Unit 3 On the Move-Using language 教案-2025-2026学年高中英语外研版必修第二册

Unit 3 On the Move-Using language 内容导航 This section centers on the theme of "On the Move", integrating vocabulary related to sports and transportation, grammar focus on to-infinitive as attributive and adverbial of result, and practical language skills. It guides students to master key words, apply the target grammar in context, and improve their ability to express personal experiences and opinions about sports and travel through various interactive activities. It also connects with cultural elements of different transportation and sports cultures around the world. 教学目标和重难点 1. 教学目标 Language Ability: Students will master sports and transportation-related vocabulary (e.g., benefit, defend, equipment) and the usage of to-infinitive as attributive and adverbial of result, improving their ability to listen, speak, read and write in English in relevant contexts. Cultural Awareness: They will understand the differences and connections of sports and transportation cultures in different countries, cultivate cross-cultural communication awareness and respect for diverse cultures. Thinking Quality: Through analyzing sentences, discussing topics and solving problems, students will develop logical thinking, critical thinking and creative thinking. Learning Ability: They will master effective learning strategies such as cooperative learning and autonomous practice, enhance their ability to acquire and apply language knowledge independently. 2. 教学重难点 Key Points: Mastering the spelling, meaning and usage of core vocabulary and phrases related to sports and transportation; understanding and correctly applying the usage of to-infinitive as attributive and adverbial of result in specific contexts; being able to use the learned language to carry out simple oral communication and written expression about sports experience and travel plans. Difficult Points: Distinguishing the functions of to-infinitive as attributive and adverbial of result in complex sentences; correctly using the tense and voice of to-infinitive in practical application; expressing personal views fluently and accurately in oral and written tasks, avoiding grammatical errors and improper word collocation. 教学过程 Step 1: Lead-in (Warm-up & Activation) Teacher’s Activities: First, show students a series of pictures and short videos about different sports (such as football, running, swimming) and transportation methods (train, plane, ferry, shared bike). Then, ask students some open-ended questions: “What sports do you usually do in your spare time?”, “How do you go to school every day?”, “What benefits can you get from doing sports?”. Guide students to answer in English, and write down the key words and expressions they mention on the blackboard, such as “football”, “running”, “train”, “benefit”, “healthy”. After that, briefly comment on students’ answers, praise their active participation, and naturally lead to the topic of this lesson: “Today we will learn Using language of Unit 3 On the Move, which will help us better express our ideas about sports and transportation and master some useful grammar.” Students’ Activities: Observe the pictures and videos carefully, think about the teacher’s questions actively, and try to answer them in English with the words they have learned before. Take notes of the key words on the blackboard and participate in the class discussion actively. Design Intention: The warm-up activity uses vivid pictures and videos to attract students’ attention quickly, stimulate their learning interest and enthusiasm. By asking questions closely related to students’ daily life, it can activate their prior knowledge reserve, recall the vocabulary and expressions related to sports and transportation they have learned before, lay a solid foundation for the new knowledge learning in this lesson. At the same time, it creates a relaxed and pleasant English learning atmosphere, helps students get into the English learning state quickly. Step 2: Vocabulary Learning (Key Words & Phrases) Teacher’s Activities: First, present the core vocabulary and phrases of this lesson on the screen, including “benefit (n. & v.)”, “represent (v.)”, “basis (n.)”, “equipment (n.)”, “defend (v.)”, “break down”, “put down”, “on the basis of”, “be beneficial to”. For each word and phrase, explain its meaning clearly, give typical example sentences combined with the theme of the unit, and guide students to read after the teacher to master the correct pronunciation and intonation. For example, when explaining “benefit”, show the example sentence: “Doing sports regularly benefits our health.” and “We can benefit a lot from reading.”; when explaining “equipment”, emphasize that it is an uncountable noun, and give the example: “We need a piece of equipment to do this experiment.”. Then, design some interactive exercises to help students consolidate the newly learned vocabulary: 1. Fill in the blanks with the correct form of the given words; 2. Match the words with their Chinese meanings; 3. Make sentences with the given phrases. Walk around the classroom, observe students’ performance, and provide timely guidance and help for students who have difficulties. After students finish the exercises, check the answers together, explain the common mistakes and key points, and strengthen students’ memory and understanding of the vocabulary. Students’ Activities: Listen to the teacher’s explanation carefully, read the words and phrases after the teacher, and take notes of the key points (such as the part of speech, meaning, collocation and example sentences of the words). Complete the interactive exercises independently, check the answers with the teacher, correct their own mistakes, and practice making sentences with the newly learned words and phrases to deepen their understanding and application ability. Design Intention: Vocabulary is the foundation of language learning. This step focuses on the core vocabulary and phrases of the lesson, combines explanation with example sentences, helps students understand the meaning and usage of the words in context. The interactive exercises are designed to consolidate the newly learned knowledge in time, let students apply the vocabulary in practice, avoid mechanical memory. At the same time, the teacher’s timely guidance and error correction can help students form correct language habits and lay a solid foundation for the subsequent grammar learning and language application. Step 3: Grammar Learning (To-infinitive as Attributive and Adverbial of Result) Teacher’s Activities: First, lead students to review the basic knowledge of to-infinitive briefly, ask: “What do you know about to-infinitive? What functions can it serve in a sentence?”. Then, present two typical sentences from the textbook on the screen: a. That football is such a simple game to play is perhaps the basis of its popularity. b. It is fun enough to attract millions of people. Guide students to observe the two sentences carefully, and ask them questions: “What is the function of ‘to play’ in sentence a?”, “What is the function of ‘to attract’ in sentence b?”, “What is the difference between the two usages?”. Through group discussion, let students summarize the functions of to-infinitive as attributive and adverbial of result by themselves. Then, the teacher makes a systematic summary: 1. To-infinitive as attributive: It is used to modify a noun or pronoun, usually placed after the modified word, indicating “something to do” or “something to be done”. For example, “I have a letter to write.”, “He is a man to be trusted.”. 2. To-infinitive as adverbial of result: It is used to indicate the result of the action in the main clause, often used after adjectives such as “enough”, “too”, or “so...that...” structure can be replaced by “to-infinitive”. For example, “The room is large enough to take a third bed.”, “He speaks too fast for me to follow.”. At the same time, emphasize the key and difficult points: the usage of to-infinitive as attributive when the modified word is the logical object of the infinitive; the difference between “too...to...” and “enough...to...”; the passive form of to-infinitive when it is necessary. Then, design different types of grammar exercises to help students consolidate the knowledge: 1. Identify the function of to-infinitive in the following sentences (attributive or adverbial of result); 2. Rewrite the sentences using to-infinitive as attributive or adverbial of result; 3. Fill in the blanks with the correct form of to-infinitive. After students finish the exercises, check the answers together, analyze the common mistakes (such as forgetting to use the passive form, confusing the functions of to-infinitive), and give targeted explanations and guidance. Students’ Activities: Review the basic knowledge of to-infinitive actively, observe the example sentences carefully, participate in group discussion, and try to summarize the functions of to-infinitive as attributive and adverbial of result. Listen to the teacher’s summary carefully, take notes of the key points and difficult points. Complete the grammar exercises independently, check the answers with the teacher, correct their own mistakes, and further understand the usage of the target grammar through practice. Design Intention: Grammar teaching adheres to the principle of “student-centered”, guides students to discover and summarize grammar rules through observation and discussion, which is more conducive to students’ understanding and memory than simple explanation by the teacher. The design of various types of exercises can help students consolidate the grammar knowledge in different aspects, apply the grammar rules flexibly in practice, and break through the difficult points of grammar learning. At the same time, group discussion can cultivate students’ cooperative learning ability and logical thinking ability. Step 4: Text Analysis (Reading & Comprehension) Teacher’s Activities: Present the reading text of Using language on the screen (the text about runners sharing their stories or sports-related passages). First, ask students to read the text quickly (skimming) and answer the following questions: “What is the main idea of the text?”, “How many people are mentioned in the text? What do they have in common?”. Guide students to grasp the general idea of the text quickly. Then, ask students to read the text carefully (scanning) and complete the following tasks: 1. Find out the key information of each paragraph (such as the name, age, occupation and reason for running of each person); 2. Underline the sentences with to-infinitive as attributive or adverbial of result in the text, and analyze their functions; 3. Answer the detailed questions about the text (e.g., “Why did Li Yue start running?”, “What benefits did David get from running?”). After students finish the tasks, organize the class to discuss the answers, check the key information, and explain the difficult sentences in the text (such as long sentences, complex sentences with to-infinitive). Then, guide students to read the text aloud together, pay attention to the pronunciation, intonation and pauses, and let students feel the language style and emotional connotation of the text. Finally, ask students to summarize the text in their own words, and comment on their summaries, affirming their strengths and putting forward suggestions for improvement. Students’ Activities: Read the text according to the teacher’s requirements, first skimming to grasp the main idea, then scanning to find the key information and complete the tasks. Underline the difficult sentences and sentences with target grammar, and ask the teacher for help if necessary. Participate in the class discussion, share their answers and ideas, read the text aloud with the teacher, and try to summarize the text in their own words. Design Intention: Reading is an important way to input language. This step designs skimming and scanning tasks to help students improve their reading speed and reading ability, and grasp the main idea and key information of the text. By analyzing the sentences with target grammar in the text, it connects the grammar learning with the text reading, makes students understand the application of grammar in real context, and strengthens the integration of knowledge. Reading aloud can help students improve their pronunciation and intonation, and feel the charm of English language. Summarizing the text can help students improve their ability of language organization and expression. Step 5: Speaking Practice (Oral Communication) Teacher’s Activities: First, introduce the topic of oral practice: “Talk about your favorite sport, including its benefits, the equipment you need, and your experience of playing it.”. Then, give students some useful expressions and sentence patterns to help them carry out the oral practice, such as: “My favorite sport is...”, “I started playing... because...”, “Playing... benefits me a lot. It can...”, “The equipment needed for... is...”, “Once I... when I was playing...”. Then, divide students into groups of 4-5, ask them to discuss the topic in groups for a period of time, and remind them to use the newly learned vocabulary, phrases and grammar (to-infinitive as attributive and adverbial of result) in their discussion. Walk around the classroom, listen to the group discussions, provide timely guidance and help for students who have difficulties in expression (such as helping them find appropriate words and correct grammatical errors), and encourage students to speak actively. After the group discussion, invite 2-3 groups to present their discussion results in front of the class, and ask other students to listen carefully and make comments. Finally, the teacher makes a summary and evaluation, affirms the advantages of each group (such as fluent expression, correct use of grammar, rich content), and puts forward suggestions for improvement (such as adding more details, using more complex sentences). Students’ Activities: Listen to the teacher’s introduction of the oral topic and the useful expressions carefully, take notes if necessary. Discuss the topic with group members actively, try to use the newly learned vocabulary, phrases and grammar in the discussion, and help each other solve the problems encountered in expression. Prepare for the group presentation, and present the discussion results in front of the class bravely. Listen to other groups’ presentations carefully, make comments and put forward their own opinions. Design Intention: Oral practice is an important link to improve students’ language application ability. This step designs a topic closely related to students’ daily life, which can stimulate students’ desire to express. Providing useful expressions and sentence patterns can help students reduce the difficulty of oral expression, and encourage them to use the newly learned knowledge in practice. Group discussion can create a relaxed and free expression environment for students, help them overcome the fear of speaking English, and improve their cooperative learning ability and oral communication ability. The class presentation and evaluation can not only let students show their learning achievements, but also help them learn from each other and make progress together. Step 6: Writing Practice (Written Expression) Teacher’s Activities: First, introduce the writing task: “Write a short passage (about 100-120 words) about your favorite way of transportation, including its advantages, disadvantages, and your experience of using it. Try to use the to-infinitive as attributive and adverbial of result in your passage.”. Then, guide students to think about the structure of the passage: 1. Opening: Introduce your favorite way of transportation; 2. Body: Introduce its advantages, disadvantages and your experience; 3. Closing: Express your feelings or opinions about this way of transportation. Then, give students some examples of key sentences, such as: “My favorite way of transportation is taking the train, which is a comfortable way to travel.”, “Taking the train is cheap enough to save a lot of money.”, “Last summer, I took the train to Beijing, and I had a great time.”. Remind students to pay attention to the correct use of vocabulary, grammar, and the coherence and fluency of the passage. Then, give students time to write the passage independently. Walk around the classroom, observe students’ writing situation, and provide timely guidance for students who have difficulties in writing (such as helping them sort out their ideas, correct grammatical errors, and improve the expression of sentences). After students finish writing, collect some students’ works (including good works and works with common mistakes), display them on the screen, and comment on them together. For good works, affirm their strengths (such as clear structure, correct grammar, fluent expression) and encourage other students to learn from them; for works with mistakes, point out the mistakes and give correct suggestions, helping students avoid similar mistakes in the future. Students’ Activities: Listen to the teacher’s introduction of the writing task and the structure of the passage carefully, think about their own ideas and sort out the outline of the passage. Use the given key sentences and the newly learned knowledge to write the passage independently, pay attention to the correct use of grammar and vocabulary, and ensure the coherence and fluency of the passage. After finishing writing, check their own works carefully, correct the mistakes they find. Listen to the teacher’s comments on the students’ works, learn from the good works, and correct their own mistakes. Design Intention: Writing practice is an important way to test students’ language application ability and consolidate the newly learned knowledge. This step designs a practical writing task, which is closely related to the theme of the unit and students’ daily life, and can help students apply the vocabulary, phrases and grammar learned in this lesson to written expression. Guiding students to sort out the passage structure can help them write more clearly and coherently. The teacher’s timely guidance and the comment on students’ works can help students find their own advantages and disadvantages, improve their writing ability, and form correct writing habits. Step 7: Summary & Homework Teacher’s Activities: First, summarize the content of this lesson with students together: “In this lesson, we have learned some core vocabulary and phrases related to sports and transportation, mastered the usage of to-infinitive as attributive and adverbial of result, and improved our reading, speaking and writing abilities through various activities. We also shared our ideas about sports and transportation, and understood the benefits of sports and the characteristics of different ways of transportation.”. Then, arrange the homework: 1. Review the vocabulary and grammar learned in this lesson, and make a mind map of the key points; 2. Polish the short passage written in class, and hand it in the next class; 3. Talk with your partner about your favorite sport or way of transportation in English after class, and record the conversation; 4. Preview the next section of the unit. Finally, encourage students to practice more after class, apply the knowledge learned in this lesson to daily life, and improve their English language ability. Students’ Activities: Listen to the teacher’s summary carefully, recall the content of this lesson, and sort out the key points. Record the homework clearly, and make a plan to finish the homework after class. Preview the next section according to the teacher’s requirements. Design Intention: The summary link helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and strengthen their memory and understanding of the knowledge. The homework is designed to consolidate the knowledge learned in class, extend the learning content to after class, and encourage students to practice more and apply the language knowledge in real life. The preview task can help students lay a foundation for the next lesson’s learning, and improve their autonomous learning ability. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $