人教版（2019）选择性必修第三册Unit 2 Healthy Lifestyle Learning about Language 教学设计

Unit 2 Healthy Lifestyle
Section B Learning about Language
Teaching plan
Subject：English Title：Section B Learning About Language Period：1 class
Teaching objectives and core literacy：
Language ability：Understand and master the infinitive used as subject
Learning ability：Enable to use the infinitive used as subject
Cultural awareness：Cultivate students' interest in learning grammar
Thinking quality：Promote students’ comparing the the infinitive used as subject and the infinitive used as predicative
Teaching key points and difficulties
Teaching key points：Be able to usethe infinitive used as subject skillfully.
Teaching difficulties：Cultivate students' interest in learning grammar
Teaching media：Multimedia, Blackboard, chalk
Teaching process：
一、Pre-class
1. Greeting
2. Leading-in
Student Activities: read the other sentences given in activity 1. discuss and summarize the functions of the italic (infinitive) in the sentences.
1 To change bad habits is never easy.
2 It took the surgeon three hours to finish my mother's lung surgery.
3 To join the People's Liberation Army, it is required for men to shave off their beards.
4 It was not polite to disturb your neighbours with loud music last night.
Teacher's activities: induction points out that four sentences in the infinitive as the subject, when necessary, through the translation to guide students to understand the meaning of each sentence and the relationship between sentence components. For example, the teacher can direct the student's attention to the first sentence, pointing out that this sentence can also be rewritten as "It is never easy to change bad habits."，Then ask the students to analyze the difference between the two expressions and draw a conclusion: It is in line with English expression habits to replace the real subject with the formal subject It, avoid sentence top-heavy, structure imbalance. If the author intends to put a long infinitive subject at the beginning of the sentence, then the author is trying to highlight the content of the infinitive. AIM: activity 1 presents an example of a infinitive as a subject. It allows students to perceive the structure of the infinitive and then to find infinitive sentences from the reading text, discuss the meaning and function of infinitive in sentences. As the infinitive in the text are used as adjective complements, attributes, objects, adverbials, subjects, etc. , students can review the old knowledge in the process of searching and discussing, you will also be able to fully understand the new grammar points and have a complete understanding of the usage of the infinitive.
While-class
Students' activities: (1) students read the text in Reading and Thinking again and find out all the sentences with infinitive as subject to discuss the answers with their peers. Students and teachers check the answers. The following sentences contain an infinitive as the subject:
However, during this period, it can be easy for some of them to form bad habits.
To prevent harmful habits like these from dominating a teenager's life is essential.
To change bad habits is never easy, even with many attempts.
After all, it is not easy to break bad habits.
（2）Ask the students to translate the above sentences into Chinese, then try to translate the Chinese into English without looking at the English original sentence, and finally compare it with the English original sentence, pay attention to whether the infinitive is used as the subject of the structural expression. In English grammar teaching, the two-way translation of Chinese and English can arouse students' special attention to the features of new grammatical structures, it is helpful to deepen students' cognition and understanding of grammatical structure. At the same time, this kind of translation activity is challenging and interesting, which can improve students' active comprehension and meaning-building ability in grammar learning. Teacher's activities: sum up the use of infinitives as subjects.
动词不定式（短语）作主语
动词不定式（短语）作主语时，一般表示具体的、个别的、次性的或具有将来意味的动作，作主语时，谓语动词通常用单数形式，具体用法如下：
1.用作主语的动词不定式（短语）常出现在谓语动词之后，这时需在句首用形式主语It指代它。其句型有2种：
（1）It+v.+宾语/表语（+ for sb.）+ to do sth
当表语为名词或为描述动词不定式（短语）所表示的动作的特征的形容词时，用for引出动词不定式（短语）的逻辑主语。这类形容词有 difficult，easy，hard，important，interesting等。
例：
It takes three generations to make a gentleman.[谚]十年树木，百年树人。（It+v.+名词短语+ to do sth.）
It is hard task to break up long habit in a short time.[谚]旧习难改。（It+be+名词短语+ to do sth.）
It was easy to imagine the danger ahead of them.很容易想象他们前面的危险。（It+be+形容词+ to do sth.）
It is against my principles to do such a thing.做这样的事违背我的原则。（It+be+介词短语+ to do sth.）
What a relief it is for us to succeed in our experiment at last！
我们的实验终于成功了，这对我们真是一个极大的安慰！
（it+be+名词短语+ for sb.+ to do sth.）
It was hard for him to live on his small income.依靠他那点工资维持生活很难。（It+be+形容词+ for sb.+ to do sth.）
（2）It+v.+表语+of sb.+ to do sth.（表语常为表示人的性格、品质的形容词，如good，kind，nice，foolish，polite，ever，careless等。）
例：It was careless of you to leave your umbrella on the train.
你真粗心，把伞忘在火车上。
2.动词不定式（短语）作主语可位于句首。
例：To do this is to cut the foot to fit the shoe.
这样做是削足适履。
3."疑问词+动词不定式（短语）"结构
动词不定式（短语）可与疑问词when、where、how、what、which、who等组合，在句中作主语。
例：Where to hold the meeting is still unknown.会议地点还未知。
How to solve the problem has not been decided yet.如何解决这个问题还未决定。
学生活动：写出活动2四个完整的句子，并根据活动1和活动2的句子归纳提炼it作形式主语的常用句型，并区分其功能。
It is/was+形容词+（for sb）to do sth往往用于表达观点；
It take/took/will take sb some time to do sth或 It is/was required for sb to do sth往往用于陈述事实。
will take/ nutrition specialist/ a balanced diet menu/ make an hour /for you
It will take a nutrition specialist an hour to make a balanced diet menu for you.
useful/ turn to fitness consultant/ for advice
It is useful to turn to a fitness consultant for advice.
illegal/ dangerous/ take / drugs
It is dangerous to take drugs illegally.
harmful/skip breakfast /often
It is harmful to often skip breakfast.
三、After-class
Students complete activity 3. After checking the answers, the teacher can ask the students to sum up the infinitives in the sentence, explaining the main content of each small dialogue. For students with strong language skills, they can also make up one or two rounds of dialogue and use their infinitive flexibly according to different contexts.
1 A: Hello, doctor. I want to lose weight, but I just can't seem to do it. What can you do to help me
B: Well, first, it's necessary to be in control what you eat. Cut out all fatty food and sugary drinks, and eat more fruit and vegetables
2 A: I really need to decide on a way to exercise more. I could use a fitness app, but my phone's full.
B: So delete a few files. I'm sure the app doesn't take up much space.
3 A: Before exercising, always do a few warm-ups to begin with .
B: I know. But then I always feel too tired to continue!
4 A: Should I go for the pizza or the fried chicken I hate make a choice like these. You know what—I'm going to eat both！
B: Wow! Don't eat too much junk food—you'll get fat. I've actually made up my mind to go on diet, so I'll just stick to the fruit salad.
Purpose: this activity consists of four small conversations about healthy lifestyles, which show the various uses of infinitive in real language communication. This activity requires students to use the given phrases correctly in the context to complete the dialogue. On the one hand, it is to help students consolidate the functions and usages of the infinitive, on the other hand, it is also to review and consolidate the lexical chunks they have learned.
四、Summary
动词不定式（短语）作主语
动词不定式（短语）作主语时，一般表示具体的、个别的、次性的或具有将来意味的动作，作主语时，谓语动词通常用单数形式，具体用法如下：
1.用作主语的动词不定式（短语）常出现在谓语动词之后，这时需在句首用形式主语It指代它。其句型有2种：
（1）It+v.+宾语/表语（+ for sb.）+ to do sth
当表语为名词或为描述动词不定式（短语）所表示的动作的特征的形容词时，用for引出动词不定式（短语）的逻辑主语。这类形容词有 difficult，easy，hard，important，interesting等。
（2）It+v.+表语+of sb.+ to do sth.（表语常为表示人的性格、品质的形容词，如good，kind，nice，foolish，polite，ever，careless等。）
2.动词不定式（短语）作主语可位于句首。
3."疑问词+动词不定式（短语）"结构
动词不定式（短语）可与疑问词when、where、how、what、which、who等组合，在句中作主语。
Assignment: Master the grammar of this lesson.