Unit 3 Mind and body-Grammar activity 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 3 Mind and body-Grammar activity 教学目标和重难点 教学目标 It focuses on language competence by mastering target grammar; cultivates thinking quality through logical analysis; develops learning ability via independent and cooperative exploration; and fosters cultural awareness by connecting grammar with mind-body related cross-cultural expressions. 教学重难点 Key points: Master the form, meaning and usage of the target grammar in mind-body related contexts. Difficult points: Flexibly apply the grammar to express feelings and phenomena about mind and body accurately in real communication. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with a warm-up activity related to the unit theme "Mind and body". First, show some pictures on the screen, including a person doing meditation, a student feeling anxious before an exam, and an athlete keeping calm in a competition. Then, ask students to describe the pictures in simple English, and guide them to use some basic sentences to express the relationship between mind and body. For example, "When we feel stressed, our bodies will become tense." "Meditation can help us relax our minds and bodies." After students share their descriptions, the teacher summarizes their expressions and points out that in these sentences, there are some special grammatical structures that can better express the connection between mind and body. Then, the teacher writes 2-3 typical sentences on the blackboard, such as "It is important to keep a balance between mind and body." "Doing exercise regularly helps us improve our mental and physical health." Then, ask students to observe these sentences carefully and find out the common grammatical features. Finally, the teacher leads out the target grammar of this lesson——infinitive and gerund as subject and object, which is closely related to the theme of "Mind and body" and lays a foundation for the follow-up learning. Design Intention: The lead-in activity is closely combined with the unit theme "Mind and body", which can quickly attract students' attention and arouse their learning interest. By letting students describe pictures and observe sentences, it can activate their prior knowledge of infinitive and gerund, help them establish a connection between the new grammar and the familiar theme, and lay a good foundation for the in-depth study of the target grammar. At the same time, it can also cultivate students' ability to observe and summarize, which is in line with the requirements of thinking quality cultivation. Presentation: Explore and Summarize Grammar Rules In this part, the teacher guides students to explore the grammar rules independently and cooperatively, following the teaching concept of "form-meaning-use" three-dimensional dynamic grammar view. First, the teacher divides students into groups of 4-5, and distributes learning task sheets to each group. The task sheet includes 10 sentences related to mind and body, all of which contain infinitive and gerund as subject and object. For example: To maintain a positive attitude is beneficial to our mental health. Keeping a regular schedule helps us keep our bodies healthy. We hope to improve our ability to manage stress. She enjoys doing yoga to relax her mind. The teacher asks students to complete the following tasks in groups: 1. Mark the infinitive (to + verb原形) and gerund (verb-ing) in each sentence. 2. Classify the sentences according to the function of infinitive and gerund (as subject or object). 3. Discuss and summarize the form and usage of infinitive and gerund as subject and object, and record the problems encountered in the discussion. During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides appropriate guidance when students encounter difficulties. For example, when students are confused about the difference between infinitive and gerund as subject, the teacher can remind them to pay attention to the position of the subject and the emphasis of the sentence; when students have questions about the collocation of gerund as object, the teacher can list some common verbs that are followed by gerund (such as enjoy, practice, avoid, suggest) and verbs followed by infinitive (such as hope, want, decide, plan) to help them distinguish. After the group discussion, each group sends a representative to share their discussion results. The teacher writes the key points summarized by each group on the blackboard, and then makes a systematic summary and supplement. First, explain the form of infinitive and gerund as subject and object: the infinitive as subject is usually "to + verb原形", and it can also use "it" as a formal subject, with the real subject placed at the end of the sentence (It is + adj. + to do sth.); the gerund as subject is "verb-ing", which can be directly used as subject or with "it" as a formal subject (It is no use/good + doing sth.). Then, explain the usage difference: when the subject emphasizes a specific action or purpose, the infinitive is usually used; when the subject emphasizes a general or habitual action, the gerund is usually used. When used as an object, some verbs can only be followed by infinitive, some can only be followed by gerund, and some can be followed by both, but there are differences in meaning (such as try to do sth. and try doing sth.). In the process of explanation, the teacher combines the sentences on the task sheet and the unit theme "Mind and body" to give more examples, so that students can better understand the usage of grammar in specific contexts. For example, when explaining the infinitive as subject with formal subject, the teacher can add "It is necessary to take care of our mind and body every day."; when explaining the gerund as object, the teacher can add "We should avoid staying up late, which is harmful to our mind and body." Design Intention: This part adopts the group cooperative learning mode, which can fully mobilize students' enthusiasm and initiative, and let students explore grammar rules independently. This not only conforms to the "student-centered" teaching concept, but also helps students deepen their understanding of grammar rules through mutual discussion and communication. The teacher's appropriate guidance can help students solve problems in time and ensure the accuracy of grammar learning. Combining grammar explanation with the unit theme can make students realize that grammar is not an isolated rule, but a tool to express meaning in specific contexts, which is conducive to cultivating students' language competence and thinking quality. Practice: Consolidate Grammar Knowledge and Improve Application Ability Practice is an important link to consolidate grammar knowledge and improve language application ability. In this part, the teacher designs three levels of practice activities, from easy to difficult, progressive, to meet the learning needs of different students, and at the same time closely combines the theme of "Mind and body" to ensure the pertinence and effectiveness of practice. Basic Practice: Fill in the Blanks The teacher presents 15 fill-in-the-blank questions on the screen, all of which are related to mind and body. Students need to fill in the blanks with the correct form of the given verbs (infinitive or gerund). For example: ______ (keep) a positive mood is very important for our mental health. She decided ______ (take) part in a mental health lecture. Do you enjoy ______ (do) sports to relax your body? It is helpful ______ (talk) to friends when you feel anxious. Students complete the exercises independently, and then the teacher checks the answers in class. For the wrong questions, the teacher analyzes the reasons in detail, emphasizes the key points and easily confused points, and helps students consolidate the basic usage of infinitive and gerund as subject and object. For example, for the question "It is helpful ______ (talk) to friends when you feel anxious.", the teacher reminds students that "it" is a formal subject here, and the real subject is the infinitive, so the correct answer is "to talk". Design Intention: Basic practice focuses on checking students' mastery of basic grammar rules, helping students consolidate the form and basic usage of infinitive and gerund as subject and object. The exercises are closely related to the unit theme, which can let students feel the practical value of grammar and lay a solid foundation for the follow-up difficult practice. Intermediate Practice: Rewrite Sentences The teacher presents 10 sentences related to mind and body, and asks students to rewrite the sentences according to the requirements. For example, change the infinitive as subject into the structure with formal subject, change the gerund as object into the infinitive as object (or vice versa), and ensure that the meaning of the sentence remains unchanged. For example: To do meditation every morning can help us relax. (Rewrite with "it" as formal subject) He likes playing basketball to keep fit. (Rewrite with infinitive as object) It is important to balance work and rest. (Rewrite with infinitive as subject directly) Students complete the rewriting task in pairs, and then exchange their answers with each other for mutual correction. The teacher selects several typical answers to comment in class, points out the advantages and disadvantages, and guides students to master the flexible conversion between different structures. For example, when commenting on the first question, the teacher points out that the correct rewritten sentence is "It can help us relax to do meditation every morning." or "It is helpful for us to relax to do meditation every morning.", and explains that the position of the real subject can be adjusted according to the emphasis of the sentence. Design Intention: Intermediate practice is based on basic practice, focusing on training students' flexible application of grammar rules. By rewriting sentences, students can further understand the differences and connections between different structures of infinitive and gerund as subject and object, and improve their ability to use grammar flexibly. Pair work and mutual correction can not only enhance students' participation, but also help students find their own mistakes and learn from each other, which is conducive to cultivating students' learning ability and cooperative spirit. Advanced Practice: Situational Dialogue and Short Writing First, situational dialogue: The teacher sets up a real situational dialogue related to mind and body. For example, "Your friend is feeling stressed recently because of exams. He/She asks you for advice on how to balance mind and body. Please have a dialogue with your partner, using at least 5 sentences with infinitive or gerund as subject and object." The teacher gives some prompt words to help students carry out the dialogue, such as stress, relax, exercise, meditation, sleep, positive attitude, etc. Students practice the dialogue in pairs, and then several groups are invited to perform their dialogues in front of the class. The teacher comments on their dialogues, focusing on the correct use of grammar, the fluency of the dialogue and the appropriateness of the content. For example, if a student says "I suggest you to do more exercise.", the teacher corrects it to "I suggest you doing more exercise." and explains that the verb "suggest" is followed by gerund as object. At the same time, the teacher encourages students to use more diverse sentence structures to make the dialogue more natural and vivid. Then, short writing: The teacher asks students to write a short passage of 80-100 words with the theme "How to Keep a Balance Between Mind and Body", requiring them to use at least 3 sentences with infinitive or gerund as subject and object. The teacher gives some writing tips, such as starting with the importance of balancing mind and body, then introducing specific methods (such as doing exercise, keeping a regular schedule, communicating with others, etc.), and finally expressing their own views. Students complete the short writing independently, and then the teacher collects some students' works to comment in class. The teacher not only pays attention to the correct use of grammar, but also evaluates the content, structure and language expression of the passage, and puts forward suggestions for improvement. For example, if a student's passage is lack of logical connection, the teacher suggests adding some transition words (such as first, second, besides, finally) to make the structure more clear; if a student uses the grammar incorrectly, the teacher corrects it in time and explains the reasons. Design Intention: Advanced practice combines situational dialogue and short writing, which is close to real language communication scenarios, and can effectively improve students' comprehensive application ability of grammar. The theme of the dialogue and writing is closely related to the unit theme "Mind and body", which can let students apply the learned grammar to express practical content, realize the combination of grammar learning and theme exploration, and cultivate students' language competence, thinking quality and cultural awareness. At the same time, the evaluation and guidance of students' works can help students find their own shortcomings and improve their language expression ability. Consolidation and Extension: Deepen Understanding and Expand Application After the practice link, the teacher guides students to summarize the key points of this lesson again. First, ask students to recall the form and usage of infinitive and gerund as subject and object, and then the teacher makes a brief summary, emphasizing the key points and easily confused points, such as the collocation of verbs followed by infinitive or gerund, the difference between infinitive and gerund as subject, and the use of formal subject. Then, the teacher carries out the extension activity: introduces some cross-cultural expressions related to mind and body in English-speaking countries, such as "Mind over matter" (精神战胜物质), "A sound mind in a sound body" (健全的精神寓于健康的身体), and explains the meaning and usage of these expressions, pointing out that infinitive and gerund are often used in these expressions. For example, "It is important to have a sound mind in a sound body." Then, ask students to discuss the differences between Chinese and English expressions about mind and body, and share their own views. This activity can not only expand students' cultural knowledge, but also let students further understand the application of grammar in cross-cultural communication. Finally, the teacher assigns after-class tasks: 1. Review the grammar rules learned in this lesson and finish the related exercises in the textbook. 2. Collect 5-8 English sentences related to mind and body that use infinitive or gerund as subject and object, and write down their Chinese translations. 3. Write a short passage of 100-120 words with the theme "My Way to Keep Mental Health", using the grammar learned in this lesson. Design Intention: The consolidation link helps students sort out the knowledge system of this lesson and deepen their understanding and memory of grammar rules. The extension activity combines grammar learning with cultural awareness cultivation, which can expand students' cultural vision and help them understand the connection between language and culture. The after-class tasks are designed to consolidate the knowledge learned in class, extend the application of grammar to daily learning and life, and cultivate students' independent learning ability and language application ability. Summary and Reflection At the end of the class, the teacher summarizes the whole lesson, emphasizing that the target grammar (infinitive and gerund as subject and object) is an important tool to express the relationship between mind and body, and mastering its usage can help us express our views and feelings more accurately and vividly. Then, the teacher guides students to reflect on their own learning process: what they have mastered in this lesson, what difficulties they still have, and how to improve in the future. Students can share their reflections voluntarily, and the teacher gives positive feedback and guidance, encouraging students to keep a positive learning attitude and continue to consolidate and improve their grammar application ability. Design Intention: The summary link helps students form a systematic understanding of the knowledge of this lesson, and the reflection link can help students understand their own learning situation, find their own shortcomings, and clarify the direction of future learning. This is conducive to cultivating students' self-reflection ability and independent learning ability, and promoting the all-round development of students' core literacy. 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 $