Unit 1 Period 2 Using language（表格式教学设计）英语外研版选择性必修第三册

该高中英语教学设计聚焦主语从句语法知识，以“Face values”单元主题为载体。通过前一课时阅读文本例句导入，激活学生对主语从句的初步认知，从已有名词性从句基础出发，系统建构主语从句的定义、引导词、句型及虚拟语气用法，形成“情境激活—知识建构”的学习支架。 本资料亮点在于主题与语法深度融合，通过听力“疤痕实验”感知内在美、口语讨论文学人物辨析外在与内在、写作介绍马旭事迹运用主语从句，提升语言能力与思维品质。分层任务兼顾差异，多元实践活动落实四维目标，助力学生深化主题认知与语言运用，为教师提供完整教学流程，兼顾基础落实与综合运用。

Unit 1 Face values Period 2 Using language教学设计 教学基本信息 单元名称 选择性必修第三册Unit 1 Face values 学科 英语 学段 高中 年级 高二第二学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：外语教学与研究出版社 出版日期：2019年 课时安排 2课时(80min) 课型 语法课 教学设计理念 本课时以 “语法赋能、主题融合、学以致用” 为核心，立足 “Face values” 单元主题和语法课型特点。遵循 “情境激活 — 知识建构 — 实践应用 — 迁移创新” 的教学逻辑，将主语从句语法知识与 “外貌与内在美” 主题深度绑定。通过 “以旧引新” 的语法讲解、贴合主题的听说读写任务，让学生在掌握语法规则的同时，深化对单元主题的认知。注重学生主体地位，设计分层任务和多元实践活动，兼顾语法基础落实与语言综合运用，实现 “语言能力、学习能力、文化意识、思维品质” 四维目标的协同发展，让语法学习服务于主题表达和价值塑造。 教材分析 【What】 本课时核心内容为主语从句的语法教学，同时紧扣 “Face values” 主题展开。教材通过四大模块构建学习体系：一是语法导入（基于前一课时阅读文本例句），激活学生对主语从句的初步认知；二是语法讲解（定义、引导词、句型、虚拟语气），系统传授语法规则；三是主题融合实践（听力 “疤痕实验”、口语 “文学人物讨论”、写作 “马旭事迹介绍”），实现语法与主题的结合；四是基础巩固（词汇填空、连接词选择）与迁移作业，强化知识落实。内容兼具语法的系统性和主题的连贯性，形成 “语法知识 — 主题应用 — 能力提升” 的完整链条。 【Why】 主语从句是高中阶段核心名词性从句之一，掌握其用法能提升学生句子结构的复杂性和表达的准确性，为后续更复杂的书面表达和口语交流奠定基础。通过 “疤痕实验”“文学人物”“马旭事迹” 等主题素材，将语法学习与 “内在美重于外在美” 的价值引领结合，让学生在运用语法的过程中深化对单元主题的理解，实现 “工具性” 与 “人文性” 的统一。通过听、说、读、写多元实践活动，培养学生的语法应用能力、主题探究能力和语言综合运用能力，符合高中英语 “学用结合” 的教学要求。 【How】 教材采用 “语法为主线、主题为载体” 的编排思路，遵循 “由浅入深、层层递进” 的认知规律。先以学生熟悉的阅读文本例句导入，降低语法学习的陌生感；再系统讲解语法规则，配套简单练习题巩固基础；随后融入主题相关的听力、口语、写作任务，实现语法知识的情境化应用；最后通过总结和分层作业，完成知识的系统化整合与迁移。编排既注重语法知识的逻辑性，又兼顾主题的连贯性，让语法学习不再孤立，而是服务于主题表达。 学情分析 1. What I know 词汇方面： 学生已积累与 “外貌、性格、价值观” 相关的主题词汇（如 appearance、personality、loyal、courage 等），同时掌握 “that、what、how” 等基础连接词，具备理解简单复合句的词汇储备。 语法方面： 学生已初步接触名词性从句（如宾语从句、表语从句），了解 “从句用陈述语序” 等基本规则，对 “主语” 的句子成分有清晰认知，但对主语从句的专门用法（如引导词辨析、形式主语句型、虚拟语气）缺乏系统掌握。 背景知识方面： 通过前一课时学习，学生对 “Face values” 主题有初步认知，能够辩证看待外在美与内在美，对 “疤痕实验”“文学人物”“榜样事迹” 等话题有一定兴趣和探究欲。 2. What I want to know 系统掌握主语从句的定义、引导词（that/whether/what/who 等）、核心句型（It 作形式主语）和虚拟语气用法，明确其与其他名词性从句的区别。学会在听说读写中灵活运用主语从句，精准表达与 “Face values” 相关的观点和内容。深化对单元主题的理解，通过语法应用进一步体会 “内在美” 的价值，提升语言表达的逻辑性和准确性。 3. What I learned 主题内容方面： 通过 “疤痕实验”“文学人物”“马旭事迹” 等素材，强化 “内在美重于外在美” 的认知，树立尊重、勇敢、忠诚等正确价值观。 语言知识方面： 熟练掌握主语从句的核心语法规则，能够准确运用引导词、句型和虚拟语气，在主题语境中完成语法填空、口语表达和书面写作任务。 教学目标 1.语言能力 掌握主语从句的定义、引导词（that/whether/what/who/when 等）、核心句型（It + be + 名词 / 形容词 / 过去分词 + 从句等）和虚拟语气（(should) + do），能够准确判断和运用。 能够在听力任务中捕捉主语从句相关表达，在口语交流中运用主语从句描述人物、表达观点，在写作中运用 3-4 个主语从句介绍人物事迹，提升语言表达的复杂性和逻辑性。 积累与主题相关的核心词汇（如 assumption、loyal、outward、psychology 等）和短语，能够在语法应用中准确搭配使用。 2.学习能力 学会通过 “例句分析 — 规则总结 — 实践巩固” 的方法学习语法，掌握主语从句的核心考点和应用技巧，提升语法学习的系统性。 通过听力训练、小组讨论、写作练习等活动，培养自主探究、合作学习和语言应用能力，能够主动发现并修正语法错误。 借助自我评价和分层作业，明确自身语法掌握的优势与不足，形成自主调整、持续进步的学习意识。 3.文化意识 通过 “疤痕实验” 了解心理认知对行为的影响，通过文学人物分析体会 “外在与内在不一致” 的普遍现象，通过马旭事迹感受榜样的内在美与奉献精神，拓宽文化视野。 树立 “尊重差异、注重内在、崇尚美德” 的价值观，理解中西方文化中对 “美” 的共同追求，增强文化自信和包容意识。 4.思维品质 培养逻辑思维能力，能够梳理主语从句的语法规则，明确引导词、句型与语境的逻辑关联，提升语法应用的准确性。 提升批判性思维能力，在分析 “疤痕实验” 结果、讨论文学人物时，能够结合语法表达和主题认知进行理性思考，避免片面判断。 发展创新思维能力，在写作中运用主语从句进行个性化表达，灵活组织语言介绍人物事迹，展现独特的表达思路。 教学重难点 教学重点 主语从句的核心语法规则：引导词（that/whether/what/who 等）的辨析与选择、It 作形式主语的四大句型、虚拟语气中 “(should) + do” 的用法。 主语从句与单元主题的结合：在听说读写中运用主语从句表达与 “Face values” 相关的观点和内容，实现语法知识的情境化应用。 教学难点 主语从句的语序（陈述语序）和主谓一致问题，避免出现 “疑问语序”“主谓不一致” 等常见错误。 引导词的辨析：尤其是 that 与 whether、what 与 who、连接代词与连接副词的用法区别，在具体语境中准确选择。 主语从句在真实语境中的灵活运用：避免语法规则与主题表达脱节，做到语法正确、表达自然、逻辑连贯。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in Look at the sentences and answer the questions. Sentences (a) and (c) are from the reading passage. a ... what I say is that my pictures aren’t hurting anyone, so who cares? b “That my pictures aren’t hurting anyone is what I say, so who cares?” c It’s true that inner beauty is very important ... d That inner beauty is very important is true ... ①What is the role of the words in bold in each sentence? 【答案】The role of the words in bold in each sentence is to act as the subject of the sentence. ② In sentence (a), what does “what” refer to? 【答案】In sentence (a), “what” refers to the thing(s) that / which the speaker says. ③What does “it” refer to in sentence (c)? 【答案】In sentence (c) , “it” refers to “that inner beauty is very important”. ④Why does the author choose to use sentences (a) and (c) instead of sentences (b) and (d)? 【答案】The author chooses to use sentences (a) and (c) to place the focus on the end of the sentences, rather than the beginning. ●以旧引新，借助学生熟悉的阅读文本激活对主语从句的初步认知，通过问题引导学生关注主语从句的核心特征，自然导入语法主题，降低学习门槛。 10min Activity 2 Presentation 1.Subject clauses (主语从句) ①定义：主语从句就是在复合句中作_________的名词性从句，通常放在主句谓语动词之前或由形式主语it代替，而本身放在句子末尾。 【答案】主语 Your smile is impressive. _________made him become a great person. 【答案】That he succeeded in developing the hybrid rice 主语从句的引导词 类别 连接词 说明 从属连词 两者在从句中均不作成分，只起连接作用； 连接代词 在从句中作主语、宾语、表语、定语等成分。 连接副词 在从句中作时间、地点、方式、原因状语等成分。 【答案】that，whether；that无实义，whether 表“是否”，不省略；who，what，which，whoever，whatever等；when，where，how，why ②（1）It + be + 名词/名词短语(no wonder, an honour, a good thing, no surprise, a pity等)+ 从句 e.g. It is a pity that your parents didn’t permit you to go with us. （2）It + be + 形容词(obvious, natural, certain, surprising, necessary, likely, possible等)+ 从句  e.g. It is obvious that you have made a big mistake. （3）It + be + 过去分词+ 从句 e.g. It is known to us how he became a writer. （4）It + 不及物动词( seem, appear, happen, matter, turn out…) + 从句 ③主语从句中的虚拟语气：在主语从句中用来表示惊奇、不相信、惋惜、理应如此、建议和要求等语气时，谓语动词要用虚拟语气“(should) +do”，常用的句型有: 1） It is necessary (important, natural, strange, etc.) that sb. (should) +do… 2）It is a pity (a shame, no wonder, etc.) that sb. (should) +do… 3） It is suggested (requested, proposed, desired, etc.) that sb. (should) +do… 2.Read the passage and choose the correct words. It is a well-known fact that / what the faces some people show to the world might be completely different to their real personalities. For instance, most comedians never cease to have smiles on their faces and always sound cheerful because that’s the nature of their work. From this, it’s impossible to know what / where their true feelings are. Smiles imply happiness, but remember – although they might be laughing on the outside, they might be weeping on the inside. That / How others are feeling is not something that we should make assumptions about, because it’s not always obvious who is truly happy. What / That is certain is that comedians often use comedy to help them understand themselves and the world. In fact, comedy is a very serious job indeed! 【答案】that；where；how；what ●系统传授主语从句语法规则，结合主题短文进行即时巩固，让语法学习与单元主题初步结合，帮助学生快速掌握核心考点，为后续实践应用奠定基础。 20min Activity 3 Listening 1. Listen to the speech. Choose the title that best describes the topic and give your reasons. ①How to Hide Scars ②Our True Self Lies Within ③The Life Story of Dr Kleck ④The Psychology of Sadnes 【答案】② 2. Listen again and complete the fact sheet. 【答案】 1.1991；2.An ugly fake scar；3.removed 4.reacted to them；5.stared at；6.imagined/misunderstood 7.how we look on the outside 8.happy and positive 3.Complete the boxes with the expressions from the speech. Today, I’m going to talk about... The subject of this speech is... First / Next / Then... After that, ... As you can see, ... To sum up, ... Defining a topic： Presenting ideas： Concluding： 【答案】 Defining a topic：Today, I’m going to talk about… The subject of this speech is… Presenting ideas：First / Next / Then…After that, … Concluding：As you can see, … To sum up, … ●将听力训练与主语从句、单元主题深度结合，既提升学生的听力理解能力，又让学生在真实语境中感知主语从句的应用场景，同时深化对 “内在认知影响行为” 的主题理解。 25min Activity 4 Speaking 1.Work in pairs and discuss the questions. 1）What can you learn from the Scar Experiment? 2）Does your appearance influence how you feel inside? 2.Read the descriptions and match them to the characters from literature. Pay attention to the words in bold. · He is able to transform into various animals and objects. People often regard him as frightful or monstrous, but in fact he is just and righteous. When there’s danger, he never hesitates to protect others. · She is small and her face is plain. Despite a difficult childhood, she grows up to be an independent, determined and generous young woman. She remains true to herself and never loses hope, faith or dignity in her search for love and happiness. · He has the outward appearance of the King of the Beasts, but he has a timid and sensitive character, which causes him to believe he is a coward. However, he performs brave actions even when he feels afraid, proving that he is in fact a courageous individual. · He is a thin and bookish boy with untidy dark hair. He doesn’t appear to be particularly tough and sometimes looks as if he lacks confidence. In reality, he is brave and loyal, and always ready for a dangerous challenge when it is necessary to do the right thing. 【答案】d；a；b；c 3.Put the words in bold in Activity 9 into the boxes. Add any more you can think of. Appearance： Personality： 【答案】 Appearance：frightful, monstrous, small, plain, thin, bookish；tall, strong Personality：just, righteous, independent, determined, generous, timid, sensitive, courageous, tough, brave, loyal，funny, calm... 4.Choose a character from literature and prepare a speech.Talk about the character’s appearance and personality.Work in pairs and make the speech to each other. ●为学生提供口语表达平台，要求在讨论和演讲中运用主语从句，实现语法知识的口头应用；同时通过文学人物分析，强化 “外在与内在” 的主题探究，提升语言表达能力和逻辑思维能力。 15min 应用实践 Activity 5 Writing Write an introduction to Ma Xu based on the profile. Use three or four subject clauses in your introduction. Ma Xu became a military doctor in 1947. She applied to become a paratrooper in 1961, but her first application failed because there were no female paratroopers at that time. Ma was only 1.53 metres tall and weighed just 37.5 kg. But she learnt to parachute by training hard in secret. After Ma proved that she could jump as well as anyone else, her application was successful. Ma is China’s first female paratrooper. She completed over 140 parachute jumps over a period of 20 years – the most of any female paratrooper. She also set a national record as the oldest enlisted woman to do a parachute jump, at the age of 51. In 2018, Ma donated her entire life savings to her home town in Mulan County. This donation was to support local education and public welfare. ●将语法应用与人物介绍、主题表达结合，培养学生的书面表达能力，让学生在真实写作任务中巩固主语从句用法，同时感受榜样的内在美，实现 “语法应用 + 价值引领” 的统一。 10min Activity 6 Practice 1.根据汉语意思填空. ①. The novel starts with the ___________ (假设) that humans can communicate with animals through a special device. ② The new employee is _______ (忠诚的) to his company, so he is appreciated by his boss. ③From the ________ (外表的) appearance, the house was secure. But it collapsed on a rainy day. ④When we come to a new environment, we have to make our __________ (心理) adapt to it. 2.用合适的连接词填空. ①________ deliberately breaks the law and harms the interests of the public will sooner or later be caught and severely punished. ②________ we learn in high school will lay a solid foundation for our future study. ③________ he will go to attend the meeting himself or he will send his son to hasn’t been decided. ④It’s vital ________ we should take effective measures to protect the environment. ⑤________ exactly the potato was introduced into Europe is uncertain, but it was probably around 1565. ⑥________ we can solve this problem efficiently is the key to the project’s success. 【答案】1.assumption；loyal；outward；psychology 2.Whoever；What；Whether；that；When；How ●针对语法重点和易错点设计基础练习题，强化学生对主语从句引导词、主题词汇的掌握，查漏补缺，夯实语法基础，避免常见错误。 10min Activity 7 summary ●系统总结本节课语法核心内容，帮助学生形成结构化认知，强化记忆，确保语法知识的系统性和完整性。 2min Activity 8 Self-evaluation After learning, I can： 1. how to identify the uses of noun clauses and master the use of the subject clauses. 2. Explore Chinese role models and literary characters, understanding cultural values like courage and self-respect. 3. Practice subject clauses, revise writing/speeches with feedback, and take ownership of learning. ●通过自我评价，让学生清晰了解自身学习效果，明确优势与不足，增强自主学习意识和反思能力，为后续复习和提升提供方向。 3min 迁移创新 作业内容 作业设计意图 2min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 1. Practice the subject clauses. 2.Review what you have learnt in this class. ●分层作业兼顾不同水平学生的学习需求，基础任务强化语法基础，拓展任务促进知识迁移和个性化表达，实现 “全员进步、按需提升”。 板书设计 选择性必修第三册 Unit 1 Face values Using language 教学反思 优点： 涵盖 “导入 — 讲解 — 听力 — 口语 — 写作 — 练习 — 总结 — 自评” 全流程，活动形式丰富（讨论、演讲、写作、练习），既注重语法基础落实，又强化语言综合运用，符合高中学生的认知特点和学习需求。 缺点： 听力环节（25 分钟）和口语环节（15 分钟）耗时较长，可能导致写作环节（10 分钟）和练习环节（10 分钟）时间不足，部分学生无法充分打磨写作内容或完成所有练习题，影响巩固效果。 改进： 适当压缩听力环节（如将事实表填写简化）和口语讨论时间，为写作和练习环节预留更充足的时间；设置时间提醒，确保各环节高效推进，避免拖延。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $