unit1 art discover useful structures教学设计-2025-2026学年高二英语人教版选择性必修第三册

Unit1 Art Discover useful structures 一、课程标准 本内容契合新课标中“在主题语境中整合语言知识与技能”的要求，对应“掌握动词不定式句法功能”的语言知识目标。依托“人与社会”下的艺术主题，通过语篇练习帮助学生识别不定式作表语的结构，理解其表达目的、意图、定义的表意功能，引导学生在真实语境中运用该结构表达观点、梦想等，落实语言能力的提升，同时培养学生分析语法结构的逻辑思维，深化对艺术主题的认知，符合新课标“形式-意义-使用”的语法教学理念。 二、教材分析 1.[What]主题语境和主要内容 主题语境为“人与社会”范畴下的艺术与文化，主要内容围绕不定式作表语的语法点展开：通过4道填空练习引导学生感知该结构的功能，借助匹配练习强化名词/从句作主语与不定式作表语的搭配，最后通过对话任务让学生在真实语境中运用该结构表达梦想、计划等，将语法知识与单元艺术主题深度融合。 2.[Why]作者意图和价值取向 作者意图是让学生在单元艺术主题语境中，系统掌握不定式作表语的用法，理解该结构在表达目的、意图、定义等方面的表意价值，帮助学生精准表达观点、梦想、目标等，提升语言的逻辑性和准确性。同时通过语法学习深化对艺术主题的认知，体会语言形式与意义的统一，培养学生用规范语言传递思想的能力。 3.[How]文体特征和语言特点 文体为语法练习语篇，以指令性和说明性语言为主，兼具单元主题相关的知识性例句。语言严谨规范，通过填空、匹配、对话等任务型活动呈现语法点，例句结合西方艺术史内容，将语法知识与主题语境融合，遵循“形式-意义-使用”的语法教学逻辑，便于学生在语境中感知、理解和运用语法结构。 三、学情分析 高二学生已掌握不定式作宾语、定语等基本用法，具备一定的语法分析能力，对艺术主题有初步认知，偏好互动式、任务型学习活动，但对不定式作表语的功能理解不够深入，易混淆其与其他非谓语的用法。 学生在区分不定式作表语与其他句法成分时易出错，在真实语境中灵活运用该结构表达复杂意图、梦想等存在困难，对名词/从句作主语与不定式作表语的搭配使用也需强化，需依托主题语境的分层练习突破难点。 四、教学目标 1.语言能力：能准确识别不定式作表语的结构，理解其表达目的、意图、定义等功能，掌握名词/从句作主语与该结构的搭配，能在对话中用其表达梦想、计划、目的等内容，提升语言运用的准确性。 2.文化意识与思维品质：通过艺术主题例句深化对西方艺术发展的认知，培养分析语法结构的逻辑思维能力，理解语言形式与意义的内在关联，提升语法学习的思辨性。 3.学习能力：能通过合作探究、任务练习自主归纳语法规则，学会在语境中运用语法知识解决语言问题，形成“感知-归纳-运用”的自主语法学习策略。 五、教学重点和难点 1.教学重点 （1）掌握不定式作表语的结构和功能，能准确识别其在句子中的作用； （2）理解名词/从句作主语与不定式作表语的搭配用法； （3）能在艺术主题语境中用该结构表达意图、梦想等内容。 2.教学难点 （1）区分不定式作表语与其他非谓语成分的用法差异； （2）在真实对话语境中灵活运用该结构精准表达复杂观点与意图。 六、教学方法 采用任务型教学法、合作探究法，通过填空、匹配、对话任务引导学生自主归纳语法规则，借助小组合作强化互动运用能力。 七、教学准备 制作含例句解析、任务练习的多媒体课件，整理单元主题拓展例句，提前布置学生预习单元2-3页文本。 八、教学过程 教学环节 教师活动 学生活动 设计意图 1.Review Project 4 key sentences extracted from Pages 2-3, with italicized infinitives as predicatives highlighted. Instruct students to discuss in small groups: what specific functions do these infinitives play in the art-themed context? Circulate among groups to offer guidance, like linking the infinitive in Sentence 2 to the religious purpose of medieval art. Invite 2 groups to present their findings, then summarize that the infinitives mainly define concepts or state intentions/aims. First, recall the Western art history context from Pages 2-3. Then engage in group discussions, analyzing each italicized infinitive: identify if it defines a core idea (e.g., Sentence 1), states an artistic purpose (e.g., Sentence 2), or raises a reflective question (e.g., Sentence 4). Take notes on group insights, then share conclusions with the class. Listen to other groups’ analyses and supplement with text-based details to deepen understanding. 通过回顾单元艺术主题语境中的典型例句，引导学生初步感知不定式作表语的定义、表目的/意图等核心功能，激活已学非谓语动词知识，为课堂的结构匹配、语境运用任务铺垫，同时强化语法与主题的关联思维。 2.Presentation Present the correct answers for Exercise 1, then explain the three core functions of infinitives as predicative: defining artistic concepts, stating creative intentions, and raising reflective questions about art. Move to Exercise 2, introduce that subjects can be nouns (e.g., intention, purpose) or clauses (e.g., What...), share an extended example: “The role of modern art is to challenge traditions”. Assign a quick task: identify the function of infinitives in 2 given art-themed sentences. Check answers for Exercise 1 with peers, analyze each italicized infinitive’s function in the Western art context. Finish Exercise 2’s matching task, underline each subject and classify it as a noun or a clause. Discuss in groups the logical link between the subject type and the infinitive predicative, present group findings to the class. Complete the teacher’s quick task, explaining the function of infinitives in new art-themed sentences to solidify understanding. 依托课本分层练习由浅入深讲解不定式作表语的功能及主语搭配，用艺术主题例句强化语法与语境的关联，引导学生自主归纳规则，落实“形式-意义-使用”的教学逻辑，为后续真实语境语用输出奠定基础。 3. Practice Distribute the worksheet with the 5 sentences and function options to each student. Clearly explain the requirements: First identify whether the infinitive acts as a predicative or other components, then match the correct function option for sentences with predicative infinitives. Walk around the classroom to observe students’ work, offer targeted hints to struggling students (e.g., "Think about the relationship between the infinitive and the subject in the sentence"). After 8 minutes, invite 3-4 students to share their answers and analysis process. Summarize the key differences between infinitive as predicative and other components, emphasizing the logical link between the subject and predicative infinitive. Finish the worksheet independently within 8 minutes, marking the infinitive and writing down the corresponding option. Pair up with a deskmate to check answers and discuss disagreements, explaining reasoning based on class-learned knowledge. Volunteer to share analysis of typical sentences (e.g., Sentence 3) with the whole class, listen carefully to others’ opinions and supplement personal ideas if needed. 该练习紧扣课堂重难点，通过辨析不定式作表语与定语、目的状语的差异，强化学生对不定式作表语结构的精准识别能力；同时结合功能匹配，巩固课堂所学的不定式作表语的核心表意功能，帮助学生理清“形式-意义”的对应关系，避免后续运用中的混淆错误 4. Summary Wrap up the class by reviewing the three core functions of infinitives as predicatives and their collocations with noun/clause subjects, using key art-themed examples from the textbook. Comment on students’ group discussions and dialogue presentations, praising accurate structure uses and correcting common errors like confusing predicative infinitives with attributive ones. Assign targeted after-class tasks and remind students to link grammar practice to the unit’s art theme for deeper application. Recap the core rules of infinitives as predicatives, taking notes on common mistakes highlighted by the teacher. Share insights from the dialogue task, reflecting on how they applied the structure to express artistic dreams or goals. Discuss with peers the most challenging part of the grammar point and clarify remaining doubts with the teacher. Prepare for after-class tasks by recalling key Western art knowledge from Unit 1. 通过课堂复盘强化语法规则与主题关联，精准反馈学生学习成果与问题，引导学生梳理知识体系，衔接课后拓展任务，落实“感知-归纳-运用”的语法学习闭环，深化主题认知与语言能力协同提升。 5. Homework Rewrite 3 general sentences into "noun/clause subject + infinitive predicative" structure and complete 2 art-themed continuation sentences (e.g., rewrite "We should protect traditional paper-cutting" into "Our responsibility is to protect traditional paper-cutting"). Submit via the class platform in 2 days. Optional Task : Write a 100-word paragraph "My Artistic Small Goal", using at least 3 instances of the target structure, combining personal art experiences. Blackboard design 教学反思 学科网（北京）股份有限公司 $