人教版高中英语必修四教案unit3Grammarpractice
Enable students to use V-ing correctly.
提炼的课题
How to use V-ing correctly in different situations.
教学手段运用
教学资源选择
Grammar exercises.
简单教学流程
1.Review.
2.Check tudents’ homework.
2. Students will be able to know the way of doing exercises.
3. Develop students’ ability of cooperation.
教材分析
Students have a good command of the usage of V-ing, but they still have great difficulty in using them. So the teacher should give them proper instructions while explaining their problems.
单元（章节）课题
Unit3A taste of English humour
本节课题
Grammar practice
课标要求
Enable sts to develop the ability of using grammar.
三维目标
1 .Help students do the exercises correctly.
课后作业
布置
完成报纸第46期第二版和第三版的练习
预习内容
布置
Writing topic
3.Students discuss the answers of these exercises.(Group work)
4.Share their answers.
5.The teacher will give some explanation to those difficult ones.
6.Summarize the way of doing exercises.
Exercise to deal with: workbook（Ex.2）
Reference books (分层作业section3)
English newspaper：test45( grammar exercises)
Evaluation
Talk about the Ss’ show and give scores to the showing groups.
学情分析
Students have learnt the V-ing before, so they can explain the basic usage of it. However, most of them can not use it correctly in different situations. In this case, the teacher will focus more on it.
人教版高中英语必修四《 Unit 3 A taste of English humour Grammar教案
Unit 3 A taste of English humour Grammar教案Aims：The –ing form as the predicative, attribute and object complementTheir job is “panning for gold”.That was the problem facing Charlie Chaplin.He sat down at the table with his plate and drinking cup.Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a corner, or falling down a hole in the road?Teaching procedures：Step 1. Warm upReview what the Ss have learned about –ing as the subject and ObjectStep 2. The –ing form as predicative, attribute and object complementPredicative1. Seeing is believing.2. The music is exciting.Attribute1. There is a swimming pool in our school.2. China is a developing country..3. The person translating the songs can speak seven languages.4. The boy standing there is a classmate of mine.Object complement1. We heard her singing in her room.2. You can see them performing every night this week at the new theatre.3. We watch the children diving into the water from the diving board.Step 3. Practice1. Ss finish Ex 2 ,3and 4 on page 21.2. Ss do Wb Ex 1 and 2 on page 56.astonish depress play do ride amuse bark welcome3. Choose the suitable words from the box below and fill in the blanks in the correct form:1). I can’t imagine Bill________ a motorbike.2). Did you hear the dog downstairs _______ for most of the night?3). Frank is very good at telling funny jokes. He can be very ________.4). You can’t stop me _________ what I want.5). He gave me a ________ hug when he met me at theairport.6). Jim has really learnt very fast. She has made ________ progress.7). It’s been raining all day. This weather is __________.8). When I came out of the theatre, I noticed a group of children _________ musical instruments across the street.Keys: 1). riding 2). barking 3). amusing 4). doing5). welcoming 6). astonishing 7). depressing 8). playingStep 4. Writing1. Pre-writingThis exercise lets students to write a funny story.Task 1: Ss gather information that they need and plan what they want to write.Step 2. While-writingTask 2: Ss write an English funny story or a Chinese one.Writing tips:Ss make a planSs write down their story in a logical order:First … Then …. Next…. Finally / At last…For each part of the story try to find the most interesting words you can to describe how you felt or what was happening.Then write out your story using these interesting words.Read through your story.Then show it to your partner. Let him/her suggest some new and exciting words.Help your partner with his/ her story.Write out the story and put it into a class collection of stories.。
人教版必修4英语Unit3_Grammar_教学设计
Unit3 Grammar 名师教学设计设计意图This is the last teaching period of this unit, aiming to help students learn something about the usage of the -ing form. The emphasis of this period is mainly placed on the understanding and usage of the -ing form. To achieve the above aims, the teacher should ask students to find and read some sentences from the text in which the -ing form is used, then ask them to discover the function of the -ing form, and summarize the rules. Teachers should give a clear explanation about how to use the the -ing form. In addition, teachers should get the students to apply them to the exercises individually and then check the answers.教学重点1. Enable students to understand the function of the -ing form.2. Enable students to apply the usage of the -ing form.教学难点Enable the students to apply the usage of the -ing form in a real situation.教学目标1. Help students to understand the usage of the -ing form as the predicative, attribute and object complement.2. Enable students to grasp the skills of using the -ing form as the predicative, attribute and object complement correctly.呈现新知Lead-inT: Hello, everybody! Today we are going to learn something more about the -ing form. First, read the sentences and expressions from the text. Pay attention to the -ing form in them.(The teacher shows the sentences on the PPT.)T: From these sentences and expressions, what can you learn about the -ing form?S: In the three expressions, the -ing form is used as the attribute. In the fourth sentence, the -ing form is used as the predicative. Besides, the first three sentences, the -ing form is used as the object complement.(The teacher writes down the function of the -ing form on the blackboard.)感受新知I. Read the sentences in which the -ing form is used as the attribute. Find the differences in the usage of the -ing form.1. The boy standing in the classroom is our monitor.=The boy who is standing in the classroom is our monitor.(动词-ing形式作定语，可表示所修饰的名词的动作或状态，可转化成一个定语从句)2. There is a swimming pool in our school.= There is a pool for swimming in our school.(动词-ing形式作定语，可表示名词的属性、作用或用途，可改为for短语) II. Read the sentences in which the -ing form is used as the predicative. Find the differences in the usage of the -ing form.1. The film we saw last night is quite moving.(-ing形式作表语，可表示主语的某种性质和特征，常看成是形容词)2. His hobby is collecting wine bottles.=Collecting wine bottles is his hobby.(-ing形式作表语，可用来说明主语的内容，表语和主语常可以互换位置) Ⅲ. Read the sentences in which the -ing form is used as the objectcomplement. Summarize the verbs which are followed by the object complement.1. I see a stranger sliding into the manager’s office.2. I heard her singing an English song when I passed by her room yesterday.(表示感觉和心理状态的动词see，hear，feel，watch 等后接宾语补足语，表示动作正在进行)3. We shouldn’t keep our lights burning in the day.(使役动词keep, have, make, get等)IV. Give the students several minutes to read more sentences, and find out the different functions of the -ing form.1. Students are not allowed to speak aloud in the reading room.2. The report is very encouraging.3. Listen! Do you hear someone calling for help?4. The girl swimming in the river is good at dancing.5. Our greatest happiness is serving the people.V. Conclusion.Suggested answers：Ⅵ.Consolidation.用括号内所给动词的适当形式填空1. The villagers saw the fire _____ (burn) brightly in the distance.2. The woman _____ (look) at her map is a relative of my mother.3. Doing nothing is _____ (do) ill.4. His refusal to come to our party was the most _____ (disappoint).5. He gave us an _____ (inspire) speech. We were all _____ (inspire)Suggested answers: 1. burning 2. looking 3. doing 4. disappointing 5. inspiring; inspired归纳拓展I. Read the sentences. Pay attention to the function of the -ing form.(1) He is a promising young man.(2) The woman standing over there is our English teacher.(3) The houses being built are for the teachers.(4) My job is teaching English.(5) They heard him singing in the next room.(6) He was heard singing in the next room.Conclusion：1. Sentences (1) (2) (3)中，动词-ing形式作_____。
新版人教新课标高中英语必修四：unit3GRAMMAR教案
新版人教新课标高中英语必修四：unit3GRAMMAR教案【语境展示】1. The three words are pronounced in the same way.2. They were given a warm send-off at the airport.3. The matter will be looked into in the future.4. I didn’t expect that I would be asked to speak.5. The children are being taken care of by their aunt.6. A new supersonic aircraft was being designed.7. They have been warned not to swim there.8. He told me that the factory had been closed down.【归纳】语态是动词的一种形式，用以表示主语和谓语之间的关系.。
英语的语态分为两种：主动语态和被动语态.。
主动语态表示主语是动作的执行者；被动语态表示主语是动作的承受者.。
被动语态常用于以下几种情况：1. 不知道动作的执行者是谁.。
如：Printing was introduced into Europe from China.2. 不必提到动作的执行者.。
如：Such things are not done twice.3. 强调或侧重动作的承受者.。
如：The girl is liked by everybody.一、被动语态的构成被动语态的基本形式是“be + V-ed 形式”.。
通过改变be 的时态，可以构成不同时态的被动语态.。
二、各个时态的被动语态的构成1. 一般现在时的被动语态：am / is / are + V-ed 形式(如例句1)2. 一般过去时的被动语态：was / were + V-ed 形式(如例句2)3. 一般将来时的被动语态：will + be + V-ed 形式(如例句3)4. 一般过去将来时的被动语态：would + be + V-ed形式(如例句4)5. 现在进行时的被动语态：am / is / are + being +V-ed形式(如例句5)6. 过去进行时的被动语态：was / were + being +V-ed形式(如例句6)7. 现在完成时的被动语态：has / have + been +V-ed形式(如例句7)8. 过去完成时的被动语态：had + been + V-ed 形式(如例句8)其他时态或没有被动语态，或极少用被动语态.。
说课稿 人教版 英语 必修四 Unit3 grammar
Unit 3 A taste of English humor (grammar)Good afternoon, distinguished judgers, It’s a great honor for me to stand here and interpret my lesson. My topic is the grammar part taken from book4 unit3. I’m ready to explain this lesson from the following six parts.The analysis of the teaching material:The topic of this unit is a taste of English humor, all the topics are centered on it. Grammar is one of the most important items in English learning. It can train students' English ability. It also plays a very important part in the English teaching of this unit. By studying this Lesson, Students can improve their reading and especially writing abilities.Teaching Aims:1.Knowledge aim:①Learn how to use some useful words, phrases and understand some difficult sentences.②. learn the–ing Form used as Attributive（定语）and object complement(宾补)2. Ability aim: Train and improve students’ English ability on the whole.3. Emotional aim: make students understand English not only by the language sense but also by a more rational thought.Teaching Important Points:the–ing Form used as Attributive（定语）and object complement(宾补)Teaching difficult point:How to get the students to master the ing -form.Part 2 The analysis of the studentsSo much for the analysis of te aching material, now I’d like to say something about students. My teaching subjects are freshmen in senior high school. After three years of English learning in the middle school, they have mastered a certain amount of vocabulary and lay a basic foundation of listening, speaking, reading and writing ability for high school study.Part 3 My teaching theories, methods and aidsTeaching theories,Dealing with this lesson. I’ll do my best to carry out the following theories: Make the Ss the real masters in class while me, I act as a director; combine the language structures with the language functions; Let Ss receive some moral education while they are learning the English language.Teaching Methods:1. Communicative Approach2. Task based watch and listen activity3. Question and answer activity4. Pair workTeaching Aids:1. PPT(多媒体演示文稿)2. Some books 2. the blackboardPart 4 Teaching proceduresI’ll divide the lesson into four steps.Step 1 lead-in1．Let Ss recall some sentences with –ing form of the verbs as the predicate. 2．Then tell Ss –ing form can also be used as attribute and object complement.Step 2 presentationTell Ss to look at the examples of the -ing form on book, translate them into Chinese, and then tell them it can be used as the attribute in detail.a running man(前置定语)The man running in the picture is Liu Xiang（后置定语）Step 3 practice and consolidation1. Work in pairs to use the ing- form..2. Tell Ss that some verbs which can follow present participle（现在分词）as object complement:let、have、keep 、leave、make、（五让）look at、see、watch、（三看）hear、listen to、（两听）notice find catch feel（注意找到抓住感觉）see sb/sth doing sth（宾补）3. Let Ss do some exercise and then write down the right answers in the blackboard for checking.Step 4 Homework1. Let Ss finish the exercises in Workbook after class.2. Review the grammar.Part 5 Blackboard designJust as I have written on the blackboardlet、have、keep 、leave、make、（五让）look at、see、watch、（三看）hear、listen to、（两听）notice find catch feel（注意找到抓住感觉）see sb/sth doing sth（宾补）Part 6 Teaching assessmentFor teaching purposes, I stimulate students’ interest mainly by teacher and students interacting way. I believe that this lesson will lay a good foundation for students’ further English stud y.That’s all for my teaching plan about this lesson, thanks!。
人教新目标高中英语必修四Unit3单元教学设计
人教新目标高中英语必修四Unit3单元教学设计人教新目标高中英语必修Unit3教学准备1. 教学目标（一）【知识与能力】知识目标：了解非语言形式的幽默艺术。
了解卓别林的生平以及他在无声电影中的精湛表演。
帮助学生习得并掌握本文出现的词汇、语言表达方式，同时欣赏文章中的优美句式。
能力目标：帮助学生进一步提高阅读中猜词义、略读、查读、跳读、归纳、总结等能力。
引导学生进一步了解与体会V-ing形式在文中的呈现。
（二）【过程与方法目标】1.通过限时阅读、速读等阅读方法逐步提高学生的阅读技巧。
2.课堂活动的设计体现循序渐进，引导学生自主探究地学习与互动，帮助学生打开思维空间。
(三)【情感态度与价值观目标】1.通过对幽默的了解以及对卓别林的走近，鼓励学生保持乐观的人生态度，培养幽默感，陶冶情操。
2.欣赏文中的优美句子，激发学生的语言学习兴趣与热情。
2. 教学重点/难点重点：1.如何在有限的时间内引导学生参与课堂活动，最大限度地激发学习兴趣。
2.各种阅读技巧的交错使用以帮助学生稳步提高阅读能力。
难点：1.引导学生如何正确捕捉信息，归纳总结段落及全文大意。
2.培养学生对文章整体结构的把握和分析人物个性，学会学后简介人物。
3. 教学用具4. 标签教学过程Step1: Lead in 2′利用问题为课文讲述埋下伏笔，用卓别林的图片进行导入，并用brainstorming方式发散学生思维，围绕与幽默相关的词汇展开，卓别林正是由于这些与众不同的因素获得成功，从而成功导入本课主题——卓别林。
【设计意图】利用查理卓别林的生活照和剧照以及头脑风暴的方式既活跃了课堂气氛，又激发了学生用英语表达的欲望，达到寓教于乐的目的，同时也为下一步阅读课文做好铺垫。
读中阶段，既是阅读课文教学的主要环节，又是学生阅读实践的重点内容，这部分教学中将着重训练学生的阅读技巧和策略。
包括：速读（细读和寻读）、细读。
Step2: Fast reading第一环节：skimming (略读) 2′让学生快速阅读课文，并找出文章大意及文章中提及的一部电影。
人教课标版高中英语必修四 Unit3 词汇 教案-新版
Unit3 Words and expressions 教学设计设计意图This is the first teaching period of this unit. It can help students get a basic understanding of the words and expressions in this unit. The key point of this period is the pronunciation, form and meaning of the vocabulary. Thus, there’s no need to further explain the usage of key words for students. They should be offered much more opportunities to practice reading and memorize the words.教学重点1. Enable students to read aloud the vocabulary accurately and fluently.2. Enable students to know and remember both form and meaning of the words and expressions.3. Get students to do simple exercises for consolidation.教学难点1. Let students know the usage of important words: astonish, entertain, failure, convince, particular.2. Get students to distinguish the gender of one word and remember relevant phrases.教学目标1. Help students to memorize the spelling and meaning of the important words in this part: entertain, astonish, overcome, convince, direct, particular, etc.2. Enable students to use the following phrases to make simple sentences: badly off, up to now, pick out, cut off, star in, etc.诵读词汇Lead-in (4 mins)Hello, everyone!Today we are going to learn the new words of Unit 3.Listening, reading and memorizingFirst, read after the tape. (The teacher plays MP3 for words and expressions and asks students to read after it.)Let students read by themselves for several minutes and then ask the whole class to read after a student who has a good pronunciation.识记词汇1. Fill in the chart below and note the connection between the nouns, verbs, adjectives and adverbs.Suggested answers：精讲词汇Some of the expressions are of great importance. Let us pay attention to them and make up for the missing parts of the sentences at the same time.1. astonish vt.使惊诧【完成句子】(1)We were _____ that he turned up at the party.我们都很惊奇他会在聚会上出现。
[高中英语]人教版高中英语必修四《Unit 3 A taste of English humour》分课时教案The Third Period Grammar
分课时教案The Third Period GrammarTeaching goals 教学目标1. Target language 目标语言2. Ability goals 能力目标Enable the students to learn to use the -ing form as the attribute, the object complement and the predicative.3. Learning ability goals 学能目标Help the students learn how to use the -ing form as the attribute, the object complement and the predicative.Teaching important points 教学重点Let the students know the members of the sentence and the structures of the sentences with the -ing form.Teaching difficult points 教学难点Help the students to tell the -ing form as the predicative and the usage of the present continuous tense.Teaching methods 教学方法Practice and conclude.Teaching aids 教具准备A computer and a projector.Teaching procedures & ways 教学过程与方式StepⅠDiscovering useful structuresThere are two steps in this step. One is to revise the usage of the -ing form which the students have learned in Unit 2. The other one is to learn the new usage of the -ing form.Task 1 RevisionT: Now let’s have a revision about the -ing form used as the subject and the object. Here are some sentences for you to translate.1. Talking to him is talking to a wall.2. Smoking may cause cancer.3. Walking is my sole exercise.4. Talking mends no holes.5. I suggested bringing the meeting to an end.6. He admitted taking the money.7. I couldn’t help laughing.8. Your coat needs brushing.Suggested translation:1. 和他说话等于对牛弹琴.2. 吸烟会致癌.3. 散步是我唯一的运动.4.（谚）空谈无济于事.5. 我建议结束会议.6. 他承认钱是他拿的.7. 我禁不住笑了起来.8. 你的大衣需要刷一下了.Task 2 New usage of the -ing formAsk the students to look at Exercise 4 on Page 20. And then work in pairs to finish the Exercise. In order to make sure the quality, the teacher can ask some of the students to explain some of the phrases in the Exercise.T: Now let’s finish the Exercise 4 on Page 20. I’ll give one minute for you to check your answers. Because you have done this in the homework, I think one minute is enough. And then I’ll choose some of them to let you explain. But before doing this you’d better pay attention to the example. In the example, we can use for ... phrase or an attributive to explain the -ing phrases. Are you clear?Ss: Yes.T: OK, do the Exercise now.One minute later.T: Well, what does cooking pot mean?S1: A pot that is used for cooking.T: What does operating table mean?S2: A table for operating.T: What does drinking horse mean?S3: It means a horse that is drinking water.T: It seems that you have master the usage of the -ing form as attribute. Now, let’s look at the Exercise1 on Page 21. What does it tell us to do?S4: It tells us to find the sentences in the reading passage where the -ing form is used as the object complement.T: Can you find some?S4: Yes. In fact we have done this work in the last period. But I don’t understand what object complement means.T: This is a good question. The object complement is used to explain what object has done, or doing, or to do. Or we can think that the speaker wants to express his/her meaning more completely. Of course, in this unit we only study the -ing form as the object complement. The structure of the sentence with an object complement is: (Show the following on the screen.)Subject + Predicate + Object + Object complementAre you clear now?S4: Yes.T: Now, let’s look at Exercise 2. Have you done this?Ss: Yes.T: Ok, now let’s check the answers for this Exercise. Who would like to say your answers out?Teacher can ask 9 students to read the 9 complete sentences to check the answers. If there are some questions, teacher should give students some explanations, and make some changes if there are some incorrect answers.T: Well, can you analyze the part of speech of the -ing form in the 9 sentences?S5: In the first three sentences the -ing form is used as object complement.T: Right. Have you found the same structure in other sentences?S5: Yes. In the fifth, the sixth, the seventh, the eighth and the ninth sentence, the -ing form is also used as the object complement.T: How about the rest?S5: In the fourth sentence, the -ing form is used as the attribute.T: Quite right. Now I think we can go on to do Exercise 3. Let me see if you have finished this Exercise.Teacher walks around, the students are asked to check their answers.T: I’m very glad that most of you have finished the exercise. But some of you need to be more diligent. Next time I’ll specially check your answers. Well, the structure of the sentences has been given. Can you tell me the structure?S6: Yes, I can. The words in the left column are the subject. The -ing forms in the middle column are the attribute. And the words in the right column the words are used as the predicate, and so on.T: Right. Now I’d like you to read out one of your sentences and then translate it. Who can?S7: The boy climbing the mountain is a friend of my brother. 爬山的那个男孩儿是我哥的一个朋友.T: Your translation is wrong. Try it again.S7: 爬山的那个男孩儿是我哥的一个朋友.T: Wrong again. Try again.S7: But I think I’m right. If you don’t think so, ask the other students.T: Good idea. But wait a moment. Who would like to make a sentence and translate it again?S8: Let me try. The girl eating her dinner is very tired and needs rest.那个吃饭的女孩子很累,而且需要休息一下.T: The sentence is right, but the translation is not right. Try again.S8: Miss Wu, I think I’d better not try. I’m afraid my translation is the same. Please tell us why?T: Do you really want to know?Ss: Of course.T: It’s very easy, you need add 正在before the girl and the boy. That’s Ok.Ss: But it’s the same meaning!T: Yes, it has the same meaning. I’m not a fool. You are not fools. But when you go out of this classroom, you will be fools. Can you think 做事的男孩and 正在做事的男孩has the same meaning? The first one doesn’t give us a clear meaning whether he has done, or is doing, or will to do the thing. While the second one tells us the exact meaning of the -ing form. That is the boy doing the thing. The picture appearing before our eyes is that the boy is doing his things. Later we will study the Past Participle and the Infinitive. In order to get clear meaning of the phrases, we’d better have such exercises. Do you understand?Ss: Yes.T: Now let’s try again to see whose translation has such mistakes.The purpose of doing this is to train the students to have exact understanding about the -ing form, because when they study the -ed form, they will be confused about the difference between the -ing form and the -ed form. So at first, teacher should help them to have a correct understanding at the meaning.T: OK, it seems that all of you have learned the way to translate the sentences correctly. Well, now let’s look at Ex 4. Who would like to do this exercise? You five please.S1: Seeing is believing.S2: His job is cleaning the yard.S3: What he likes is playing basketball.S4: The news is exciting.S5: The film is more interesting than any that I’ve ever seen.T: Very good. All of them are right. In order to make sure that you master the usage of the structure, I’ll give you some more sentences. Now please look at the screen.T: In the first two sentences, the -ing form is used to show the character of the subject. In the next four sentences the words of the -ing form are all about the feelings. In the last two sentences, the words of the -ing form show some states and qualities. Now please look at these sentences on the screen.T: Do you think these -ing forms are also used as the predicative?S6: No, these -ing forms are used as the predicate in the present continuous tense. T: That’s quite right. Now do you know how to tell the -ing form as the predicative from what used as predicate in the present continuous tense?S7: Yes. The -ing form as the predicative shows the quality, or the state of the subject; while the -ing form in the present continuous tense show an act is going.T: This is a good conclusion. Now let’s turn to the next step.Step II HomeworkT: Today, we learned some useful structures. What are they?Ss: The -ing form as the attribute, the object complement, and predicative.T: Good. What should we pay attention in understanding these -ing forms?Ss: The meanings, the translations, the sentence structures and also the difference between the -ing form as the predicative and those used in the present continuous tense.T: Right. Now, your homework: finish all Exercises on Page 56. Exercise 1&2 in USING WORDS AND EXPRESSIONS give us a good chance to review what we have learned in this unit.。
人教高中英语必修4Unit3 Grammar课件
最新
9
作状语时的区别：
-ing form,pp表示时间、原因、条件、方式、伴随情况等等,
to do表示1.目的; 2.结果—表示出人预料的情况或结果。常用only强调。 3.原因—表示造成情感变化的原因。
eg.they worked hard to pay for the necklace. 目的
-ing form表示主动，正在进行,pp表示被动，已经完成
作表语时或定语时，-ing form表示“令人” ,pp表 示“感到”，常见的有下列感官动词： move ,surprise,astonish,delight,comfort,disappoint, puzzle,frighten
作宾补时，比较对象为宾语
5.Having noted down her name,the man went away. 先
最新5ຫໍສະໝຸດ 非谓语动词功能比较to do
主表宾定补状 语语语语语语
-ing form
pp
最新
6
主语、表语、宾语
1. to do 表示具体的动作，-ing form表示泛指的动作。
eg.I like skating,but I don’t like to skate today. Playing with fire is dangerous. Look out！To play with fire is dangerous. 2.“there is no +主语”句型中，多用-ing form.
最新
8
补语
-ing form与宾语为主动关系，强调动作正在进行； pp与宾语为被动关系，强调动作已经完成； to do只单纯表示一个事实，强调动作的全过程。
高中英语必修4 unit 3 语法教案
(3) Playing all kinds of music is our job. 演奏各种音乐是我们的工作。
＊现在分词做表语，表明的是主语的性质与特征，主语与表语位置不可互换。 (4) Themusic they areplaying sounds exciting. 他们演奏的音乐是如此令人兴奋。
8.I still remember you, as astudent, _________ sweetly. A. to sing B. singing C. being singing D. sing
9.Theboy’s _______ schoollate again and again caused the teacher to wonder why. A. to come B. coming C. being coming D. come
Suggestedanswer
语法单项选择 CADADACBBCCB
老榆木家具 老榆木家具 ovuiesd4
_________ for her to besent abroad very soon.
A. there being a chance
C. there be nce
B. there to be a chance
D. being achance
5. — What made him so unhappy?
(5) Thetask of this class is practising theidioms. 这节课的任务是练习这些短语。 (6) Seeing is believing. 眼见为实。 (7) My work is looking after thechildren. 我的工作是照看这些孩子。 3.v.－ing 作宾语补足语的用法 v.－ing 形式主要用于以下两类动词后构成宾语补助语。 ⑴表示感觉和状态的动词，如 see, hear, feel, smell, watch, find, notice 等。例如:
(英语教案)高中英语必修四unit3教案
高中英语必修四unit3教案必修是新课程标准改革中的一个名词，是课程结构调整中的一种课程类型。
和必修相对的是选修。
依据规定必需学的，尤指取得学位或到达毕业要求必需学的必修课必修和选修，这是从课程方案中对课程实施的要求来区分的两种，下面是我为大家整理的高中英语必修四unit3教案5篇，期望大家能有所收获!高中英语必修四unit3教案1教学预备教学目标1. Ss will be able to master the following useful new words and expressions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,sh ock,rescue,quake,electricity,army,shelter,fresh, organize, bury, at an end, dig out, coal mine, in ruins2. Ss will be able to know the basic knowledge about Earthquake教学重难点1. The usages of some words and expressions.2. How to train the students’ reading ability in learning the text.教学工具课件教学过程Step I lead-inLet students see a short video and answer the questions1.What happened in the video Earthquakes2.How do you feel seeing the plots(情节) Students’ discussion. Step II Fast reading1. What is the passage mainly about In Tangshan ,earthquakes happened on July 28th 19762. Skim the text and answer the questionsThe type of writing (写作体裁)Narrative writingTopic sentence of Paragraph 1Sentence 1Topic sentence of Paragraph 2Sentence 2Topic sentence of Paragraph 3Sentence 1Topic sentence of Paragraph 4Sentence 1Step III Detailed readingAsk students to read the text carefully and answer the questionsTask1: What were the nature signs of the coming earthquake(选择)Para 11.Water in well( G )2. Well walls(D )3.Chickens pigs(F ) 4 .Mice (A)5.Fish(E )6. Bright lights( B)7. Water pipes(C )A. Ran out of fieldsB. in the skyC. Cracked and burstD. Deep cracksE. Jumped out of pondsF. Too nervous to eatG. Rose and fell, fell and roseTask 2 Fill in the blanksMain IdeaDetailsDamage caused byearthquakePara 2-3At _____ am, the __________ earthquake of the 20th century began . _______ burst from holes in the ground.Hard hills of the rock became rivers of ____.________ covered the ground like red autumn leaves.Two _______ and most of the bridges fell.The railway tracks were now _________pieces of _______.______ now filled the wells instead of water.Water,food,and ______________ were hard to get.The reconstruction(重建) after the earthquakePara 41. The army _____________2. Workers ____________for survivors.3._____________was taken to the city.Details:1. At 3:42 am, the greatest earthquake of the 20th century began.2. Steam burst from holes in the ground.3. Hard hills of the rock became rivers of dirt.4. Bricks covered the ground like red autumn leaves.5. Two dams and most of the bridges fell.6. The railway tracks were now useless pieces of steel.7. Sand now filled the wells instead of water.8. Water, food, and electricity were hard to get.Step IV consolidation (当堂稳固)Let students fill the blanks according to the passageStrange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped outOf their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.1 falling2 in3 the4 to eat5 mice6 to hide 7in 8 be heard 9when 10 who这局部目的是让同学进一步稳固课文的内容。