【新教材】5.3 Discovering Useful Structure 练习-人教版高中英语必修第三册(解析版)
Unit 5 The Value of MoneyPeriod 3 Discovering Useful StructuresExpress modality and talk about future events in the pastI:用适当的情态动词或者过去将来时态结构填空。
1．When he was young，he_____________ sit in front of the TV set for hours every day.2．I was sure that they __________ not do that again.3．Whenever she had time，she __________come to see us.4．He said that he ____________________ (leave) at six the next day.5．Nobody knew why he was __________ (go) to the big city.6．He hoped his wife was __________ (come) soon.7．He was about__________ (leave) when someone knocked at the door of his office.8．He said he was ____________________ (learn) French next week.9．I noticed that it was __________ __________ (rain) when I looked at the sky.10．He said he__________(be) ninety years old in two years.【答案】1.would 2. Would 3. Would 4.was leaving 5.was going to 6.was coming7.to leave 8.going to learn 9.going to rain 10.would be【解析】本题主要考察动词情态动词和过去将来时态。
Ⅰ.用适当的情态动词填空（may can could should shall dare can’t had better等）1．Since you have finished your work, there is no point in staying any longer; you __________as well go home.2．You can keep the book for a month. After that you ___________(必须)return it on time. 3．The boy ______________(能)speak three languages when he was 12 years old.4．It never occurred to me that she ___________(竟然) lie to me again.5．No student ____________go out of the school campus after 10：00 at night without permission according to the school regulations.6．Why ______________(一定要)you do everything as if you have to win?7．It ________________(不可能)be the vocabulary that caused you the problem in the exercise because you know a lot of words.8．I had a bad stomachache. You ________________(最好)phone a doctor.9．I really _______________(不能)thank you enough. It’s been an amazing day!10．She _____________________(不敢)go out alone at night.【答案】：1. may/might as well最好的意思2. must3. could4.should表示吃惊5. shall(表示命令)6.must7. couldn’t8. had better9. can’t（can’t thank sb enough在怎么感谢也不为过）10. dare not【解析】本题主要考察动词情态动词的用法。
III.补全句子1．You___________ also write something about students’ daily life. The length of the article ___________ be limited to 400 words or so.你也可以写一些关于学生日常生活方面的文章，文章的长度应限制在400词左右。
2．Last Sunday we ___________ visit the Great Wall，but it rained.上星期天我们本想去游览长城的，但却下雨了。
3．We ___________ have different opinions in organizing class activities.在组织班级活动方面我们可能有不同的意见。
4．When it comes to my class，I ___________ say that I can’t stand some classmates’ selfishness.当提到我们班的时候，我不得不说我实在忍受不了有些同学的自私。
5．We ___________ hurry or we’ll miss the train.我们最好快点，否则就赶不上火车了。
6．I’ll certainly be surprised if he ___________ tell them what he knows.如果他敢告诉他们他知道什么，我一定会感到惊讶的。
7．Anyone ___________ be in a rough life time，whether he is “Bai Fumei” or “Gao Fushuai”．无论是“白富美”还是“高富帅”，任何人都可能处于艰难的人生时期。
8．She quickened her pace in order that she___________ catch up with the others.她加快了脚步，以便有可能赶上其他人。
9．He said that he ___________ finish his work this afternoon.他说他今天下午完成不了工作。
10．When my parents were away，my grandmother _____________________ take care of me．我父母外出的时候，总是祖母照看我。
【答案】：1.can/should 2.were going to visit 3.may 4. have to5.had better6.dares to7.can8.might9.wouldn’t 10.would【解析】本题主要考察情态动词和过去完成时态.IV.短文语法填空.The two gentlemen had been having a heated argument for a couple of days，and had decided to make a bet which 1.____________ settle their argument. They 2.were ___________ (find) someone to take part in their bet when they saw Henry walking on the street outside. They invited him into their house，___________3.Henry told them he had landed in Britain 4. ___________accident. Although he had gone to the American consulate 5. ___________(seek) help，he had not received any. Henry hoped that the brothers 6. ___________ offer him some jobs because he had no money. Henry got upset with the brothers 7. ___________ they seemed too happy about his bad luck. They quickly told him not to feel that way and they gave him an envelope with money in it. They said the letter inside 8. ___________ explain what it was all about, but he had to postpone 9. ___________ (open) it until 2 o'clock. Henry felt that was odd. The story ended with Henry leaving their house and promising that he 10. ___________ not(not) open the letter until 2 o'clock.【答案】：1.would2. going to find3.where4.by5.to seek6.would7.when8.would9.opening 10.would not【解析】本题主要考察情态动词和过去完成时态.V.完形填空The captain (船长) of a ship and a merchant were friends. The merchant had a young son, who wanted to be a sailor, so the captain took him for voyages in his __1__.One day when the captain had come from a __2__ with a lot of money, the merchant told him that the price of iron had __3__ and suggested that he should buy some with his money. “I'll keep it for you in my storehouse __4__ you return from your next voyage, and perhaps you'll get more money.”But while the captain was away, the price of iron went up __5__ 60%, so the merchant sold it and kept the money. When the captain came back, his __6__ friend told him that he was very sorry and that the mice had __7__ all the iron. The captain knew that his friend was telling lies, but he stayed __8__ and said, “I knew that you hadproblems __9__ mice in your storehouse.”After a few days, the captain started __10__ voyage, and when he returned home, he said to the merchant, “I'm very sorry, but __11__ our voyage a bird came down and carried your son away.” The merchant was very __12__ and said, “Birds cannot carry boys！” “And neither can mice eat iron，” answered the captain.The merchant took the captain to a __13__，who said, “The merchant must __14__ the captain the money which he got when he sold the iron, and then the captain must __15__ the merchant's son back to him.”篇章导读：本文是一篇记叙文。
5 3 Discovering Useful Structure 课件(共20张)
2．过去分词作表语时与被动语态的区别 过去分词作表语时，强调主语所处的状态；而动词的被动语 态表示主语是动作的承受者，强调动作。
The library is now closed．(状态) 图书馆现在关闭了。
The cup was broken by my little sister yesterday．(动作) 昨天我妹妹把杯子打碎了。
3．感觉类及物动词的现在分词与过去分词作表语的 区别
过去分词作表语多表示人自身的感受或事物自身的 状态，常译作“感到……的”；现在分词多表示事 物具有的特性，常译作“令人……的” We were amazed at what he said at the meeting． 我们对他在会上讲的话很是惊讶。
常用的这类词有：
exciting excited astonishing astonished
令人激动的
激动的；兴奋的 令人惊讶的
惊讶的
delighting
delighted
disappointing
disappointed
encouraging
encouraged
frightening
过去分词作表语 1．过去分词可放在连系动词be, get, feel, remain, seem, look, become等之后作表语，表示主语所处的状态
◆Tom was astonished to see a snake moving across the floor． 汤姆很惊讶地看到一条蛇正爬过地板。
满意的 令人震惊的
Unit 5 Discovering Useful Structures示范教案【英语人教必修第三册
Unit 5 The Value of MoneyDiscovering Useful Structures教学设计教材分析该板块的语法学习内容包括两项，一是复习情态动词，二是学习过去将来时。
活动主题是探索如何“表达情态”，以及表述从过去时间看将来要发生的事情”(E xpress modality and talk about future events in the past)。
情态动词反映了说话人对所述内容的态度。
本单元引导学生在剧本对白中体会情态动词的语用效果，归纳其表意功能，巩固情态动词的用法。
本单元剧本中还包含过去将来时态的一些范例。
该时态最典型的句子结构是would be/do和was/were going to be/do,此时的would和作为情态动词的would意义不同。
教学目标在本课学习结束时，学生能够：1. 梳理常用情态动词的表意功能。
2.能够根据具体语境恰当地使用情态动词。
3. 掌握过去将来时两种常用结构的用法。
教学重难点【教学重点】1.复习和梳理常见情态动词的表意功能，引导学生根据真实语境恰当地使用情态动词。
2. 掌握过去将来时两种常用结构的用法。
【教学难点】结合语境，准确地掌握常见情态动词的功能和意义。
教学过程Step 1 Warming-upCompare the sentences and think about the function of modal verbs.A. The exam may be difficult.B. You should be studying harder.C. I can’t study all night during the semester.a. The exam is difficult.b. You are studying harder.c. I study all night during the semester.Step 2 UnderstandingModal verbs have many functions, including the following (A-F). Find modal verbs in previous sections and discuss their functions.A necessityB possibilityC obligationD requestE adviceF intentionWe can discuss it now.You must do it at once.Would you please pass me the salt?You needn’t have stayed.You ought to help him.I would rather do it myself.设计意图：通过分析句子，分析情态动词的表意功能。
《Discovering Useful Structures》 说课稿
《Discovering Useful Structures》说课稿尊敬的各位评委、老师：大家好！今天我说课的内容是《Discovering Useful Structures》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析本节课选自教材名称，这是一套具有系统性和科学性的教材。
《Discovering Useful Structures》这一板块通常是在学习了相关的语言知识和文本之后，引导学生通过观察、分析和实践，发现和掌握有用的语言结构，从而提高语言运用的准确性和流利性。
在本单元中，所涉及的语言结构与具体的语言点相关，这些结构在日常交流和书面表达中具有较高的使用频率和重要性。
通过对这些结构的学习，能够帮助学生更好地理解和运用所学语言，为后续的学习和语言输出打下坚实的基础。
二、学情分析授课对象为具体年级和班级的学生。
他们在之前的学习中已经积累了一定的语言知识和技能，具备了一定的听说读写能力。
但是，对于语言结构的理解和运用还存在一些不足，需要进一步的引导和练习。
这个阶段的学生思维活跃，好奇心强，喜欢通过自主探索和合作学习来获取知识。
但是，他们的注意力集中时间相对较短，需要教师在教学过程中采用多样化的教学方法和手段来激发他们的学习兴趣，提高学习效果。
三、教学目标基于对教材和学情的分析，我将本节课的教学目标设定为以下三个方面：1、知识目标学生能够理解和掌握本节课所涉及的语言结构的形式、意义和用法，如列举具体的语言结构。
2、技能目标学生能够在具体的语境中正确运用所学的语言结构进行表达和交流，提高语言的准确性和流利性。
3、情感目标培养学生的学习兴趣和合作精神，增强学生学习英语的自信心和积极性。
四、教学重难点1、教学重点本节课的教学重点是让学生理解和掌握所学语言结构的形式、意义和用法，并能够在实际情境中灵活运用。
2、教学难点如何引导学生通过观察和分析，自主发现语言结构的规律和特点，并能够举一反三，将所学知识运用到新的语境中。
高中英语必修件DiscoveringUsefulStructures
遇到生词时，可以根据上下文和已知词汇 进行推断，猜测其大致意思。
替换词汇
注意词汇的感情色彩和语体风格
在写作和口语表达中，尝试使用不同的词 汇表达相同的意思，以增加表达的丰富性 和准确性。
了解词汇的感情色彩和语体风格，以便在合 适的场合使用合适的词汇。
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语法知识点解析
句子成分及基本句型分类
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高中英语必修件 DiscoveringUsefulS tructures
汇报人：XX 20XX-01-27
目录
• 课程介绍与背景 • 词汇学习与拓展 • 语法知识点解析 • 阅读理解技巧提升 • 写作技能培养与提高 • 听力训练策略分享 • 口语表达能力培养
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课程介绍与背景
Discovering Useful Structures概述
文化背景知识介绍
让学生了解不同国家的文化背景和社交礼仪，培养他们的跨文化 意识。
跨文化交际技巧培训
教授学生如何与不同文化背景的人进行有效沟通，包括尊重文化差 异、避免文化冲突等技巧。
国际交流活动参与
鼓励学生参加国际交流活动，如模拟联合国、国际文化节等，提升 他们的跨文化交际能力和全球视野。
THANKS
Discovering Useful Structures 是高中英语必修件，旨在帮助学 生掌握英语基本句型和语法结构
。
该课程通过引导学生观察、发现 、总结语言规律，培养其自主学
习和综合运用语言的能力。
Discovering Useful Structures 注重实践与应用，鼓励学生将所
学知识运用到实际语境中。
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学生应多阅读英文原著 和报刊杂志，扩大词汇 量和提高阅读理解能力 。
Discovering+Useful+Structures 教学设计 高中英语人教版(2019)必修
Welcome UnitPeriod 3 Discovering Useful Structures教材分析该板块的主题内容是“分析句子结构”（Analyse basic sentence structures）。
通过复习初中阶段学过的句子成分和八种基本句型结构，并配合训练，为高中阶段学习其他语法项目打好基础。
教学目标1. 能正确掌握各句子成分的中文名称和英文缩写。
2. 能正确掌握各句子成分的功能和作用。
3. 能正确掌握简单句的八种基本句型结构。
4. 能正确的对句子进行结构分析，准确划分各句子成分。
5. 能造出结构正确的句子。
教学重难点【教学重点】复习并熟练掌握八种基本句型结构并且能够对句子进行结构分析。
【教学难点】正确划分句子成分，并掌握各句子成分的功能和作用。
教学过程Task Analyse basic sentence structuresStep 1 Warming-up1. Please match the sentence components with their Chinese meanings.2. Revision: please give the sentence components according to their Chinese meanings.设计意图：通过汉语与英语匹配的活动，使学生熟悉和了解各个句子成分所对应的英语表达。
难度较低，并且设计复习环节，是学生印象深刻，也有助于减轻学生对语法学习的为难情绪。
Step 2 Identifying definition1.句子成分定义：组成句子的各个部分叫做句子成分。
必须部分：主语、谓语必要部分：宾语、表语和补足语辅助部分：定语、状语2. Summary3. Work on Acitivity1. Study the sentence structures.There are _____ types of basic sentence structures.设计意图：明确句子成分和句子类型的相关定义。
新教材高中英语DiscoveringUsefulStructures课件新人教版必修第一册ppt
今晚我不出去，我待在家里。 4．The weather forecast says that _i_t_is__g_o_in_g__t_o_b_e__w_a_r_m__t_o_m_o_r_r_o_w_．(be)
天气__a_b_o_u_t_t_o_l_e_a_v_e_f_o_r_h_o_m__e_ when we were asked to practice singing.(leave) 我们正要动身回家，这时被叫去练歌。
4．be about to do (1)be about to do 意为“刚要；正要”，表示即将发生的动作，不与具体时 间连用。 You'd better fasten your seat belt.The plane is about to take off. 你最好系好安全带，飞机马上就要起飞了。 (2)be about to do ...when ...是固定句式，意为“正要做……，这时……”。 She was about to leave when some guests came. 她正要离开，这时来了一些客人。
[即时演练六] 补全句子 ①I __w_a_s__a_b_o_u_t_t_o_c_o_m__e_i_n__ when he rushed out. 我正要进来，这时他突然冲出去了。 ②I __w_a_s__a_b_o_u_t_t_o_l_o_c_k_t_h_e_d__o_o_r_w_h_e_n___ the telephone rang. 我正要锁门，这时电话响了。
【教案】Unit+5Discovering+useful+structures教学设计人教必修第一册
主题单元分课时教学设计课题指向核心素养的高中英语主题教学（第4课时）课时类型Discovering usefulstructures学时40分钟教学素材PPT, 视频资料指导思想和理论依据1.主题为语言学习提供主题范围或主题语境。
学生对主题意义的探究应是学生学习语言的重要内容，直接影响学生语篇理解的程度、思维发展水平或语言学习的成效。
语言技能是语言运用能力的重要组成部分。
学生应通过大量的专项和综合性语言实践活动，发展语言技能，提升认知策略技能——在语境中学习词汇和语法。
2. 英语课程标准提出了指向学科核心素养的英语学习活动观，即学习活动的设计应以促进学生学科核心素养发展为目标，围绕主题语境，基于语篇，设计学习理解、应用实践、迁移创新等层层递进的语言、思维、文化相融合的活动。
使学生基于已有知识，依托不同类型的语篇，在分析问题和解决问题的过程中，促进自身语言知识学习、语言技能发展、文化涵养理解、多元思维发展、价值取向判断和学习策略运用。
内容分析/语篇研读/文本分析依托大单元主题的主题背景来引导学生自主探究语言结构和语法的学习。
该课是本单元的第四课时，其主题意义为“描述你喜欢的事物”。
在语言大观念构建方面，该课初步感知认识限制性定语从句，正确使用that、which、 who、whose、whom等连接词，能使用限制性定语从句描述自己喜欢的事物，在提高英语语言能力的同时发展逻辑思维能力。
What本课语篇是一篇记叙文，讲述了少年Jack在学习德语的经历。
文章先以“我”面对德语学习的畏难情绪开头，诉说了“我”在德语学习时对单词和语法的难以掌控感。
在这之后，“我”向妈妈诉苦，表示自己想要放弃德语的学习。
而妈妈为了鼓励“我”继续学习，劝导和启发我德语学习还有诸多益处，即便将来不在德语国家生活，也能增益智慧、锻炼大脑。
此后的一天，“我”在学习德语时，发现德语对他而言比从前简单了很多，并且，得益于他对德语的掌握，现在他也能从新的视角看世界了。
新教材高中英语DiscoveringUsefulStructures课件新人教版必修第二册ppt
Presentation
• 2．过去分词作原因状语 • 过去分词作原因状语时，可转换为由since, because或as引导的原因状
语从句，这类状语多放在句子的前半部分。 ➢ Worried about the exam, I was unsettled in these days． • →Because I was worried about the exam, I was unsettled in these days． • 由于担心考试，我这几天感到不安。
ห้องสมุดไป่ตู้
Presentation
• 3．感觉类及物动词的现在分词与过去分词作表语的区别 • 过去分词作表语多表示人自身的感受或事物自身的状态，常译作“感到
……的”；现在分词多表示事物具有的特性，常译作“令人……的”。 ➢ We were amazed at what he said at the meeting． • 我们对他在会上讲的话很是惊讶。 ➢ His words were discouraging, which made many people discouraged． • 他的话令人泄气，使得很多人灰心丧气。
Unit 5 Music Period3 Discovering Useful Structures
Leading-in
• Guess: Who is she? ➢ Seen from the top, the National Stadium looks like a bird nest. ➢ Given another chance by God, I will say “I love you” to the girl. ➢ Chosen to act as one of the four judges on it, Na ying is more famous
新教材人教版高中英语必修三 U3 Discovering Useful Structures课件
He has a knowledge of first aid but his friend doesn’t (have a knowledge of first aid).
第十二页，共三十五页。
三、复合句中的省略
1. 状语从句的省略。 ①Wood gives off much smoke whilwe hbuilren(iintgi.s) burning. Whe②neWverh(eint eisv)epropsosisbslieb,le, they would stop him and ask him the three questions.
第二十页，共三十五页。
①He likes to swim more than (to) skate.
②He believes it important to study rather than to make
friends.
(比较)
⑶并列的不定式可以省略后面的不定式符号to。但若两个不 定式之间表示对比关系时，则不能省略to。
⑷当不定式在某些动词后作宾语时，常可省略。常见的 动词有agree, afford, expect, forget, hope, know, manage, pretend, remember, refuse, want, wish, would like等。
第二十二页，共三十五页。
①All he could do was nothing but wait and see. ②We had no alternative but to wait.
新教材人教版高中英语必修三 U3 Discovering Useful Structures课件
Unit3 Discovering Useful Structures教学设计-高中英语新教材必修第
Unit3 Discovering Useful Structures教学设计-高中英语新教材必修第三册大单元整体教学设计+拼图式阅读（视频+课件+教案）教学目标：1. 掌握有关非限定性定语从句、虚拟语气、情态动词和被动语态等语法结构的应用；2. 培养学生独立学习和思考的能力；3. 提高学生英语口头表达和思维表达能力。
教学难点：1. 非限定性定语从句和虚拟语气的正确使用；2. 如何正确运用情态动词和被动语态；3. 如何培养学生的学习和思考能力，提高英语口头表达和思维表达能力。
教学重点：1.掌握非限定性定语从句的构成和用法；2.掌握虚拟语气的应用；3.掌握情态动词和被动语态的用法。
教学准备：1. PowerPoint课件；2. 练习题和示例题；3. 纸和笔。
教学过程：Step 1 导入（5分钟）通过展示一些生动的图片、表情包和视频向学生介绍本堂课的话题和主要内容，以激发学生的学习兴趣和主动性。
Step 2 了解学生已有的语法知识（10分钟）通过问答和小组讨论的方式，了解学生对非限定性定语从句、虚拟语气、情态动词和被动语态等语法结构的理解和应用情况。
Step 3 非限定性定语从句的学习（20分钟）a. 介绍非限定性定语从句的定义、构成和用法；b. 解释定语从句与非限定性定语从句的区别；c. 配合PPT展示相关例句，让学生逐步理解和掌握非限定性定语从句的应用；d. 给出练习题，让学生进行运用和巩固。
Step 4 虚拟语气的学习（20分钟）a. 介绍虚拟语气的定义、构成和用法；b. 解释虚拟语气在现在和过去的运用；c. 配合PPT常用虚拟语气展示相关例句。
让学生逐步理解和掌握虚拟语气的应用；d. 给出练习题，让学生进行巩固。
Step 5 情态动词和被动语态的学习（20分钟）a. 介绍情态动词的定义、构成和用法；b. 解释被动语态的构成和用法；c. 配合PPT展示相关例句。
让学生逐步理解和掌握情态动词和被动语态的应用；d. 给出练习题，让学生进行运用和巩固。