人教版 (2019)必修 第三册Unit 1 Festivals and Celebrations教学设计

这是一份人教版 (2019)必修 第三册Unit 1 Festivals and Celebrations教学设计，共8页。教案主要包含了教学内容分析，学情分析，教学目标，教学重难点，教学活动设计等内容，欢迎下载使用。
Perid 1 Discvering Useful Structures
Wrksheet
Unit 1 Discvering Useful Structures
Activity 1: Watch and share
Watch the vide and answer the fllwing questins.
1. What d peple usually d during the Mid-Autumn Festival?
2. D yu like the Mid-Autumn Festival? Why r why nt?
Activity 2: Think and discuss in grups
1. What are the functins f the –ing frm in sentences?
2. Can yu give sme examples t shw its functins?
Activity 3: Recgnise and analyse the functins f -ing frm.
1. The lanterns n the Lantern Festival are amazing.
2. During the Mid-Autumn Festival in China, families gather t admire the shining mn and enjy delicius
mncakes.
3. Families celebrating the Lunar New Year can enjy exciting dragn dances and carnivals tgether.
Activity 4: Think and say
Wrk in pairs t describe yur favurite festivals in ne sentence with the –ing frm.
Activity 5: Circle the –ing frm used as the attribute r the predicative and think abut the relatinship between its psitin and functin. (Activity 2 n P6)
Finish Activity 2. (教材第6页活动2)
(1) Ri Carnival! I spent a really fun day there with my friends. It was great fun walking alng the streets, enjying the relaxing atmsphere! The perfrmances were just amazing.
(2) The Spring Festival in China, especially the dinner n the Lunar New Year’s Eve! All family members get tgether. And I get lucky mney in red envelpes frm my parents and relatives, s it’s always an exciting time fr me.
(3) Perhaps Thanksgiving. What culd be better? Families getting tgether and eating delicius fd, peple watching sprts games n TV, friends laughing and talking, etc. Plus, there’s Black Friday, if shpping is yur thing.
(4) I think it’s Christmas. I just can’t take my eyes ff the shining lights n the Christmas trees everywhere. Lts f smiling faces, and peple singing Christmas carls and wishing each ther “Merry Christmas!”
Activity 6: Make a summary.（-ing frm）
Activity 7: Lk and answer
What d yu think f La Tmatina?
Activity 8: Cmplete the passage with the apprpriate -ing frm. (Activity 3 n P6)
La Tmatina is a festival that takes place in the Spanish twn Bunl every August. I think many fd festivals are _______ because peple are just eating. Hwever, this festival is __________ because peple dn’t actually eat the tmates. Instead, they thrw them at each ther! The number f peple ________ part in this tmat fight can reach up t 20,000, and it is a very _________ fight that lasts fr a whle hur. The ________ thing is hw clean Bunl is after the tmates are washed away after the fight. This is because the juice frm tmates is really gd fr making surfaces clean!

Activity 9：Cmplete the sentences with the crrect frms f the verbs. (Ex 1 n P62)
Finish Ex 1 n P62
(1) I dn’t knw exactly n which day Easter falls. The date changes. I feel ttally ___________ (cnfuse).
(2) D yu knw hw t ck a turkey? The instructins in the recipe are really ____________ (cnfuse) and I really need yur help.
(3) The sunds f the firewrks were terribly ___________ (anny). I was wken up by the nise quite a few times.
(4) The girl was __________ (anny) with her byfriend, wh was late fr her birthday party.
(5) It was a rather _________ (bre) party. Nthing was interesting and nbdy talked t me.
(6) I’m _________ (bre) with cking, cleaning, shpping, and all that stuff. I just want t have a relaxing hliday.
Activity 10: Make a summary.（-ing & -ed）
Activity 11: Finish mre exercises.
1. Cmplete the cnversatins with the crrect frms f the wrds in the bx. (Ex 4 n P63)
Emily: That was an ___________ Christmas mvie, wasn’t it?
Jhn: Oh, I’ m __________ yu think s. T be hnest, I was rather disappinted with it.
Emily: Didn’t yu think the her f the stry was attractive?
Jhn: He was handsme indeed, but I wasn’t __________ with the plt. I felt ________ mst f the time.
Linda: Gerge, d yu knw the girl ___________ next t Bb?
Gerge: Which girl? Yu mean the girl ________ a glden mask?
Linda: N, n, n, I’m talking abut the girl _________ up as a princess.
Gerge: I’m afraid I dn’t knw her, but she lks __________.
2. Cmplete the sentences using the –ing frm r the past participle. (Ex 5 n P63)
(1) The by _________ under the Christmas tree seemed satisfied with his presents.
(2) The flwers, the lights, the music, and the fd in the huse created a __________________ atmsphere fr
all the guests.
(3) The wman _________ in frnt f the flat is ne f the mst famus samba dancers in Brazil.
(4) Mst f the guests ____________ t the party left with light hearts.
(5) During the carnival, there was a street parade f flats __________ in flwers.
Activity 12: Make up a cnversatin in pairs and give evaluatins t thers.
1. Talk abut yur favrite festival.
2. Describe activities and feelings in the festival with -ing frm.
Yu can start like this:
Student A: Can yu share yur favrite festival with us? Which festival is yur favrite?
Student B: My favrite festival is ..., which falls n ...
Student A: …
Evaluatin frm
Activity 13: Make a summary t recall what yu’ve learnt.
Hmewrk
Write a shrt passage t intrduce their favrite Chinese traditinal festivals, trying t use the –ing frm and –ed frm t describe the festival activities and peple’s feelings.
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 vide and answer the fllwing questins.
1) What d peple usually d during the Mid-Autumn Festival?
2) D yu like the Mid-Autumn Festival? Why r why nt?
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 grups abut the functins f the –ing frm and give sme examples.
1) What are the functins f the –ing frm in sentences?
2) Can yu give sme examples t shw its functins?
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 recgnise and analyse the meanings and functins f -ing frms. (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 wrk in pairs t describe their favurite festivals in ne sentence with –ing frm.
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 frum psts, circle the –ing frm used as the attribute r the predicative and think abut the relatinship between its psitin and functin.
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 t make a summary abut the –ing frm 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 lk at the pictures abut the festival La Tmatina and answer the questin.
What d yu think f La Tmatina?
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 abut La Tmatina and cmplete the passage with the apprpriate –ing frm.
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 cmplete the sentences with the crrect frms f the verbs and think abut the meanings and functins.
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 t make a summary abut the differences between –ing frm and –ed frm 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 cnversatin in pairs and give evaluatins t thers.（详见wrksheet评价表）
1) Talk abut yur favrite festival.
2) Describe activities and feelings with -ing frms.
(Students exchange their rles while making their cnversatins.)
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 shrt passage t intrduce their favrite Chinese traditinal festivals, trying t use the –ing frm and –ed frm t describe the festival activities and peple’s feelings.
interest amaze wear stand bre dress surprise satisfy
Item
Peer-evaluatin
Teacher-evaluatin
Cntents:
Date / Activities / Feelings
☆ ☆ ☆ ☆ ☆
☆ ☆ ☆ ☆ ☆
Language accuracy:
Prnunciatin / Vcabulary / Grammar
☆ ☆ ☆ ☆ ☆
☆ ☆ ☆ ☆ ☆
Use f -ing frm as attribute and predicative
☆ ☆ ☆ ☆ ☆
☆ ☆ ☆ ☆ ☆
Fluency
☆ ☆ ☆ ☆ ☆
☆ ☆ ☆ ☆ ☆
Lgic and cherence
☆ ☆ ☆ ☆ ☆
☆ ☆ ☆ ☆ ☆