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

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.

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.

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,