【精校版】高中英语人教版必修三教学案：Unit 3 Section 3 Word版含答案
人教版高中英语必修三unit3教案
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 predicativePeriod 1 V ocabulary1. 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 horse race.2).他把所有的钱都用在赌马上。
______________________________________________________________________________________Keys: 1). make a bet on2). 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。
高中英语人教版高中必修3Unit3TheMillionPoundBankNote教案
BookⅢ Module 2Reading and vocabularyTeaching goals1. Target languagea. Words ＆PhrasesLearn the following words and expressions: hunger, income, poverty, human, development, index, measure, goal, position, educate, life expectancy, make progress, make effortsb. Important sentencesThe Index measures a country’s achievement in three ways…Norway is at the top of the list, while the US is at number 7.The UK is in the thirteenth position, while China is in the middle of the list.However, the challenges are still great.Although more than 80% of children in developing countries go to primary schools…The report shows that we are making some progress but that we need to make greater efforts..2. Ability goalsEnable the students to know about some expressions related to the topic and some information about the Human Development Report.3. Learning ability goalsEnable the students to reflect upon the issues raised in the reading and discuss their relevance and importance.Teaching important pointsHelp the students to make comparisons and get information from the text.Teaching difficult pointsHow to help the students to fix on special language in a report.Teaching methodsTalking method, skimming, scanning and Pair work / Group work.Teaching aidsA computer and a TVTeaching procedures & waysStep 1 Lead-inT:First ,let’s enjoy an English song You and me(A few minutes later.)Yes ,you and me ,from the same world . We should help each other, especially ,developed countries should give more help to developing countries .Why? Let’s look at some pictures. Show some pictures in developed countries and developing countries on the screen ,then let Ss compare and discuss.After a short discussion ,let’s learn a passage about the human development report ,please turn to page 12.Step 2 SkimmingT:How many paragraphs are there in the reading?Ss : Five.T:OK,please match the main idea with each paragraph.The five most important goals of the reportPara 2 Examples of successful developmentDeveloped countries should give more financial help.How the Human Development Report came out.The Index measures a country’s achievement.Step 3 Scanning1. Read paragraph 1 . Answer these questions.T:What did 147 world leaders agree to do in 2000?S:They agreed to work together to reduce world poverty by 2023 or earlier.in the chat.1 . The report describes five Development Goals . ( )2 . The first goal of the report is to reduce poverty and hunger . ( )3. Each child in developing countries has education up to the age of 11 . ( )4. Developing countries are always fighting AID and other diseases. ( ),complete the figures.(1). What do developed countries need to do?—They need to give more money. (2).Which countries give the most money?—Netherlands , Norway and Sweden. Step 5 Careful ReadingRead the text carefully and fill in the blanks.1. Ask the students to retell this passage according to the first five questions and the list of useful words, expressions and patterns.2. Recite the third and the last paragraph板书设计。
人教版高中英语必修三Unit3TheMillionPoundBankNoteWriting教案
必修三 Unit 3 The Million Pound Bank Note——-Writing一．教材分析：1.教材所处的地位和作用：本教学案例是人教版《普通高中课程标准实验教科书·英语（必修）3》第三单元The Million Pound Bank Note第三课时U sing languag e部分。
本单元的主要内容是根据马克•吐温的短篇小说《百万英镑》改编的戏剧剧本。
其中“趣味阅读”（Reading for Fun）部分独具特色，这里列举的马克•吐温的名言都充分体现了这位伟大作家的诙谐幽默。
本课选取《夏娃日记》中的一句名言，贴近学生生活实际，有助于学生树立正确的人生观和价值观。
此外，本课的设计与2014年英语全国高考福建卷、山东卷、湖北卷、重庆卷的书面表达接轨，以谚语或名言为载体，要求学生结合自身经历论述自己的理解感悟，旨在让学生明确高考来源于教材而高于教材，进而更加重视课本知识的学习和积累。
2.教育教学目标：(1) 知识目标：学生能理解背诵马克•吐温的名言：How little a thing can makeus happy when we feel that we have earned it!(2) 能力目标：学生能结合自身经历写一篇短文论述自己对该名言的理解。
(3) 情感目标：学生能学会通过自己的努力实现自己的目标，体验生活中的点滴幸福。
3.教学重点、难点：(1) 重点：理解背诵马克·吐温的名言：How little a thing can make us happy when we feel that we have earned it!(2) 难点：学生结合自身经历阐述对该名言的理解和感悟，完成相关书面表达。
二．教法和学法1. 教法(1) 目标教学法 (2)任务教学法 (3)启发式教学法2. 学法(1)自主学习 (2) 合作探究 (3)头脑风暴 (4) 限时写作三．学情分析高一学生对英美文学著作知之甚少，对文化类阅读文章的欣赏力和深度挖掘文章内涵的能力还有所欠缺，对外国作家作品名言也缺乏自己独特地深刻地理解。
人教版必修三英语第三单元教案TalkingaboutPhysicalAppearance
人教版必修三英语第三单元教案TalkingaboutPhysicalAppearance--Talking about PhysicalAppearance(Unit 3)教材分析：本单元主要讲述的是如何描述一个人的外貌特征，涉及到的语法主要是形容词的比较级和最高级，同时还有一些逊色与胜任的表达方式。
本单元的重点在于教学如何使用形容词来描述一个人的外表，让学生掌握一定的描述技巧，从而进行更准确地表达。
教学目标：知识目标：1.能够熟练描述一个人的外貌特征，并使用形容词的比较级和最高级，以及相关的逊色与胜任的表达方式。
2.能够运用所学知识完成相关的阅读、听力和口语练习，达到基本的交流能力和语言应用能力。
能力目标：1.培养学生辨别身体部位的能力，提高其观察力和表达能力。
2.提高学生的英语听、说、读、写的能力，使其能够流利地进行英语口语交流。
情感目标：1.培养学生树立正确的审美观和人生价值观，使其能够尊重不同的文化和不同的人。
2.鼓励学生在语言学习中发扬创新思维，锻炼自我表达的勇气和能力。
教学重点：1.形容词比较级、最高级和逊色与胜任的表达方式的掌握。
2.学生口语表达能力的培养和提高。
教学难点：1.如何正确运用形容词比较级、最高级和逊色与胜任的表达方式。
2.如何培养学生英语口语表达的能力，提高其英语听、说、读、写的能力教学设计：一．课前准备 ( Pre-task preparation)1.教师准备相关的物品，以便于学生在描述一个人的外貌时有具体的东西可以参考。
2.让学生阅读相关的课文，了解相关的语言点和表达方式。
二．引入 (Introduction)1.教师可以通过播放一段视频或者是展示图片，引入对话题的思考。
2.教师可以介绍一些有趣的人物，引入本节课的主要内容。
三．新课教学 (New content)1.形容词的比较级和最高级 (Comparative and superlative adjectives)a.讲解基本的用法和规则。
人教版高中英语必修3《Unit3TheMillionPoundBankNote》教案
人教版高中英语必修3《Unit3TheMillionPoundBankNote》教案人教版高中英语必修3《Unit 3 The Million Pound Bank Note》教案【一】教学准备教学目标Study aims and demands:1. To learn some words and exp ressions.2. To have a full understanding of the text.3. To have a discussion about the characters in the text.教学重难点1. To learn some words and exp ressions.2. To have a full understanding of the text.3. To have a discussion about the characters in the text.教学过程Study aims and demands:1. To learn some words and exp ressions.2. To have a full understanding of the text.3. To have a discussion about the characters in the text.Step 3: Careful-reading1. Read the text and answer the following questions.⑴ Where does Henry Adams come from? Does he know much about London?⑵ What did he do in America?⑶ Can you imagine what happened when Henry went to the American Embassy ?Give your reasons.2. Do three multiple choices(1). What happened to Mr. Adams before he landed in Britain?A. He just sailed out of the bay for a travelB. He planned to go to Britain by his own boat.C. His boat was broken by a strong w ind.D. His boat was carried out to sea by a strong wind.(2). What did Mr. Adams feel when he heard one of the brothers saying “What luck! Brother! What luck!”?A. He felt he was lucky, too.B. He thought they laughed at him.C. He was a bit of angry and was ready to leave.D. He felt the two brothers would help him.(3). What did Mr. Adams ask for from the two brothers?A. A house to stay for a short moment.B. A letter with a bank note worth million pound.C. An honest job.D. Charit y from the two brothers.Step 4: Comprehending:1. Why and how did Henry land inBritain?2. How did Henry’s feelings change dur ing the conversation?Find an adjective in the list to complete each sentence.Step 5：Consolidation ------Retell the storyStep 6: Discussion1. What kind of person do you think Henry is?2. Why do you think that the brothers chose Henry for their bet?Ste p 7: Prediction:1. What do you think will happen to Henr y?2. Will the bank-note help him o r get him into trouble?课后习题Homework:1. Read the text again and pat attention to the difference between British English and American English.2. Underline some important words and phrases.人教版高中英语必修3《Unit 3 The Million Pound Bank Note》教案【二】教学准备教学目标知识与技能tak e a chance, by chance, Chances are that..., would you mind doing sth ? in rags, indeed, as for, as to 过程与方法 1. Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to le arn English.2.Enable students to sum up the main idea of ACT ONE Scene 4.3. Enable students to understand the details about the whole scene.4. Retell the scene using the key words of the whole scene.情感态度价值观 1. Students will be able to show interest in the dramas .2 Students will be able to talk about s hort stories and dramas.教学重难点教学重点 How to interpret language through ton e of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.教学难点 Retell the scene usin g the key words of the whole scene教学过程Teaching procedures:Step One: Introduce some new wordssteak:eat like a wolf:genuine:reserve:scream:fake:bow:Step Two: CULTURAL NOTE:Henry asks for a steak “extra thick” for his meal. In China, steak is generally cut thinly but in America it is appreciated if it is cut thickly and grilled or fried. The advantage of having a steak “extra thick” is that it can be well cooked on the outside but still raw or half raw in the center.Step Three: Read and answer these questions1. What was it in the letter?2. Before Henry took the note out of the envelope, did the waiter serve him politely? Why?3. Did the owner believe that the note was genuine or not? Why?4. Whose behavior changes the most during this scene?5. What kind of person is the owner of the restaurant?6. Why do you think the owner of the restaurant g ave Henrya free meal?Step Four: Detailedr reading1. What does “it’ll cost a large amount of money” exactl y mean?2. At the sight of the customer’s note, the owner and his waiter got very _ D_.A. frightenedB. angryC. worriedD. excited3. When did the hostess and the waiter change their attitude to the customer? _____D____A. At the beginning of the stor y.B. Before they saw the large note.C. At the end of the story.D. After they saw the large note.In group of four, play the parts of “Henry, waiter, owner and hostess”.Step Five:Retell the storyReflection:板书板书设计:1. What was it in the letter?2. Before Henry took the note out of the envelope, did the waiter serve him politely? Why?3. Did the owner believe that the note was genuine or not? Why?4. Whose behavior changes the most during this scene?5. What kind of person is the owner of the restaurant?6. Why do you think the owner of the restaurant gave Henrya free meal?。
高中英语人教版必修3 教学设计 Unit 3
Unit 3 The Million Pound Bank Note本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断。
1. Warming Up部分提出问题，通过对马克·吐温及其作品的讨论引发学生学习兴趣，使学生对马克·吐温及其作品有个初浅的了解。
2. Pre-reading部分要求学生展开想象，假如自己有了一张百万英镑的钞票会怎么做，并阐述自己对《百万英镑》这部电影的评价。
3. Reading部分是剧本中第一幕的第三场。
富商兄弟俩打赌把一张百万英镑钞票给一个一无所有、诚实可靠的穷人，想看看会发生什么事。
最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子Henry Adams。
教师可以引导学生通过戏剧情节的发展，了解、感受戏剧的语言。
同时，还可利用剧本的朗诵和表演帮助学生改进语音、语调。
4. Comprehending部分Fact or Opinion的练习和几个形容词的填空练习旨在检测学生对事实和观点的判断，加强对部分词语在语境中的理解和运用。
5. Learning about Language部分通过英语释义、语篇填空等形式帮助学习理解掌握本单元的重点词汇，并通过先发现再简单运用的模式帮助学生了解、掌握本单元的语法项目：宾语从句和表语从句。
6. Using Language部分中的Reading and acting介绍了第一幕的第四场。
这一场生动地讲述了衣衫褴褛的流浪汉Henry Adams到餐馆用餐先遭冷遇，而后由于拿出了一张百万英镑的大钞又倍受关照的有趣故事。
作者用诙谐的笔调讽刺了资本主义社会拜金主义者的丑陋嘴脸。
7. 在Listening and writing中又介绍了第五场，进一步印证了Henry Adams诚实正直的品格。
1.知识与技能目标1) Get students to learn some useful new words and expressions in this part.2) Get students to read the play.3) Let students learn the expressions of ordering food.2. 过程和方法目标1) Get students to learn some useful new words and students to expressions in this part.2) Get students to read the play.3) Let students learn the expressions of ordering food.3. 过程和方法目标1) Develop students ’ reading and enable them to learn how to use different reading strategies to read different reading materials.2) Enable students to understand and act out the play.3) Have students learn how to use the expressions to order food.3. 情感态度与价值观目标1) Stimulate students ’ interests of learning English by reading and acting and acting this play.2) Develop students ’ sense of group cooperation and teamwork.【教学重点】1. Develop students ’reading and speaking skills.2. Let students read and act the play.3. Have students learn to use the expressions to order food.【教学难点】1. Enable students to learn to use reading strategies such as skimming, scanning and so on.2. Get students to act the play.3. Let students make a dialogue at the restaurant.Teaching MethodsElicitation, discussion, listening, group work.Teaching AidsA computer, a blackboardStep 1 Warming up。
人教版高中英语必修三全套教案3
Module3 Unit 1 Festivals aroundthe worldTeaching aims and demands1.topic: 1>Festivals2> how festivals begin3>how to celebrate festivals2.function: 1>RequestEg: Could you please…Could I have …I look forward to doing…2>ThanksEg: It’s a pleasure./Don’t mention it.It’s very kind of you to…I’d love to …Thank you very much./Thanks a lot.You are most welcome.3.vocabulary:4.grammar:Jin can speak English well. (ability)Could you please show me the way to … (reques t)May we see the awards for the team (permission)She might give you … (possibility)The whole family will come for dinner.(promise)Often he would dress up like a rich man.(pass habit)We would be there with our friends.(promise)II.Key pointsPeriod 1-2 Warming up and fast reading1.Greetings2.Warming upStep 1 discussing the following questionsa.How was your holiday/spring festivalb.Did you go travelingc.How much pocket money did you getStep 2 talking1).Name some festivalsSpring Festival Dragon Boat Festival Lantam Festival Mid-Autumn Festival Army Day May Day Teachers’ Day New Year National Day Mother’s Day Children’s Day Father’s DayChristmas Day Halloween carnivalEaster Valentine Day Oben2).Ss work in groups of four and list five Chinese festivals and siscuss when they take place , what they celevrate and one thing that people do at that time.Festivals Time of year/date Celebrate for Things to doMid-Autumn DaySpring FestivalDragon Boat DayTomb sweeping DayLantern Festival3.Pre-reading1) What’s your favourite holiday of the year Why2) What festivals or celebration do you enjoy in your city or town Do you like spending festivals with your family or with friends What part of a festival doyou like best—the music, the things to see, the visits or the food4.Fast reading and find the answers to the following questions.A.What did ancient festivals celebrateB.What are festivals of the dead forC.Why are autumn festivals happy events three things people do at spring festivalPeriod 3-4 Intensive reading1.Read the passage paragraph and find the main ideas of each paragraphParagraph 1: All kinds of celebration in ancient time.Paragraph 2: The purpose to honour the dead and three examplesFestivals Time Things people doObenDay of the DeadHalloweenParagraph 3: The reasons Why we honour peopleFestivals Who does it celebrateDragon Boat FestivalsClumbus DayIndian National FestivalParagraph 4: Autumn festivals are happy eventsParagraph 5: How people celebrate in spring festivals2. Language pointsa.They would starve if food was difficult to find…starve （v.）饿死；挨饿lions of people starved to death during the war.Starve for sth 渴望…Eg.The homeless children starve for love.Starvation (n.) 饿死Eg.Die of starvationStarvation wages 不够维持基本生活的工资b.The most ancient festivals would celebrate the end of the cold weather, plantingin spring and harvest in autumn.Celebrate (vt./vi.) 庆祝, 赞颂, 赞美, 举行（仪式）Eg.We celebrate the new year with a party.Their courage was celebrated in all the newspaper.Celebrated (adj.) = famous 著名的, 驰名的c.…because they thought these festivals would bring a year of plenty.days/years/…of plenty :富裕（尤指事物和钱）的日子, 年月, 生活等。
(完整版)人教版高中英语必修三第三单元教案
interest, the teacher can hold a competition among them.教学重点1. Develop students’ reading and speaking skills.2. Let students read and act the play.3. Have students learn to use the expressions t o order food.教学难点1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.2. Get students to act the play.3. Have students make a dialogue at the restaurant.三维目标知识与技能目标1. Get students to learn some useful new words and expressions in this part.2. Get students to read the play.3. Let students learn the expressions of ordering food.过程与方法目标1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.2. Enable student s to understand and act out the play.3. Have students learn how to use the expressions to order food.情感态度与价值观目标1. Stimulate students’ interests of learning English by reading and acting this play.2. Develop students’ sense of group cooperation and teamwork.四、教学方法Problems probing method. Work in groupsMake a quiz for the students to find out how much they already know about Mark Twain, Ask students to answer questions by groups. The questions are as follows:1.What was the real name of Mark Twain?2.What was his job?3.Can you name one of his famous novels?五、教学过程→Step 1 Revision1. Check the homework exercises.2. Ask some students to read the words of U3.→Step 2 Warming up1. Ask students to make a list of all the changes that Henry has made to his life.2. Have them in pairs discuss what difference they think this will make to the way people treat him and report their ideas to the class.3. Learn more about Mark Twain. Then list some popular novels such as The Adventures of TomSawyer, The Prince and the Pauper. [百度知道]→Step 3 Brief introduction of The million pound note[百度知道]Step 4 listen to the tape1. Ask the all turn to Page 17. We are going to listen to ActⅠ, Scene 3.2. Let them listen carefully and write down the main idea.3. Play the tape again to check and have the correct answers.→Step 5 Reading and speaking task1. Ask students to discuss the following questions in pairs.1) Where did Henry come from?2) Why was Henry in London?3) What happened to Henry?→Step5 See the movie [百度知道]Let a group retell the story and start a role play.→Step 6 Think overDo you know the exchange rate between pound and RMB?[百度知道]→Step 6 Homework1. Finish the Workbook exercises.2. Review the contents of the unit and complete Summing Up on Page 24.六、教学反思这篇课文很有挖掘、开发的价值，通过the waiter和老板的语言、动作、神态等描写，细致刻画出两个市井人物的见钱眼开、惟利是图的丑恶嘴脸。
Unit 3英语教案高中英语人教版(2019)必修第三册
Unit 3 Diverse Cultures-Reading and ThinkingObjectives:To improve students’ reading comprehension skills.To expand students’ vocabulary related to cultural diversity.To develop students’ critical thinking skills through discussions.Materials:Reading passage about cultural diversity.Vocabulary list related to cultural diversity.Comprehension questions about the reading passage.Discussion questions about cultural diversity.Procedure:Vocabulary:Introduce new vocabulary related to cultural diversity. Provide definitions and examples of usage. Have students create sentences using the new vocabulary.Reading:Encourage students to read for comprehension and take notes on important details.Comprehension Questions:Create a set of comprehension questions related to the reading passage. Ask students to answer the questions individually or in pairs. This will help to further reinforce their understanding of the reading.Discussion Questions:Create a set of discussion questions related to cultural diversity. Ask students to discuss the questions in small groups or as a class. This will help to develop their critical thinking skills and encourage them to share their opinions and experiences.Example discussion questions:Why is it important to learn about different cultures?Have you ever experienced a culture shock? What was it like?What are some benefits of cultural diversity?Are there any negative effects of cultural diversity? If so, what are they?How can we promote cultural understanding and respect in our daily lives?Homework:Assign homework related to cultural diversity. This could include researching a different cultural tradition, interviewing someone from a different culture, or watching a documentary or movie about a different culture.。
人教版高中英语必修三Unit 3《The Million Pound Bank Note》word单元教案
Unit 3 The Million Pound Bank-Note第一课时ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealousb. 交际用语Expressions on request:Would you step inside a moment, please?Would you please come in?May we ask what you’re doing in this country and what your plans are?Well, why don’t you explain what this is all about?c. 重点句型2. Ability goals能力目标a. Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English.b. Enable students to sum up the main idea of ACT ONE Scene 3.c. Enable students to understand the details about the whole scene.d. Retell the scene using the key words of the whole scene.e. Express their opinions by answering the following questions:1) Do you think money is everything? Why?2) Do you agree that only money can bring people happiness?3. Learning ability goals 学能目标a. Help students to understand natural language in the dramatic context and increase their self-confidence in using English.b. Help students to sum up the main idea of ACT ONE Scene3.c. Help students to understand the details of the whole scene.d. Get students to retell the whole scene.e. Help them to answer the following questions:1) Do you think money is everything?2) Do you agree that only money can bring people happiness?Teaching important points 教学重点a. How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.b. Discuss the questions:1) Do you think money is everything?2) Do you agree that only money can bring people happiness?Teaching difficult points教学难点Discuss the questions:1) Do you think money is everything?2) Do you agree that only money can bring people happiness?Teaching methods 教学方法Elicitation, discussion, listening, reading and pair work.Teaching aids 教具准备A computer, a projector and a tape recorder.Teaching procedures and ways教学过程与方式Warming up-IWhat do you know about Mark Twain? Do you know any of his works?greatest humorist of the 19th century American literature.Novels:The Adventures of Tom Sawyer (1876)(汤姆·索亚历险记）The Prince and the Pauper (1882)(皇子与贫儿)The Adventures of Huckleberry Finn (1894)(哈克贝利·费恩历险记)DiscussionSuppose a rich person gives you a million pound bank-note, what will you do with it ? Give the reasons.Introduce some new words to the students:incredible: difficult to believe (unbelievable)stare at: look at sb. / sth. for a long timenightfall: the time in the evening when it becomes darksurvive: continue to live or existspot: see or notice a person or thingaccount for: to be the explanation or cause of sth.charity: 施舍by accident: by chancePre-reading1. First, give students a brief introduction of the storyTwo rich gentlemen made a bet on what would happen to a person if he was given a million poundHenry, the hero of the story, an American young man, sailed too far, drifted out to the ocean. A British ship, for London, passing by, fortunately saved him.2. Prediction :What would happen to Henry?ReadingScan the passage and find out :What happened to Henry?What does the brothers choose Henry for?What happened to Henry?He was given a letter by the two brothers and was asked not to open it until two o’clock.What does the brothers choose Henry for?They wanted to make a bet on Henry.Skimming: answer the following questions:1. Where does Henry Adams come from? Does he know much about London?2. What did he do in America?3. Why did he land in Britain?Put the following events in correct order.(1) Henry wandered in London streets.(2) About a month ago Henry Adams was sailing out of the bay.(3) The next morning he was spotted by a ship.(4) Towards nightfall he found himself carried out to sea by a strong wind.(5) On the ship he earned his passage by working as an unpaid hand.Keys;(2) About a month ago Henry Adams was sailing out of the bay.(4) Towards nightfall he found himself carried out to sea by a strong wind.(3) The next morning he was spotted by a ship.(5) On the ship he earned his passage by working as an unpaid hand.(1)Henry wandered in London streets.After-readingWhat kind of persons you think the characters are? (Henry Adams, Oliver Roderick)The second period1. First. Introduce some new words:steak:eat like a wolf:genuine:reserve:fake:bow:2. CULTURAL NOTE: Henry asks for a steak “extra thick” for his meal. InChina, steak is generally cut thinly but in America it is appreciated if it is cut thickly and grilled or fried. The advantage of having a ste ak “extra thick” is that it can be well cooked on the outside but still raw or half raw in the center.3. Read and answer these questions:1. What was it in the letter?2. Before Henry took the note out of the envelope, did the waiter serve him politely? Why?3. Did the owner believe that the note was genuine or not? Why?4. Whose behavior changes the most during this scene?5. What kind of person is the owner of the restaurant?6. Why do you think the owner of the restaurant gave Henry a free meal?4. Detailedr reading1. What does “it’ll cost a large amount of money” exactly mean?2. At the sight of the customer’s note, the owner and his waiter got very _D_.A. frightenedB. angryC. worriedD. excited3. When did the hostess and the waiter change their attitude to the customer? _____D____A. At the beginning of the story.B. Before they saw the large note.C. At the end of the story.D. After they saw the large note.In group o f four, play the parts of “Henry, waiter, owner and hostess”.The third period GrammarThe Second Period GrammarTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语win the bet, make the bet, be worried about, stay out of jail, a poorly-dressed gentleman, eat like a wolf, be a big puzzle to sbb. 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a. Enable the students to use the words and expressions in this part.b. Enable students to understand and use noun clauses as the object and predicative.3. Learning ability goals 学能目标a. Get the students to guess the meaning of the words or expressions according to the context.b. Get the students to use the noun clauses as the object and predicative.Teaching important points 教学重点a. How to make students understand and use noun clauses as object and predicative.b. Get the students to master the usage of the important words of this unit.Teaching difficult points教学难点How to make students understand and use noun clauses as object and predicative.Teaching methods 教学方法Task-based methodTeaching aids 教具准备A computer and a projectorTeaching procedures and ways教学过程与方式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。
人教版英语必修三第三单元reading for writing教案
人教版英语必修三第三单元reading for writing教案Unit 3 Reading for Writing教案。
【教学目标】。
1.学生能够了解和认识一些重大节日的传统方法和历史。
2.通过阅读和写作技能的练习，学生能够提高自己的英语水平。
3.帮助学生在词汇、语法和写作方面提高自己的技能。
【教学重点】。
1.学生必须熟悉传统的节日和庆典。
2.通过阅读文本，学生应该能够理解不同的庆典和文化。
3.学生必须能够用英语发表意见和写作思考。
【教学难点】。
1.如何根据文本理解文化和庆典活动。
2.提高学生的写作技能和口语表达能力。
3.如何评估学生的写作和口语表达能力。
【教学方法】。
教师主导教学，黑板讲解，学生讨论，学生阅读练习，学生写作，小组互动，学生演讲，并采用查询等策略。
【教学步骤】。
Step 1 概述课程和目标。
教师向学生介绍第三单元的主题，根据课程目标和学生预期的技能水平，让学生明确学习目标和期望能够达到的技能和知识。
Step 2 学术词汇表和口头表达。
教师为学生提供一个专业术语的列表，这些术语与节日和庆典有关，或与文化和习俗有关。
教师会冷静地对每一个术语进行解释。
后，要求学生反复说这些术语，以尽量熟练掌握，并进行口头练习，确保学生能够在英语中表达自己的想法。
Step 3 阅读理解和分析。
教师分配课文，有可能包括多个篇章，帮助学生用所学的技能加深对文本的理解和评估。
教师可以要求学生回答问题，或寻找关键内容。
学生们可以自由地解释课文。
教师可以通过黑板引导讨论，协助学生更好地理解文本。
Step 4 串讲和口头演讲。
要求学生口述内容，并向同学们展示他们的批判性思维，看看他们能否进一步理解所学到的新知识。
通过“串课”和口头演讲，学生可以更深入地了解自己的思维和理解。
Step 5 搜集资料、撰写文章。
学生阅读文本，了解庆典和历史文化的细节，并搜集资料，构建自己的写作思路，写下自己的文章。
Step 6 小组分享和讨论。
人教版高中英语必修三教案：unit3+Warming-up+and+Pre-reading.doc
单元（章品味人生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。
33 我是一只蜜蜂，在祖国的花园里，飞来飞去，不知疲倦地为祖国酿制甘甜的蜂蜜;我是一只紫燕，在祖国的蓝天上，穿越千家万户，向祖国向人民报告春的信息;我是一滴雨点，在祖国的原野上，从天而降，滋润干渴的禾苗;我是一株青松，在祖国的边疆，傲然屹立，显示出庄严的身姿。
必修三英语unit3教案
必修三英语unit3教案教案标题：必修三英语 Unit 3 教案教案目标：1. 通过本单元的学习，学生将能够熟练运用本单元所学的词汇、短语和语法结构。
2. 培养学生的听、说、读、写的综合能力，提高他们的英语交际能力。
3. 培养学生的批判性思维和解决问题的能力。
教学重点：1. 学习并掌握本单元的重点词汇、短语和语法结构。
2. 培养学生的听、说、读、写的能力。
3. 培养学生的批判性思维和解决问题的能力。
教学难点：1. 学生能够准确运用本单元所学的语法结构和词汇。
2. 培养学生的批判性思维和解决问题的能力。
教学准备：1. 教师准备：课本、多媒体设备、教学PPT、练习题等。
2. 学生准备：课本、笔记本、笔等。
教学过程：Step 1: 导入新课（5分钟）1. 引入新课，通过展示一些相关图片或视频来激发学生对话题的兴趣。
2. 引导学生讨论并提出问题，引出本课的主题。
Step 2: 新课讲解（15分钟）1. 教师通过PPT或黑板等方式，讲解本单元的重点词汇、短语和语法结构。
2. 结合例句和实际情境，帮助学生理解和记忆新知识。
Step 3: 听说训练（20分钟）1. 播放相关录音或视频材料，让学生进行听力训练。
2. 设计一些与课文内容相关的口语练习，让学生进行对话练习。
Step 4: 阅读训练（20分钟）1. 学生独立阅读课文，理解文章的大意和细节。
2. 学生进行小组讨论，分享自己的理解和观点。
3. 教师组织全班讨论，引导学生深入思考课文中的问题和主题。
Step 5: 写作训练（15分钟）1. 学生根据课文内容，完成相关写作任务，如写一篇短文、写一封信等。
2. 学生互相交流和修改自己的作文，提高写作质量。
Step 6: 巩固练习（15分钟）1. 教师设计一些练习题，让学生巩固所学的语法和词汇。
2. 学生独立完成练习，并相互检查答案。
Step 7: 课堂总结（5分钟）1. 教师对本节课的内容进行总结，并强调重点和难点。
2019-2020学年高中英语人教版必修三Unit3全单元教案
2019-2020学年高中英语人教版必修三Unit 3 The Million Pound Bank-NoteI．教学内容分析本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克·吐温的生平简介。
Warming Up通过对马克·吐温及其作品的讨论引发学生学习兴趣，使学生对马克·吐温及其作品有个初步的了解。
Pre-reading首先要求学生回答几个相关的问题，并让他们展开想象，借助讨论引入到《百万英镑》的情节。
Reading部分是详细介绍富商兄弟俩打赌把一张百万英镑的钞票给一个一无所有、诚实可靠的穷人，想看看会发生什么事。
最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子Henry Adams。
本部分可以通过先熟读后改编的形式，让学生登台表演，培养学生的调控能力和交际能力，然后再利用多种形式的练习让学生深入理解课文。
Learning about Language部分突出了词汇和语法的学习与训练。
本单元的语法是名词性从句中的宾语从句和表语从句的具体用法。
Using Language部分中包括了听、读、写三个部分的内容，是本单元主要篇章的延伸。
学生通过感受百万英镑给亨利带来什么样的待遇而进一步理解作者诙谐讽刺的写作风格。
该部分比较连贯，提出的一些问题有利于培养学生独立思考的能力和文学素养。
其中写作部分是训练学生选取和组织材料的能力，通过前面的学习，结合独立的思考，写出形象鲜明且语言流畅的戏剧。
Learning Tip指导学生掌握对话的技巧，了解如何使用相应的语音和语调来编排戏剧，提高学生的写作水平。
II．教学重点和难点1. 教学重点(1) 本单元教学目的和要求中的生词和短语；(2) 掌握名词性从句中的宾语从句和表语从句的具体用法；(3)了解戏剧（剧本）语言的特点，如舞台说明（stage directions）用一般现在时态，台词中有很多的省略句等。
2021-2022学年高中英语人教版必修三教学案：Unit 3 Section 3 Word版含答案
[语法初识]原句感知自主探究①Oliver believes that with a million pound bank note a man could survive a month in London.②It is Henry Adams, an American businessman, who is lost in London and does not know what he should do.③I wonder, Mr.Adams, if you'd mind us asking a few questions.④I didn't know whether I could survive until morning.⑤That's why we've given you the letter.⑥It looks as if it is going to rain. (1)左栏6个句子中的黑体部分都是主句中的从句，这些从句在词性上相当于一个名词，故被称作名词性从句。
(2)句①②③④中的黑体部分属于宾语从句。
(3)句⑤⑥中的黑体部分属于表语从句。
[语法剖析]语法点一宾语从句1．概念：在主从复合句中充当宾语的从句，叫做宾语从句。
它可以充当句中谓语动词、介词或形容词的宾语，有时也作非谓语动词的宾语。
2．连接词的用法(1)that引导的宾语从句I think (that) you should turn to the teacher for help.我认为你应当向老师寻求挂念。
I am afraid (that) I've made a mistake. 生怕我已经犯了一个错误。
The Swede stood quite still, except that his lips moved slightly.那个瑞典人站着一动不动，只是嘴唇还微微在动。
人教版英语必修三Unit3TheMillionPoundBankNote教案3
Unit 3The Million Pound Bank Note一、教学设计（一）课标分析1、能正确的判断宾语从句的引导词；2、准确的把握宾语从句的语序；3、弄清宾语从句的时态问题；4、参照范例能准确的组织含有宾语从句的复合句；5、运用宾语从句的知识能创造出属于自己的句子，实现语言输出。
（二）内容分析Module 3 的重点语法是宾语从句和表语从句，本节课主要处理宾语从句，宾语从句应从三方面入手：引导词、语序和时态；其中比较难把握的是语序和时态。
（三）学生分析学生能正确使用引导词, 对学生的表现给予表扬。
学生在练习中可能会产生一些疑问，很容易对语序和时态含混不清，为确保人人清楚需要老师、同学多练习。
（四）教学目标1．学生掌握宾语从句的正确使用；2. 学生能创造出宾语从句，实现语言输出。
（五）教学重、难点宾语从句的引导词、语序和时态。
（六）教学策略1.复习单词开始，集体表扬，让全班学习气氛升温。
2.翻译句子、仿例子造句、反复练习宾语从句、课堂专练每一项都以竞争的方式开展，吸引学生踊跃参加。
（七）教学准备1．学生准备Students’book，Notebook 和 Exercise-book。
2．粉笔、幻灯片和教案。
二、教学过程Step 1导入正课。
让学生翻译三个句子，并仿其造句，导入宾语从句。
Step 2宾语从句需要注意的三个方面：引导词、语序和时态，并且根据例句让学生总结，分别列出引导词，语序和时态的分类。
1.引导词(根据从句句式)2.语序宾语从句的语序是陈述语序。
3.从句的时态(根据主句时态)Step 3让学生参照幻灯片把上述两个表格用自己的语言复述一遍，再加上一部分练习，加深学生的印象。
Step 4复习巩固。
让学生先自己完成练习题（一）把两句话合并成一句话即改成含有宾语从句的复合句，然后进行探究，教师参与学生的合作，找出疑惑，进行解答。
这是一种大众化题型，几乎每个学生都会完成。
Step 5深化知识，层层递进。
人教版必修三高中优秀英语教案(完整版)
高中英语教案（人教版必修3）Unit 1 Festivals around the world ，( 单元教学目标技能目标GoalsTalk about festivals and celebrationsTalk about the ways to express request and thanksLearn to use Modal verbsWrite a similar story with a different endingII( 目标语言Talk about festivals:*Festivals are meant to celebrate important events. 功*What?s your favorite holiday of the year? 能*What festivals or celebrations do you enjoy in your city or town?句*Do you like spending festivals with your family or with your friends? 式*What part of a festival do you like best——the music, the thingsto see, thevisit or the food?*Festivals and celebrations of all kinds are held everywhere.*They lit fires and made music because they thought these festivals wouldbring a year of plenty.*Some festivals are held to honor the dead or satisfy and please theancestors.*Festivals can be held as an honor to famous people or the gods.*The most energetic and important festivals are the ones that look forward tothe end of winter and to the coming of spring.*Festivals let us enjoy life, be proud of our customs and forget our daily lifefor a little while.Request:Could/Would you please...?Could I have ...?Could we look at...?I look forward to ....May I see...?ThanksIt?s very kind of you ...Thank you very much/Thanks a lot.I?d love to.It was a pleasure...Don?t mention it.You are most welcome.1. 四会词汇starve, plenty, satisfy, ancestor, lamp, lead, feast, bone, origin, trick, poet,arrival, national, gain, independence, gather, agricultural, European, custom,award, award, watermelon, handsome, rooster, admire, energetic, forward,Easter, clothing, religious, social, Christian, daily, permission, possibility, 词fool, apologize, drown, sadness, obvious, wipe, lovely, couple, weep, announcer, forgive 汇2. 认读词汇Obon, incense, skull, Halloween, carnival, lunar, parade, Jesus, cherry,blossom, Trinidad, Valentine, weave, herd, the Milky Way, magpie3. 固定词组take place, in memory of, dress up, play a trick, look forward to,day andnight, as though, have fun with, turn up, keep one?s word, holdone?s breath4. 重点词汇starve, satisfy, lead, gather, admire, apologize, drown, wipe, weep, forgiveModal verbs: may/ might, can/ could, will/ would, shall/should,must/ canThey lit fires and made music because they thought these festivals wouldbring a year of plenty. P1 语Some festivals are held to honor the dead, or satisfy and please theancestors, who could return either to help or to do harm. P2 法Festivals can be held as an honor to famous people or the gods.1. Discuss when they take place, what they celebrate and one that people doat that time. P12. They lit fires and made music because they thought thesefestivals wouldbring a year of plenty. P1 重3. Some festivals are held to honor the dead, or satisfy and please the 点ancestors, who could return either to help or to do harm. P2 句4. They light lamps and play music because they think that this will lead the 子ancestors to earth. P25. The festival of Halloween had its origin as an event in memory of the dead.P26. The most energetic and important festivals are the ones that look forward tothe end of winter and to the coming of spring. P27. They might include parades, dancing in the streets day and night, loudmusic and colorful clothing of all kinds. P28. The teacher said that we could not leave early.(permission) P59. The hunters are lost. They could starve.(possibility) P510. It was Valentine?s Day and Hu Jin had said she would meet him at thecoffee shop after work. P711. She said she would be there at seven o?clock, and he thought she wouldkeep her word. P712. "I don?t want them to remind me of her." So he did. P7III. 教材分析与教材重组1. 教材分析本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识;使学生复习和巩固运用请求和感谢的表达法，掌握情态动词的用法;并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。
人教版高中英语必修 第三册Unit 3 教案
M3 U3 Reading and Thinking教学设计&学案一、文本解读该阅读文本是一则旅行日记。
在日记中，中国学生Li Lan记录了自己的加州之行，并主要介绍了在旧金山一天的行程和所见所闻所感，从最初对地震后重建的旧金山的建筑产生兴趣到探索这个城市，慢慢体会到多元文化对它的不同方面的影响。
旅行日记与日记相似，首行是日期，正文即主体部分，常以第一人称讲述在旅行地参观的景点、参与的活动和旅行的感受。
本篇旅行日记结构清晰，作者按照时间顺序叙述了自己再旧金山一天的行程。
第一段描述了作者对旧金山的第一印象。
第二、三、四分别叙述了作者上午、下午、傍晚在旧金山的所做所见所闻所感。
第五段叙述了第二天的行程安排。
贯穿该旅行日记的主线是旧金山的多元文化，作者在一天的旅行过程中体验和体会到了多元文化在这个城市的各个方面的体现。
在阅读策略方面，学生通过寻读快速浏览文本，找到一些特殊信息，如时间、地点等；通过细读文本，提取、梳理和加工作者活动、感想、印象等，并用结构图呈现出来（Classify and organize information by drawing a diagram）。
二、课时目标通过本课时的学习，学生能够：1. 运用寻读策略，寻找、提取旅行时间、地点、图片，分析语篇类型。
2. 运用提取、梳理、加工、归纳等策略，寻找和梳理旅行活动，归纳和推断作者旅行的感想，并用结构图加以呈现，积累相关主题语言。
3.讨论旧金山多元文化的特点和成因。
4. 讨论多元文化对生活的影响。
三、教学重难点引导学生理解旧金山的多元文化特征和影响；指导学生使用结构图分类和整理文本信息，从而把握文章的结构和作者的写作逻辑。
四、设计思路教师首先以一则San Francisco的介绍视频为导入，要求学生找出视频中涉及的地点，随后分享want to know，激发学生学习兴趣，激活学生已有的背景知识和主题词汇；讨论diverse culture的意思，引出单元主题；引导学生通过寻读定位旅行地点、时间、图片，分析旅行日记的语篇特点；然后引导学生通过细读、提取、梳理、加工信息等阅读策略，持续默读，聚焦文本主要内容，分组完成作者旅行见闻和感想的结构图；然后引导学生再次阅读文本，概括旧金山多元文化的特点，推断、归纳多元文化对人们生活的影响；最后引导学生以V-log的形式介绍这个多元文化的为特点的城市，整合输出语言。
新人教版高中英语必修三Unit 3 Discovering Useful Structures教案
Linlin: And I strongly recommend the ethnic minority villages. You'll find Chinese culture is much more diverse than you thought.
2.He tried to solve his financial problems, but he couldn’t solve the problems.
3.If it is necessary, I’ll finish my report on American poetry as soon as it is possible.
Linlin: Wow, that’s cool! Guizhou is a province with a lot of cultural diversity. Places to visit... well, definitely the Huangguoshu Waterfall first.
5.Some wild mushrooms arc poisonous and some are not.
6.I really like that paper folding book, and my son, too.
Read the conversation. Find out which words have been left out.
Justin: Sounds great, thanks!
Keys:
Justin: Linlin, I'm going to Guizhou Province next month. I'm super excited! Any recommendations for places to visit?
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人教版精品英语资料（精校版）[语法初识]1．概念：在主从复合句中充当宾语的从句，叫做宾语从句。
它可以充当句中谓语动词、介词或形容词的宾语，有时也作非谓语动词的宾语。
2．连接词的用法(1)that 引导的宾语从句I think (that ) you should turn to the teacher for help.我认为你应该向老师寻求帮助。
I am afraid (that) I've made a mistake.恐怕我已经犯了一个错误。
The Swede stood quite still, except that his lips moved slightly.那个瑞典人站着一动不动，只是嘴唇还微微在动。
He said (that) you were too young to understand the matter and that you were asked not to care about it.他说你太年轻，还无法理解这件事情，你也不要去管它。
[点津]that引导的宾语从句有时可作间接宾语。
She told me that she would accept my invitation.她对我说她会接受我的邀请。
即时演练1翻译句子(用that引导的宾语从句)①我听说他参军了。
(join)I_heard_that_he_had_joined_the_army._②他告诉我们在整个工作中，他们都会帮忙的。
(through)He_told_us_that_they_would_help_us_through_the_whole_work.③我对他一无所知，只知道他是南方人。
(except)I_know_nothing_about_him_except_that_he_is_from_the_south._(2)whether或if 引导的宾语从句whether或if引导宾语从句时，在句中不充当成分，但是含“是否”之意，从句要用陈述语序。
He hasn't decided whether/if he'll go on a trip to Wuxi.他还没决定是否去无锡旅行。
I'll see whether/if I can advise him to accept it.我要看看我是否能劝他接受。
[点津]用whether而不用if引导宾语从句的情况：(1)作介词的宾语时，只能用whether；(2)与or或or not连用时只能用whether；(3)用于There's some doubt whether ...句型中；(4)少数动词如：leave, put, discuss等后的宾语从句常用whether。
I wonder whether (if) they will come to our party.不知是否他们会来参加我们的聚会。
It depends on whether it will be fine.那得看是不是晴天。
I don't know whether or not he will come.我不知道他是否会来。
There is some doubt whether he will come in time.他是否能及时赶到值得怀疑。
即时演练2根据要求完成下列题目①“Have you seen the film？”he asked me.(改为宾语从句)→He asked me whether/if_I_had_seen_the_film.②我为是否伤了她的感情而忧虑。
(完成句子)I worry about whether_I_hurt_her_feelings.③我不知道他是否会出席会议。
(翻译句子)I_don't__know_if/whether_he_will_attend_the_meeting.(3)连接代词和连接副词引导的宾语从句连接代词who, whom, whose, what, which, whatever, whoever, whomever, whichever和连接副词when, where, how, why，这些连接词都有词义，除引导从句外，还在从句中充当一定的成分，可作主语、宾语、表语、定语、状语等。
这种宾语从句有疑问意义，但不是疑问句，不能用疑问语序，而要用陈述语序。
The Police asked me how the accident happened.警察问我事故是怎么发生的。
(how作状语)He wanted to know what the manager had said at the meeting.他想知道经理在会议上说了些什么。
(what作宾语)Do you know who will be sent to work in Xinjiang?你知道会派谁去新疆工作吗？(who作主语)He didn't tell me when we would meet again.他没告诉我什么时候我们再相见。
(when作状语)Can I speak to whoever is in charge of this project?我能和负责这个项目的人谈谈吗？(whoever作主语)[点津]“疑问词＋-ever”结构的词可以引导名词性从句和让步状语从句，而“no matter ＋疑问词”结构只能引导让步状语从句。
[辨析]what和which引导宾语从句的区别) 他们想看看哪家商店提供的服务最好。
They wanted to see what shop he opened last week.(他们想知道他所开的那个商店的类型) 他们想看看他上一周开的是什么商店。
即时演练33－1.用适当的连接代词或连接副词填空①We are discussing what we shall do to help the poor.②Journal writers write about their travels in what is called a travel journal.③I wonder how you are getting on with your studies.④Can you tell me when he will come back?⑤Can you help to find out whose wallet it is?3－2.同义句转换(限填一个单词)⑥I gave her the thing that she asked for.→I gave her what she asked for.⑦I'll give the ticket to anyone who wants it.→I'll give the ticket to whoever wants it.3．注意事项(1)it作形式宾语当某些动词后的宾语从句之后有宾语补足语(通常是形容词或名词)时通常以it代替that 宾语从句作形式宾语，这时that不可省略。
常见的这类动词有find, think, consider, make, feel 等。
We find it difficult that we should finish the work on time.我们发现我们按时完成工作有困难。
I think it necessary that we take plenty of boiled water everyday.我认为每天多喝开水是有必要的。
[点津]在like, enjoy, love, hate，等表“喜怒哀乐”的动词或一些特殊动词(短语)如take, depend on, rely on, see to等后若要跟宾语从句，需跟形式宾语it。
I hate it when they talk with their mouth full of food.我讨厌他们满嘴食物时说话。
You may depend on it that they will support you.你相信好了，他们会支持你的。
(2)宾语从句的否定转移当主句的主语是第一人称，谓语动词是think, believe, suppose, imagine, expect等表示“认为、相信、猜测”等意义的动词，其后接宾语从句时，若从句表示否定意义，则常把否定词not转移到主句谓语部分。
I don't think he will come this evening.我认为他今天晚上不会来。
I don't suppose that's his fault, is it?我认为那不是他的过错，是吗？(3)宾语从句的虚拟语气表示“建议、命令、要求、决定、主张”等动词后的宾语从句要使用虚拟语气，即“should ＋动词原形”，其中should可以省略。
这类动词主要有insist, order, demand等。
He insisted that all of us (should) be there on time by any means.他坚持要我们大家想尽办法按时去那儿。
[助记]后接宾语从句常用虚拟语气的动词口诀一个坚持(insist)；两个命令(order, command)；三条建议(advise, suggest, recommend)；四项要求(demand, desire, require, request)。
即时演练4完成句子①We_consider_it_necessary_that he should improve his pronunciation.他应该改进他的发音，我们认为这是必要的。
②I_don't_think_you_will_have_any_difficulty_in finding the boys' dormitory.我认为你找到男生宿舍不会有困难。
③He_insisted_that_the_meeting_(should)_not_be put off.他坚持要求不推迟会议。
来说明主语是什么或怎么样。
2．连接词的用法(1)that引导的表语从句用法：①无意义②不充当成分③不可省略The reason for his absence is that he hasn't been informed.他缺席的原因是他没接到通知。
My suggestion is that we should tell him.我的建议是我们应该告诉他。
(2)whether引导的表语从句The point is whether we should lend him the money.关键在于我们是否应该借钱给他。