Unit 4 Space Exploration Discovering Useful Structures 教案-2024-2025学年高中英语 人教版（2019）必修第三册

Unit 4 Space Exploration Discovering Useful Structures Teaching Objectives: 1. Language Competence: Students will be able to understand and correctly use "to do" as an attributive and adverbial, including its different forms and related sentence structures. 2. Cultural Awareness: Through learning the usage of "to do", students will understand the logic and accuracy in English language expression, and enhance their understanding of the English language and culture. 3. Thinking Quality: Students' ability to analyze, reason, and summarize will be cultivated. They will be able to summarize the usage rules of "to do" from specific examples and be able to apply them. Teaching Focus: 1. The rules of "to do" as an attributive: 1. Nouns followed by "to do" as an attributive, such as abstract nouns, nouns modified by ordinal numbers, the superlative degree of adjectives, or words like "the last/the only/the next", and pronouns like "one" and indefinite pronouns. 2. The relationship between the noun and the infinitive (动宾关系). 3. The use of prepositions (不定式动词后介词不省略 if necessary). 2. The usage of "to do" as an adverbial for purpose, reason, and result: 3. Common structures for showing purpose, such as "to do", "in order to do", and "so as to do" (with the note that "so as to do" cannot be used at the beginning of a sentence). 3. The structure "主语 + be + 形容词 + to do" for showing reason. 3. Sentence structures for showing result, such as "enough to do", "too...to do...", "so/such... as to do", and "only/never to do". Teaching Difficulties: 1. Distinguishing the different functions of "to do" in sentences and using them accurately in different contexts. 2. Understanding the sentence structures and usage of "to do" in various situations, especially the differences between "only to do" and "doing" as result adverbials. 3. Grasping the usage of the active form to express passive meaning in the structure “主语 + be + 形容词 + to do”. Step 1: Greetings Good morning/afternoon, class! I hope you are all ready for today's English lesson. Step 2: Lead-in Let's begin by looking at two sentences: "I trained for a long time to fly airplanes as a fighter pilot." and "I have a dream to explore space." What is the function of "to do" in these sentences? [Student's name], can you share your thoughts? Yes, very good. In the first sentence, "to fly" is used as an adverbial, and in the second sentence, "to explore" is used as an attributive. Today, we will delve deeper into the usage of "to do" as both an attributive and an adverbial. Step 3: To do as an attributive Now, let's focus on the use of "to do" as an attributive. It is used to modify nouns or pronouns. For instance, in the sentence "She has four children to take care of.", "to take care of" is the attributive, and "children" is the noun it modifies. There are several key points to keep in mind. Firstly, the noun should logically be the object of the infinitive. Consider this example: "I had no place to live in." Here, "place" is the place where one lives, and "to live in" describes this relationship. Additionally, we typically do not use the passive form of the infinitive, and we do not add an object after the infinitive. For example, we say "I gave the kid a comic to read." rather than "I gave the kid a comic to read it." Moreover, if the infinitive verb is an intransitive verb, we must add the appropriate preposition. For instance, "I have no partner to speak English with." is correct, not "I have no partner to speak English." Now, let's look at some common nouns that are often followed by "to do" as an attributive. Abstract nouns such as "ability, aim, attempt, right, chance, effort, opportunity, way, courage, decision, hope, wish, desire, dream, promise" frequently take "to do". For example, "He made a promise to come here on time tomorrow." Another situation is when there are ordinal numbers, the superlative degree of adjectives, or words like "the last/the only/the next" before the noun, or when the noun is modified by these words, "to do" is often used as an attributive. For instance, "The next train to arrive is from New York." Additionally, when the action has not yet occurred, we often use "to do" as a postpositive attributive. For example, "The conference to take place in Shanghai next week is of great importance." And don't forget that pronouns like "one" and indefinite pronouns like "something, anything, nothing, everything" often follow "to do" as an attributive. For example, "There is nothing to be done." Let's do some exercises to practice. Look at this sentence: "I have a book __________ (read)." What should we fill in the blank? Yes, it should be "to read". Well done! Now, let's move on to another example: "She is looking for a room __________ (live in)." Can you complete this sentence? Yes, it should be "to live in". Excellent! Step 4: To do as an adverbial Next, we'll explore the usage of "to do" as an adverbial. It can be used to indicate purpose. For example, "To learn a language well, you must make efforts." We can also use "in order to do" or "so as to do" to emphasize the purpose. For instance, "He ran fast all the way so as to catch the first bus." Remember that "so as to do" cannot be used at the beginning of a sentence. Another use of "to do" is as an adverbial of reason. We often use the structure "主语 + be + 形容词 + to do". For example, "She is proud to win the first place." In this case, the adjectives we use are typically those that express emotions, such as "anxious, glad, excited, disappointed, lucky, proud, sorry, shocked, worried". Finally, "to do" can also be used as an adverbial of result. For example, "He returned home to learn his daughter had just been engaged." It often works with verbs like "learn, find, see, hear, make". We also have some specific sentence structures for this usage, such as "so + adj. + as to do" or "such + n. + as to do", "enough to do", "only to do" (which often indicates an unexpected or contrary result), and "too + adj./adv. to do". For example, "He is old enough to take care of himself." and "He hurried to the station, only to find the train had left." Let's look at this example: "She was so happy __________ (jump) up and down." What should we fill in the blank? Yes, it should be "to jump". Great job! Now, let's try another one: "He is too tired __________ (walk) any further." Can you complete this sentence? Yes, it should be "to walk". Very good! Step 5: Review and Comparison Now, let's review the differences between "to do" as an attributive and as an adverbial. When used as an attributive, "to do" describes the noun it modifies, indicating a future action or a relationship. For example, in "The book to read is on the shelf.", "to read" tells us about the book that is going to be read in the future. On the other hand, when used as an adverbial, "to do" provides additional information about the verb in the sentence, such as the purpose, reason, or result of the action. For instance, in "He went to the store to buy some food.", "to buy some food" explains the purpose of his going to the store. Can you think of more examples to illustrate these differences? [Student's name], please share your examples. That's a great example! Does anyone else have another example? Yes, [another student's name], please. Thank you for your examples. They really help to clarify the concepts. Step 6: Practice and Consolidation Let's do some more exercises to solidify our understanding. Look at this sentence: "The best way __________ (improve) your English is to practice regularly." What should we fill in the blank? Yes, it should be "to improve". Well done! Now, here's another one: "He was the first one __________ (arrive) at the party." Can you complete this sentence? Yes, it should be "to arrive". Excellent! Keep up the good work. We'll do a few more exercises like this to make sure you have a good grasp of the usage of "to do". Step 7: Summary To summarize, we have learned about the usage of "to do" as an attributive and an adverbial. As an attributive, it modifies nouns or pronouns, and we need to pay attention to the relationship between the noun and the infinitive, as well as the use of prepositions. As an adverbial, it can show purpose, reason, or result, and we need to be familiar with the different sentence structures associated with these functions. Remember the examples we discussed and the rules we learned. They will be helpful in your language learning. Step 8: Homework For homework, I want you to review what we've learned in this class and complete the exercises on P112 - 113. This will help you further reinforce your understanding of the usage of "to do". Also, try to use "to do" in your own sentences when speaking or writing English. I'm looking forward to seeing your progress. That's all for today's class. Thank you for your attention and participation. I hope you have found this lesson useful. Have a great day! In this lesson, we smoothly transitioned from the introduction of "to do" in the lead-in to its detailed explanation as an attributive and then as an adverbial. Each step was clearly explained with examples and exercises to ensure students' understanding. The review and comparison step helped students differentiate between the two functions of "to do", and the practice and consolidation exercises reinforced their knowledge. The summary and homework assignments wrapped up the lesson, providing a clear conclusion and opportunities for further practice. 学科网（北京）股份有限公司 $$