Unit 1 Across the globe-Grammar activity 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 1 Across the globe-Grammar activity 教学目标和重难点 教学目标 Language Competence: Master the key grammar points of this unit and apply them flexibly in listening, speaking, reading and writing related to global cultural exchange. Cultural Awareness: Understand cultural diversity through grammar application and foster respect for different cultures. Thinking Quality: Develop logical and critical thinking by analyzing grammar rules and solving practical language problems. Learning Ability: Cultivate autonomous and cooperative learning habits to lay a foundation for lifelong English learning. 教学重难点 Key Points: Grasp the usage of the target grammar (the subject clause) in the context of global cultural exchange, including its structure, connection words and sentence patterns. Difficult Points: Distinguish the usage of different connection words in subject clauses and apply the grammar correctly in practical communication and writing without errors. 教学过程 Lead-in: Context Creation and Review The teacher starts the class by showing a short video about global cultural exchange, which includes scenes of different countries’ customs, festivals and communication activities. After playing the video, the teacher asks students some questions: “What can you see in the video? How do people from different countries communicate with each other? Do you know any ways to describe global cultural phenomena in English?” Then, the teacher guides students to review the key vocabulary and phrases of Unit 1, such as “globalization”, “cultural diversity”, “exchange”, “custom”, “heritage” and so on. Students are invited to make simple sentences with these words, and the teacher writes some typical sentences on the blackboard. For example: “Globalization promotes cultural exchange between different countries.” “Cultural diversity makes our world more colorful.” Design Intention: The video about global cultural exchange is closely related to the unit theme “Across the globe”, which can quickly attract students’ attention and arouse their learning interest. Reviewing the key vocabulary and phrases helps students lay a solid foundation for the subsequent grammar learning, and connects the previous knowledge with the new grammar points, realizing the continuity of knowledge learning. Meanwhile, the questions raised by the teacher guide students to think about the unit theme and pave the way for the introduction of the target grammar. Presentation: Introduce the Target Grammar (Subject Clause) On the basis of the reviewed sentences, the teacher modifies them to introduce the subject clause naturally. For example, the teacher changes “Globalization promotes cultural exchange between different countries.” into “That globalization promotes cultural exchange between different countries is obvious.” Then the teacher points out: “The part ‘That globalization promotes cultural exchange between different countries’ is a clause, and it acts as the subject of the sentence, so we call it a subject clause.” Next, the teacher explains the definition of the subject clause: A subject clause is a clause that functions as the subject of a sentence. It usually starts with connection words such as that, whether, who, what, which, when, where, why, how, etc. Then the teacher classifies the connection words and explains their usage one by one with specific examples combined with the unit theme of global cultural exchange. First, the teacher introduces the connection word “that”: “That” is used to guide a declarative subject clause, which does not have actual meaning and cannot be omitted in formal writing. For example: “That different countries have different customs is a common phenomenon.” “That we should respect cultural diversity is very important.” The teacher asks students to observe the structure of these sentences and summarizes the structure: That + declarative sentence + predicate verb + other components. Then, the teacher introduces the connection word “whether”: “Whether” is used to guide an interrogative subject clause, which means “whether”, and it cannot be replaced by “if” in subject clauses. For example: “Whether we can communicate effectively with people from different countries depends on our cultural awareness.” “Whether cultural exchange can promote world peace is worth thinking about.” The teacher emphasizes that “whether” can be used at the beginning of the sentence, while “if” cannot be used in this case. After that, the teacher introduces the connection pronouns (who, what, which) and connection adverbs (when, where, why, how): These connection words have actual meanings and act as components in the subject clause. For example: “What we need to do is to learn about different cultures.” (what acts as the object of the verb “need” in the clause) “Where cultural exchange takes place is not important.” (where acts as the adverbial of place in the clause) “How we can promote cultural exchange is a hot topic.” (how acts as the adverbial of manner in the clause) In the process of explanation, the teacher writes the key points and examples on the blackboard, and invites students to repeat the examples and try to make simple subject clauses with the given connection words and the unit-related vocabulary. The teacher corrects students’ mistakes in time and explains the reasons for the mistakes. Design Intention: Introducing the target grammar through modifying the reviewed sentences can help students connect the new knowledge with the old knowledge, reducing the difficulty of learning. Classifying the connection words and explaining them with examples related to the unit theme makes the grammar learning more targeted and practical, which is in line with the new curriculum standard’s requirement of “grammar serving meaning expression”. Inviting students to participate in the practice in time can help the teacher grasp students’ learning situation and lay a foundation for the subsequent consolidation exercises. Practice: Consolidate the Target Grammar in Stages This part is divided into three stages: mechanical practice, semi-communicative practice and communicative practice, which are carried out step by step to help students master the target grammar from easy to difficult. Mechanical Practice: Fill in the Blanks with Proper Connection Words The teacher distributes practice papers to students, which include 10 fill-in-the-blank questions. All the questions are closely related to the unit theme of global cultural exchange, and students are required to fill in the blanks with proper connection words (that, whether, what, who, where, how, etc.). The examples of the questions are as follows: ______ different cultures have different values is well-known to all. ______ we can learn from other cultures depends on our attitude. ______ will host the next international cultural exchange activity is not decided yet. ______ cultural exchange brings us is not only knowledge but also friendship. ______ we should hold cultural exchange activities is a question we need to discuss. After students finish the exercises independently, the teacher invites some students to share their answers on the blackboard, and then explains the correct answers and the reasons. For the questions that students make mistakes easily, the teacher emphasizes the usage of the connection words again and gives additional examples to help students understand. Design Intention: Mechanical practice is the basis of grammar learning, which can help students consolidate the basic usage of connection words in subject clauses. The questions closely related to the unit theme can let students realize that grammar is not isolated, but is closely connected with the theme context, which conforms to the “form-meaning-use” unified grammar concept advocated by the new curriculum standard. Independent practice and collective correction can help students find their own mistakes in time and deepen their understanding of the grammar rules. Semi-Communicative Practice: Rewrite Sentences into Subject Clauses The teacher gives students 8 simple sentences related to global cultural exchange, and asks students to rewrite them into sentences with subject clauses. For example: Cultural diversity enriches our life. (Rewrite with “that”) We should respect different cultures. (Rewrite with “that”) Can we promote cultural exchange through the Internet? (Rewrite with “whether”) We need to learn more about foreign cultures. (Rewrite with “what”) Students are asked to complete the rewriting task in pairs. After finishing, each pair selects one sentence to share with the whole class, and the teacher comments on their answers. For the sentences that are rewritten correctly, the teacher affirms and praises them; for the sentences with mistakes, the teacher guides students to find the mistakes and correct them together. For example, if a student rewrites “Can we promote cultural exchange through the Internet?” into “If we can promote cultural exchange through the Internet is a question.”, the teacher points out that “if” cannot be used to guide a subject clause at the beginning of the sentence, and it should be replaced with “whether”. Design Intention: Semi-communicative practice connects mechanical practice with communicative practice, which can help students flexibly apply the grammar rules they have learned. Completing the task in pairs can cultivate students’ cooperative learning ability, and the teacher’s comments and guidance can help students further master the key and difficult points of the grammar. At the same time, the content of the sentences is closely related to the unit theme, which can strengthen the connection between grammar learning and theme exploration. Communicative Practice: Group Discussion and Presentation The teacher divides students into groups of 4-5, and gives each group a discussion topic related to global cultural exchange. The topics are as follows: What do you think is the most effective way to promote cultural exchange between China and other countries? Why is it important for us to learn about different cultures in the era of globalization? Whether cultural exchange will make different cultures lose their own characteristics? Why or why not? Each group is required to discuss the topic for a period of time, and during the discussion, each student should use at least 2 sentences with subject clauses. After the discussion, each group selects a representative to make a presentation to the whole class, introducing the group’s views. The teacher records the key sentences used by students during the presentation, especially the sentences with subject clauses, and comments on them after the presentation. The teacher affirms the correct usage of the grammar and corrects the wrong usage, and guides students to use the grammar more accurately and flexibly. In addition, the teacher encourages students to ask questions to the presenting group, and the presenting group answers the questions using sentences with subject clauses as much as possible. This link not only exercises students’ speaking ability but also further consolidates the usage of the target grammar. Design Intention: Communicative practice is the ultimate goal of grammar learning, which can help students apply the grammar rules to practical communication, realizing the transformation from “knowledge” to “ability”. The discussion topics are closely related to the unit theme and real life, which can arouse students’ enthusiasm for discussion and cultivate their thinking quality and cultural awareness. Group discussion and presentation can cultivate students’ cooperative learning ability and speaking ability, and the interaction between groups can further deepen students’ understanding and application of the grammar. Consolidation and Extension: Integrate Grammar with Reading and Writing Reading Comprehension with Grammar Focus The teacher provides a short passage about global cultural exchange, which contains 5-6 sentences with subject clauses. The passage is closely related to the unit theme, and the difficulty is suitable for students’ level. Students are required to read the passage carefully and complete the following tasks: Underline all the subject clauses in the passage and mark the connection words used. Answer 3-4 questions related to the passage, and the answers should include sentences with subject clauses. After students finish the tasks, the teacher explains the passage and the answers, focusing on the analysis of the subject clauses in the passage. The teacher guides students to understand how the subject clauses are used in the context of the passage, and how they help to express the main idea of the passage. For the questions answered by students, the teacher checks whether they use the subject clauses correctly and guides them to modify their answers if necessary. Design Intention: Integrating grammar learning with reading can help students understand the application of grammar in real discourse, which is in line with the new curriculum standard’s requirement of “carrying out grammar teaching based on discourse”. This task not only consolidates students’ mastery of the target grammar but also improves their reading comprehension ability, realizing the integration of grammar learning and reading ability training. Writing Practice: Write a Short Passage with Subject Clauses The teacher asks students to write a short passage of 80-100 words about “My Views on Global Cultural Exchange”. The requirements are as follows: at least 3 sentences with subject clauses, and the content should be closely related to the unit theme, including their own views on cultural exchange, the importance of cultural exchange, or the ways to promote cultural exchange. Before writing, the teacher gives students some tips: they can use the connection words they have learned (that, whether, what, how, etc.), and combine the key vocabulary and phrases of the unit. Students write independently, and the teacher walks around the classroom to provide guidance for students who have difficulties. For example, some students may not know how to use the subject clause to express their views, and the teacher can give them some examples to inspire them. After students finish writing, the teacher collects some representative compositions (including excellent compositions and compositions with common mistakes) and displays them on the screen. The teacher comments on the excellent compositions, affirming their correct usage of the subject clauses and good expression; for the compositions with mistakes, the teacher guides students to find the mistakes together and correct them, emphasizing the key and difficult points of the grammar again. Design Intention: Writing practice is an important way to test students’ mastery of grammar. Letting students write a short passage related to the unit theme can integrate grammar learning with writing ability training, helping students apply the grammar rules to practical writing. The teacher’s guidance and comments can help students find their own problems in writing and improve their writing ability and grammar application ability. At the same time, this task can also cultivate students’ thinking quality and cultural awareness, making them have a deeper understanding of global cultural exchange. Summary and Reflection First, the teacher guides students to summarize the key points of this lesson together: the definition of the subject clause, the classification and usage of connection words, and the application of the subject clause in listening, speaking, reading and writing. The teacher emphasizes the key and difficult points again: distinguishing the usage of different connection words, especially the difference between “that” and “whether”, and the correct usage of the subject clause in practical communication and writing. Then, the teacher asks students to reflect on their own learning situation: “What have you learned in this lesson? What are the difficulties you have encountered? How can you improve your grammar application ability after class?” Students are invited to share their reflections with the whole class, and the teacher gives corresponding suggestions according to their reflections. For example, if some students reflect that they are not familiar with the usage of “what” in subject clauses, the teacher suggests that they do more related exercises after class and accumulate more examples. Finally, the teacher assigns after-class homework: Finish the grammar exercises in the textbook, focusing on the subject clause. Rewrite the short passage written in class according to the teacher’s comments and add 1-2 more sentences with subject clauses. Collect 3-5 sentences with subject clauses related to global cultural exchange from English newspapers or websites and write them in the notebook. Design Intention: Summarizing the key points of the lesson can help students sort out the knowledge system and deepen their understanding and memory of the target grammar. Letting students reflect on their own learning situation can cultivate their self-reflection ability and learning ability, which is in line with the requirement of cultivating students’ core literacy. The after-class homework is closely related to the content of the lesson, which can help students consolidate the knowledge they have learned in class and extend their learning beyond the classroom, laying a foundation for their lifelong 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 $