人教课标版高中英语必修3Unit4_Grammar_公开课教学设计(三)

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高中新课标人教英语必修第三册课件：Unit 4 Section Ⅲ Grammar——不定式作定语和状语

[提示] (1)不定式作定语需要后置。
(2)作定语的不定式与被修饰的名词或代词存在着三种主要的逻辑关系，即被修饰的名词和代词是不定式的逻辑主语(逻辑上的主谓关系)或逻辑宾语(逻辑上的动宾关系)或修饰性关系(同位关系)。
①动宾关系： I have a lot of work to do(要做)． Give me a piece of paper to write on(写)．
website.
3. He is always the first _to__co_m_e__ (come) to school.
4．_To__te_ll___(tell) the truth, I am not happy at the moment. 5．The meeting _to_b_e_h_el_d____(hold) tomorrow is important. 6．We didn't expect there t_o_b_e__(be) so many people. 7．I tried to persuade him _to_a_g_re_e___(agree) to your proposal.
[提示] 为动宾关系的不定式，必须是及物动词或不及物动词加介词；如果不定式所修饰的词是 way 或 place，介词可省略。
It is a comfortable sofa to sit on. He has no way to go. This is the best place to work
[归纳用法]
1．动词不定式的形式
形式
主动
一般式
to do
进行式
to be doing
完成式
to have done

2021-2022学年人教版高中英语必修三教学案：Unit 4 Section 3 Word版含答案

Section_ⅢGrammar—主语从句语法图解探究发觉①What it was to become was uncertain until between 4.5 and 3.8 billion years ago when the dust settled into a solid globe.②The earth became so violent that it was not clear whether the shape would last or not.③What is even more important is that as the earth cooled down, water began to appear on its surface.④It was not immediately obvious that water was to be fundamental to the development oflife.⑤What many scientists believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas.⑥So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.[我的发觉](1)以上黑体部分在句中作主语。

(2)①句中的what在从句中作表语，但⑤句中的what在从句中作宾语；③句中的what在从句中作主语。

(3)②⑥句中的whether意为：是否。

(4)④句中it是形式主语，真正的主语是后面that引导的从句。

人教高中英语必修3Unit4Grammar(17页PPT)公开课课件

try our best
What we should do to realize our dreams is try our best.
That we try our best is the only way to realize our dreams.
Whether
a bright future
each of us
our school
depend on
Whether our school has a bright future depends on each of us.
How
d. Henry survived in London will be explained in this novel.
2. Make sentences including a subject clause to describe the pictures.
That
beautiful
Yongrong Middle School
it (形式主语)
Which sentence do you think is better? And why?
That Yongrong Middle School is very beautiful is known to us.
= It is known to us that Yongrong Middle School
Subject Clause
Goals of this lesson
1. To know the position, the function of subject clause.
2. To be able to recognize subject clause.

人教版高中英语必修三教案：unit4 Grammar practice

单元（章节）课题Unit4 Astronomy: the science of the stars本节课题Grammar practice课标要求Enable students to develop the ability of using grammar.三维目标1 .Help students do the exercises correctly.2. Students will be able to know the way of doing exercises.3. Develop students’ ability of cooperation.教材分析Students have a good command of the usage of all the subjective clause, but they still have great difficulty in using them. So the teacher should give them proper instructions while explaining their problems.学情分析Students are not familiar with the subjective clause, so they can’t master the basic usage of it by themselves. Most of them don’t know how to choose the correct conjunctions. In this case, the teacher will focus more on this point.教学重难点Enable students to use conjunctions correctly.提炼的课题How to choose the proper conjunctions in different situations. 教学手段运用教学资源选择Grammar exercises.简单教学流程1.Review.2.Check students’ homework.3.Students discuss the answers of these exercises.(Group work)。

人教课标版高中英语必修3Unit4_听说课_公开课教学设计

Unit4 听说课公开课教学设计Book3Unit4 Using Language II 教学设计1. Teaching Analysis 教情分析1.1 Teaching objectives-教学目标1.1.1 Language target语言目标1.1.1.1 Key words & expressions重点词汇和短语1.1.1.1.1 For applying: spaceship, pull, float cheer up; now that; break out, watchout for1.1.1.1.2 For comprehending: lessen, weightlessly, get the hang of, exhaust;1.1.1.2 Sentence structures:① When we get closer to the moon, we shall feel its gravity pulling us, but it will not be as strong a pull as the earth’s.P31② But when I tried to step forward, I found I was carried twice as far as on the ear th and fell over.P31③ Astronomy is a scientific subject made up of mathematics and physics.P32 ④Before we left, Li Yanping explained to me (that )the force of gravity would change th ree times on our journey and that the first change would be the most powerful. P30⑤ We watched, amazed as fire broke out on the outside of the spaceship as the ear th’s gravity increased.P311.1.2 Ability goals能力目标1.1.2.1 Enable Ss to know how to guess the new words according to the passage.1.1.2.2 Enable Ss to talk about the change of the gravity from earth to the moon. 1.1.2.3 Enable the Ss to talk about problems on the journey to the moon and the sol utions.1.1.3 Emotion goals情感目标Enable Ss to be interested in astronomy .1.2 Important & difficult teaching points-教学重难点1.2.1 Important teaching points-教学重点How to understand the changes from earth to moon.1.2.2 Difficult teaching points-教学难点Talk about the problems on the moon and solutions.2. Student analysis学情分析2.1 Fundamental state基本情况通过前面四个课时的学习，尤其是第1课时的listening and speaking，学生对本单元的话题Astronomy: the science of the stars已有一定了解，通过第2课时reading practice进一步丰富了一些有关天文学的信息和知识，也激活了学生的思维，为本节课进行短文的阅读和理解以及写作奠定了基础。

高中英语必修三教案：第四单元Grammar.doc

高效课堂教学设计：（授课日期：年月日星期班级）品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。

2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。

因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。

3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。

4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。

5、幸福，是一种人生的感悟，一种个人的体验。

也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。

关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。

这样，你才能感受到幸福。

6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。

7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。

读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。

8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。

把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。

在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。

9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。

高中英语_ 必修三第四单元语法教学设计学情分析教材分析课后反思

主语从句新授课课题名称主语从句新授课Subject Clause一、教材依据：普通高中课程标准试验教科书英语3（必修）人民教育出版社。

二、设计思路指导思想:通过填表和写作活动，培养学生自主学习和探究的学习技巧；使知识与技能得以提高。

设计理念:通过小组合作，探究互动，质疑解惑，培养学生问题、解决问题的能力以及团队合作精神。

教材分析：名词性从句之主语从句对高中英语是一个十分重要的，它在高考的比例中也是举足轻重的，无论单选完形还是阅读，改错，无所不在。

尤其是作文中，如果能漂亮地使用几个名词性从句，就能为你的文章大添光彩。

因此，我们要对它着重讲解。

学情分析：这是一个普通班，学生基础不很好，词汇量不足，但是有很多同学学习认真，求知欲强。

三、教学目标知识与能力：让学生在学会主语从句的基础上，提高学生的听说读写用等技能。

方法与途径：运用观察法和填表法等任务型教学法和综合运用型教学法，让学生自主观察归纳总结该语法的节本结构和基本规则，最后通过写作来记忆语法的基本形式完成这节教学。

情感与评价：让学生在轻松愉悦的气氛中学会主语从句，同时培养学生小组合作和竞争等意识。

现代教学手段的运用：使用多媒体辅助教学，呈现一些幽默搞笑的图画四、教学重点掌握主语从句的引导词的分析和确定，及主语从句的使用五、教学难点如何选用正确的引导词六、教学准备针对上述情况，我决定重新整合教材内容，进行优化教学设计和课件的制作，并提前进行分组分工等活动以便高效地进行课堂教学。

七、教学过程Step 1. Lead -inActivity 1: Sentence MakingChoose one group through the Fortune to make a complete sentence.【设计意图】开课伊始，用幸运转盘选出一组同学，分别拿着一个带有单词的卡片，迅速排列组成正确的句子，引出本节课的主题—主语从句。

Step 2:Reading and discoveringLet students read the following sentences and try to discover the subject of each sentence.Then ask some students to read them and tell others the subjects.1.Wang Peng sat in his empty restaurant feeling very frustrated.2.They began to talk about menus and balanced diets.3.To see is to believe.4.Having you sit here is a great honour.5.What is even more important is that as the earth cooled down, water began to appear on its surface.6.What many scientists believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas.【设计意图】让学生从观察例句找出主语入手，旨在让学生从充当词方面，明白了主语不仅仅可以由名词/代词/动名词/不定式还可以由句子充当。

人教高中英语必修三第四单元-教学设计

2。核心内容的功能和价值
本节内容是语法学习，旨在通过本节语法载体，激励学生体验英语学习之乐，引导学生形成语法学习策略、提高学习能力和语言运用能力。
学情分析
1．学情了解：通过学生访谈和预习观察，了解到学生对语法学习方式有初步认识,但对语法运用和体验还需加强，英语运用能力尚待进一步培养。
2．学生认知发展分析:学生经过半年的高中英语学习，已经初步适应了高中教材，初步形成一些英语思维能力和学习能力，英语运用能力初步形成，但还薄弱，而且对于主语从句的概念和运用还陌生，需要进一步培养。本节课旨在通过该项语法学习，对学生的学习策略进一步引导，继续培养学生的自主探究能力，为学生终身学习能力的培养打下结实的基础.
To encourage students to apply grammar knowledge and experience joy from learning English。
激励学生体验英语语法学习之乐，培养英语语法学习策略
Step6
Summary and assessment(5m)
环节6
总结评价
火眼金睛
发现破绽
Inspire and instruct students to find out the mistakes in the sentences.
激励学生找出句子中的错误
Find out the mistakes using the knowledge learned in the class。
教学设计方案
课题
人教版高中英语必修三第四单元
话题
Astronomy：the science of the stars
课型
自主探究、合作体验式语法课
设计人

必修三Unit4Grammar[subjectclause]示范课教案

Unit 4 Astronomy: the science of the starsLearning about language--Grammar :The Subject ClauseTeaching plan & design临泉田家炳实验中学周大磊Teaching analysis：This is the fourth teaching period of this unit.This teaching period mainly deals with the following: 1. Reviewing noun clauses as the object and as the predicative; 2. Learning the new grammar items: noun clauses as the subject. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can show some pictures about the topic of mother and ask them several questions .From these questions we know that noun clauses are used as the subject, . Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 29 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as the subject and let students make it clear how each noun clause is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 64 (the workbook exercises) and more additional exercises for consolidation.Teaching important points：Get students to understand and use noun clauses as the subject.Teaching difficult points：Enable students to learn how to use noun clauses as the subject correctly.Teaching goals：Knowledge aims：1. Get students to know more about noun clauses.2. Let students learn noun clauses as the subject.What I want to say is that . . .It was not clear ---Ability aim：Enable students to use noun clauses as the subject correctly and properly according to the context.Emotional aims：1. Get students to become interested in grammar learning.2. Develop students’ sense of group cooperation.Teaching methods：Task-based teaching and learningCooperative learning and practiceDiscovering and SummarizingTeaching aids：The multimedia and other normal teaching tools.Teaching procedures→Step 1 Lead-in 5’Good afternoon,everyoneThis class，let’s deal with the grammar part：The Subject Clause.Show the students some pictures about the topic of mother and ask them the following questiong .(Because the time is limited ,this part should be given brifely )1.What I want to say is that---2.What I want to apologize is that---3.It is necessary that ---(should)---4.It is a pity that---Ask students to complete the sentence on their exercise.Ask them to discuss with their partners in group and then choose one sentence that they all think is the best.If students have some difficulty, give them a hand. Questions ：(what are the connectors (连接词)? How do we use them correctly ?) Suggested answers:1 What I want to say is that I love my mother very much2 What I want to apologize is that I brought a lot of trouble to my mother when I was a little child.3 It is necessary that we should trust and respect our mothers .4 It is a pity that I forget my mother’s birthday date .→Step 2 Grammar learning 35’Summing up: noun clauses as the subject.主语从句作主语用的名词性从句, 因其在复合句中作主语, 又称主语从句。

人教版高中英语必修3 第4单元grammar---教学设计

Teaching plan 必修3 第4单元Analysis of teaching materialThis is the 3rd teaching period of this unit. We mainly deal with the grammar: Noun clauses as the subject. Students often feel this item abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life.Objectives1. Knowledge objects:a) The students will be able to recognize the subject clause.b) The students will be able to master the connectors in the subject clause.c) The students will be able to use subject clauses in their expressions correctly andproperly.Ability objects:(1)To develop the students ' abilities of doing exercises and writing.(2)To train the students 'ability of working in pairs.(3)To enhance students ' ability of grammar learning.3. Emotion or moral objects:By completing the task, the students can increase their interest and set up self-confidence in grammar learning.Teaching focus and difficultyTeaching focusGet students to learn and master the new grammar: subject clause.Teaching difficulty* Enable students to make up their own sentences with subject clause.1* Help students how to cooperate and work with each other.Teaching proceduresStep1 Lead inListen to an English song and complete the lyrics.Although loneliness has always been a friend of mineI'm leaving my life in your handsPeople say ①I'm crazy and that I am blindRisking it all in a glance②How you got me blind is still a mysteryI can't get you out of my headDon't care ③what is written in you historyAs long as you're here with meI don't care ④who you are，where you're from，wha t you didAs long as you love meWho you areWhere you're fromDon't care ⑤what you didAs long as you love meEvery little thing that you have said and doneFeels like it's deep within meDoesn’t really matter if you're on the runIt seems like（as if）⑥ we're meant to beask students to find out the Object clauses and Predicative clauseObject clauses _________________________Predicative clauses _____________________I am a teacher.The book is funny.Seeing is believingThe cause is still a mysteryHow you got me blind is still a mystery（谜）Ask the students to observe the given sentences, and then introduce the definition of the subject clause.This activity is designed to arouse the students’ interest and review what they have learnt in unit 3 about grammar.Step2．Learn subjective clauses1 )Pick out subject clausesHow you got me blind is still a mystery.That she had won the first prize made the girl very happy.What he said is not true.What they need is a dictionary.2) pick out the subject clauses in the reading text1.What it was to become was uncertain until between 4.5 and 3.8 billion years ago.2.What is even more important is that as the earth cooled down, water began to appear on itssurface.3.What many scientists believe is that the continued presence of water allowed the earth todissolve harmful gases and acids into the oceans and seas.4.Why they suddenly disappeared still remains a mystery.5.So whether life will continue on the earth for millions of years to come will depend onwhether this problem will be solved.This activity is designed to ask the students to consolidate the feature of the subject clause. Step3 Learn about the connectors.Who will go makes no difference.Which is the best is not certain.Why dinosaurs died out is still unknown.When we will get together has not been decided.How she can keep healthy is a secret. Whether he will come is not very important.That he was late again made me angry.Where they will go is unknown.That she missed the chance is really a pity.Get the students to sum up the connectors in the given sentences.what, who, which ,when, where, why, how ,that , whetherThis activity is designed to make the students learn about the usage of the connectors. Step 4 Learn and Practice1) Ask the students to fill in the blanks：1___________ is needed for the space trip is careful preparation.2.___________ wild life can be well protected is very important.3._____________ will go makes no difference.4._____________ dinosaurs died out remains a puzzle.5. It hasn’t been decided yet ______________ the restaurant will open.6.___________ he will join us or not won’t really matter.7 .____________ is troubling me is t hat I can’t follow him.8.It is a pity _________ you have to leave now.9.____________ the meeting will be held next week hasn’t been decided yet.10.____________ ream will win the match is still unknown.2.) Make some sentences using subject clauses according to the pictures.1)Which star he come unknownWhich star he came from is unknown.2) what make Kimi happy drink milkWhat makes Kimi happy is to drink milk.3)it, report , the final competition, hold ,this Friday night.It is reported that the final competition will be held this Friday night. 4) what shock us the Malaysian disasterWhat shocked us is the Malaysian disaster5)it obvious Mr.Zeng confidentIt is obvious that Mr. Zeng is confidentThis activity is designed to make the students use the conjunctional words and the subject clausesStep 5 Learn and UseCompare the following passages and then complete the passage B according to the Chinese sentences.ASomeone has told us that we will have an English party next week. But we don’t know when we will hold the party and where we will hold it. Li Sha said that it isn’t important who will be the host. Yang fang said that our monitor is the right person for it, but he will be out on business next week.B____________________________(我们已经被告知)there is going to be an English party next week, but we don’t know the exact time and place. “I tmakes no difference ______________________________________________________(我们将在什么时候，什么地方举行这次聚会), but it matters a lot___________________________(谁将主持这次聚会).Do you think so?” said Li Sha. Hearing ________________________________(她所说的), Yang Fang said our monitor is right person for it, but the question is ________________________________________________(他将外出出差) at the same time.This activity is design to help the students can use the noun clauses in writing. Step 6 Sum upStep7 HomeworkWrite a self-introduction using more noun clauses.Blackboard design.Unit5 AstronomySubject ClauseConnectors:that whetherwhat which who whom when why where how It is said that…It is reported that…It is adj that…。

高中英语必修三：unit4 Grammar教案

Unit 4 Astronomy: the science of the starsPeriod 3 Grammar(Subject Clause)Teaching aimsTo learn about noun clauses as the subjectTo discover and learn to use some useful structuresImportant and difficult points1.Lead students to know the structure of subject clause2.Help students manage the use of subject clause by multiple choices and translationProcedureStep 1 Introduction如果一个句子在复合句中充当一个主语, 那么这个句子就是主语从句。

That he finished writing the composition in such a short time surprised us all.What we need are good doctors.Whom we must study for is a questionof great importance.连接词1）that, whether2）who, what, which, when, where, why, how3）whoever, whatever, whichever小结1.引导主语从句连词有that, whether, who, what, whatever 等。

2. 连词that, whether在从句中不担任任何成分，但不能省略。

3. 主语从句大多数情况下视为第三人称单数, 但在关系代词what 引导的主语从句后谓语动词的数可根据句意而定。

What we need are useful books.Step 2 it形式主语为了防止句子头重脚轻，通常把形式主语it 放在主语位置，真正主语后置。

人教新课标高中英语必修三unit4公开课

人教新课标高中英语必修三unit4公开课人教新课标高中英语必修三Unit 4的主题是“自然奇观”，旨在通过学习与自然奇观相关的词汇、语法和阅读材料，提高学生的英语语言技能，同时培养他们对自然环境的欣赏和保护意识。

以下是Unit 4的公开课内容：词汇学习1. 奇观（wonder）：自然界中令人惊叹的景象，如瀑布、火山等。

2. 壮观（spectacular）：非常美丽或令人印象深刻的。

3. 壮观的（magnificent）：宏伟的，壮丽的。

4. 壮观的景色（scenery）：美丽的自然风光。

5. 壮观的景象（sight）：令人印象深刻的景象。

6. 壮观的景观（view）：从特定地点看到的景象。

7. 壮观的景色（landscape）：自然或人造的地形特征。

8. 壮观的景象（scene）：一个特定的地方或事件的视觉效果。

语法点1. 形容词的比较级和最高级：学习如何使用形容词的比较级和最高级来描述自然奇观的美丽和壮观。

2. 定语从句：使用定语从句来描述自然奇观的特定特征。

3. 被动语态：了解如何使用被动语态来表达自然奇观的形成过程。

阅读材料1. 阅读一篇关于世界著名自然奇观的介绍，如中国的长城、埃及的金字塔、美国的大峡谷等。

2. 学习一篇关于保护自然环境的重要性的文章，了解人类活动对自然奇观的影响。

听力练习1. 听一段关于自然奇观的描述，注意捕捉关键信息。

2. 听一段关于自然保护的讨论，理解不同观点。

口语练习1. 描述你最喜欢的自然奇观，并解释为什么它对你来说特别。

2. 讨论人类如何更好地保护自然奇观，避免过度开发和污染。

写作练习1. 写一篇关于你访问过的自然奇观的短文，描述它的特点和你的感受。

2. 写一封倡议信，呼吁人们保护自然奇观，采取具体措施减少对环境的影响。

文化角1. 了解不同文化中对自然奇观的理解和欣赏方式。

2. 探讨不同文化中保护自然环境的传统和现代方法。

课堂活动1. 小组讨论：讨论自然奇观对当地经济和文化的影响。

人教版必修第三册Unit4 Grammar动词不定式名师教学设计1

Unit4 Grammar-动词不定式名师教学设计Part1：Analysis of teaching material该板块的活动主题是“描述关于太空的事实以及人类探索太空的努力”。

无论是在口头表达还是笔头表达中，无论是从语义建构还是语用功能上看，不定式做状语和定语的用法都很常见。

这一板块就是为了让学生掌握并运用这一结构描述已知的太空事实，太空探索历史上的重大事件和重要人物的成就。

Part2：Analysis of this period本课例是语法教学，主题是动词不定式做定语和状语。

旨在帮助同学们能对动词不定式有个系统化的学习和理解，因为本课会把动词不定式做主语，宾语，表语，定语，状语和宾语补足语放在一起学习。

在单元主题的引领下，如何把语法教学和单元主题联系在一起，便成了我的重点考虑：如何让学生在了解语法的同时，又能够自主探究，正确运用，从而达到真正实现语法学习的最终目的：能够在语境中有效地运用语法知识。

Part 3: Analysis of students本节课授课对象是高一学生，经过高一近一年的学习，词汇量大增，听说读写也有了一定的语言技能。

学生在初中阶段已经学习过不定式用作目的状语，本课增加了不定式做其他句子成份的用法。

语法课是帮助学生具体语境中感知语法规则，并在实践中合理运用。

Part 4: Learning objectives这节课后，学生能够：辨别动词不定式在意义和用法上的不同；掌握动词不定式的功能和形式；能够基于语境迁移运用，正确使用不同的非谓语动词形式。

Part 5: Teaching proceduresActivity 1: Observe the sentences carefully and mark the usages of the infinitives:1. It is an important skill to learn to think critically. (2019天津) ___________2. But some students didn’t want to wear the uniform. (2019浙江)___________3. My ambition is to work for a firm that develops computer software.___________4. These disasters made everyone sad and disappointed, but the desire to explore the universe never died.___________5. You must be intelligent enough to get a related college degree.___________6. Parents should actively urge their children to take advantage of the opportunity to join sports teams. (2016江苏)___________Activity 2: Focus on talking about the different functions of the infinitives.1. As subject①To keep smiling is healthy for you.②It took him a long time to acquire the skills he needed to become a good dancer. 注意：◆单个不定式作主语时,谓语动词用______。

【公开课教案】人教版《英语》必修三unit4阅读课教学设计

人教版《英语》必修三Unit 4阅读课教学设计一、教材分析本单元的中心话题是“天文学”，内容涉及太阳系、地球上的生命起源、宇宙大爆炸、月球探秘、黑洞效应等，主要内容是围绕地球上生命的起源展开。

本课时整合了Warming up、Pre?reading和Reading三部分的内容, 通过动画和思维导图等方法使学生对地球上生命的起源和生物的进化有更直观的了解，并在Post?reading 部分设计了关于global warming的讨论，将阅读技能和口语技能结合在了一起。

二、教学对象分析我所任教班级学生的基础普遍薄弱，词汇量少，学习习惯不佳且课堂参与度低。

因此，在教学设计中，我结合学生的实际情况，调整教材中的知识考查方式及检测难度，使更多的学生能在教师的引导下参与到课堂活动中来，让他们经过自己的努力有效地获取信息，以增强自信心及学习英语的兴趣。

三、教学目标1. 知识技能目标通过“头脑风暴”来激发学生对太阳系、地球起源、生物进化等天文学相关问题的兴趣；通过阅读和动画设计，使学生对地球起源有基本和直观的了解；通过思维导图的设计，帮助学生理清本文的行文线索——地球上生命的起源和发展历程；通过小组竞赛的方式，让学生积极思考并回答阅读理解中的问题；通过小组讨论，使学生思考并表达自己的想法，提高说的技能。

2. 情感态度价值观通过学习本篇文章，让学生了解地球上生命的起源及生物进化的过程，培养学生对科学的兴趣，激发学生探索科学的热情，并增强学生保护地球的意识。

四、教学重点与难点1. 熟悉与天文学相关的一些单词和短语，特别是要能认读表示八大行星的单词及与地球生命起源相关的重点词汇。

2. 阅读文章，了解地球生命的起源。

五、教学过程Step 1 Warming?up （3 mins）What science subjects do you know?What is Astronomy？Astronomy is the scientific study of the universe and the heaven bodies (such as the sun, the moon, and stars), gas, and dust within it.In solar system there are eight planets, can you name them?Mercury Venus Earth MarsJupiter Saturn Uranus Neptune【设计意图】通过“头脑风暴”的形式引入该单元话题，让学生了解太阳系及其八大行星，激发学生进一步了解天文学的兴趣。

人教版高中英语必修3 Unit4 语言点优秀教学设计

Unit4 语言点教学设计Period 2 知识讲练课教学设计This is the second period of this unit. The teacher can first offer chances to students to review what they learned last period. Then lead into the new lesson. The emphasis of this period will be placed on the important words? expressions, sentence patterns and grammatical knowledge in the reading text. In order to make students understand these points? We can first get students to study their usages by themselves and try to make a summary according to the examples. And then try to put them into use to improve the ability of using them in real situations. At the end of the class? The teacher can make students use what they have learned to express themselves. By doing so, students can learn and use these important language points and grammar well.1. Master the usages of such important words and expressions as: exist，puzzle，in time，in one’s turn, prevent . . . from cheer up, break out, watch out learn to express themselves by using them.2. Learn the method of constructing knowledge trees through self-study and cooperative exploration.3. Enjoy the fun of expressing themselves by using English and participate in class with a strong passion.教学重点in time, in one’s turn, cheer up, prevent… from, break out, watch out教学难点Put them into practice to express themselves in English.教学过程Task 1 RevisionRetell the text.Task 2 Self-directed study(设计意图：理解并根据导学案上的例句，构建词汇知识树，总结词汇用法，争取新旧知识联系，培养自主学习能力。

人教版高中英语必修3Unit4 Grammar-----Subject Clause 导学案设计无

Unit 4 Grammar-----Subject Clause （课前篇）一、请画出下列句子的主语并总结。

1. Jane is good at playing the piano.2. She went out in a hurry.3. To see is to believe.4. Smoking is bad for health.5. Three and three makes six.6. What he has said is true.结论：（1）主语是句子说明的人或事物，一般放在____________.（2）在句子中充当____________的从句就是主语从句。

二、观察下列句子，画出句子中的主语从句，并圈出主句的谓语动词。

1.That he will pass the exam is certain.2.Whether he will pass the exam is uncertain.3.Who will go makes no difference.4.What we need is more time.5.Which book I shall cho ose hasn’t been decided.6.Whatever you do should do no harm to others.7. Whoever breaks the law will be punished.8. Whichever you want is yours.9. When we will leave hasn’t been decided.10. Where the meeting will be held is not known.11. Why he cries is not clear.12. How she keeps healthy is a secret.结论：◆主语从句的语序要用_________语序。