高一英语下学期第12周教学设计(必修3,语法动词不定式)

高中英语语法教案7. 动词不定式动词不定式由to+动词原形构成。

这里的to是不定式标志，没有词义。

不定式具有名词、形容词或副词的某些语法功能，又有动词的时态和语态的特点及作用。

常见的形式如表所示（以及物动词do为例），不及物动词没有被动语态。

时态\\语态主动被动一般式to do to be done进行式to be doing /完成式to have done to have been done完成进行式to have been doing /有些动词可以用不定式作宾语，大致上有三种情况。

1) 有些及物动词用不定式作宾语，结构为动词+不定式。

例如：afford aim agree arrange ask decidebother care choose demand desire determineelect endeavor hope fail help learnlong 渴望mean manage offer plan pretendrefuse tend undertake expect hate intend例如：The driver failed to see the other car in time. 司机没能及时看见另一辆车。

He offered to help me. 他表示愿意帮助我。

2）有些动词除了可以用不定式作宾语，还用不定式作补语，即有动词+宾语+不定式的结构。

例如：ask choose expect help beg intendlike/love need prefer prepare want wish例如：I like to keep everything tidy.我喜欢每件东西都保持整洁。

I like you to keep everything tidy.我喜欢你使每件东西都保持整洁。

I want to speak to Tom.我想和汤姆谈话。

I want you to speak to Tom.我想让你和汤姆谈话。

(一)主题任务(Core tasks)任务一：谈论教育家鼓励学生到图书馆、阅览室及上网搜索有关教育名人的资料。

木课可设计如下任务型教学活动：How much do you know about famous educators?活动时间：热身之前或之后，或本单元之后活动形式：个人活动、小组活动、班级活动语言知识要求：词汇：educator, to begin with, worldwide, resultin, achievement, strict 等句型：本单元日常交际用语语言技能要求：听、说、读、写活动过程：1.分配角色：四人一组，互相补充；2.办黑板报或小报，注意人物介绍、时代背景、教育理念等；3.在小组范围内交流有关内容，并做适当修改；4.每位同学收集一位教育家的情况及其教育名言+；5.鼓励学生就教育家及其名言谈些个人看法。

任务二：谈论教育公平性The reading tell s US that in some cultures parents are particularly unwilling to send their daughters to school because it is the custom to educate boys rather than girls. Please state your own points of view on it. The topic for discussion is **Is education only for boys?"教师要善于引导学生利用听力、阅读等相关素材进行组织、归纳、总结。

活动时间：阅读课之后活动形式：采用辩论形式活动过程：1.分配角色：四人一组，分正方、反方，就课文中的情况进行陈述；2.各组每一位成员均参加辩论；2.每个成员均要有发言的机会；3.选岀最佳辩手。

活动目的：培养学生的语言表达能力与辩论能力辩论评价表：学生在辩论时，可采用以下1. What kind of schools are there in the USA? 2Are most of the schools run by the 3Do American students have more holidays than us?4. How many students are there ina class in American schools? 10Are students encouraged to discuss and evenargue inclass?任务三：比较中国教育与美国教育活动时间：学完木单元之后活动形式：个人活动、小组活 动、全班活动活动过程： 1. 利用已有知识，适当拓展； 2. 互相补充，并添加一些项目；3. 归纳木单元所学内容，使知识形成网络。

Module4 The Third Period Grammar教学设计必修三Module4The Third Period GrammarTeaching goals 教学目标1 Target language目标语言a重点词汇和短语thunderstorm, infinitive, by the end of,b重点句子Experts hope to learn more about the movement of sandstorm.I’d like to tell about the situation before now.My father was out of the city when the sandstorm came.He was very glad to miss it.And yet we do nothing but talk about it.I can’t help but feel very concerned.I can’t but wonder what will happen.2 Ability goals 能力目标Learn to use infinitive structure3 Learning ability goals 学能目标Let the students learn how to use the infinitive structureTeaching important points教学重点a. Teach the use of the infinitive structure.b. Some words followed by the infinitive structure.c. but+ infinitive.Teaching difficult points教学难点The usage of the infinitive structure.The structure of but + infinitive.Teaching methods教学方法a.Explanation of grammar.b. Learn grammar through practice.Teaching aids教具准备A projector and a computer.Teaching procedures & ways教学过程与方式Step I RevisionCheck the homework.Step II PreparationT: Look at the screen please. Pay attention to the phrases in color. Do they have something in common?What is the common thing?1.To see her is to love her.2.She likes to play with the child.3.I am very glad to see you.4.The next train to arrive was from New York.5.I stayed there to see what would happen.S: Yes. They all have the word “to”.T: Very good. This is the grammar – infinitive structure we will learn this class. Who knows what the infinitive structure is.S: The infinitive structure is the phrase that has “to do sth”.T: Very good, but not always. Infinitive structure has two types. One is to-infinitive, the other is bare infinitive. For example:You cannot do better than go. (bare infinitive)To see is to believe. (to-infinitive)T: Ok, let’s look some usages of the infini tive structure①Infinitive structure acts as subject.E.g. To err is human. (subject)It takes me ten days to finish this project. (英语中常用it做形式主语，真正的主语是不定式)②Infinitive structure acts as predicateE.g. He is yet to come. (be + to come)The important thing is to save lives.③Infinitive structure acts as object.E.g. She likes to play with the child.He seems to know the way.④The adjective followed by the infinitive structureE.g. I am very glad to see you.He is eager to win.⑤Infinitive structure acts as attribute.E.g. He was always the first to come and last to leave.The next train to arrive was from New York.⑥Infinitive structure acts as adverbial modifier.E.g. I stayed there to see what would happen.(doing this with explanation)Step III Grammar 1T: Now please go through the activity 1 and to find all infinitive structures, then tell us if they give essential or extra information.Possible answers:(Ask students to check the answers)Ask students to finish activity 2&3 then call back the answers.Explanation:①Some adjectives must be followed by “to”: glad, sorry, lucky, free, sure, likely, able, afraid,willing, ready, anxious, careful, foolish etc.②have to mean s“不得不…….”③Some verbs must be followed by “to” as objective：like, want, hope，expect, wish, try etc.④Set phrases：so + adj.+ as to; such (…) as to….; … enough (for sb) to….; too……to…; onlyto…. ( 表示未曾料到的结果) etc.Step IV Grammar 2T: Please turn your book to Page36. At the beginning of the class, I told you that the Infinitive structure has two types. One is to-infinitive, the other is bare infinitive. Now let’s look at the second type of the Infinitive structure. “but + infinitive” is one of the bare infini tive. Who knows how to use this structure?S: We don’t know.T: If there is a word “do” before the conjunction “but” we should use bare infinitive.e.g. we have nothing to do now but wait.Tom never does anything but talk.If there is no “do” before the conjunction “but” we should use to-infinitive.e.g. They desired nothing but to succeed.I have no choice but to accept the fact.T: Now, look at the Ex.1&2 on page 36 and find the answers.Possible explanations:explanations:其他结构：①口语中 go, come后可不用toGo tell her. 去告诉他吧。

高一英语学期教学计划一、高中英语课程的设计特点课程按模块设计, 内容丰富, 图文并茂, 贴近学生生活实际。

这一学期主要学模块五和模块六。

模块五是必修模块, 而模块六是属于选修模块, 当然教学内容的难度也渐渐加深, 因此每个模块的教学时间调整为____周。

二、教学目标高二年级是高中的重要阶段, 又是高中三年的承上启下阶段。

因此, 让学生在高二年级打好学科基础并有所发展是极其重要的。

下列目标应在本学期内达到: 巩固、扩大基础知识;培养口头和书面初步运用英语进行交际的能力, 侧重培养阅读能力;发展智力, 培养自学能力。

争取在原有基础上有所提高, 缩小与上学期期末考试时平均分排在我们前面的几个理科班的差距.三、教学重点1.加强基础知识的训练, 注意词汇能力的培养, 帮助学生理清语法规则, 掌握习惯用语, 为综合运用打下坚实的基础。

2.坚持听、说、读、写的训练, 保证量的积累过程, 实现由语言知识到语言应用能力的转化, 提高做题的准确率和熟练程度。

3、坚持以语篇为中心, 重视语言形式和思想的表达。

四、教学内容及方法1.走近学生, 了解学生。

多利用一些时间与学生沟通交流, 拉近师生之间距离。

了解学生英语学习的情况, 做到分层教学, 真正落实因材施教。

2.继续抓好学生英语学习习惯的养成, 如, 早读一定要大声朗读, 每天都积累一定量的英语词汇, 认真做好课堂笔记, 并及时整理好难错题本。

3.加大阅读量, 通过阅读材料开阔学生的视野, 丰富语言知识, 扩大词汇量。

4.提高学生的口语交际能力, 充分利用课前三分钟的英语对话, 并实行每天的英语值日报告, 提高学生的英语口语表达能力。

5.完善学生评价制度以及评价方案, 自评, 他评, 师评, 家长评价等多种评价体系同时进行, 帮助学生认识自我, 并不断地完善自我。

6.培养学生的自主学习能力。

这个目标的实现, 需要一个循序渐进的过程, 必须落实在平时的教学点滴中。

多观察, 多强调, 抓住一些典型的自觉主动学习的学生来带动班上其他学生。

语法精讲②不定式作定语和结果状语1．不定式作定语动词不定式作定语，修饰前面的名词或代词(也叫中心词)。

动词不定式跟中心词有逻辑关系，大致分为主谓关系、动宾关系、同位关系和状语关系等。

(1)主谓关系不定式的动作是不定式所修饰的中心词来执行的。

可以改成定语从句。

①不定式可用来修饰人。

He is a man to finish his task best.他是任务完成得最好的人。

→He is a man who has finished his task best.He was a brave man to admit what he had done.他是个敢做敢当的英勇之人。

→He was a brave man who could admit what he had done.②不定式可用来修饰物，表示某物要做某事。

The next train to arrive was from New York.下一列到站的火车是从纽约开来的。

→The next train which would arrive was from New York.The world mathematics conference to take place in Beijing next month is bound to be a great success.下个月将在北京召开的世界数学大会肯定会取得圆满胜利。

→The world mathematics conference which is going to take place in Beijing next month is bound to be a great success.(2)动宾关系不定式与所修饰的中心词有动宾关系，可改成定语从句。

跟主谓关系一样，不定式修饰的既可以是人，也可以是物。

不定式动作的执行者可能是句子的主语，也有可能是句子的宾语；有时不定式动作的执行者暗含在上下文中；有时用for sb./sth.指出动作的执行者；有时根本不知道是谁。

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

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

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

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

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

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

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

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

语法课是帮助学生具体语境中感知语法规则，并在实践中合理运用。

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

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

高中英语必修3教案教学目标本单元的教学目标是让学生能够掌握并运用相关词汇和语法结构，提高听说读写的综合能力。

同时，通过对文化背景的学习，增强学生的跨文化交际意识。

教学内容1. 词汇与短语：本单元将学习与主题相关的词汇和短语，如描述人物特征、表达个人喜好等。

2. 语法结构：重点讲解并练习使用定语从句，让学生能够正确构造句子，表达复杂的思想。

3. 听力训练：通过听取对话或短文，提高学生的听力理解能力，尤其是对细节信息的捕捉能力。

4. 口语交流：鼓励学生就特定话题进行小组讨论，锻炼流利表达自己观点的能力。

5. 阅读理解：分析课文内容，提高快速阅读和深度理解的能力。

6. 写作技巧：指导学生如何写出结构清晰、内容丰富的短文。

教学方法1. 任务驱动法：通过设计贴近真实生活的任务，激发学生的学习兴趣，提高他们的实际运用能力。

2. 合作学习：鼓励学生进行小组合作，通过讨论和交流，共同完成任务，培养团队协作精神。

3. 互动教学：教师与学生之间进行积极的互动，及时给予反馈，帮助学生及时纠正错误。

教学过程1. 导入新课：通过提问或播放相关视频，引起学生的兴趣，为新课的学习做好铺垫。

2. 词汇与语法讲解：系统地讲解新词汇和语法点，确保学生能够理解并正确使用。

3. 听力实践：播放录音材料，让学生进行听力练习，之后进行答案校对和讲解。

4. 口语练习：组织学生进行角色扮演或辩论，提高他们的口语表达能力。

5. 阅读理解：指导学生阅读课文，提出问题让学生思考，培养他们的批判性思维。

6. 写作指导：分析写作范文，讲解写作技巧，然后让学生独立完成写作任务。

评价与反馈通过课堂表现、作业完成情况和定期测验来评价学生的学习效果。

教师应根据学生的表现提供及时的反馈，帮助他们不断进步。

总结。

高一英语第12单元教案Teaching Aims1 Train the students’ reading ability2 Make the students understand the passage fullyTeaching Important Points1 Let the students understand the text better2 How to retell the story about Harry Potter easilyTeaching Methods1 Questioning-and-Answering activity to help the students to go through with the wholeclass.2 Careful reading to find out the detailed information about the passage.3 Individual work or group work to make every one work in class.Teaching AidsA puterTeaching ProceduresStep 1 GreetingsGreet the whole class as usual.Step 2 Lead inT: In the last period ,we have learned something about famous Paintings. It is one kind of Art. Do you know any other forms of art ? If you are not very familiar about the forms of art . I will give you some pictures .(handwriting, painting, sculpture, pottery, music )T: Do you think film is another style of Art ? Of course, music and flim are all kinds of ArtT: Do you like to see flims ? (Yes )Have you ever seen or heard of a film or a boy named Harry Potter ? ( Yes )(show them a picture of Harry Potter )OK, Today ,we are going to learn a well-known film named Harry Potter. Before we learn the passage. I would like you to enjoy one section about it , Ok ,let’s share it together.T: What can you see in the film ? Can you see two boys flying in the sky to catch the gold ball in a game? Why they can fly in the sky ,can you fly in the sky ?Can you say something about it ?S: They are boys with magic power………T: Good , Sit down ,please.Step 3 :Fast reading.T: Now, please open you book and turn to page 80 . Let’s learn something more about this boy with magic. Read the text fast and you should answer three questions on the screen or on you paper.1. Who is the writer of Harry potter?JK Rowling2.What is the world of JK Rowling?A world of magic and wonders where anything can happen3.When does Harry Potter ’s life change ?When a bird tells him to go to Hogwarts.Step 4 listen to the tape and then judge each sentences true or false and correct it with right answers.T: you did a good job in task 1, listen to the tape and you should get much more information about this passage. After listening to the tape , I will ask one group to answer my questions one by one.1. Harry Potter is a world-famous writer.2. Harry Potter was born in a rich family and grew up with his mother and father3. Harry Potter is a boy with a scar on his forehead.4. Harry goes to an ordinary school.5. Harry learns a lot about the real world at Hogwarts.6. He discovers that it is easy to do the right things(ask one group to answer the six questions one by one ) Step 4 fill in the chart and some detailed information Task 3: Fill in the chart and detailed informationWelcome to the world of_____________a series of _______aboutHarry Potterwrite Harry Potter a bird tell him to go to Fight against__________and do the_____ thingsJK RowlingHogwartsbad wizards right Learn magic and other things Back books the first oneT: Finish this chart ,it is the main idea of the passage. I will give five minutes to fill in the chart and also some missing words in each paragraph.(Ask some students to fill in the chart and some detailed information one by one)Step 5 summarize and ask students to retell the storyUsing key words : magic / a series of / scar / treat / life change / learn about /believe in …….T: in this class we ‘ ve read a passage about Harry Potter. Now I will give you a few minutes to prepare for it , There are two groups, you can choose a representative . A few minutes later ,I will ask them to retell the story without the book ,You can retell according to the chart and also make use of the key words I give to you ,S1: group AS2: group B。

高一英语必修3人教版优秀教案教案标题：高一英语必修3人教版优秀教案一、教案概述本教案旨在针对高一学生学习英语必修3教材内容设计一份优秀教案，帮助学生提高英语听说读写的能力，培养他们的整体语言运用能力和跨文化交际能力。

二、教学目标1. 知识目标：学生能理解并掌握英语必修3教材中所涉及的词汇、语法、听力、阅读和写作技能。

2. 能力目标：学生能运用所学知识进行听说读写训练，提高其英语综合运用能力。

3. 情感目标：培养学生积极参与课堂活动的态度，增强他们学习英语的兴趣和自信心。

三、教学重难点1. 教学重点：英语必修3教材中重要词汇和语法的掌握，听力和阅读技巧的训练，以及写作能力的提高。

2. 教学难点：帮助学生通过设计的教学活动培养他们的英语跨文化交际能力。

四、教学内容与教学环节1. 教学内容：Unit 1 FriendshipUnit 2 English around the WorldUnit 3 Travel journalUnit 4 Astronomy: the Science of the StarsUnit 5 Nelson Mandela—a Modern HeroUnit 6 The Olympic GamesUnit 7 World populationUnit 8 Comic strips and Lesson 1 Green Spaces in Cities2. 教学环节：a. 导入活动：用图片和问题引导学生对话，调动学生的英语学习积极性和兴趣。

b. 新课呈现：通过多媒体或PPT展示新课内容，引发学生对新知识的探索和思考。

c. 听说读写训练：运用多种活动形式，如听力填空、语音模仿、朗读、讨论、小组合作等，培养学生听说读写能力。

d. 课堂练习与巩固：通过课堂练习测试学生对知识掌握的程度，并及时给予反馈和帮助。

e. 跨文化交际训练：通过角色扮演、对话演绎、文化分享等活动，培养学生的跨文化交际能力。