Unit4 Breaking Boundaries Using language 教案-2025-2026学年高中英语外研版选择性必修第二

Unit 4 Breaking Boundaries-Using language 内容导航 This section focuses on the grammar of "it" as a formal subject, combining with the unit theme of breaking boundaries. It includes sentence analysis, targeted exercises and practical application, helping students master the usage of "it" and apply it to express views on cross-cultural communication and collaboration. 教学目标和重难点 1. 教学目标 Language Competence: Master the structure and usage of "it" as a formal subject, and use related vocabulary and sentences to express ideas accurately. Cultural Awareness: Understand the significance of breaking boundaries in global communication, enhance cross-cultural communication awareness and respect cultural diversity. Thinking Quality: Cultivate analytical and inductive abilities through grammar learning and topic discussion, and form critical thinking about boundary-breaking. Learning Strategies: Learn to summarize grammar rules independently, use context clues to master knowledge, and improve cooperative learning and autonomous learning abilities. 2. 教学重难点 Key Points: Master the three usages of "it" as a formal subject (replacing infinitive, gerund and subject clause), and correctly use related sentence structures in speaking and writing. Difficult Points: Distinguish the differences between "it" as a formal subject and other functions of "it"; flexibly apply the structure of "it" as a formal subject in real communication scenarios to express complex views naturally and accurately. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a short video about cross-cultural collaboration in fighting public health crises, such as doctors from different countries working together to combat infectious diseases. After playing the video, the teacher asks two questions: "What did you see in the video?" and "Why is it important for people from different countries to collaborate?" Then, the teacher writes two sentences on the blackboard: ① It is vital for doctors from all over the world to collaborate. ② To collaborate with doctors from all over the world is vital. The teacher invites students to compare the two sentences and ask: "Which sentence is more natural? Why?" Design Intention: The video is closely related to the unit theme of "Breaking Boundaries" and the grammar point of "it" as a formal subject, which can quickly attract students' attention and activate their prior knowledge about cross-cultural communication. By comparing two sentences, students can initially perceive the function of "it" as a formal subject (balancing sentence structure and emphasizing key information), laying a foundation for the subsequent grammar teaching. At the same time, the questions guide students to think about the significance of breaking boundaries, integrating cultural awareness into the lead-in link. Step 2: Presentation (Grammar Explanation) First, the teacher introduces the definition of "it" as a formal subject: "It" acts as a formal subject without actual meaning, and its function is to replace the logical subject (infinitive, gerund or subject clause) to avoid the sentence being top-heavy and make the sentence structure more balanced. Then, the teacher combines the sentences in the textbook and the lead-in link to explain the three usages of "it" as a formal subject one by one, and summarizes the corresponding sentence structures. 1. "It" replaces infinitive: The teacher presents the sentences from the textbook: ① But it is vital not to take any chances. ② It was my duty as a doctor to go there and offer my help. Then, the teacher analyzes the structure: It + be + adj./n. + to do sth. The teacher explains that when the infinitive is long, using "it" as a formal subject can make the sentence more fluent. The teacher gives additional examples: It is a good idea to keep a notebook handy. It is against the law to drive after drinking. Then, the teacher invites students to try to make one sentence with this structure, focusing on the unit theme (e.g., It is necessary to break cultural boundaries). 2. "It" replaces gerund: The teacher presents examples: It is no use worrying about the past. It is great fun working with people from different cultures. The teacher summarizes the structure: It + be + adj./n. + doing sth. The teacher explains that this structure is usually used when the logical subject is a gerund, and the adjectives or nouns after "be" are mostly related to the nature of the action (e.g., no use, no good, great fun, worth). The teacher asks students to discuss in pairs and make two sentences with this structure, combining with the theme of breaking boundaries. 3. "It" replaces subject clause: The teacher presents the sentence from the textbook: It is important to remember that ebola doesn't respect national boundaries. Then, the teacher transforms it into: That ebola doesn't respect national boundaries is important. The teacher compares the two sentences and explains that when the subject clause is long, using "it" as a formal subject can make the sentence structure more balanced. The teacher summarizes the structure: It + be + adj./n. + that-clause. The teacher gives additional examples: It is strange that he didn't attend the meeting. It is a fact that cultural exchange can promote mutual understanding. The teacher emphasizes that the tense of the that-clause should be consistent with the context, and invites students to make sentences with this structure. During the explanation, the teacher pays attention to guiding students to find the logical subject corresponding to "it" in each sentence, and summarizes the common adjectives and nouns used in each structure (e.g., vital, important, necessary, a good idea, no use) to help students master the usage more systematically. Design Intention: This link adopts the teaching method of "presentation-analysis-summary-practice", which conforms to the cognitive law of senior high school students. By combining the sentences in the textbook, students can connect grammar knowledge with the unit theme, avoiding isolated grammar teaching. The step-by-step explanation of the three usages helps students clarify the differences and connections between them. The interactive link of making sentences allows students to apply the grammar knowledge initially, improving their language competence. At the same time, the examples related to cross-cultural communication and public health help students understand the significance of breaking boundaries, integrating cultural awareness into grammar teaching. Step 3: Practice (Consolidation and Improvement) This link is divided into three levels of practice: basic practice, intermediate practice and advanced practice, which are gradually upgraded to help students consolidate the usage of "it" as a formal subject and improve their ability to apply it flexibly. 1. Basic Practice: Fill in the blanks with the correct form of the given verbs. The teacher provides 10 sentences, covering the three usages of "it" as a formal subject. For example: ① It is important ______ (learn) about different cultures. (to learn) ② It is no use ______ (complain) about the difficulty. (complaining) ③ It is a pity that he ______ (not come) to the party. (didn't come) Students complete the exercises independently, and then the teacher checks the answers and explains the key and difficult points. For students who make mistakes, the teacher guides them to find the reasons (e.g., confusing infinitive and gerund, incorrect tense of the subject clause). Design Intention: Basic practice focuses on checking students' mastery of the basic structure of "it" as a formal subject, helping them consolidate the grammar rules and lay a solid foundation. The exercises cover all three usages, ensuring the comprehensiveness of the practice. Independent completion and teacher explanation help students find their own deficiencies and improve their learning efficiency. 2. Intermediate Practice: Rewrite the sentences using "it" as a formal subject. The teacher provides 8 sentences where the logical subject is at the beginning (infinitive, gerund or subject clause), and asks students to rewrite them using "it" as a formal subject to make the sentences more natural. For example: ① To break the boundaries between different countries is necessary. → It is necessary to break the boundaries between different countries. ② That we collaborate with each other is vital. → It is vital that we collaborate with each other. ③ Working with people from different backgrounds is meaningful. → It is meaningful working with people from different backgrounds. Students complete the exercises in groups of four, and then each group selects one student to share the answers. The teacher comments on the answers, focusing on the correctness of the structure and the fluency of the sentences. Design Intention: Intermediate practice focuses on training students' ability to convert sentence structures, helping them master the function of "it" as a formal subject in practical use. Cooperative learning in groups can promote students' communication and interaction, and help students learn from each other. Teacher's comments can help students standardize their language expression and improve their ability to use grammar knowledge flexibly. 3. Advanced Practice: Complete the passage with the correct structure of "it" as a formal subject. The teacher provides a passage related to the unit theme (breaking boundaries in cultural exchange), with 6 blanks that need to be filled in using "it" as a formal subject. The passage is as follows: "In today's globalized world, ______ (promote cultural exchange) is very important. ______ (that different cultures can coexist harmoniously) is a precious wealth for mankind. Many people think ______ (learn from each other's cultures) is a good way to break cultural boundaries. In fact, ______ (communicate with people from different cultures) can help us understand different customs and values. ______ (we should respect cultural diversity) is an important principle. Therefore, ______ (make joint efforts to promote cross-cultural communication) is our common responsibility." Students complete the passage independently, and then the teacher explains the answers and analyzes the context of each blank, guiding students to understand how to use "it" as a formal subject according to the context. Design Intention: Advanced practice combines grammar practice with reading comprehension, integrating grammar knowledge into the context of the unit theme. This not only helps students consolidate grammar knowledge, but also improves their ability to apply grammar knowledge in real language scenarios. The passage about cultural exchange helps students further understand the significance of breaking boundaries, integrating language competence and cultural awareness. Step 4: Application (Theme-based Discussion and Expression) The teacher divides students into groups of 5-6, and assigns a discussion topic: "What can we do to break boundaries in our daily life? (e.g., cultural boundaries, communication boundaries, regional boundaries)". The teacher requires students to discuss the topic in groups, and each student should use at least 2 sentences with "it" as a formal subject in their speech. The teacher provides some prompt words and phrases to help students express their ideas: collaborate, communicate, respect, understand, learn from each other, cultural diversity, mutual trust, etc. During the discussion, the teacher walks around the classroom, listens to the students' discussions, and provides guidance for students who have difficulties in expression (e.g., helping them use the correct structure of "it" as a formal subject, providing appropriate vocabulary). After the discussion, each group selects a representative to make a presentation (about 2-3 minutes), introducing the group's views. Other students can ask questions or put forward supplementary opinions after the presentation. After all groups finish the presentation, the teacher makes a summary, affirming the students' performance and pointing out the advantages and deficiencies in their expression. The teacher emphasizes that breaking boundaries requires mutual understanding, respect and collaboration, and guides students to establish a sense of global citizenship. Design Intention: This link combines grammar application with theme-based discussion, realizing the integration of grammar teaching and thematic teaching. The discussion topic is closely related to students' daily life, which can stimulate students' interest in expression and improve their oral expression ability. Requiring students to use the structure of "it" as a formal subject in their speech can help them apply the grammar knowledge flexibly, improving their language competence. Cooperative discussion and group presentation can cultivate students' cooperative learning ability and communication ability, while the theme of breaking boundaries helps students enhance their cultural awareness and sense of social responsibility, realizing the training of four-dimensional core literacy. Step 5: Reading and Language Application The teacher distributes a reading passage related to the unit theme. The passage is about Edgar Snow, an American journalist who broke cultural and national boundaries and made important contributions to Sino-US cultural exchange. The passage contains multiple sentences with "it" as a formal subject, which is consistent with the grammar point of this lesson. 1. First Reading: Students read the passage quickly and answer the following questions: ① Who is Edgar Snow? ② What did he do to break boundaries? ③ What is the significance of his work? The teacher invites students to answer the questions, checking their understanding of the main idea of the passage. 2. Second Reading: Students read the passage carefully, underline the sentences with "it" as a formal subject, and analyze the usage of "it" (replacing infinitive, gerund or subject clause) in each sentence. Students complete this task in pairs, and then the teacher invites several students to share their analysis results, explaining the logical subject corresponding to "it" in each sentence and the sentence structure used. 3. Language Application: The teacher asks students to write a short paragraph (about 80-100 words) about "A Person Who Broke Boundaries", using at least 3 sentences with "it" as a formal subject. The teacher provides some examples of people (e.g., doctors who fight against infectious diseases, scientists who cooperate internationally, artists who promote cross-cultural communication) to help students choose topics. Students complete the writing task independently, and then exchange their works with their deskmates, putting forward revision suggestions. The teacher collects some typical works, comments on them in class, focusing on the correct use of grammar and the fluency of the passage. Design Intention: This link integrates reading, grammar analysis and writing, realizing the comprehensive application of language knowledge. The reading passage about Edgar Snow is closely related to the unit theme of breaking boundaries, which can help students understand the practical significance of breaking boundaries and enhance their cultural awareness. Underlining and analyzing the sentences with "it" as a formal subject can help students further consolidate the grammar knowledge and improve their ability to identify and analyze grammar structures in real context. The writing task requires students to apply the grammar knowledge and thematic content comprehensively, improving their writing ability and language expression ability. Peer review can help students learn from each other and improve their ability to evaluate and revise their own works. Step 6: Summary and Reflection 1. Summary: The teacher leads students to summarize the key points of this lesson: the three usages of "it" as a formal subject (replacing infinitive, gerund and subject clause) and their corresponding sentence structures. The teacher emphasizes that "it" as a formal subject is an important grammatical structure in English, which can make sentences more balanced and fluent, and is widely used in daily communication and writing. At the same time, the teacher summarizes the theme of this lesson: breaking boundaries requires mutual understanding, respect and collaboration, and we should actively participate in cross-cultural communication and establish a sense of global citizenship. 2. Reflection: The teacher asks students to reflect on their learning in this lesson, and think about the following questions: ① What have I learned in this lesson? ② What are the difficulties I encountered in learning? ③ How can I improve my ability to use "it" as a formal subject in the future? Students can write down their reflections in their notebooks, and then share their reflections with the class if they are willing. The teacher listens to the students' reflections and gives corresponding guidance and suggestions, helping students clarify their learning goals and improve their learning strategies. Design Intention: Summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding of grammar knowledge and thematic content. Reflection links help students cultivate the habit of autonomous learning and self-evaluation, find their own deficiencies, and put forward targeted improvement measures, which is conducive to the improvement of their learning strategies and learning ability. At the same time, the reflection on the theme of breaking boundaries helps students further enhance their cultural awareness and sense of social responsibility. Step 7: Homework Arrangement 1. Basic Homework: Complete the grammar exercises in the textbook, focusing on the three usages of "it" as a formal subject, and check the answers by themselves after completion. 2. Intermediate Homework: Write a 100-word passage about "The Importance of Breaking Boundaries", using at least 4 sentences with "it" as a formal subject. 3. Advanced Homework: Interview a classmate or teacher about their views on breaking boundaries, and write a short interview report (about 150 words), using the structure of "it" as a formal subject appropriately. Design Intention: The homework is divided into three levels, which is suitable for students with different learning levels, realizing the principle of teaching students in accordance with their aptitude. Basic homework helps students consolidate the grammar knowledge learned in class; intermediate homework focuses on training students' writing ability and the flexible application of grammar knowledge; advanced homework combines oral communication and writing, improving students' comprehensive language application ability. At the same time, the homework is closely related to the unit theme, helping students further understand the significance of breaking boundaries and integrate the training of four-dimensional core literacy into daily learning. 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 $