人教版高中英语必修三 Unit3 Grammar 教案正式版
高中英语Unit3TraveljournalSectionⅢGrammar教案新人教版必修
高中英语Unit3TraveljournalSectionⅢGrammar教案新人教版必修Section Ⅲ Grammar —现在进行时表将来语法图解探究发现①We are waiting for you now.②Now she is planning our schedule for the trip.③I am taking the kids to the zoo this Sunday.④He is leaving school in one year's time.⑤He is arriving tomorrow on the 16：40 train.[我的发现](1)现在进行时表示此时此刻正在进行的动作。
如例句①、②。
(2)现在进行时有时可以表示按计划或安排即将发生的动作，这种现在进行时比较生动，给人一种期待感。
如例句③、④、⑤。
一、现在进行时表将来1．用位移动词现在进行时表示将来主要用于按计划或安排将要发生的动作或事件，多用表示位置转移的动词(短语)，如arrive, come, get (to), leave, return, start, travel, take, take off, fly, see off, set off等。
I am seeing him off this afternoon.今天下午我去给他送行。
We're leaving for Shanghai this afternoon.今天下午我们将动身去上海。
The plane is arriving in 10 minutes.飞机将在10分钟内到达。
[即时演练1] 补全句子①She is_leaving_for Singapore tonight.她今晚将动身去新加坡。
②When are_you_setting_off_for your holiday?你什么时候动身去度假？③His plane is_taking_off at 9：20, so he must be at the airport by 8：30.他乘坐的飞机将于9：20起飞，所以他必须在8：30之前赶到机场。
人教版高中英语必修三unit3教案
Unit 3 The Million Pound NotesTeaching aims and demands1. topic: 1) Forms of literature and art: short story and drama2) Space travel and gravity2. function: 1)Request2)Ordering food3. vocabulary: words and expressions unit 34. grammar: Noun clauses as the object and predicative Period 1 Vocabulary1. bet n. 赌；打赌v. 打赌；赌钱［典例］1) . He often bets a 1ot of money on horses.他经常在赛马上豪赌。
2) . I bet that it will rain tomorrow. 我敢肯定说明天一定会下雨。
［重点用法］bet on为某事打赌make a bet on 为某事打赌win/lose a bet 打赌赢/输了［练习］按要求翻译。
1) _________ .We _ _____ _____ 打(赌)the outcome of the next horserace.2) .他把所有的钱都用在赌马上Keys: 1). make a bet on 2). He spends all his money betting on horses.2. fault n. 缺点；错误，过错；故障vt.挑剔，指责faulty adj.有缺点的；不完善的faultless adj.不可挑剔的［典例］1）. I like him despite his faults. 虽然他有种种缺点, 但我仍然喜欢他。
2）. No one could fault his performance. 他的演出无懈可击。
人教版高中英语必修三Unit3Grammar教案全面版
Unit3 Grammar精品教案Period 4 Learning about LanguageTeaching objectives:1. To get Ss to know how to use new words and phrases.2. To help Ss to master some new words and expressions.3. To get Ss to have the knowledge of this grammar point: A noun clause is used as the object; a noun clause is used as the predicative.Teaching Procedures:Step 1.RevisionPurpose: To consolidate the words and phrases in the text.1. Ask Ss to look through the reading passage and finish Ex1 of Discovering useful words and expressions.2. Ask Ss to finish Ex2 of Discovering useful words and expressions. Then let them check the answers in pairs.3. Organize a game. Ask Ss to finish Ex3 to see who can get the most right answers in the least time.Step 2. Grammar1.Ask Ss to finish Ex1 and Ex2 of Discovering useful structures and try to findsome rules about how to use a noun clause as the object.2.Ask Ss to finish Ex3, Ex4 and Ex5 of Discovering useful structures and try to findsome rules about how to use a noun clause used as the predicative.3. Conclusion(1) 宾语从句：引导词为that; whether/ if; what; which; who; whom; whose; when; where; how; why and so on. The object clause can be placed after vt, prep, and some adj.注意事项：◆用陈述句的语序。
人教版英语必修三Unit 3(grammar：object clause)教案
Unit3 The Million Pound Bank Note(grammar：object clause)Knowledge aims:Get students to learn what the object clause is and its structure.Ability aims:Enable students to master the usage of object clause and use them in real context, such as writing and speaking.Emotional aims:Combine some pictures and story to make learning grammar more interesting and put what they learn into practice.Teaching important﹠difficult points：How to teach Ss to master the usage of object clause.Remember the three key elements of object clause: conjunction, word order and tense.Teaching methods:Teach grammar in real situationsLearn grammar through practiceTeaching aids: Multimedia and a blackboardTeaching procedures：Step1: Lead in一、Find out the Objects in the following sentences.1.I know him.2.I know that he likes maths.二、什么是宾语从句？宾语从句的结构是什么？Step2: Grammar AnalysisThe three key elements of object clause: conjunction, word order and tense一、宾语从句的引导词1.从属连词that, if/whether2.连接代词who, whom, whose, which，what3.连接副词where, why, when, how怎么选择引导词结论1：陈述句作宾语，引导词用,只起连接作用，无词义，在从句中成分，口语中可以。
人教版高中英语必修三Unitgrammar教学课件
Who is this?
This is a computermade picture of the bride in ancient Loulan.
What do we call her?
We call her the Loulanammar
Practice 1
What do you find? I find nobody in the classroom. I find the classroom clean and tidy. I find the classroom to be clean and tidy.
_____ you or he the teacher of English?
Not only I but Jane and Mary _____ tired of having one examination after another. A. is B. are C. am D. be
Homework：Translation
at home
人教版高中英语必修三Unitgrammar
人教版高中英语必修三Unitgrammar
Q3: 什么结构可以做宾补?
Usage: 宾补, 是对宾语的补充说明, 可以是名词, 名词 短语, 形容词, 不定式to do, 省to的不定式do, 或介词短语.
人教版高中英语必修三Unitgrammar
Homework
• 1 What we need ______(be) potatoes. • 2 What we need ______(be) your permission. • 3 I believe ______ a good idea to go swimming. • 4 He is one of the students who ______(attend)
人教课标版高中英语必修3Unit3_Grammar_名师教学设计(一)
Unit3 Grammar 名师教学设计（一）教学设计1、整体设计思路、指导依据说明根据《新课改》的要求，鉴于我校学生的实际情况，本节课主要以学生为课堂的主体，以教师为课堂的引导者。
教师利用《银河护卫队》这部电影为整堂课的背景，开始以它的故事情节为背景设置了一个语法填空，回顾电影情节的同时，也复习了本单元的词汇。
然后教师从之前的段落中抽取两句（一个是宾语从句，一个是表语从句）导出今天本节课的课题。
之后教师引导学生得出要点，其后再引导学生做一些练习，从而使学生能够巩固并加强对宾语从句和表语从句的知识点的理解和认识。
练习分为三部分：第一部分是从电影中截取四小段视频，学生通过观看视频，听取其中的关键词然后并将其填写在学案上；第二部分是根据电影情节总结出几句话让学生进行短文改错；第三部分，以一段对《银河护卫队》这部电影的影评为内容的语法填空，让学生填写本节课的连接词。
在做完练习之后，教师引导学生总结本节课所学内容，学生分组讨论总结并探究一下本堂课的内容，最后小组代表到黑板写下本小组的想法，与此同时再聆听其他小组的想法，从而进一步加深学生对宾语从句和表语从句的理解和认识。
最后，让学生课后完成汉译英的作业（包括五个句子，每个都是以电影情节为依据）。
过程中，本节课采取了自主学习、合作学习和探究学习的学习方式。
本课重视让学生在学习过程中独立思考，发展学生与学生、教师与学生之间的交流。
2、教材分析本课是一节语法课，而在整个高中语法知识点中，名词性从句是重要的知识点之一。
本课的内容是必修三的第三单元语法表语从句和宾语从句。
这两个从句相对而言比较容易理解，所以把两个从句放在一起进行。
3、学情析学生对于句子成分掌握得相对不错，这样在分析句子成分的时候就可以顺畅一些。
而且这些学生在初中的时候对宾语从句和表语从句已经有了一定的了解。
同时银河护卫队这部电影有很多学生在之前看过，对于整个过程中出现的情节和人物都比较了解，这样就方便了整堂课的顺利进行。
高中英语Unit3grammar教案新人教版必修3
Discussi on
石家庄市第一中学教案
环学
分析讲解
学生活动设计
I do n't believe she'a rrive before 7.我不相信她会在7点以前到 达。
（二）、宾语从句谓语动词的时态。
（1）若主句谓语动词为一般现在时和一般将来时，宾语从句的动词
可根据句意用任何时态。
（3）宾语从句表达客观真理，不论主句是什么时态，从句都用一 般现在时。
The teacher told us light travels faster than sound老师告诉我们光的 速度比声曰快。
（一）以if（whether）引导的兵语从句。一般地，if和whether
引导宾语从句时可换用・。
She was worried about whether she passed the exam她担心考试是否 及格了。
I don't know whether（if）you can help me.我不知道你是否能帮助 我。
但下列情况一般用whether，不用if。
1）后面紧跟or not时。
Mary as ked me whether or not she should come.玛 丽冋我她是否应 该来。
2）介词之后时。
I find it n ecessary that we practice spoke n En glish every day.
我发现每天练习英语口语是必要的。
（2） 许多描述情感的形容词 （happy，glad，afraid，pleased, sorry，surprised等），或表示确信无疑的形容词（certain，sure等）后可 带宾语从句。
【高中英语】2018最新人教新课标高中英语必修三：unit3 Grammar and usage 教案
— Did you find anything special when you went to the classroom?
—No, I didn’t.
—Youfound the door open, didn’t you?
—Oh, yes. But Ifound nobody in the classroom.
Step 4 Practice
When the subject is a group noun like: class/ family/ government/ team…, we use a singular verb if the noun identifies a singular or unit, or a plural verb if it identifies a number of individuals.
—People believe that dogs are honest.
( Peoplebelieve dogs to be honest. )
(4)Usage
An object complement , which gives ion about the object, can be a noun, a noun phrase, an adjective,a to-infinitive, a bare infinitive, or a prepositional phrase.
(2) Position
V. + Object + object complement
e.g. The inspector shot the drug-dealer dead.
(= The drug-dealer was shot dead by the inspector.)
人教新课标必修3Unit3TheMillionPoundBankNoteGrammar教案
人教新课标必修3Unit3TheMillionPoundBankNoteGrammar教案一、教学目标1.让学生掌握情态动词的用法，尤其是can,could,may,might的辨析。
2.培养学生运用情态动词描述能力、可能性、允许等情景的能力。
3.提高学生的语法运用能力，增强语法学习的兴趣。
二、教学重难点重点：1.情态动词can,could,may,might的用法和辨析。
2.情态动词在句子中的运用。
难点：1.情态动词的各种用法和区别。
2.情态动词在实际语境中的灵活运用。
三、教学过程1.导入利用图片或视频引导学生谈论关于能力、可能性、允许等话题，激发学生的兴趣。
2.课堂讲解介绍情态动词can,could,may,might的用法和区别，通过例子让学生更好地理解。
can表示能力，可能性，允许，用于肯定句和否定句。
could表示能力，可能性，允许，用于肯定句和否定句，语气比can更委婉。
may表示可能性，允许，用于肯定句和否定句。
might表示可能性，用于肯定句和否定句，语气比may更委婉。
3.练习设计一些练习题，让学生在实际语境中运用情态动词。
例如：根据句子意思，选择正确的情态动词填空。
1.He___________(can/could/may/might)speakEnglishwell.2.You___________(can/could/may/might)notentertheroomwith outpermission.3.There___________(can/could/may/might)beapartytonight.让学生分组讨论，互相检查答案，然后全班一起核对答案。
4.课堂活动设计一个小游戏，让学生在游戏中巩固情态动词的用法。
例如：猜词游戏。
教师提前准备一些关于情态动词的句子，学生轮流猜句子中的情态动词。
5.语法练习让学生完成一些语法练习题，以巩固情态动词的用法。
例如：改写句子，使用正确的情态动词。
2019新版人教新课标高中英语必修三：unit3Grammarandusage教案
Teaching Points:
How to use the object complement / either…or / neither…nor / subject-verb agreement in different situations. The key point is to help students guess the exact usage from the context.
—Whose fault is it? ( yours / mine )
(4)Situation four
—Which one can I take, Sir?
—I am afraid, you can take _______________. (neither the gun nor the cigar)
—------ You can write the speech either in English or in Chinese.
(3) Situation three
—It is neither your fault nor mine. It’s your friend Jack’s fault.
Grammar rules
Read the 6 points on Page 10, find out the usages of subject-verb agreement.
Step 4 Practice
When the subject is a group noun like: class/ family/ government/ team…, we use a singular verb if the noun identifies a singular or unit, or a plural verb if it identifies a number of individuals.
英语教案Unit3Grammar教案
英语教案Unit3Grammar教案Unit 3 Grammar Lesson PlanI. IntroductionThis grammar lesson plan aims to teach students about the usage and formation of the present perfect tense in English. Students will learn how to form positive statements, negative statements, and questions using the present perfect tense. They will also practice using time expressions that are commonly used with this tense. By the end of the lesson, students should be able to use the present perfect tense accurately in conversation and written exercises.II. ObjectivesBy the end of this lesson, students should be able to:1. Understand the concept of the present perfect tense.2. Form positive and negative statements in the present perfect tense.3. Ask and answer questions using the present perfect tense.4. Use appropriate time expressions with the present perfect tense.III. Materials- Whiteboard markers- Handouts with practice exercises- A computer or projector to display examples and exercisesIV. Procedure1. Warm-up (5 minutes)- Begin the lesson by asking the students some questions about their recent experiences, e.g. "Have you ever traveled abroad?" or "Have you ever tried traditional Chinese food?"- Encourage students to share their experiences using the present perfect tense.2. Presentation (15 minutes)- Introduce the present perfect tense by explaining that it is used to talk about past events or experiences that have a connection to the present.- Write on the board: "Subject + have/has + past participle."- Provide examples of positive statements, negative statements, and questions using the present perfect tense.- Highlight the differences between "have" (used with pronouns 'I','you', 'we', and 'they') and "has" (used with the pronouns 'he', 'she', and 'it').3. Practice (20 minutes)- Distribute handouts with practice exercises.- Instruct students to complete the exercises individually.- Monitor their progress and provide assistance when needed.- Review the answers as a class and address any questions or concerns that arise.4. Guided Conversation (15 minutes)- Divide the class into pairs or small groups.- Provide each group with a set of conversation cards with prompts related to the present perfect tense.- Instruct students to take turns asking and answering questions using the present perfect tense.- Monitor their conversations and provide feedback on their usage of the present perfect tense.5. Production Task (20 minutes)- Ask students to write a short paragraph about their own experiences using the present perfect tense.- Encourage them to include at least three different verbs and appropriate time expressions.- Collect and review their paragraphs for accuracy and grammatical errors.6. Wrap-up (5 minutes)- Recap the main points covered in the lesson.- Answer any remaining questions from students.- Assign any additional homework or review activities as necessary.V. AssessmentAssessment during this lesson can be performed through observation of students' participation in the guided conversation activity, accuracy in completing the practice exercises, and the quality of their written paragraph.VI. Homework- Assign students to complete a set of exercises from their textbooks that focus on the present perfect tense.- Instruct them to review the lesson material and practice using the present perfect tense in their daily conversations.Note: This is a sample format for a grammar lesson plan. Adapt and modify it according to your teaching style, the level of the students, and the specific course requirements.。
高中英语必修三：unit3 Grammar and usage 教案
Unit 3 Back to the pastGrammar and usageObject complement & Either …or… and neither … nor… & Subject-verb agreement Teaching Ai ms: L earn the grammar:◆Object complement◆Either… or and neither… nor◆Subject-verb ag reementTeaching Poi nts:How to use th e object complement / either… or / neither… nor / subject-verb agreement in different situations. The key point is to help students guess the exact usage from the context.Teaching Methods:1. Inductive method2. Comparative method3. Communicati ve approachTeaching Aids:1. A multimedia2. A blackboardTeaching Procedures:Step 1 Object c omplement(1)Situation one— Did you find anything special when you went to the classroom?—No, I didn’t.—You found the door open, didn’t you?—Oh, yes. But I found nobody in the classroom.(2) PositionV. + Object + object complemente.g. The inspector shot the drug-dealer dead.(= The drug-dealer was shot dead by the inspector.)(3)Situation two—What do you think about her performance?— We consider that her performance is a big success.( We consider her performance a big success. )—What do people think about dogs?—People believe that dogs are honest.( People believe dogs to be honest. )(4)UsageAn object complement , which gives information about the object, can be a noun, a noun phrase, an adjective, a to-infinitive, a bare infinitive, or a prepositional phrase.Step 2 E ither… or / neither… nor(1) Situation one—I have got one ticket for Liu Xiang’s 110m hurdle race to be held in Nanjing.Either you or your desk-mate can have it.—Is it on Saturday or on Sunday?—It is on next Monday.—Oh, what a pity. I am afraid neither I nor my desk-mate can enjoy it.(2)Situation two—Which language can I use to write the speech? ( English / Chinese )—------ You can write the speech either in English or in Chinese.(3) Situation three—It is neither your fault nor mine. It’s your friend Jack’s fault.—Whose fault is it? ( yours / mine )(4)Situation four—Which one can I take, Sir?—I am afraid, you can take _______________. (neither the gun nor the cigar)(5)Situation five—Where can I stay on Saturday afternoon, Sir?—You can stay ______ in the classroom _____ in the dormitory. ( either … or) Step 3 Subject-verb agreementGrammar rulesRead the 6 points on Page 10, find out the usages of subject-verb agreement. Step 4 PracticeWhen the subject is a group noun like: class/ family/ government/ team… , we use a singular verb if the noun identifies a singular or unit, or a plural verb if it identifies a number of individuals.Step 5 HomeworkDo the exercises in Workbook.。
高中英语 Unit 3 Grammar学案 新人教版必修3
高中英语 Unit 3 Grammar学案新人教版必修3Grammar学案新人教版必修3Important points: To learn what is noun clause and to master the use of noun clauses used as the object and predicative、Difficult point：Learn to use the conjunctions :that, whether, if, what, which, who, where, when, why, how etc、课前预习案Previewing Case Task1 指出下列名词在句中所做的成分。
1、The world loves nature、2、Knowledge is power 、3、We Chinese are peace-loving、连接划线部分充当相同成分的句子并指出其在句中所做的成分。
His job is important、I don’t know about the fact that he is a teacher、This is his job、I don’tlike what he does every day、I don’t like his job、 What he does is important、I don’t know about the man, Mr、White、 This is what he does every day、总结：名词从句的功能相当于名词词组, 它在复合句中能担任、、、等。
因此根据它在句中不同的语法功能，名词从句又可分别称为、、和。
Task2与同伴交流学习课本第17-18页的内容找出课文所有包含宾语从句和表语从句的句子。
课堂探究案 Exploring Cases 探究点一: 表语从句（一）定义：表语从句放在，充当复合句中的。
高中英语人教版必修三教案：Unit3+Grammar.doc
课题： Unit 3 The Million Pound Bank Note—— Grammar教学目标：1. Target language 目标语言重点句子May we ask what you are doing in this country?Well, why don’t you explain what this is all about?That’s why we’ve given you the letter.We were very surprised that he finished two orders of food in a very limited time. We doubted whether the man was able to pay for the food.2. Ability goals 能力目标Enable students to understand and use noun clauses as the object and predicative.3. Learning ability goals 学能目标Get the students to use the noun clauses as the object and predicative教学重点：How to make students understand and use noun clauses as object and predicative.教学过程：Step I 宾语从句1. 名词性从句是由if, whether, that和各种疑问句词where, when等充当连接词所引导的从句, 其功能同名词一样。
2. what与that在引导名词性从句时的区别:what引导名词性从句时在从句中充当句子成分,如主语,宾语,表语,而that则不然,它在句子中只起连接作用。
例如：(1) What you said yesterday is right.(2) That she is still alive is a puzzle.3. 宾语从句就是在复合句中作宾语的名词性从句, 通常放在主句谓语动词(及物动词)或介词之后。
新人教版选择性必修三Unit 3 Grammar集体教案
如果主句的谓语动词是一般过去时，从句的谓语动词在时态方面要做相应的变化。
直接引语
间接引语一ຫໍສະໝຸດ 现在时一般过去时一般将来时
过去将来时
现在进行时
过去进行时
现在完成时
过去完成时
一般过去时
过去完成时
【注意】
如果直接引语讲的是客观事实或真理，变为间接引语时，时态不变。
egThe teacher said to us, “Light travels faster than sound.”
bring带来take带走
come来go去
注意：以上变化要根据实际情况而定。如果就在当天转述，yesterday, tomorrow等时间状语不必改变；如果就在当地转述，here不必变为there。
.语序变化
直接引语如果是疑问句，变为间接引语时，要把疑问句语序变为陈述句语序。
一般疑问句→由连词whether或if引导的宾语从句，其主句谓语动词常用ask, wonder, want to know等。
the day before yesterday前天two days before两天前
three days ago三天前three days before三天前
next week下一周the next/following week第二周
ago(至今)以前before(那时)以前
here这儿there那儿
直接引语：The reporter asked, “Will polar bears die out because of climate change
间接引语：The reporter asked whether polar bears would die out because of climate change.
高中英语人教版必修3教案：Unit 3 Period 3 Learning about language Grammar
Unit 3The Million Pound Bank NotePeriod 3Learning about language: Grammar整体设计教材分析This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.This teaching period mainly deals with the new grammar items: 1. noun clauses as the object;2. noun clauses as the predicative. 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 ask students to read the play The Million Pound Bank Note again, tick out all the sentences from the play where noun clauses are used as the object and the predicative, and then translate them into Chinese. 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 21 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as the object and the predicative 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 57 and additional exercises for consolidation.教学重点Get students to understand and use noun clauses as the object and the predicative.教学难点Enable students to learn how to use noun clauses as the object and the predicative correctly.三维目标知识目标1. Get students to know more about noun clauses.2. Let students learn noun clauses as the object.I can’t say that I have any plans.. . . and he does not know what he should do.I did not know whether I could survive until morning.3. Have students learn noun clauses the predicative.That’s why we’ve given you the letter.The fact is that I earned my passage by working as an unpaid hand. . .能力目标Enable students to use noun clauses as the object and the predicative correctly and properly according to the context.情感目标1. Get students to become interested in grammar learning.2. Develop students’ sense of group cooperation.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.→Step 2 Leading-in by a gamePlay the game of “Pass the message”. Show the same written message to the first person in each team of the class. Ask the person to pass the message on orally in indirect speech as quickly as possible. The first team that finishes it must put up their hands and the last person tells the class the message. If he/she has got it right, that team has won the game.Example 1:Message: There will be no homework tonight.S1: The teacher said that there would be no homework tonight.Example 2:Message: The fact is that she has been ill for 3 days.S1: The teacher said the fact was that she had been ill for 3 days.→Step 3 Grammar learning1. Reading and discoveringAsk students to turn back to Page 17 to read through the play The Million Pound Bank Note, let them pick out the sentences using noun clauses as the object and the predicative, read them aloud, and then translate them into Chinese.Suggested answers:Sentences using noun clauses as the object:1. Oliver believes that with a million pound bank note a man could survive a month in London.奥利弗相信一个拥有一张百万英镑钞票的人可以在伦敦生存一个月。
人教版高中英语必修三教案unit3 Grammar practice
How to choose the proper conjunction in different situation.
教学手段运用
教学资源选择
第32期报纸
教学过 程
简单教学流程：
1.Check students’ homework.
2.Review.
Translate some sentences using the grammar.
6.Summarize the way of doing exercises.
课堂检测内容
第32期报纸语法练习
课后作业布置
Make sentences usingthe Object Clause and the predictive clause
预习内容布置
Preview the new words in unit 4
单元（章节）课题
Unit3 The Million Pound Bank Note
本节课题
Grammar practice
课标要求
Enable the students to develop the ability of using the Object Clause and the predictive clause.
三维目标
1.Help the students do the exercises correctly.
2.Help the students to master the Noun clauses as the Object and the predictive.
3.Develop the students’ ability of cooperation.
3.Students discuss the answers of the exercises of the newspaper. (Group work)
2019-2020学年高中英语人教版必修三unit3单元语法教案
Students have a dictation carefully.
了解学生对本单元的基本词汇的掌握情况。
Step 2
The objective clause
1.Teacher asks students to read the following sentences and find the functions of the noun clauses and the summarize rules of the noun clauses
四、教学策略选择与设计
通过对名词性从句的讲解，让学生了解名词性从句的定义、结构和简单用法。重点掌握宾语从句和表语从句的用法。
五、教学重点及难点
1. To know the rules of the objective clause and the predictive clause and finish some exercises correctly.
2. To learn how to use the objective clause aproperly.
六、教学过程
教学步骤
教师活动
学生活动
设计意图
Step1 revision
Teacher checks the homework and give a dictation of some new words and expressions
2019-2020学年高中英语人教版必修三
Unit 3 The Million Pound BankNote
课题：grammar
科目：
班级：
课时：第 课时
教师：
单位：
一、教材内容分析
本节课的主要内容是让学生学习和掌握名词性从句：宾语从句和表语从句的定义，结构和基本用法。
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Unit3 Grammar精品教案
Period 4 Learning about Language
Teaching objectives:
1. To get Ss to know how to use new words and phrases.
2. To help Ss to master some new words and expressions.
3. To get Ss to have the knowledge of this grammar point: A noun clause is used as the object; a noun clause is used as the predicative.
Teaching Procedures:
Step 1.Revision
Purpose: To consolidate the words and phrases in the text.
1. Ask Ss to look through the reading passage and finish Ex1 of Discovering useful words and expressions.
2. Ask Ss to finish Ex2 of Discovering useful words and expressions. Then let them check the answers in pairs.
3. Organize a game. Ask Ss to finish Ex3 to see who can get the most right answers in the least time.
Step 2. Grammar
1.Ask Ss to finish Ex1 and Ex2 of Discovering useful structures and try to find
some rules about how to use a noun clause as the object.
2.Ask Ss to finish Ex3, Ex4 and Ex5 of Discovering useful structures and try to find
some rules about how to use a noun clause used as the predicative.
3. Conclusion
(1) 宾语从句：引导词为that; whether/ if; what; which; who; whom; whose; when; where; how; why and so on. The object clause can be placed after vt, prep, and some adj.
注意事项：
◆用陈述句的语序。
◆注意从句的时态呼应（主句是现在时，从句用各种时态；主句是过去时，从句用过去的时态，包括过去、过去进行、过去完成、过去将来），表示客观真理或
普遍事实时除外。
◆主句的谓语动词是advise, demand, request, order, suggest, insist时，宾语从句的谓语动词用should +v.
◆主句的主语是第一人称，谓语是think, suppose, believe, expect, imagine时，否定转移。
◆that引导宾语从句时，一般省略。
不省略的情况为：a. 从句位于句首以示强调时；b. 及物动词后的第二个及以后的宾语从句；c. 谓语动词和that从句间有短语隔开时；d. 在复合宾语中；e. 宾语从句由“从句+主句”构成，从句的引导词紧跟在主句谓语动词后，that不省。
(2) 表语从句：
①从属连词引导
The question is whether we should ask them for help.
The fact remains that you are still behind the others.
②连接代词引导
Guilin is not what it used to be.
What she wants to know is which dress she should buy.
③连接副词引导
That is where Lu Xun used to live.
That is why he didn’t pass the exam.
That was how they were defeated.
注：还可由as if 或as though引导。
It looks as if it were going to rain.
4. Practice
(1) Ask Ss to finish Ex1 of Using Structures on P57 and check their answers.
(2) Ask Ss to finish Ex2 of Using Structures on P57 and check their answers in pairs.
(3) Ask Ss to finish the following exercises.
① is a fact that English is being accepted as an international language.
A. There
B. This
C. That
D. It
②we can’t get seems better thanwe have.
A. What; what
B. What; that
C. That; that
D. That; what
③ I read about it in some book or other, does it matterit was?
A. where
B. what
C. how
D. which
④It’s generally considered unwise to give a child he or she wants.
A. however
B. whatever
C. whichever
D. wherever
⑤–I drove to Zhuhai for the air show last week.
-Is that you had a few days off?
A. why
B. when
C. what
D. where
⑥ Perseverance is a kind of quality----and that’s
it takes to do anything well.
A. what
B. that
C. which
D. why
⑦ Meeting my uncle after all these years was an unforgettable moment,I will always treasure.
A. that
B. one
C. it
D. what
⑧There’s a feeling in me we’ll never know what a UFO is-----not ever.
A. that
B. which
C. of which
D. what
⑨ There is a new problem involved in the popularity of private cars road conditions need.
A. that; to be improved
B. which; to be improved
C. where; improving
D. when; improving
Suggested Answers:
① D ② A ③ D ④ B ⑤ A ⑥ A ⑦ B ⑧ A ⑨ A
Step 3. Homework
1. Ask Ss to finish the exercises of Using Words And Expressions.
2. Ask Ss to remember the rules of the object clauses and predicative clauses and use them to make some sentences.。