Unit3语法教案--高中英语人教版选择性必修第四册
【教案】Unit+3+Reading+and+Thinking+教学设计人教版()选择性必修第四册
2019人教版高中英语选择性必修四U3Readingandthinking(I st period)教学设计课型：阅读课主题语境：人与自然语篇类型：说明文授课时长：40分钟文本分析ti ReachingoutAcrosstheSea,,是一篇说明文(EXPoSitiOn),介绍了中国从古至今的海洋探索历程。
一条时间线贯穿全文，即从早期的航海探索到明代郑和下西洋，再到现代的“一带一路”和中国海洋科考，最后表达对未来的展望。
古今时间线的推进也伴随着人类逐步深化海洋探索的过程。
全文共六段，第一段指出贸易往来和对世界的好奇心驱使着人类探索未知的世界,并通过马可波罗、哥伦布等知名西方航海家的探险活动引出中国的海洋探索历史。
第二段介绍了古代丝绸之路,特别是海上丝绸之路的产生与发展和对沿线地区的经贸往来和文化传播的促进作用。
第三段讲述明代郑和下西洋拓展中外交流的壮举，呈现了明朝的繁荣和中国悠久的和平外交传统。
第四段承接上文，指出如今的中国继续海洋探索，并介绍了“一带一路”，其中重点介绍了“21世纪海上丝绸之路”以及现代海洋贸易延续古代丝路促进沿线经贸和文化交流的作用。
第五段介绍了当代中国在海洋探索领域开展的其他国际合作，表明海洋科考对研究全球问题的重要性。
第六段总结全文，展望未来，即伴随科技的进步，中国将继续开拓进取，深化海洋合作。
学情分析授课对象为广州市全体高二学生。
本单元话题涉及海洋探索、海洋科考、海洋传说、海洋生物多样性、世界海洋日等，话题新颖且具有思辨意义，学生能够有较高的兴趣。
在学习能力上，学生对于课标词汇和单元词汇掌握较好，并且已逐步熟悉阅读教学的流程，掌握了一定的阅读策略。
基于以上情况，本课作为本单元第一课时，将从话题引入到主旨阅读再到利用教材上的图表填写语篇信息逐步展开，从而引导学生把握结构、寻找细节，提升思维能力的同时加入语言学习，为后续课时做准备。
教学目标在本课学习结束时，学生能够：1.通过阅读介绍中国海洋探索历史的文章，了解中国古代和现代的海洋探索历程。
人教新目标高中英语必修四Unit3单元教学设计
人教新目标高中英语必修四Unit3单元教学设计人教新目标高中英语必修Unit3教学准备1. 教学目标（一）【知识与能力】知识目标：了解非语言形式的幽默艺术。
了解卓别林的生平以及他在无声电影中的精湛表演。
帮助学生习得并掌握本文出现的词汇、语言表达方式，同时欣赏文章中的优美句式。
能力目标：帮助学生进一步提高阅读中猜词义、略读、查读、跳读、归纳、总结等能力。
引导学生进一步了解与体会V-ing形式在文中的呈现。
（二）【过程与方法目标】1.通过限时阅读、速读等阅读方法逐步提高学生的阅读技巧。
2.课堂活动的设计体现循序渐进，引导学生自主探究地学习与互动，帮助学生打开思维空间。
(三)【情感态度与价值观目标】1.通过对幽默的了解以及对卓别林的走近，鼓励学生保持乐观的人生态度，培养幽默感，陶冶情操。
2.欣赏文中的优美句子，激发学生的语言学习兴趣与热情。
2. 教学重点/难点重点：1.如何在有限的时间内引导学生参与课堂活动，最大限度地激发学习兴趣。
2.各种阅读技巧的交错使用以帮助学生稳步提高阅读能力。
难点：1.引导学生如何正确捕捉信息，归纳总结段落及全文大意。
2.培养学生对文章整体结构的把握和分析人物个性，学会学后简介人物。
3. 教学用具4. 标签教学过程Step1: Lead in 2′利用问题为课文讲述埋下伏笔，用卓别林的图片进行导入，并用brainstorming方式发散学生思维，围绕与幽默相关的词汇展开，卓别林正是由于这些与众不同的因素获得成功，从而成功导入本课主题——卓别林。
【设计意图】利用查理卓别林的生活照和剧照以及头脑风暴的方式既活跃了课堂气氛，又激发了学生用英语表达的欲望，达到寓教于乐的目的，同时也为下一步阅读课文做好铺垫。
读中阶段，既是阅读课文教学的主要环节，又是学生阅读实践的重点内容，这部分教学中将着重训练学生的阅读技巧和策略。
包括：速读（细读和寻读）、细读。
Step2: Fast reading第一环节：skimming (略读) 2′让学生快速阅读课文，并找出文章大意及文章中提及的一部电影。
人教课标版高中英语必修四 Unit3 词汇 教案-新版
Unit3 Words and expressions 教学设计设计意图This is the first teaching period of this unit. It can help students get a basic understanding of the words and expressions in this unit. The key point of this period is the pronunciation, form and meaning of the vocabulary. Thus, there’s no need to further explain the usage of key words for students. They should be offered much more opportunities to practice reading and memorize the words.教学重点1. Enable students to read aloud the vocabulary accurately and fluently.2. Enable students to know and remember both form and meaning of the words and expressions.3. Get students to do simple exercises for consolidation.教学难点1. Let students know the usage of important words: astonish, entertain, failure, convince, particular.2. Get students to distinguish the gender of one word and remember relevant phrases.教学目标1. Help students to memorize the spelling and meaning of the important words in this part: entertain, astonish, overcome, convince, direct, particular, etc.2. Enable students to use the following phrases to make simple sentences: badly off, up to now, pick out, cut off, star in, etc.诵读词汇Lead-in (4 mins)Hello, everyone!Today we are going to learn the new words of Unit 3.Listening, reading and memorizingFirst, read after the tape. (The teacher plays MP3 for words and expressions and asks students to read after it.)Let students read by themselves for several minutes and then ask the whole class to read after a student who has a good pronunciation.识记词汇1. Fill in the chart below and note the connection between the nouns, verbs, adjectives and adverbs.Suggested answers：精讲词汇Some of the expressions are of great importance. Let us pay attention to them and make up for the missing parts of the sentences at the same time.1. astonish vt.使惊诧【完成句子】(1)We were _____ that he turned up at the party.我们都很惊奇他会在聚会上出现。
2022年人教版高中英语选择性必修第四册Unit 3 Learning About Language
进行时 完成进 行时
主动语态 to do
to have done
to be doing to have been
doing
被动语态
to be done to have
been done
意义 表示动作与谓语动作同时发生 或发生在谓语动作之后
表示动作发生在谓语动作之前
表示谓语动作发生时，不定式 的动作正在进行 表示其动作发生在谓语动词表 示的动作之前并且一直在进行
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UNIT 3 SEA EXPLORATION
英语（选择性必修·第四册 RJ ）
ቤተ መጻሕፍቲ ባይዱ二、语法功能
Ⅰ.不定式作主语 谓语动词用单数形式。若不定式结构比较复杂，往往用it作形式主 语，真正的主语放在句子的后面。
To catch the 5:00 bus early in the morning is not a good idea. 赶早晨5点的公共汽车不是个好主意。
It is not a good idea to catch the 5:00 bus early in the morning. 赶早晨5点的公共汽车不是个好主意。
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UNIT 3 SEA EXPLORATION
英语（选择性必修·第四册 RJ ）
[点津] 若要说明不定式的动作的执行者，可以在不定式前面加上“for＋名 词或代词”结构，或是“of＋名词或代词”结构。可用于“of＋名词/代 词＋动词不定式”结构中作表语的形容词是指那些可以表示人或事物的 性 质 或 品 质 的 好 坏 的 形 容 词 。 如 ： careful ， cruel ， foolish ， brave ， good，honest，kind，rude，polite，nice，stupid，selfish，silly，wise， thoughtful，wrong等。
(英语教案)高中英语必修四unit3教案
高中英语必修四unit3教案必修是新课程标准改革中的一个名词，是课程结构调整中的一种课程类型。
和必修相对的是选修。
依据规定必需学的，尤指取得学位或到达毕业要求必需学的必修课必修和选修，这是从课程方案中对课程实施的要求来区分的两种，下面是我为大家整理的高中英语必修四unit3教案5篇，期望大家能有所收获!高中英语必修四unit3教案1教学预备教学目标1. Ss will be able to master the following useful new words and expressions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,sh ock,rescue,quake,electricity,army,shelter,fresh, organize, bury, at an end, dig out, coal mine, in ruins2. Ss will be able to know the basic knowledge about Earthquake教学重难点1. The usages of some words and expressions.2. How to train the students’ reading ability in learning the text.教学工具课件教学过程Step I lead-inLet students see a short video and answer the questions1.What happened in the video Earthquakes2.How do you feel seeing the plots(情节) Students’ discussion. Step II Fast reading1. What is the passage mainly about In Tangshan ,earthquakes happened on July 28th 19762. Skim the text and answer the questionsThe type of writing (写作体裁)Narrative writingTopic sentence of Paragraph 1Sentence 1Topic sentence of Paragraph 2Sentence 2Topic sentence of Paragraph 3Sentence 1Topic sentence of Paragraph 4Sentence 1Step III Detailed readingAsk students to read the text carefully and answer the questionsTask1: What were the nature signs of the coming earthquake(选择)Para 11.Water in well( G )2. Well walls(D )3.Chickens pigs(F ) 4 .Mice (A)5.Fish(E )6. Bright lights( B)7. Water pipes(C )A. Ran out of fieldsB. in the skyC. Cracked and burstD. Deep cracksE. Jumped out of pondsF. Too nervous to eatG. Rose and fell, fell and roseTask 2 Fill in the blanksMain IdeaDetailsDamage caused byearthquakePara 2-3At _____ am, the __________ earthquake of the 20th century began . _______ burst from holes in the ground.Hard hills of the rock became rivers of ____.________ covered the ground like red autumn leaves.Two _______ and most of the bridges fell.The railway tracks were now _________pieces of _______.______ now filled the wells instead of water.Water,food,and ______________ were hard to get.The reconstruction(重建) after the earthquakePara 41. The army _____________2. Workers ____________for survivors.3._____________was taken to the city.Details:1. At 3:42 am, the greatest earthquake of the 20th century began.2. Steam burst from holes in the ground.3. Hard hills of the rock became rivers of dirt.4. Bricks covered the ground like red autumn leaves.5. Two dams and most of the bridges fell.6. The railway tracks were now useless pieces of steel.7. Sand now filled the wells instead of water.8. Water, food, and electricity were hard to get.Step IV consolidation (当堂稳固)Let students fill the blanks according to the passageStrange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped outOf their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.1 falling2 in3 the4 to eat5 mice6 to hide 7in 8 be heard 9when 10 who这局部目的是让同学进一步稳固课文的内容。
高中英语必修四：unit3 Grammar and usage 教案
Unit 3 Tomorrow’ worldGrammar and usageThe passive voice & Modal verbs and the passive voice & Verbs often used in the passivevoiceTeaching Aims:1. Enable students to learn the basic verb forms of the passive voice.2. Enable students to learn how to use modal verbs in the passive voice.3. Make students learn some verbs that are often used in Passive Voice.4. Help the students to learn how to use the passive voice in a reporting article. Teaching Important and Difficult Points:1. The use of the passive voice.2. How to teach the students to use passive voice in different tenses.Teaching Approaches:Explaining and practicingTeaching Aids:Multimedia and a blackboardTeaching Procedures:ⅠThe passive voiceIn this step the students will learn the interchange between the passive voice and the active voice, the basic verb form of the passive voice, and some special passive patterns.Step 1 Lead-inShow some pictures to help students to something about the passive voice and also introduce the verb, the subject and the object in the sentencesStep 2 Practice1. Change the following sentences into the passive voice:1) The cat plays the ball.2) You are writing a letter.3) Sharon will bring some books.4) My mum bought a bag for me.5) Jane was doing her homework.6) We had painted some pictures before you came.7) I am going to water the flower s.8) He told me that they would hold the meeting the next day.2. Make a list of the passive voic e in the different tenses by showing two pictures.3. Fill in the blanks to consolidate wha t they have learnt.1) I ___________ (give) a new book by my father on my birthday. was given2) English ___________ (find) very useful. is found3) The picture ______________ (finish) tomorrow. will be finished4) The bike ______________ (repair) by them now. is being repaired5) The building_________________ (build) this time last year. was being built6) How ______ the flags already _______________(make)? have been made7) The new railway ___________ (build) by the end of last year. had been built8) What_________________ (discuss) now? is being discussed9) Rice ___________ (grow) in the south of the States. is grown10) Jane said her friends_______________ (invite) to her birthday party the next week. would be invitedStep 3 Model verbs and the passive voice1. Introduce the model verbs in the passive voice by showing two sentences. And tell them the structure:modal verb +be done2. Fill in the blanks.1) Some viewers might not _____________ (impress) by the RealCine be impressed2) Special gloves must_________ (wear). be worn3) A real sense of achievement and happiness may________ (feel). be felt3. Do the exercise on Page50.ⅡExercise and summaryIn this period seven points have been showed. Make the summary by doing exercise first.Point 1He often tells us interesting storiesWe are often told interesting stories.Interesting stories are often told to us.When verbs like give, lend, offer, send, tell and show can be followed by two objects, in the passive voice we often use the person as the subject, and sometimes the thing is used .Point2I hear the girl sing English songs.The girl is heard to sing English songs.the active voice → make/see/hear sb. do sth.the passive voice→ sb. be made/seen/heard to do sth.Point3This sweater_______ (wash) well. washesYour article_______ (read) well. readsThe pen________ (write) smoothly. writesThese verbs used in the active voice give a passive meaning.Point4Translate the sentences using get done.1.我的自行车昨晚被偷了。
人教课标版高中英语必修四 Unit3 Grammar 教案-新版
Unit3 Grammar 教学设计设计意图This is the last teaching period of this unit, aiming to help students learn something about the usage of the -ing form. The emphasis of this period is mainly placed on the understanding and usage of the -ing form. To achieve the above aims, the teacher should ask students to find and read some sentences from the text in which the -ing form is used, then ask them to discover the function of the -ing form, and summarize the rules. Teachers should give a clear explanation about how to use the the -ing form. In addition, teachers should get the students to apply them to the exercises individually and then check the answers.教学重点1. Enable students to understand the function of the -ing form.2. Enable students to apply the usage of the -ing form.教学难点Enable the students to apply the usage of the -ing form in a real situation.教学目标1. Help students to understand the usage of the -ing form as the predicative, attribute and object complement.2. Enable students to grasp the skills of using the -ing form as the predicative, attribute and object complement correctly.呈现新知Lead-inT: Hello, everybody! Today we are going to learn something more about the -ing form. First, read the sentences and expressions from the text. Pay attention to the -ing form in them.(The teacher shows the sentences on the PPT.)T: From these sentences and expressions, what can you learn about the -ing form?S: In the three expressions, the -ing form is used as the attribute. In the fourth sentence, the -ing form is used as the predicative. Besides, the first three sentences, the -ing form is used as the object complement.(The teacher writes down the function of the -ing form on the blackboard.)感受新知I. Read the sentences in which the -ing form is used as the attribute. Find the differences in the usage of the -ing form.1. The boy standing in the classroom is our monitor.=The boy who is standing in the classroom is our monitor.(动词-ing形式作定语，可表示所修饰的名词的动作或状态，可转化成一个定语从句)2. There is a swimming pool in our school.= There is a pool for swimming in our school.(动词-ing形式作定语，可表示名词的属性、作用或用途，可改为for短语) II. Read the sentences in which the -ing form is used as the predicative. Find the differences in the usage of the -ing form.1. The film we saw last night is quite moving.(-ing形式作表语，可表示主语的某种性质和特征，常看成是形容词)2. His hobby is collecting wine bottles.=Collecting wine bottles is his hobby.(-ing形式作表语，可用来说明主语的内容，表语和主语常可以互换位置) Ⅲ. Read the sentences in which the -ing form is used as the objectcomplement. Summarize the verbs which are followed by the object complement.1. I see a stranger sliding into the manager’s office.2. I heard her singing an English song when I passed by her room yesterday.(表示感觉和心理状态的动词see，hear，feel，watch 等后接宾语补足语，表示动作正在进行)3. We shouldn’t keep our lights burning in the day.(使役动词keep, have, make, get等)IV. Give the students several minutes to read more sentences, and find out the different functions of the -ing form.1. Students are not allowed to speak aloud in the reading room.2. The report is very encouraging.3. Listen! Do you hear someone calling for help?4. The girl swimming in the river is good at dancing.5. Our greatest happiness is serving the people.V. Conclusion.Suggested answers：Ⅵ.Consolidation.用括号内所给动词的适当形式填空1. The villagers saw the fire _____ (burn) brightly in the distance.2. The woman _____ (look) at her map is a relative of my mother.3. Doing nothing is _____ (do) ill.4. His refusal to come to our party was the most _____ (disappoint).5. He gave us an _____ (inspire) speech. We were all _____ (inspire)Suggested answers: 1. burning 2. looking 3. doing 4. disappointing 5. inspiring; inspired归纳拓展I. Read the sentences. Pay attention to the function of the -ing form.(1) He is a promising young man.(2) The woman standing over there is our English teacher.(3) The houses being built are for the teachers.(4) My job is teaching English.(5) They heard him singing in the next room.(6) He was heard singing in the next room.Conclusion：1. Sentences (1) (2) (3)中，动词-ing形式作_____。
人教版高中英语必修四公开课：Unit3 教案
Topic Revision of Book 4 Unit 3 Type RevisionTeaching aims:知识与技能The important lang uage points of this unit过程与方法Review and practice情感态度与价值观Laughter is the sun that drives winter from the human face.Key point s The important la nguage p oints of this unit.Teachingaids:multimediaDifficult points The –ing form as the predicative, a ttribute and objectcomplement.Teaching ProceduresStep I. GreetingStep II. Review the key words and expressions of this unit.1. Ask Ss to write down the key words and expr essions according to their Chinesemeanings.2. Do some related exercises to consolidate the usages of these important languagepoints.Step Ⅲ. Review the grammar focus of this unit.A sk Ss to fill in these blanks and the teacher explain the usages of the –ing form asthe predicative, attribute and object complement.1) _______________(clean) women in big cities usually get paid by the hour.2) The man _____________ (wear) a sa d look said, "I've lost my wallet."3) All of us watched the hunter _________(bring) down the dangerous bear.4) When he woke up, he found h imself ____________ (lie) in hospital.5) The students came into the classroom_____________ (follow) th e teacher.6) His hobby is_____________(c ollect) wine bottles.7) The report is ve ry_________________(encourage).Step IV. Practice1. Grammar filling2. Cloze testStep V. Homework:1.Review the key words and expressions of Unit2.2.English Weekly (Reading Comprehe nsion)。
Unit 3 词性拓展讲义-高中英语人教版()选择性必修第四册
选择性必修四UNIT 31. tale / teɪl / n.故事；叙述；谎言，流言蜚语2. merchant /ˈmɜːtʃənt/n.商人；批发商adj.海上货运的3. set sail起航；开航sail n./ v.4.extend/ɪk'stend/ vt.扩展；使伸长；延长VS. expend v.VS. extent n. 程度，范围，长度extensive adj. 广阔的，广泛的，大量的extension n. 延伸，扩展，延长期expand v. 扩大，增加，发展，详述expansive adj. 广阔的，扩张的，发展的，开朗的，健谈的expansion n. 扩大，扩张，膨胀5.negotiate/nɪˈɡəʊʃieɪt/vt.商定；达成(协议) vi.谈判;磋商；协商negotiation n. 协商negotiable adj. 可协商的6.fleet /fliːt/ n.舰队；机群；车队adj. 快速的adv. 浅地，不深地v. 飞逝，急驰flee- fled- fled 逃跑，逃走7.behold/ bɪˈhəʊld/ vt. ( beheld, beheld )看；看见beholder n. 旁观者8. league/li:ɡ/ n.等级；水平；联合会；联赛in a league of one’s own独领风骚League of Legends 英雄联盟League member 共青团员League of nations 国际联盟9.royal /ˈrɔɪəl/ adj.皇家的；王室的；高贵的royalty n. 王族，王室10.spice /spaɪs/ n.(调味)香料spicy adj. 辣的11. withdraw/ wɪðˈdrɔ/ vi.＆vt. ( withdrew, withdrawn ) (使)撤回；撤离withdraw from 退出；撤回12. channel/ˈtʃænl /n. 航道；海峡；频道13. maritime/ ˈmærɪtaɪm/ adj.海的；海运的；海事的14. bond/ bɒnd / n.纽带；关系vt.＆vi. 增强信任关系；使牢固结合15. in hand在手头；可供使用16. politics/ˈpɒlətɪks / n.政治；政治观点political adj.politically adv.politician n.policy n.17.profession/prəˈfeʃn / n.职业；行业professional adj. 专业的，专家的professionally adv.professor n. 教授，专家18. tournament/ˈtʊənəmənt/ n.锦标赛；联赛19. mixture/ˈmɪkstʃə(r) / n.混合；结合体；混合物+ofmix v. 混合，调制n. 混合，配料，混音20. laptop/ˈlæptɒp/n.笔记本电脑；便携式电脑21. coverage/ˈkʌvərɪdʒ / n.新闻报道；覆盖范围cover v. 覆盖，报道，行走，掩护，找借口n. 封面，掩护，替代covered adj. 隐蔽的，遮盖的22.press conference记者招待会；新闻发布会press n. 新闻界，报刊，压，按v. 按，压，催促express n. 快递，快车v. 表达，压榨adj. 特快的23.applaud/ əˈplɔːd / vt.＆vi. 鼓掌vt.称赞；赞赏+forapplause n. 掌声24. tax/ tæks/ vt.对……征税；使纳税n.税；税款25. manned/ mænd / adj.有人控制的；需人操纵的；载人的26. submersible/ səbˈmɜːsəbl / n.潜水器；可潜船adj. 能潜水的submerse v. 淹没，潜水submersion n. 淹没27.underwater /ˌʌndəˈwɔːtə(r)/ adv.在水下adj.水下的underwater world 海底世界28. capsule n. 胶囊，太空舱28. coral/ ˈkɒrəl / n.珊瑚29. migration / maɪˈɡreɪʃn / n.迁移；迁徙；移居migrate v. 迁移migrant n. 移民，候鸟migratory adj. 迁移的30.directory/ dəˈrektəri /n.名录；电话号码簿；(计算机文件或程序的)目录direct adj. 直的，直接的direction n. 方向，指示director n. 导演31. meanwhile/ ˈmiːnwaɪl / adv.与此同时；(比较两方面)对比之下32. exploit/ ɪkˈsplɔɪt/ vt.开发；利用；剥削，压榨explore v. 探索explode v. 爆炸33. gallon/ ˈɡælən / n.加仑(容积单位，1英制加仑约等于4.5升)34. murder/ ˈmɜːdə(r)/ vt.谋杀；凶杀；毁坏n.谋杀；凶杀murderer adj. 凶手murderous adj.蓄意谋杀的，凶残的35.mercy/ ˈmɜːsi /n.仁慈；宽恕；恩惠merciful adj. 仁慈的mercifully adv.36.possession / pəˈzeʃn /n. [usually pl.]个人财产；拥有；控制possess v. 拥有possessive adj.占有欲的possessor n. 持有人，所有人37.opponent/ əˈpəʊnənt / n.反对者；对手；竞争者oppose v. 反对opposite adj. 相反的38.log/ lɒɡ/ vt.把……载入正式记录；记录n.正式记录；日志；原木log in n./ v. 登入，注册39. marine/ məˈriːn / adj.海的；海产的；海生的40. arrest/ əˈrest /n.逮捕；拘留；中止vt.逮捕；拘留；阻止arrested adj. 逮捕的arresting adj. 醒目的，吸引眼球的，引人注意的。
高中英语必修四unit3教案
高中英语必修四unit3教案高中英语必修四 Unit 3 教案教学目标1.通过本单元的学习，学生能够正确理解并运用相关词汇、短语以及语法知识；2.能够熟练运用所学知识，进行听、说、读、写的活动；3.能够培养学生的英语交际能力，提高学生的听力和口语水平。
课时安排本单元共分为5个课时，安排如下： 1. 第一课时：课文阅读与理解（50分钟） 2. 第二课时：语法重点讲解与练习（50分钟） 3. 第三课时：听力训练与口语练习（50分钟） 4. 第四课时：写作技巧培养（50分钟） 5. 第五课时：综合能力测试与复习（50分钟）教学内容与步骤第一课时：课文阅读与理解1.导入（5分钟）–介绍本单元的主题和学习目标；–学生回忆相关的词汇和短语。
–学生自主阅读课文，理解文章大意，并标出生词；–学生分小组讨论课文内容及问题。
3.阅读理解（25分钟）–学生带着问题阅读课文，回答问题并进行讨论；–教师组织小组讨论问题的汇报。
4.总结与拓展（10分钟）–教师对学生的表现进行评价，总结本课时的学习要点；–教师布置相关的课外阅读作业。
第二课时：语法重点讲解与练习1.复习与导入（5分钟）–教师复习上课内容，并引入本课时的语法主题。
2.语法讲解（20分钟）–教师通过PPT讲解本课时的语法知识，包括虚拟语气的用法和结构。
3.练习与巩固（20分钟）–学生进行虚拟语气的练习题，巩固所学知识；–学生分组进行语法对话练习，培养口语能力。
–教师让学生以小组形式编写虚拟语气的对话，并进行表演。
第三课时：听力训练与口语练习1.复习与导入（5分钟）–教师复习上课内容，并引入本课时的听力和口语主题。
2.听力训练（20分钟）–教师播放听力材料，学生进行听力填表练习；–教师带领学生一起检查答案。
3.口语练习（20分钟）–学生分组进行对话练习，练习表达自己的观点和想法；–学生进行角色扮演，模拟实际情境进行口语练习。
4.总结与拓展（5分钟）–教师对学生的表现进行评价，总结本课时的学习要点；–教师布置相关的口语练习作业。
新人教版 选择性必修四 U3 Using Language—writing 第二课时教案
3.Understanding more about the sea will help us to solve some problems related to it. A goodexample is decline in oil spills.
4.
5.Sea exploration might bring about some problems such as marine pollution, mining for resources and overfishing. A typical example is global trends in the state of world marine fish stocks.
Students can give different opinions.
引出本节课议论文的论点和论据;
进一步积累素材；
按照PEEL结构整合写作素材
10分钟
Writing
(Brainstorm)
提问学生：
How to write an argumentative essay about sea exploration?
6.
7.There can be a good balance between protection and exploitation. Because sea exploration is not the same as exploitation. When we explore a place, we go just to see and understand what is there. So sea exploration is a kind of sea protection.
【教案】Unit3Reading+and+Thinking+教案-人教版(2019)选择性必修第四册
课题Unit3 Sea Exploration课程类型New课时1教学目标知识与技能By the end of the class, you will be able to understand:the type of the textthe basic structure of the textthe significance of the Belt and Road Initiative(the BRI)过程与方法To encourage SS to practice,participate and co-operate in theclassroom activities情感、态度、价值观Students can understand the significance of protecting the seaand the Belt and Road Initiative.教学重点Learn the history of China’s sea exploration教学难点Learn the significance of protecting the sea when exploring.教学方法“3 + 3” Teaching Method, students-centered 教具PPT作业布置基础作业Review the notes完成时间40 minutes 能力提升Retell the history of China’s seaexploration教后反思板书设计Teaching Aims:By the end of the class, you will be able to understand:the type of the textthe basic structure of the textthe significance of the Belt and Road Initiative(the BRI)Language Points:form the foundation ofin ancient times/ the Ming Dynastytoday/ in recent yearsfar into the futurefrom a scientific point of view导语设计：Good afternoon, class! First, let’s play our fingers together. A sailor went to sea.教学过程学生活动Step 1. Lead-inFirst, let’s dance our fingers together, A Sailor Went to Sea .A sailor went to sea, sea, seaTo see what he could see, see, seeAnd all that he could see, see, seeWas the bottom of the deep blue sea, sea, seaStep 2. PresentationWhat’s your opinion on sea exploration? Should we explore the sea? Express your opinions on sea exploration. I’ll invite six students come front of our classroom to have a debate.Sea provides a breeding ground for life, connect the world and promote development. So we should protect the sea when we explore it.Step 3. Self-studyRead the text with the questions below.Q1.What's the main idea of the text?Q2.What type of essay it is?Q3.What is the order of the passage?Step 4. TeachingRead the text with the questions below.Q1.What's the main idea of the text?A. the reasons for Chinese sea explorationB. the influence of Chinese sea explorationC. the development of Chinese sea explorationD. the future of Chinese sea explorationQ2.What type of essay it is?①Narrative : a story with a beginning + middle + end.②Descriptive : a subject + interesting details③Expository : a subject+ factual information④Argumentative : an idea + to convince the readerAnswer: The type of essay is expository.Q3.What is the order of the passage? Dance and sing togetherHave a Debate Competitio nRead the textRead the text and answer questionsAnswer: The order of the passage is time order. What is included in each historic period?Region: Where did they explore? Event: What did they do?Effect: What effects did their exploration have?I ’ll analyse the text from three aspects: Region, Event, EffectStep 5. Mutual-studyActivity 5. Discuss paragraph3-5 in groups and underline the sentences about Region, Event, Effects. Step 6. PresentationActivity 6. Some students would show some posters themed ‘sea exploration’. Let’s enjoy it together.Step 7. Checking 课文语法填空It is well-known that mankind ’s greatest achievements have often resulted from trade and 1. (curious) and people of early civilizations had a strong desire 2. (complete) the great map of the world.In ancient times,Chinese merchants shipped silk to India,the Middle East,and Rome,along 3. became known as the Silk Road.Trade between merchants from China and other places resulted in better 4. (understand) of each other ’s cultures.In the Ming Dynasty,seven large fleets 5. (lead) by Zheng He set sail from the South China Sea 6. the Indian Ocean to the mouth of the Red Sea,and then to the east coast of Africa for trade and exploration. To develop the historic Silk Road areas for the benefit of future trade and 7. (culture) exchange,China has launched the Belt and RoadPara1 introduction to the topicPara2~3 in the past Para4~5 at present Para6in the futureMake notes Discussthe text in groupsPresent postersFill the blanks with right wordsInitiative,8. aim is to encourage cooperation and trade across the historic Silk Road areas,and strengthen 9. bonds between China and the rest of the world.China has also teamed up with other 10.(country) to study the Arctic in order to understand climate change and its effects.Step 8: Assignment1. Summary Writing : Retell the history of China’s sea exploration.2. Extensive Reading : The Naval Expeditions of Zheng He.。
高中英语必修4Unit3语法教案
高中英语必修4Unit3语法教案第一篇：高中英语必修4 Unit 3语法教案高中英语必修4 Unit 3语法教案Teaching aim: Grasp the usages of-ing form and use them freely STEP1.[自学探究]（SB P21 Discovering useful structures）1.v.ing 做定语▲动名词放在所修饰的名词前面作为定语，表示该名词的用途或有关的动作。
walking stick 手杖printing shop 印务馆dining room饭厅 reading room 阅览室swimming pool 游泳池washing machine洗衣机 a waiting room(= a room for waiting)候车室 a walking stick(=a stick for walking)手杖▲现在分词做定语，说明所修饰名词进行的动作。
a waiting man(=a man who is waiting)正在等待的男人 a dancing girl(= a girl who is dancing)单个分词作定语，分词前置。
We can see the rising sun.The sleeping boy is my son.分词短语作定语，分词后置；分词修饰不定代词something等要后置。
The girl standing under the tree is my niece.There is nothing interesting.2.v.ing 作表语▲动名词做表语是对主语内容的解释，这时主语与表语位置可以互换。
(1)Its full time job is laying eggs.他的专职工作是产卵。
(2)Our job is playing all kinds of music.我们的工作就是演奏各种音乐。
高级中学高中英语(人教版)必修四：Unit 3 第三课时 语法课 学案
新课程标准高中英语必修四Unit 3 A taste of English humour第三课时语法课学案Discovering useful structures一．学习目标：掌握V.-ing的用法二．知识呈现Such training was common in acting families……his subtle acting made everything entertaining…How did the little tramp make a sad situation entertaining?The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted!三．知识重难点V-ing形式作表语、定语和宾语补足语。
1. V-ing形式作表语动名词作表语表示抽象的、一般的行为，现在分词作表语表示主语的特征、性质和状态。
Our greatest happiness is serving the people.（动名词）我们最大的幸福是为人民服务。
Our task is building socialism. （动名词）我们的任务是建设社会主义。
The film we saw last night is quite moving. （现在分词）我们昨晚看的电影十分动人。
His words are encouraging. （现在分词）他的话很鼓舞人。
2. V-ing形式作定语动名词作定语用来说明该名词的用途，不表示名词本身的动作；现在分词作定语与所修饰的名词具有逻辑上的主谓关系，即现在分词相当于所修饰名词的谓语。
We must improve our working method. （动名词）我们必须改进工作方法。
They set up an operating table in a small temple.（动名词）他们将手术台架设在一座小庙里。
高中英语unit 3 教案人教新课标必修四
Unit 3 A taste of English humourPart One: Teaching Design (第一部分：教学设计)1. A sample lesson plan for reading (NONVERBAL HUMOUR)AimsTo help students develop their reading ability.To help students learn about English humour.ProceduresI. Warming upWarming up by defining “Humour〞What is “Humour〞? Does any one of you know anything about humour? Look at the sreen and read the definition of Humour from the Internet.•temper: a characteristic (habitual or relatively temporary) state of feeling;"whether he praised or cursed me depended on his temper at the time"; "he was ina bad humor"•wit: a message whose ingenuity or verbal skill or incongruity has the power to evoke laughter•humor: (Middle Ages) one of the four fluids in the body whose balance was believed to determine your emotional and physical state; "the humors are blood and phlegm and yellow and black bile"•liquid body substance: the liquid parts of the body•humor: the quality of being funny; "I fail to see the humor in it"•humor: the trait of appreciating (and being able to express) the humorous; "she didn't appreciate my humor"; "you can't survive in the army without a sense of humor"•humor: put into a good moodWarming up watching and listeningHi, everyone! We are going to learn about A taste of English humour today. Now watch the slides/ pictures and listen to the English humour poems.Why worry?There are only two things to worry about:Either you are well or you are sick.If you are well, then there is nothing to worry about.If you are sick, there are two things to worry about:Either you will get well or you will die.If you get well, then there is nothing to worry about.If you die, there are only two things to worry about:Either you will go to Heaven or Hell.If you go to Heaven, there is nothing to worry about.But if you go to Hell, you will be so damn busyShaking hands with friends, you won´t have time to worry. Whose job ...?This is the story about four people named Everybody, Somebody, Anybody and Nobody.There was an important job to be done,and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it.Somebody got angry about thatbecause it was Everybody´s job.Everybody thought Anybody could do it,but Nobody realised that Everybody wouldn´t do it.It ended up that Everybody blamed SomebodyWhen Nobody did what Anybody could have doneII. Pre-readingTelling the truth—Why do you like to laugh at?I like to laug h at cartoons,for they’re lovely and fun.I like to laugh at fairy tales. They are amusing and interesting.Many years ago there lived an Emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. T o him clothes meant more than anything else in the world. He took no interest in his army, nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. He had different robes for every single hour of the day.III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text NONVERBAL HUMOUR. Pay attention to the pronunciation of each word and the pauses between the thought groups. I will play the tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragrapSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.4. Reading and transferring informationRead the text again to complete the table.entertaining?What is the story of The Gold Rush?Facts about OscarA brief life history of Charlie Chaplin5. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher. IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1and 2 on pages 18 and 19.Closing down by watching a silent movie by Charlie ChaplinDo you like watching movies? Do you like humourous movies? Now let’s watch a silent humourous movie by Charlie Chaplin. It’s Charlie Chaplin's first film: Making a LivingClosing down by reading about Charlie ChaplinTo end the period we shall read an article about Charlie Chaplin. Now look at the screen and read it aloud with me.2．A sample lesson plan for Learning about Language (The –ing form as the Predicative, Attributive & Object) AimsTo help students learn about The –ing form as the Predicative, Attributive & Object)To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 19 and do exercises No. 1, 2 , 3, 4 and 5. Check your answers against your classmates’.II. Learning about The –ing form as the AttributiveWhat is attributive? It is something placed before the nouns to be modified: “red〞is an attributive adjective in “a red apple〞. “walking 〞is also an att ributive adjective in “a walking stick〞.III. Ready used materials for The –ing form as the Predicative, Attributive & ObjectWhich verbs can be followed by the -ing form?One of the most important simple principles that grammarianstend to miss is the one that explains what verbs take the -ing form.The method of almost all books on English grammar is to give alist of such verbs. This implies that it is completely arbitrarywhether a verb takes the -ing form or not, that God has closed hiseyes and pricked off verbs here and there at random with a pin.Students are thus cut off from insight into a basic pattern ofmeaning, and confronted with a lifeless series of unconnectedwords which they have to learn by heart. They are pushed into apurely mechanical process that misses the essential truth thatlearning languages is learning about meanings and theirlogical connections to other meanings. It is significant of theimpractical arbitrariness of these lists that there are almost notwo of them that are the same, even where the most common ofthe verbs used with -ing are concerned.When contrasting the -ing form with the infinitive, the basic pointto remember is that-ing can always mean, among other things, a verb-noun, an'action-thing'.The fact that -ing can always mean a 'thing' gives us the following practical principle:If you can say I (etc.) - verb - it (e.g. I like it), you can useI - verb -ing (e.g. I like eating).Avoid it. Avoid stepping on the grass if you can.Do you mind it? Do you mind shutting the window?He couldn't risk it. He couldn't risk hurting thechildren.This is a principle virtually without exceptions. But naturally there are many verbs that in practice are never used with -ing simply because nobody ever wants to express that 'action' meaning of -ing with them. The process is always self-regulating, so to speak - one says whatever makes sense. We can look at some examples of the use of -ing with verbs that appear on few, if any, of most grammarians' lists.They have added mistreating prisoners to the list ofcharges.I can't really afford living like this.The council no longer allows smoking in publicbuildings.aim - (It is hard to think of a sensible example of -ingbeing used with this verb. Can you?)The club arranges dancing for the pensioners.The chairman claimed breaking the strike as a greattriumph.I don't count making money as a virtue.The investigators discovered cheating on a hugescale.We must encourage planting earlier in the season.I thank travelling for teaching me much about thehuman condition.The principle applies equally to phrasal verbs, both the 'prepositional' type and the 'adverbial particle' type.She insisted on helping me.Bill's putting off writing till tomorrow. (Or: ...puttingwriting off..)The managing director picked out idling on the job asthe main cause of the declining profits.turn up - (Another example of a verb I am unable tothink of any sensible use for with -ing.)(Notice that in the second and third sentences above, an it usedinstead of the -ing form would come between putting and off andbetween picked and out.)There are uses of -ing which appear to contradict theit-substitution principle. Two examples of them involveexpressions that both have the sense of continue: carry on andgo on. One can say Carry on talking, but not *Carry on it. That,however, is merely because unemphasized pronouns are neverused at the end of phrasal verb phrases (e.g. in a dictionary onelooks it up, not *looks up it). With go on one cannot even say *goit on. This again can be explained simply. One does not *go athing, while with the sense of continue one does not say *go on itfor the same reason that one does not say *Carry on it.IV. Closing downClosing down by discoveringTo end the period you are going to skim the text and the previous texts to find out all the examples containing –ing forms used as the predicative, attributive and object.Closing down by exercisesIn the last few minutes you are to do exercises 1, 2, 3 and 4 on page 21. Checkyour answers against those of your groupmates’3．A sample lesson plan for Using Language (Jokes about Sherlock Holmes and Doctor Watson)AimsTo help students read the paragraph of Jokes about Sherlock Holmes and Doctor Watson To help students to use the language by reading, listening, speaking and writing. ProceduresI. Warming upWarming up by reading school jokesThere are lots of jokes in English about school life. Read these two to see whether you will laugh or not.II. Guided reading1．Reading and translatingRead the paragraph on page 22 and translate it into Chinese sentence by sentence.2. Reading and underliningNext you are to read the paragph and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.3. Doing the exerciseNow you are going to do the exercise No. 1 on page 22.III.Guided SpeakingThink of funny stories in English and telll them to your group mates.IV.Guided Writing—Learn to write jokesThere are two main parts to the structure of a joke. The first prepares you for the laugh by telling a story which creates a sense of expectation. The second part of the joke, the punch line, provokes laughter by telling an unexpected and different story, yet one which is still compatible with the first, as in this example: "My wife just ran off with my best friend. Boy, do I miss him." and "I had a mud pack facial done, and for three days my face looked much better. Then the mud fell off." Notice the assumption that is made in both these examples. In the first, you assume the person telling the story is angry with his wife, so the punch line surprises you because he's feeling something different and unexpected. Again, in the second example, you'd most likely assume the mud had been removed, leaving the face looking better, so the punch line takes you by surprise.So, to write jokes you need to practice reading statements and writing down the asumptions you make about them. You must be able to interpret the statement (first story line) in at least two different ways in order to provide the second, different story i.e. the punch line. And what to write about? Anything that interests you. Anything you have strong opinions about.Now write down your own jokes, in English.IV. Closing down by actingTo end this period, we are going to act the film by Charlie Chaplin The Great Dictator.Part Two: Teaching Resources (第二部分：教学资源) 1．A text structure analysis of NONVERBAL HUMOUR I. Type of writing and summary of the ideaII. A tree diagram of the text THEME PARKS —FUN AND MORE THAN FUNIII. A retold passage of the textA possible version:Sliding on a banana skin. Bumping into someone. Falling down a hole. These are some of the funny things we like to see other people doing. We feel content with ourselves because these other people are worse off than we are. And this feeling is so called “humour〞.Charlie Chaplin is a humourous actor. He astonishes us with humourous feelings he inspired in us. Born in poverty, he became famous by using a particular form of acting in entertaining silent movies. He was a charming character, being well known throughout the world. He played a poor and homeless person, wearing large trousers, carrying a walking stick. Be a social failure, he was, in the movies, loved by all the people. By overcoming difficulties, by being kind to people unkind to him, by making a sad situation entertaining, by eating a boiled shoe, Charlie Chaplin make us happy and excited. His use of nonverbal humour excellent in the film The Gold Runed in the middle of the nineteenth century in ,California where gold was dicovered. In search of gold people rushed there, panning for gold, washing gold from water in a pan of water, hoping to ipick up gold.Such is Charlie Chaplin who produced, directed, and wrote movies that he starred in. He was given a special Oscar in 1972 for his lifetime outstanding work of bringing humour to us all.2．Background information on theme parksI. Six ways to improve your nonverbal communications1. Eye contact:Eye contact, an important channel of interpersonal communication, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speaker's credibility. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility.2. Facial expressions:Smiling is a powerful cue that transmits:•Happiness•Friendliness•Warmth•Liking•AffiliationThus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more.3. Gestures:If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment.Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening.4. Posture and body orientation:You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class.5. Proximity:Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students' space. Some of these are:•Rocking•Leg swinging•Tapping•Gaze aversionTypically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom toincrease interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak.6. Paralinguistics:This facet of nonverbal communication includes such vocal elements as: •Tone•Pitch•Rhythm•Timbre•Loudness•InflectionFor maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices.7. Humor:Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage studentsto do the same. It fosters a friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his players felt successful he always observed the presence of good humor in the locker room.)Obviously, adequate knowledge of the subject matter is crucial to your success; however, it's not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in communications to suggest refinements.II. Biography of Charlie ChaplinCharlie Chaplin was born Charles Spencer Chaplin in London, England on 16 April 1889. His parents, Charles Chaplin, Sr and Hannah Hill were music hall entertainers but separated shortly after Charlie was born, leaving Hannah to provide for her children. In 1896 when Hannah was no longer able to care for her children, Charlie and his brother Sydney were admitted to Lambeth Workhouse and later, Hanwell School for Orphans and Destitute Children.Charlie had already debuted in the music hall in 1894, when he had sung a song after his mother was taken hoarse.1903-1906Performs in Sherlock Holmes, as the newspaper boy Billy1906-1907The Casey Circus1907-1910Works with the Karno Pantomime Troupe1910-1912First tour of USA/Canada with Karno Troupe1912-1913Second tour of USA/Canada with Karno TroupeMay 1913Accepts offer from Adam Kessel (who has interests in the Keystone Film Company) for $125/week29 December 1913Signs contract with KeystoneJan/Feb 1914Charlie Chaplin's first film: Making a Living1914Keystone filmsNov 1914Signs with Essanay for $1,250/week to make 14 films during 19151915Essanay films27 Feb 1916Signs with Mutual Film Corporation for $10,000/week plus $150,000 bonus1916-1917Mutual films17 June 1917Signs with First National Exhibitor's Circuit for $1,075,000/year2．Words and expressions from Unit 3 A taste of English humourverbal a.verbal skill 运用语言的能力I wrote a memorandum to confirm our verbal agreement. 我写了份备忘录以确认我们的口头协议。
人教版(2019) 选择性必修第四册 Unit 3 Sea Exploration R教学设计
课时内容Discuss climate change 主题语境：人与自然子主题：全球气候变化文本分析：Unit3 Reading and Thinking主题群：环境保护语篇类型：说明文、图表、照片【What】本文介绍了全球气候变暖的表现、原因、后果和需要采取的应对措施。
文章内容按逻辑顺序展开，环环相扣。
首先，通过列出气候变暖的具体现象引出气候变化这一问题；然后，分析问题，呈现此问题带来的严重后果；最后，呼吁世界各国政府和个人应该采取措施来改善这一现象。
[why]文本的标题“CLIMATE CHANGE REQUIRESTHE WORLD'SATTENTION”点明了作者的诉求：气候变化对地球生态系统的影响是巨大的，需要全人类共同关注和面对。
作者希望通过描写全球气候变暖对地球生态系统造成的巨大影响，及其造成的人员伤亡和巨大经济损失，引起读者对气候变暖的关注，从而号召政府和个人采取行动，减少温室气体和生活中的碳排放。
【How】这是一篇说明文，通过对气候变化这一客观现象的介绍，达到知识教人的目的。
本文共五个段落：第一段通过简洁的文字和图表直观地引出话题；第二段通过北极熊的例子及一张令人震惊的北极熊的尸体照片印证气候变暖的影响；第三段分析全球气候变暖的原因；第四段陈述全球气候变暖带来的后果；最后一段提出建议。
整个文章的写作思路清晰，按照“话题-例子-原因一后果一建议”的逻辑顺序展开。
文章还使用了图表和照片，直观展示气候变化的趋势和气候变暖的影响。
同时，全文多处引用科学家的观点，运用举例论证、设问、对比、解释等方法进行说明，体现了说明文具有的科学性和客观性的特点。
课时目标学完本课后，学生能够：1.了解全球气候变暖的原因、危害以及对全人类的影响，探讨各国政府和个人应该采取的有效措施。
2.观察和描述图表，借助流程图、示意图等梳理事物发生的因果关系、展示温室效应的原理，积累、构建有关气候变化话题的词汇网络。
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Unit 3 Sea Exploration
Grammar: Revise the Infinitive
i.教学目标
1.To learn about the basic usage of the Infinitive
2.To learn to work out some confusing points in the Infinitive
3.To learn to identify and analyse the Infinitive in exams.
4.To learn to use the Infinitive in writing.
5.教学重难点
1.Students can grasp the usage of the infinitive.
2.Students can use the infinitive rightly in the exercises.
三、教学过程
Step 1 Lead-in
1.Some basic knowledge of nonfinite verbs and predicate verbs.
定义：不能充当谓语的动词，但可以在句子中充当其他句子成分 (主/宾/表/定/状/宾补)
类型：
(1)不定式：to+V原⑵ 动名词：V-ing
(3)现在分词：V-ing (4)过去分词：V-ed 谓语动词在句子中担任谓语的动词
非谓语动词是动词的特殊形式，在句中可以作除谓语外的所有成分
判别谓语动词及非谓语动词的方法
She got off the bus, leaving her handbag on her seal.
She got off the bus, but left her handbag on her seat.
由此可见，连词在决定句子结构以及谓语动词和非谓语动词的使用中起着关键的作用。
句型1 ： It +谓语+ to do 句型 2： IVs + n. + to do
句型 3： It is adj. for/of sb. to do sth 作表语时主语+ be + to do sth
主语多为 duty / wish / hope / idea / plan / ambition/ dream / work / job 等名词My ambition is to be a singer.
作宾语时 动词+ to do sth.动词+疑问词+to do
主语+谓语+it+ adj./n. +to dohe teacher is coming, lefs stop(talk). She tried(read), but couldn't make her forget her trouble.
He forgot even(write) to me, so he wrote another one.
I remember(bring) the book to you last week.
I regret(tell) that we can't take your advice.
作宾语补足语作宾补-对宾语进行补充说明 动词 + 宾语(sb./sth.) + to do sth.
I saw someone come in.
I saw someone coming in.
动词+宾语+不带to 的不定式作定语不定式做定语时一般修饰将要去做的事
I worked so late in the office last night that I hardly had time to catch the last bus.
名词是抽象名词名词前有only, last, next,序数词(Erst,
second,..)或形容词最高级形容时
She is the last to leave the room.
不定式为不及物动词时，须加介
词
He is looking for a room 作状语①
原因状语:
主语 + be + adj .(表情感)+ to do sth.
(happy/ glad angry / sorry / sad /afraid ②目的状语
The soldier ran into the room to save the girl.
③结果状语too + adj ./adv. +to do sth.adj ./adv.
enough to do sth.
Step 4 Exercise Robert is said(study) abroad, but I don't know what country he studied in.
1. The purpose of new technologies is to make life easier and(make) it more difficult.
2. Tve worked with children before, so I know what(expect) in my new (live). (live).
job.
3.Having a trip abroad is certainly good for the old couple, but it remains(see) whether they will enjoy it.
4.It is said in Australia there is more land than the government knows . (what, do with)The mother didn't know who(blame) fbr the broken glass as it happened while she was out.
5.Paul doesn't have to be made(learn). He always works hard.
6.We agreed(meet) here but so far she hasn't turned up yet.
7.The boy wanted to ride his bicycle in the street, but his mother told him. Step 5
Summary什么是非谓语动词：不能充当谓语的动词，但可以在句子中充当其
他句子成分(主/宾/表/定/状/宾补)谓语动词在句子中担任谓语的动词
肯定式：to do sth否认式：not to do sth.
被动式：to be done完成式：to have
done连词在决定句子结构以及谓语动词和非谓语
动词的使用中起着关键的作用。
非谓语动词使用条件个句子当中，已经存在一个主句(谓语动词)，又没有
连词的情况下，还有别的动词出现时。
Step 6 HomeworkFinish the exercise of the the Infinitive.
(不少于100字。