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Unit2 Healthy Lifestyle
Discover useful structures
一、课程标准
本教学内容契合《普通高中英语课程标准（2017年版2020年修订）》选择性必修阶段要求，旨在引导学生在“健康生活”语境中掌握动词不定式的多元句法功能，尤其是it作形式主语、形式宾语的结构。课标强调语法学习需服务于语篇表达与意义传递，本板块将语法练习与健康主题融合，既提升语言运用准确性，又渗透健康生活理念，落实语言能力与文化意识的协同发展，契合“教-学-评”一体化的课标理念。
二、教材分析
1.[What]主题语境和主要内容
主题语境为“健康生活”，主要内容是围绕动词不定式的句法功能展开分层操练：先引导学生从阅读文本中识别不定式，讨论其含义与功能；再通过连词成句并构建段落，强化it作形式主语的不定式结构；最后通过对话填空，巩固该结构在交际场景中的运用，系统掌握不定式作主语、真正主语等核心功能。
2.[Why]作者意图和价值取向
作者意图在于打破语法学习的机械性，将语法知识与“健康生活”主题绑定，让学生在真实主题语境中感知语法的实用价值，避免孤立记规则。同时通过涉及健康行为的练习，引导学生树立健康生活理念，如避免二手烟、寻求营养建议等，实现语法学习与价值引领的统一，体会语法服务于意义表达的本质。
3.[How]文体特征和语言特点
文本以指令性练习语篇为主，语言简洁严谨，突出语法点呈现与操练：典型例句直观展示不定式的不同句式，分层练习遵循“识别-内化-运用”认知逻辑，从单个结构识别到语篇构建，难度逐步提升；对话练习贴近生活，语言口语化，帮助学生在交际语境中内化语法规则，培养语篇连贯意识。
三、学情分析
学生在必修阶段已初步接触动词不定式，了解其基本语义，但对it作形式主语、形式宾语的不定式结构及多元句法功能缺乏系统认知。进入选择性必修阶段，学生具备一定的语篇分析能力与合作探究意识，能在教师引导下分析语境中的语法结构，但对语法的迁移运用仍需强化。
学生偏好主题化、情境化的语法学习，反感孤立规则讲解；学习难点集中在准确区分不定式在复杂句式中的功能差异，以及在真实交际或语篇中自然运用目标语法结构，易出现结构误用或语义不符的问题。
四、教学目标
1.语言能力：能精准识别动词不定式在不同句式中的句法功能，熟练运用it作形式主语、形式宾语的不定式结构完成造句、对话填空，能围绕健康主题用该结构构建逻辑连贯的语篇。
2.文化意识与思维品质：在语法练习中深化对健康生活方式的认知，理性思考健康行为的重要性，培养逻辑思维与语篇构建能力，理解语法服务于意义表达的本质。
3.学习能力：掌握“识别-探究-运用”的语法学习路径，能通过小组合作归纳不定式核心用法，自主反思语法运用问题，提升自主学习与合作探究能力。
五、教学重点和难点
1.教学重点
掌握it作形式主语、形式宾语的动词不定式结构，能准确识别不定式在不同语境中的句法功能；能运用该结构围绕健康主题完成语篇构建与交际对话。
2.教学难点
准确区分不定式在复杂句式中的功能差异，在真实交际或语篇中自然、准确地运用目标语法结构，避免语法错误。
六、教学方法
采用任务型教学法与合作探究法，创设健康主题情境；学生通过小组合作、归纳总结、语篇构建内化语法知识。
七、教学准备
制作含语法例句、练习任务的PPT，准备健康主题拓展语篇片段，设计小组合作任务单。
八、教学过程
教学环节 教师活动 学生活动 设计意图
1.Review First, display 3-4 infinitive sentences extracted from the unit’s reading passage, such as “To change bad habits is never easy”. Divide students into groups, guide them to analyze each sentence, and raise targeted questions: What’s the syntactic function of the infinitive here Why do we use “it” as a formal subject in some structures Then invite groups to share insights, and connect these structures to health-related themes to smoothly lead into the class content. First, recall the unit’s reading passage, locate the displayed infinitive sentences and find more similar examples. In groups, discuss the specific meaning and syntactic function of each infinitive, focusing on the difference between using infinitives as subjects directly and employing “it” as a formal subject. Then prepare to share group conclusions, and explain how these structures help express health-related ideas clearly and appropriately. 通过回顾单元阅读中的不定式句子，激活学生已有的不定式知识储备，聚焦其作主语的核心功能，尤其是it作形式主语的结构，为课堂的识别、操练任务搭建认知桥梁，同时结合健康主题，激发学生的学习兴趣与探究热情。
2.Presentation Display the textbook’s italicized infinitive sentences, explain two core structures of infinitive as subject: direct use and "it" as formal subject. Supplement with health-related examples like "To exercise daily strengthens your immunity". Guide pairs to discuss functions of infinitives from the reading, then introduce the sentence-joining task in Exercise 2 to apply the structure. Analyze the displayed sentences to grasp the two subject structures. Collaborate in pairs to locate more infinitives in the reading, discuss their specific meanings and syntactic roles, focusing on the use of "it" as formal plete the sentence-joining task in Exercise 2, then attempt to link these sentences into a logical paragraph about healthy lifestyles. 遵循由浅入深的认知规律，依托健康主题语境，通过探究讨论与句式操练，帮助学生系统掌握不定式作主语的两种核心结构，在夯实语法基础的同时，深化对健康生活的认知，提升合作探究与语言运用能力。
3. Practice Distribute the printed worksheet with the 4 tasks, and give clear instructions that students need to finish them independently within 5 minutes. Walk around the classroom to observe students’ progress, and offer targeted hints to those who struggle with subject-verb agreement or structure transformation. Invite 4 students to write their answers on the blackboard, then lead the whole class to check the answers together. Focus on analyzing common mistakes, such as incorrect verb forms matching infinitive subjects. Summarize the key rules of infinitive as subject (direct use & it as formal subject) again to strengthen students’ memory. Complete the 4 tasks on their own, paying close attention to the grammatical accuracy of infinitive pare their answers with those on the blackboard, and take notes of the mistakes they made, like confusing gerund and infinitive as subject. Participate in the class discussion, share their understanding of why the original sentences are wrong and how to correct them properly. 针对课堂中学生易混淆的重难点（如不定式作主语的主谓一致、直接作主语与it作形式主语的转换），通过纠错+改写的混合练习，精准巩固课堂所学的核心语法规则。所有题目均围绕健康主题，延续单元语境，避免语法练习的孤立性，帮助学生内化不定式作主语结构的正确使用方式，夯实语言基础。
4. Summary First, clearly illustrate two core infinitive-as-subject structures with color-coded textbook examples and health-themed extensions, guiding students to compare usage scenarios. Then organize pair/group discussions to analyze infinitives in the reading passage, offer targeted hints on function discrimination. Later supervise sentence-making, paragraph-building and dialogue role-plays, and lead class evaluations to reinforce learning. First, observe color-coded examples to note structure frameworks, summarize usage rules through comparative analysis. Collaborate in pairs to locate and analyze infinitives in the reading, complete sentence transformation and paragraph-building tasks. Engage in dialogue role-plays and poster creation, actively share works, and revise errors based on peer and teacher feedback to improve grammar application. 通过直观解析、分层探究与主题化操练，落实不定式作主语两种核心结构的掌握，将语法学习与健康生活主题深度融合，既提升学生的语言运用能力，又强化健康理念，同时培养合作探究与语篇构建能力。
5. Homework Finish 5 error-correction and structure-transformation exercises (e.g., rewrite "To skip breakfast harms health" with "it" as formal subject) within 10 mins, focusing on infinitive-as-subject accuracy.
Blackboard design
教学反思

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