Unit 1 Decisions Grammar Activity 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 1 Decisions Grammar Activity 教学目标和重难点 教学目标 Language Ability: Master the to-infinitive as subject and predicative, and use it correctly in decisions-related contexts. Cultural Awareness: Understand decision-making differences in different cultures. Thinking Quality: Develop logical and critical thinking through analyzing grammar structures and decision scenarios. Learning Ability: Cultivate autonomous and cooperative learning skills in grammar exploration. 教学重难点 Key Points: Grasp the basic structure and usage of the to-infinitive as subject (including the formal subject "it") and predicative. Difficult Points: Distinguish its usage from other non-finite verbs in decision-making contexts and use it accurately in oral and written expression. 教学过程 Lead-in: Contextual Activation (Warm-up and Lead-in) The teacher starts the class by showing a short video clip related to "decision-making"—a 2-minute scene where a high school student is deciding whether to join the school English club or focus on academic tutoring. After playing the video, the teacher asks students to discuss in pairs: “What decisions does the student need to make? How would you express his confusion in English?” After 3 minutes of pair discussion, invite 2-3 groups to share their ideas. The teacher writes down 2-3 typical sentences on the blackboard, such as “To join the English club is interesting.” or “His biggest confusion is to choose between the club and tutoring.” Then the teacher guides students to observe the sentences: “Look at the underlined parts. What do they have in common? What roles do they play in the sentences?” Design Intention: The lead-in is closely linked to the unit theme "Decisions", which helps activate students’ prior knowledge about decision-making and arouse their learning interest. By presenting real-life decision scenarios, students can naturally contact the target grammar point (to-infinitive as subject and predicative) in a familiar context, laying a foundation for the subsequent grammar exploration. Meanwhile, pair discussion encourages students to participate actively and improves their oral expression ability. Presentation: Grammar Discovery and Explanation Based on the sentences written on the blackboard, the teacher guides students to discover the grammar rules independently. First, focus on the to-infinitive as subject: Step 1: Analyze the structure of the sentence “To join the English club is interesting.” The teacher asks: “What is the subject of this sentence? (To join the English club) What form is it? (to + verb原形) So we call this structure ‘to-infinitive as subject’.” Then the teacher writes the basic structure on the blackboard: To + verb原形 + predicate. Step 2: Introduce the formal subject “it”. The teacher says: “If the to-infinitive is too long, the sentence will be unbalanced. For example, ‘To decide whether to go to college or find a job is difficult.’ This sentence is grammatically correct but not natural. We can use ‘it’ as the formal subject to make the sentence smoother: It is difficult to decide whether to go to college or find a job.” Then summarize the structure: It + be + adj./n. + to + verb原形. Explain that “it” only acts as a formal subject, and the real subject is the to-infinitive at the end of the sentence. Step 3: Guide students to practice transforming the original sentences into ones with formal subject “it”. For example, transform “To join the English club is interesting.” into “It is interesting to join the English club.” Ask 2-3 students to complete the transformation on the blackboard and correct mistakes in time. Next, focus on the to-infinitive as predicative: Step 1: Analyze the sentence “His biggest confusion is to choose between the club and tutoring.” The teacher asks: “What is the predicate verb here? (is) What follows the link verb? (to choose between the club and tutoring) What does it explain? (the subject ‘his biggest confusion’) So the to-infinitive here acts as predicative, explaining the content or nature of the subject.” Step 2: Summarize the basic structure: Subject + be + to + verb原形. Emphasize that the to-infinitive as predicative is usually used to express the purpose, content, or result of the subject, and is often used after link verbs such as be, become, seem, appear. Step 3: Give more examples related to decision-making to help students understand, such as “My goal is to make a wise decision.” “The best way is to weigh the pros and cons first.” Ask students to read the examples aloud and analyze the role of the to-infinitive in each sentence. Design Intention: Following the principle of “student-centered” teaching, this part adopts the “guided discovery method” instead of direct explanation. By guiding students to observe, analyze and summarize grammar rules independently, it helps students deepen their understanding of the target grammar and cultivate their logical thinking ability. The combination of examples and practice ensures that students can grasp the basic structure and usage of the to-infinitive as subject and predicative, and the connection with the unit theme “Decisions” makes the grammar learning more targeted. Practice: Layered Practice and Consolidation This part designs three layers of practice from easy to difficult, focusing on consolidating students’ mastery of the target grammar and improving their ability to use it in decision-making contexts. Layer 1: Basic Practice—Fill in the Blanks (Individual Work) The teacher distributes practice sheets with the following exercises. Students complete the exercises individually, and then the teacher checks the answers and explains the key points. ______ (make) a decision quickly is not always wise. (To make) It is important ______ (consider) all the options before making a decision. (to consider) Her advice is ______ (talk) to her parents before making the final decision. (to talk) ______ (choose) between two good options is really difficult. (To choose) It is necessary ______ (weigh) the pros and cons carefully. (to weigh) After checking the answers, the teacher emphasizes the common mistakes, such as omitting “to” or using the wrong form of the verb. For example, remind students that “it is + adj. + to do” is a fixed structure, and the verb after “to” must be in the original form. Design Intention: Basic practice focuses on the mastery of basic structures, helping students consolidate the grammar rules they have just learned. Individual work allows each student to test their own learning effect, and timely error correction helps students avoid common mistakes and lay a solid foundation for further practice. Layer 2: Intermediate Practice—Sentence Rewriting (Pair Work) Ask students to work in pairs to rewrite the following sentences according to the requirements, using the to-infinitive as subject or predicative. Making a wrong decision may bring bad results. (Rewrite using to-infinitive as subject) → To make a wrong decision may bring bad results. / It may bring bad results to make a wrong decision. We should think twice before making a decision. (Rewrite using “it is necessary” + to-infinitive) → It is necessary for us to think twice before making a decision. His decision is that he will study abroad next year. (Rewrite using to-infinitive as predicative) → His decision is to study abroad next year. Considering the consequences is important. (Rewrite using formal subject “it”) → It is important to consider the consequences. After students finish rewriting, invite 2-3 pairs to present their answers. The teacher comments on their answers, affirming the correct parts and pointing out the existing problems. For example, if a student writes “It is necessary to we think twice”, the teacher corrects it and explains that the to-infinitive should be “to think” instead of “to we think”. Design Intention: Intermediate practice focuses on the flexible use of grammar rules. Sentence rewriting requires students to convert different sentence structures into ones using the target grammar, which helps improve their ability to use grammar flexibly. Pair work encourages students to communicate and help each other, and learn from each other’s mistakes. Layer 3: Advanced Practice—Contextual Application (Group Work) Scenario 1: You are a senior high school student. You need to decide whether to take part in the national English speech contest or prepare for the mid-term exam. Scenario 2: Your friend wants to buy a new mobile phone. He can’t decide whether to buy an expensive one with good performance or a cheap one with basic functions. Scenario 3: You have a part-time job opportunity on weekends, but it will take up your study time. You need to decide whether to take it or not. Each group needs to discuss the scenario and complete two tasks: ① Make a decision and explain the reasons using at least 3 sentences with the to-infinitive as subject or predicative. ② Prepare a 1-minute group report to share their decision and reasons with the whole class. During the group discussion, the teacher walks around the classroom, provides guidance to groups that have difficulties, and reminds students to use the target grammar correctly. After 8 minutes of discussion, each group sends a representative to give a report. The teacher comments on their performance, focusing on the correct use of grammar, the rationality of the decision, and the fluency of the expression. Design Intention: Advanced practice combines grammar learning with the unit theme and real-life scenarios, realizing the integration of “grammar learning” and “language use”. Group discussion cultivates students’ cooperative learning ability and communication ability. The contextual application task requires students to use the target grammar flexibly in practical communication, which helps improve their language application ability and achieve the goal of cultivating language ability and thinking quality. Consolidation: Error Correction and Summary Step 1: Error Correction. The teacher presents 5 common error sentences related to the target grammar, and asks students to find the mistakes and correct them individually. It is important for us learning English well. (Error: learning → to learn) To make a decision without thinking is not a good choose. (Error: choose → choice) My dream is become a doctor in the future. (Error: become → to become) To read more books are helpful for our study. (Error: are → is) It is difficult to him to finish the task on time. (Error: to him → for him) After students finish correcting, the teacher invites students to share their answers and explains the reasons for the mistakes, focusing on the key and difficult points, such as the correct use of “it is + adj. + for sb. to do”, the difference between “choose” (verb) and “choice” (noun), and the subject-verb agreement when the to-infinitive is used as subject. Step 2: Grammar Summary. The teacher guides students to summarize the key points of the to-infinitive as subject and predicative together. The teacher can use questions to guide: “What are the two structures of the to-infinitive as subject? What is the function of the formal subject ‘it’? What is the structure of the to-infinitive as predicative? When do we use it?” Students answer the questions one by one, and the teacher supplements and sorts out, forming a clear grammar framework on the blackboard. Design Intention: Error correction helps students identify common mistakes and deepen their understanding of grammar rules. Grammar summary allows students to sort out the knowledge they have learned, form a systematic understanding of the target grammar, and improve their learning ability of summarizing and organizing knowledge. Application: Extension and Creation The teacher assigns a creative writing task: Ask students to write a short passage (80-100 words) about a difficult decision they have made or will make, using at least 4 sentences with the to-infinitive as subject or predicative. The passage should include the decision, the reasons for making the decision, and the feelings after making the decision. Before students start writing, the teacher gives a sample passage to guide them: To decide whether to take part in the school sports meeting or not was a difficult choice for me. It was important for me to consider my study and my interest. My parents’ advice was to follow my heart. Finally, I decided to take part in the 100-meter race. To challenge myself is the most important thing for me now. I believe I can balance my study and the sports meeting well. Students write the passage individually. After finishing, they exchange their passages with their deskmates and check each other’s use of grammar, spelling and punctuation. The teacher collects some typical passages, reads them aloud in class, and comments on them, affirming the advantages and putting forward suggestions for improvement. Design Intention: Creative writing is a comprehensive application of the target grammar. It combines grammar learning with writing ability training, and allows students to express their own experiences and ideas, which enhances the pertinence and practicality of grammar learning. Peer review helps students learn from each other and improve their ability to find and correct mistakes. Homework Arrangement Finish the creative writing passage and revise it according to the teacher’s and deskmate’s suggestions. Collect 5 sentences about decision-making from English newspapers, magazines or websites, using the to-infinitive as subject or predicative, and analyze their structures. Preview the next grammar point and try to find examples related to the to-infinitive in the unit text. Design Intention: Homework is an extension of classroom teaching. The first task helps consolidate the students’ ability to use the target grammar in writing. The second task encourages students to accumulate language materials in real life and improve their language input ability. The third task cultivates students’ autonomous learning ability and lays a foundation for the next class. 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 $