人教版 高中英语选修7 Unit 1 Living well Period three grammar 动词不定式的用法学案
人教版高中英语选修7Unit 1Living well
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5．My friend's talking with full food in his mouth _a_n_n_o_ye_d_ 心
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me.Although I am _a_n_n_o_y_e_d with him about his _a_n_n_o_y_in_g_
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habit, he can't get rid of it.(annoy)
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headmaster made students greatly _e_nc_o_u_r_a_ge_d__．Thanks to his
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e_nc_o_u_r_ag_e_m_e_n_t,students studied harder than before.(encourage) 课
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clean.(benefit)
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8．Over half of the students in our class _a_p_p_ro_v_e_d_ of another 课
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basketball match with Class Two, but their _a_p_pr_o_v_a_l _ was 提
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重 难 考 点 探 究
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2．ambition n．雄心；野心→_a_m_b_i_ti_o_us__ adj.有雄心的；有野
人教版高中英语选修7Unit 1Living well教案1
The first period ofUnit 1 Living wellBook 7一、学生情况分析本单元的设计与实施是建立在学生经过高一新教材学习基础之上。
学生已经逐步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。
并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
对于残疾人的生活和学习这一话题，同学们并不感到陌生，相信这能引起学生的兴趣，并激发学生的探究心理。
二、教材分析（一）教材地位与作用Living well高中英语选修7 第一单元的内容。
本单元以残疾及残疾人生活为中心，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。
本课时是第一课时，包括Warming Up，Pre-reading，Reading和Comprehending四部分。
通过本节课的学习，提高学生理解、尊重、关心、帮助残疾人意识，使残疾人与健全人一样共享美好生活。
它在整个单元教学中占有十分重要的地位。
这是对新课程目标中情感态度与价值观培养目标的全方位体现。
（二）教学目标1. 知识目标a. 掌握以下重点词汇和短语ambition, disability, fellow, independent, beneficial, encouragement, in other words,all in all, out of breath, make fun of.b. 理解和运用以下重点句型1. I have to adapt to my disability.2. Just accept them for whom they are and give them encouragement to live as rich and fulla life as you do.2. 能力目标a. 通过对段落结构的分析，使学生掌握scanning的阅读技巧。
要提高他们的阅读速度和快速寻找信息的能力，培养他们分析和概括能力。
2022年人教版高考英语考点复习选修7 Unit 1 Living well
选修7 Unit 1 Living wellThe Disabled Demand More Help残疾人要求更多帮助Few people relish a visit to the dentist. For those who are autistic, it can involve unusual torment—some people with the condition have extremely sensitive mouths. Most of China’s autistic people avoid going. But bad teeth can also make them miserable. So last year the Shenzhen Autism Society, an NGO in the southern Chinese city, launched an attempt to make dental treatment less scary for some.The programme has helped about 45 autistic people aged between 4 and 40 to conquer their fears. Participants have been encouraged to engage in pleasurable distractions while waiting, and to spend time getting comfortable in the dentist’s chair before procedures begin. With younger ones, their parents’ mouths are sometimes examined first. One nervous father summoned up the courage to undergo a treatment that his son needed, too. Watching this encouraged the autistic boy to allow the same to be done to him.【外刊概要】本篇文章介绍了中国南方城市深圳的非政府组织深圳自闭症研究会去年发起了一个项目, 以求减轻自闭症患者对看牙的恐惧。
人教版新教材选修7Unit1 Living well
人教版新教材选修7Unit1 Living wellReading Marty’s Story宁德市高级中学郭海平一、教材分析本教材是人教版新教材选修7 Unit1 Living well (Reading Marty’s Story)本单元的中心话题是“残疾”，具体涉及“残疾人的生活”，“如何关心残疾人”等。
语言技能和语言知识都是围绕：“残疾”这一中心话题设计的。
本部分是该单元的主要阅读材料，既具备了大量的信息又集中了有用的词汇和语言结构，文章通过马蒂在网页上讲述自己的故事引导学生去体会马蒂的情感变化，提高他们关心，理解，帮助他人的意识。
前面的Warming up 是该部分的铺垫，引导学生谈论对“残疾”这一话题的看法，让学生了解一些残疾人的成就，并组织简短的讨论，后面的几个部分都是Reading的延伸和扩展。
所以说Reading部分承载了本单元的主要信息以及起到承上启下的作用。
二、三维目标（1）Target language语言目标a、重点词汇和短语disabled,beneficial,clumcsy,motto,microscope,absence,stupid,fellow,annoyed,in dustry,tank,independence,encouragement,in other worse,adapt to,out ofbreath,absence from school,fellow students,all in all,get annoyed,make fun ofb、重点句式They can’t tell me whether I will get worse as I get older,or I will stay the same as I am today.Every time after a long absence from school,Ifeel really stupid because Iam abit behind the others.As well as going to the movies and football matches with my friends when I am well enough,I spend a lot of time with my petsIn many ways my disability has made me grow stronger and more independent.(2)Ability goals能力目标1) 掌握提取信息，分析信息，解决问题的能力。
高中英语选修7 Unit 1 Living well period 2 课件2 共39张 精品
4. I don’t have time to sit around feeling sorry for myself. attribute
5. I am the only student in my class to have a pet snake. attribute
6. A big company has decided to buy it from me. object
5. 作定语 不定式放在被修饰的名词、代词后面，往往 表示未发生的动作。 I have a lot of work to do. She is the first student to come to school. I have some books for you to read. She is looking for a room to live in. There is nothing to worry about.
1) 不定式有时和连接代词/副词构成宾语。
你记得哪一条路到那儿吗？ Do you remember which way to get there? 下一步干什么你决定了吗? Have you decided what to do next? 我来问他怎么样开这机器。 I’ll ask him how to operate the machine.
adverbial 10. We must call on local government to
give financial assistance to disabled people.
object complement
一. 不定式在句中的功能 1. 作主语: 那样做是很幼稚的. To act like that is childish. 为避免句子出现 “头重脚轻”现象，常用it 做形式主语，将真正主语的不定式后置。 要学好英语不是那么容易的。
人教版英语选修7 Unit1 Living well--Period2
Unit 1 Living wellPeriod 2 A sample lesson plan for Learning about Language(Revise the Infinitive)IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and revise the infinitive. The following steps of teaching may be taken: warming up by working on the ty pe of writing and summary of Marty’s story，learning about the Infinitive，listening, reading and pleting，learning and finding，making sentences with the Infinitive and closing down by reading a poem in English.ObjectivesTo help students revise the infinitiveTo help students discover and learn to use some useful words and collocationsTo help students discover and learn to use some useful structures Procedures1.Warming up by working on the ty pe of writing and summary of Marty’sstoryIt is important to find main ideas when reading. Main ideas help you remember important information.The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea.Read the text to find the main idea.We shall first go back to page 8 to read the text to plete the table below.2. Learning about the InfinitiveInfinitiveAn infinitive is the simple present form of a verb used as either a noun, adjective, or adverb. The verb of the infinitive is normally preceded by the word to. When the infinitive follows some verbs as the direct object, the “to〞 may be dropped.An infinitive phrase is the infinitive plus any plements and any modifiers of the infinitive and plements.As a Noun: He helped to write the program.As an Adjective: Lydia was looking for a way to earn money.As an Adverb: He shouted to get our attention.To Dropped: He helped write the program.In the above examples, the infinitive is italicized and the infinitive phrase is underlined.3. Listening, reading and pletingNow you are going to listen to a short paragraph about Zhang Haidi. The model status of Zhang Haidi (Shandong Province,1955), widely publicized in print and in propagandaposters from 1983 on, is an interesting one. ZhangHaidi, also known as Ling Ling, became a paraplegic atthe age of five following four operations for theremoval of tumors in her spine. When she received newsthat her illness was incurable, she was reported to have attempted to mit suicide by taking sleeping pills, an action usually considered as a betrayal of the revolution and as evidence of discontent with socialism, and therefore as the act of a coward. She never went to school, but through diligent self-study, she learned to read books on politics, literature and medical science. She also learned foreign languages, including English, Japanese and German. She did not only function as a model because of her intellectual acplishments or her devotion to serving others, but also because "... In Lei Feng, Chinese youths had to reach for munism. In Zhang Haidi, munism reaches for Chinese youths."Now you are to plete the two paragraphs on page 4 choosing the right words from the list.4. Learning and findingWhat is an Infinitive?The infinitive usually occurs with 'To' (for example To go, To e, To wear etc.), except after an auxiliary or modal verb.It is a verb form that shows no person, tense or aspect.EXAMPLES OF THE INFINITIVE:I had to goI must goI want to singTo err is humanYou don't know herYou may eThe following verb forms are derived from the Infinitive:i/ Imperative (same as Infinitive but without 'To')ii/ Present Simple (same as Infinitive without 'To' but the third person singular takes 's')iii/ Present Participle or Gerund (add 'ing')Now read the text once again to find and copy on page 5 all sentences which contain examples of the Infinitive.5. Making sentences with the Infinitive。
人教版高中英语选修7《Unit 1 Living well》教案2篇
人教版高中英语选修7《Unit 1 Livi ng well》教案2篇Teaching plan of unit 1 living well编订：JinTai College人教版高中英语选修7《Unit 1 Living well》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语选修7《Unit 1 Living well》教案2、篇章2：人教版高中英语选修7《Unit 1 Living well》教案篇章1:人教版高中英语选修7《Unit 1 Living well》教案教学准备教学目标教学目标（这部分谢3点，按照USE的目标写）（1）学习建议信的结构、语言。
（2）讨论学校建筑物设计中行走不便的学生的需求。
（3）给校长写一封建议信。
（4）继续培养对残疾人的尊重和关爱意识。
教学重难点教学目标（这部分谢3点，按照USE的目标写）（1）学习建议信的结构、语言。
（2）讨论学校建筑物设计中行走不便的学生的需求。
（3）给校长写一封建议信。
（4）继续培养对残疾人的尊重和关爱意识。
教学过程Step 1Warming-up and lead-in （5 mins）（1）导入用本单元的阅读文Marty’s story来导入，引出残疾人的话题。
T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?（He has a raremuscle disease.）Yes, he’sdisabled.But is Martyleading a miserable life due to his disability?（No.）He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.（2）揭题教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。
选修七Unit1 Living well Period 1
Unit 1Living wellPeriod 1 Warming Up，Pre－reading and Reading设计者邵宁宁教材分析WarmingUpismadeupoftwoparts：discussingandtalking.Thepurposeistogetstudentsinterestedinthetopic“disa bilities”．Theteacherfirsta sksstudentstotalkaboutpeoplewithamentalorph ysicaldisabilitytoseehowmuchtheyknowaboutdisabilities.Next，askstudentstolookatthepicturesandr eadwhatthesepeoplehaveachievedeven thoughtheyeachhaveadisability.Finally，findoutwhatdisabi litytheymighthaveaccordingtoeachdescriptionbelowthe picture.Meanwhile，makesurestudentslearnsomeusefulnewwordsandexpressionsinthisunit.Pre－readingprovidesashortpassageaboutawebsitecalled“Family Village”．Askstudentstoreaditand findoutthepurposeofthewebsite.Makesu rethestudentshaveabasicknowledgeofthewebsiteforthedisabled.ThereadingpassageMarty'sStorypresentsastorythatalthoughMartyisad isabledboy，heneverfeelssorryforhimselfandheleadsagoodandbusylife.Thisisthekeypar tofthisunit.Theteachercanfirstgetstudentstoskimforthemainideaofeachparagraphinthereadingpassage，andthenscanforfurtherunderstanding.Inordertoletstudentsfullyunderstandt hepassagewhilereading，theteachershouldanalyzethechangeofMarty'sfeelingovertimeandnextguide studentstowriteaminibiographyforMarty.Toconsolidatetheco ntentsofthereadingpassage，theteacherwillpresentsomepoemstostudentsforappreciation.三维目标知识目标1．Getstudentstolearntheusefulwordsandexpressionsinthisunit.eyesight，ambition，disabled，beneficial，inotherwords，clumsy，adapt，microscope，outofbreath，absence，stupid，fellow，annoyed，allinall，industry，tank，makefunof，encouragement，adaptto2．Helpstudentstolearnaboutdisabilitiesandlifeofthedisabled.能力目标1．LetstudentsreadthepassageMarty'sStorytodeveloptheirreadingabil ity.2．Enablestudentstoknowthatpeoplewithdisabilitiescanalsolivewell.情感目标1．Bytalkingaboutdisabilitiesandlifeofthedisabled，makesurestudentscanlearnsomepositivestoriesofthedisabled.2．Helpthemunderstandmoreabouthowchallenginglifecanbeforthedi sabled.3．Developstudents'senseofcooperativelearning.教学重点Getstudentsinspiredbypositivestoriesofthepeoplewithdisabilities.教学难点1．Developstudents'readingability.2．Helpstudentsunderstandthedifficultiesthedisabledhavetoovercom e.教学方法1．Task－basedteachingandlearning.2．Cooperativelearning.错误!Step1Warmingup1．WarmingupbydiscussingFirstaskstudentstotalkaboutpeoplewithamentalorphysicaldisabilitytos eehowmuchtheyknowaboutdisabilities.Thenshowsomephotosofpeoplewit hdisabilities.Studentswillbeaskedtodiscussthefollowingquestionsinsmallgr oups.Doyouknowanyfamouspeoplewhoaredisabled?Whatdifficultiesdotheyhavetoovercomeindailylife?Whathavetheyachieved?Suggestedanswers：StevenHawkinghasamuscledisease，buthemakesgreatcontributionsinscienceandputsforwardhistheoryaboutblac kholes.Beethovenwasdeafinoneearwhenhewas26andtotallydeafattheageof35，buthewasagreatcomposer.HelenKellerwasdeafandblind，butshewasagreatwriter.2．WarmingupbytalkingFirst，askstudentstolookatthepicturesandreadwhatthesepeoplehaveachievedeven thoughtheyeachhaveadisability.Next，workwithpartnerstotalkaboutwhatdisabilitytheymighthaveaccordingtoeac hdescriptionbelowthepicture.Suggestedanswers：Rosalynisinawheelchair.Shehaswalkingdifficulty.Richardhasdifficultywitheyesight，sohecan'treadthequestionsorwritetheanswersforhiscollegeentranceexams.Sallyhashearingproblems (thoughnotdeafasshecanstillunderstandloudspeechinthecinema>．GaoQiangwasbornwithDown'sSyndrome，whichisamentaldisability.SomeDoun'sSyndromeDown'sSufferershavemad eagoodcareerasactors.Step2Pre－readingAsk studentstoreadtheshortparagraphinPre－readingcarefullyandfindoutthepurposeofthewebsite“Family Village”．Suggestedanswers：1．Togiveordinaryyoungpeoplewithadisabilityachancetosharetheirst orieswithothers.2．Toinspireotherdisabledpeople.3．Togetnon－disabledpeopletounderstandmoreabouthowchallenginglifecanbeforpeople withdisabilities.Step3Reading1．SkimmingGivestudents2minutes；askthemtoreadthepassagefasttofillintheblanks：Sumupthemainideaofeachparagraph：Paragraph1：A(n>______toMartyandhismuscledisease.Paragraph2：Howthedisease______.Paragraph3：Martymetalotof______atschool.Paragraph4：Howhislifehasbecome______.Paragraph5：The______ofhisdisease.Suggestedanswers：Paragraph1：Anintroduction_toMartyandhismuscledisease.Paragraph2：Howthediseasedeveloped/started.Paragraph3：Martymetalotofdifficultiesatschool.Paragraph4：Howhislifehasbecomeeasier.Paragraph5：Theadvantagesofhisdisease. 2．Scanningfordetailedinformation Askstudentstoreadthepassagecarefullytolocatethedetailedinformation.(1>Firstaskstudentstoreadparagraphoneandcompletethechartbelow.Suggestedanswers：Amusclediseasethatmakeshimveryweak.(2>Nextreadparagraphstwoandthreeandchoosethebestanswer. WhydidthedoctorscutoutapieceofmusclefromMarty'sleg? A．Becausetheycouldcurethediseasebycuttingitout. B．Becausetheywantedtouseitasaspecimen(标本>．C．Becausetheywouldtransplant(移植> thenewmuscle. D．Becausetheywantedtofindoutthecauseofthedisease.Key：D(3>Readparagraphfourandanswerthefollowingquestions：①WhatisMarty'sambition?②WhatisMarty'sachievement?③WhatisMarty'shobby?Suggestedanswers：①Marty'sambitionistoworkforafirmthatdevelopscomputersoftwarew henhegrowsup.②Martyinventedacomputerfootballgameandabigcompanydecidedtob uyitfromhim.③Aswellasgoingtothemoviesandfootballmatcheswithhisfriends，hespendsalotoftimewithhispets.Hehastworabbits，aparrot，atankfulloffishandatortoise.(4>AskstudentstofindMarty'sadviceinparagraphfive.Suggestedanswers：错误!Step4Consolidation1．Askstudentstoreadthewholepassageandchoosethebestanswers.(1>Whichofthefollowingisfalse?A．Althoughthereareafewstudentswholookdownuponhim，Martynevergetsannoyed.B．Martyleadsameaningfullifeanddoesnotfeelsorryforbeingdisabled.C．Martyonlyspendstimewithhispetsandneverwithhisfriends.D．Marty'sdisabilityhasmadehimmoreindependent.(2>Fromthepassagewecaninferthat______.A．MartyasksotherstofeelsorryforhimB．MartyneverlosesheartC．MartyisafraidofbeingmadefunofD．Martywillnotacceptanyencouragementbecausehehasgrownstrong erpsychologicallyKeys：(1>C(2>B2．AskstudentstoworktogethertowriteaminibiographyforMartyaccor dingtothetext.StatusSuggestedanswers：3.Discussinpairstogetthemainideaofthepassagebyfillingintheblanks.Thoughheisa______person，Martyneverfeels______forhimselfandhe______hislife.Suggestedanswers：disabled；sorry；enjoysStep5Discussion1．Askstudentstodiscussthefollowingquestionsinsmallgroups.(1>HowdidMarty'sfeelingchangedovertime?(2>WhatkindofpersondoyouthinkMartyis？Canyouuseadjectivewordstodescribehim?Suggestedanswers：(1>ThechangeofMarty'sfeelingovertime：hopeful→hopeless→stupid→notgetannoyed→good/busy(2>WecanseeMartyisoptimistic/brave/independent/strong－minded.2．Showavideoof“Qian shou Guanyin”tothestudentsandencouragethemtorememberthefamoussaying：“Wherethereisawill，thereisaway.”Step6AppreciationAskstudentstoreadtwopoemsforappreciationwhenfacingobstaclesinth efuture.FacingObstacles (TwopoemsbyTomKrause>TheHeartoftheStrongStrongistheheartthatknowsnotthewayofcomfortandeasewhilelivingeachday.Yetcontinuestobelievefromthedepthsofitssoulthatthefutureisdestinedtosilverandgold.Strongistheheartwhoseyearningiswaned bystormsinlifefilledwithheartacheandpain. Yetstillgivesitsall—everythingthatitcan insearchofadream—God'sultimateplan. Whenthereisavictory—whenbattlesarewon whenburdensareliftedandbrightshinesthesun—whenstrugglingsoulsgather—whereheroesbelong—theyfindinthemselves—theheartofthestrong. CarryOnAttimeswhenyoufeeltroubled whenyourhappinessisgone looktotheheartwithinyou forthestrengthtocarryon. Inyourheartyouwillfindspecialvirtues suchasfaithandhopeandlove. Thesegiftshavebeensentdowntoyou fromapowerupabove. Itisfaiththatkeepsthesoulsearching forthejoythehearthopesfor. Itislovethathealsthespirit makingitstrongerthanbefore. Andifyourheartbebroken个人收集整理-仅供参考ifyourstrengthshouldfadeawaythepowerofthesevirtueswillstillwinouttheday.Sorememberwhenyouaretroubledwhenyourhappinessisgonelooktotheheartwithinyouforthestrengthtocarryon.Step7Homework1．RetellMarty'sStoryaccordingtotheminibiography.2．Surf the Internet to learn more about the life of disabled people.申明：所有资料为本人收集整理，仅限个人学习使用，勿做商业用途.11 / 11。
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Period Two Learning about Language 动词不定式的用法学案动词不定式的基本形式是“to＋动词原形”，有时to可以省略。
动词不定式(或不定式短语)没有人称和数的变化，在句中不能作谓语，但它可以有自己的宾语和状语，在一起构成不定式短语。
动词不定式(短语)具有名词、形容词和副词的特征，其句法作用如下：1．作主语To build the Great Wall took them many years.建成万里长城花费了他们许多年时间。
To play tricks on others is wrong.捉弄别人是不对的。
作主语用的动词不定式(短语)常常用it替代，是先行主语或形式主语，真正的主语——动词不定式(短语)放在后面。
上面两句可改写为：It took many years to build the Great Wall.It is wrong to play tricks on others.2．作宾语在begin，continue，hope，decide，want，wish，try，learn，afford，agree，determine，expect，fail，manage，offer，refuse等动词后通常用不定式作宾语。
Doctors tried to save his life.医生们试图挽救他的生命。
某些及物动词后不能接动词不定式作宾语，只能用动词的-ing形式作宾语，这样的动词有avoid，advise，admit，consider，escape，enjoy，finish，mind，miss，risk，suggest，practise，excuse，imagine，keep等，词组can’t help，put off，give up，look forward to 等。
Have you finished writing the English novel?你写完那本英文小说了吗？The old man enjoys listening to music.老人喜欢听音乐。
某些动词既可用动词不定式作宾语，又可用动词的-ing形式作宾语，意义区别不大。
It started to rain/raining.天开始下雨了。
有的及物动词，如like，love，prefer，dislike，hate等后接动词不定式作宾语指一次的、一时的具体动作，接动词-ing形式作宾语指经常性的动作和情况。
例如：Though his income is small，he loves buying/to buy books.尽管他收入少，却爱买书。
I’d like to have something to drink.我想喝点东西。
(would/should like后只能接动词不定式作宾语，因为想做的是一次的、一时的具体动作)He preferred staying in the house when it rained.天下雨时他宁愿呆在屋里。
(指经常情况，所以用动词-ing 形式作宾语)I prefer to stay at home this afternoon.我宁可今天下午呆在家里。
(指具体的、一时的情况，所以宾语用动词不定式)有几个动词如forget，remember，regret等后面用动词不定式和动词-ing形式作宾语，意义不同。
Remember to lock the door when you leave the room.离开房间时记住锁门。
(记住去做某件尚未做的事)I remember seeing him somewhere.我记得曾在哪儿见过他。
(记得自己曾做过某事)3．作宾语补足语有些动词如ask，tell，order，cause，allow，want，like，advise，force，permit，prohibit，get等用名词或代词作宾语，后面可以用动词不定式作宾语补足语。
Lucy asked him to turn down the radio.露西请他把收音机音量开小一点。
It’s no use ordering me to rest when the wounded are waiting.在伤员们等着我的时候，命令我休息是没有用的。
You must get your friends to help you.你应让你的朋友帮助你。
有些动词如make，let，have，see，hear，watch，observe，notice，feel等需要不带to 的动词不定式作宾语补足语。
The sun makes everything grow.太阳使万物生长。
He will have someone open the door for you.他会找人替你开门的。
Would you please help me (to) look after Lily?请你帮助我照顾一下莉莉好吗？(help后面的动词不定式作宾语补足语可带to也可不带to。
)上述各句若变为被动语态，宾语变为主语，宾语补足语则变为主语补足语。
动词不定式作主语补足语时，一定要带动词不定式符号to。
He was asked to turn down the radio.他被要求将收音机音量开小。
They were made to work day and night.他们被迫日夜工作。
The boy was seen to enter the room.有人看见小男孩走进房间。
并非所有及物动词都可以后接名词、代词作宾语再加动词不定式作宾语补足语。
I hope you will succeed.我希望你成功。
(不可说：I hope you to succeed.)I suggested/suggest that he leave at once.我建议他马上离开。
(不可说：I suggested him to leave at once.)有些动词如think，consider，believe，know，find，expect等用“to be＋形容词或名词”作宾语补足语，to be有时可省略。
We consider you (to be) the best man for the job.我们认为你是最适合做这项工作的人。
He thought the answer (to be) interesting.他认为回答有趣。
They found her (to be) an able woman.他们发现她是个能干的女人。
4．作表语动词不定式作表语，和连系动词一起构成谓语，表示主语的内容。
To Dr.Bethune，the most important thing is to save lives.对白求恩大夫来说，最重要的事是挽救生命。
The boy’s wish is to become a scientist.男孩的愿望是成为一名科学家。
当不定式短语作表语用来解释前面从句中含有do/does/did的精确含义时，to常省略。
What we need to do is reduce our use of energy and use natural forms of energy.我们所要做的事是减少能源消耗和利用各种天然能源。
The only thing (that) you have to do is (to) press the button.你所要做的惟一一件事就是按一下按钮。
5．作定语动词不定式作定语通常放在所修饰的名词或代词的后面。
Let us give him something to eat.让我们给他一些东西吃。
We have much homework to do tonight.今晚我们有许多家庭作业要做。
He has no way to protect crops.他没有保护庄稼的方法。
动词不定式作定语所表示的动作通常发生在谓语动词所表示的动作之后；而动词-ing形式作定语表示的动作通常和谓语动词同时发生。
Do you know the doctor to be sent for from Shanghai?你认识那位将从上海请来的医生吗？6．作状语(1)表示目的，作目的状语，通常放在句末；为了强调目的或意义，也可放在句首。
They took me away from my work just to ask me some questions.他们让我减慢工作只是为了问几个问题。
在动词不定式前可加in order或so as加强目的或意义，前者可用于句首、句中、句末，后者只能用于句末。
Check your composition carefully so as not to make mistakes.仔细检查你的作文避免错误。
In order to catch the thief，the policeman ran as quickly as he could.为了抓住小偷，警察尽可能快跑。
(2)表示结果，作结果状语，有时用enough to，so...as to或too...to...这类结构。
What has he done to make you so happy?他做了什么使你如此高兴？His wife was so greedy as to ask for things again and again.他妻子太贪心，一再地索取东西。
(3)表示原因，作原因状语，常用“主语＋be＋某些形容词＋动词不定式”结构。
Nice to meet you，too.我见到你也很高兴。
There is no doubt that Mrs.Li will be glad to look after the little boy.毫无疑问，李太太将很高兴照料这个小男孩。