观→一般时；被动→being done?
3.与done区别：doing主动/进行；done被动/完成?
作表语?
1.核心：说明主语性质/状态?
2.与to do区别：doing抽象/习惯；to do具体/一次性?
3.与ed区别：doing主语特征；ed主语感受?
4.与进行时区别：doing静态（属性）；进行时动态（正在做）?
八、作业布置
Ask students to summarize the usage of the -ing form as the attribute and the predicative.
Ask students to choose their favorite festivals and write a short passage using at least 3 -ing forms.
九、教学反思
本节课通过情境创设和分层任务，完成了语法与节日文化的整合教学。课堂以节日主题为线索，借助课件中的句子、帖子等素材搭建语法学习语境，“观察 — 呈现 — 用法 — 练习” 的设计帮助学生逐步掌握核心知识，分层练习结合语境有效提升语法运用准确性。但教学中仍存在不足：
语法区别讲解可能不够通俗，基础薄弱学生对 -ing 形式与过去分词、不定式的区分较为吃力；
文化渗透仅停留在 Black Friday 表面信息，未结合节日文化深入拓展语法运用场景；
练习评价多为答案核对，缺乏对学生语法错误的具体分析和改进指导。
Discovering Useful Structures
一、教学基本信息
1. 课程名称：Unit 1 Discovering Useful Structures
2. 学科：高中英语 3. 年级：高一
4. 教材版本：人教版（2019）必修第三册 5. 课时安排：2课时
6. 课型：语法课 7. 授课教师：
1. 课程名称：Unit 1 Discovering Useful Structures
2. 学科：高中英语 3. 年级：高一
4. 教材版本：人教版（2019）必修第三册 5. 课时安排：2课时
6. 课型：语法课 7. 授课教师：
二、教学目标
学完本课后，学生能够
掌握动词 -ing 形式作定语、表语的核心用法及相关区别，能在节日主题语境中准确识别、运用该语法结构，完成句子改写和短文填空任务。
结合节日素材理解语法运用场景，了解中外节日文化内涵，体会语法与文化表达的关联性。
通过观察例句、归纳规则、解决语法问题，培养逻辑分析和自主探究能力，提升语法知识的迁移应用思维。
掌握归纳式语法学习方法，增强小组合作学习和自主总结知识的能力。
三、教学重难点
教学重点
动词 -ing 形式作定语的核心用法；
动词 -ing 形式作表语的核心用法及基本功能。
教学难点
动词 -ing 形式与过去分词、不定式作定语 / 表语的区别；
动词 -ing 形式作后置定语与定语从句的转换。
四、教学方法
1. 任务型教学法：设计 “观察 — 呈现 — 用法 — 练习”任务，以任务驱动学生主动探究和运用语法。
2. 交际教学法：组织小组讨论、话题分享等交际活动，促进语法的实际运用。
3. 归纳教学法：引导学生通过分析具体句子和例句，自主总结 -ing 形式的用法，而非直接讲解规则。
4. 多媒体辅助教学法：利用 PPT、节日相关素材创设生动的教学情境，提升学习兴趣。
5. 讲授法：讲解非谓语动词概述、动词 -ing 形式作定语和表语的具体用法、相关区别等知识点。?
五、教学准备
1. 教师准备：多媒体课件；学习任务单：设计语法任务单、课后作业等。
2. 学生准备：预习动词-ing作定语或表语的用法。
六、教学过程
StepⅠ Lead-in
Present the following sentences and ask students to discuss the functions and meanings of the italicized -ing form in groups.
These lanterns are amazing.
During the Mid-Autumn Festival in China, families gather to admire the shining moon and enjoy delicious mooncakes.
Families celebrating the Chinese New Year can enjoy exciting dragon dances and carnivals together.
Guide students to discuss in pairs: "What roles do the -ing forms play in these sentences?"
Invite 2-3 pairs to share their observations without in-depth explanation.
（设计意图：让学生通过自主分析和讨论，初步感知动词 -ing 形式作定语和表语的用法，培养学生的观察和探究能力。）
Step Ⅱ Presentation
Based on students' observations, the teacher presents the core functions of the -ing form directly:
the -ing form as the predicative in the first sentence.
the -ing form as the attribute before the noun in the second sentence.
the -ing form as the attribute after the noun and the -ing form as the attribute before the noun in the third sentence.
Supplement 3 more examples from the unit to confirm the functions:
I think the Rio Carnival would be the most exciting. (predicative)
It'll be too tiring to walk or dance for a long time in those shoes. (predicative)
Another example is Halloween, which slowly became an exciting festival for children. (attribute before the noun)
Step Ⅲ The Usage and Functions
非谓语动词概述。
非谓语动词形式。
动词-ing形式作定语：
定语从句的位置（单个-ing形式 → 名词前、-ing短语 → 名词后）
特殊情况（已形容词化、表习惯/客观属性 → 定语从句用一般时态、被动关系）
不可用-ing作定语的情况
与过去分词作定语的区别
动词-ing形式作表语
核心作用
与不定式作表语区别
与-ed形式作表语区别
与进行时区别
（设计意图：系统讲解语法知识，让学生全面、准确地掌握动词 -ing 形式作定语和表语的用法及相关区别，为后续的练习和运用奠定基础。）
Step Ⅳ Practice
Activity 1: Underline -ing Forms in Exchange Students' Posts
Present the exchange students' festival posts (Sunnyli, Vincent1119, Wizard_Oz, Cooper_08) and the required function labels (as the attribute before the noun, as the attribute after the noun, as the predicative).
Task: "Read the posts carefully, underline the -ing forms used as attribute or predicative, and label their functions according to the prompts."
Students work in groups to complete the task, then invite one group to share their answers on the blackboard. The teacher corrects and explains key points (e.g., "relaxing atmosphere" - attribute before noun; "amazing" - predicative; "families getting together" - attribute after noun).
Supplement the cultural note about Black Friday, briefly introducing its connection with Thanksgiving.
（设计意图：让学生在真实的语境中进一步识别和理解动词 -ing 形式作定语和表语的用法，提高学生的语境分析能力。）
Activity 2: Complete the La Tomatina Passage
Present the passage about La Tomatina, with blanks for appropriate -ing forms (boring, interesting, taking, exciting, amazing).
Students complete the passage independently, referring to the context and grammar rules.
Check answers collectively: invite students to read the completed passage and explain their choices (e.g., "boring" describes the feature of common food festivals; "taking part" modifies "people" as attribute after noun).
（设计意图：依托短文填空练习，让学生在具体节日描述语境中应用 -ing 形式的属性和表语功能，强化语法规则的实际运用。）
Activity 3: Rewrite Sentences
Present the four sentences: "Rewrite the sentences by changing the -ing phrases into relative clauses."
A doctor is a person looking after people's health.
The river running through the center of the city was polluted seriously.
The train ran over and killed a boy crossing the track.
We should not make great noises in the reading room.
Students finish the task individually, then exchange answers with desk-mates.
The teacher displays the standard answers, corrects common mistakes, and emphasizes the equivalence between -ing phrases (attribute after noun) and relative clauses.
（设计意图：深化学生对 -ing 形式作后置定语的理解，提升语法结构转换能力。）
Activity 4: Exercise
Present the two exercise types:
Exercise 1: Fill in the blanks with the appropriate form of the given words (shop, absorb, measure, arise, stay).
Exercise 2: Complete sentences with the -ing form (e.g., "The present situation _____").
Students complete both exercises independently. For Exercise 1, remind them to pay attention to the function of the -ing form (attribute or predicative); for Exercise 2, guide them to combine context and grammar rules.
Check answers collectively: invite students to share their answers and explain the reasons (e.g., "shopping websites" - attribute before noun; "is terrifying" - predicative).
（设计意图：通过两类基础练习巩固学生对 -ing 形式用法的掌握，覆盖不同的语法应用场景，强化知识记忆。）
Step Ⅴ Summary
Guide students to review the key points:
Overview of non-finite verbs.
Core functions of the -ing form as attribute and predicative.
Key rules and exercise application.
七、板书设计
Unit 1 Festivals and Celebrations
Discovering Useful Structures
非谓语概述：（非谓语：to do/doing/done；不能作谓语）?
doing核心用法?
作定语?
1.位置：单个-ing→名词前；-ing短语→名词后?
2.特殊：形化/习惯/客观→一般时；被动→being done?
3.与done区别：doing主动/进行；done被动/完成?
作表语?
1.核心：说明主语性质/状态?
2.与to do区别：doing抽象/习惯；to do具体/一次性?
3.与ed区别：doing主语特征；ed主语感受?
4.与进行时区别：doing静态（属性）；进行时动态（正在做）?
八、作业布置
Ask students to summarize the usage of the -ing form as the attribute and the predicative.
Ask students to choose their favorite festivals and write a short passage using at least 3 -ing forms.
九、教学反思
本节课通过情境创设和分层任务，完成了语法与节日文化的整合教学。课堂以节日主题为线索，借助课件中的句子、帖子等素材搭建语法学习语境，“观察 — 呈现 — 用法 — 练习” 的设计帮助学生逐步掌握核心知识，分层练习结合语境有效提升语法运用准确性。但教学中仍存在不足：
语法区别讲解可能不够通俗，基础薄弱学生对 -ing 形式与过去分词、不定式的区分较为吃力；
文化渗透仅停留在 Black Friday 表面信息，未结合节日文化深入拓展语法运用场景；
练习评价多为答案核对，缺乏对学生语法错误的具体分析和改进指导。