高中英语 Unit 4 Astronomy the science of the stars Period 3 Learning about language Grammar优秀教案.docx
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高中英语 Unit 4 Astronomy the science of the stars Period 3 Learning about language Grammar优秀教案.docx
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高中英语Unit4AstronomythescienceofthestarsPeriod3LearningaboutlanguageGrammar优秀教案
Unit4Astronomy:
thescienceofthestars
Period3 Learningaboutlanguage:
Grammar整体设计
教材分析
Thisisthethirdteachingperiodofthisunit.Totestwhetherstudents
havegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thenleadinthenewlesson.
Thisteachingperiodmainlydealswiththefollowing:
1.Reviewingnounclausesastheobjectandasthepredicative;2.Learningthenewgrammaritems:
nounclausesasthesubject.St
udentsoften
feelnounclausesabstractanddifficulttolearn,soitisnecessarytomakethelessoninterestingandlively,andconnectitwiththeirdailylifeinordertoletiteasytoacceptandunderstand.Firstly,theteachercanaskstudentstoreadthepassageHOWLIFEBEGANONTHEEARTHagain,tickoutallthesentencesfromthepassagewherenounclausesareusedasthesubject,andthentranslatethemintoChinese.Secondly,compareanddiscovertheusesofeachnounclausebygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage29andmoreexercisesforstudentstomastertherelatednounclauses.Finally,summarizetheuseofnounclausesasthesubjectandletstudentsmakeitclearhoweachnounclauseisbeingusedinthesituations.
Attheendoftheclass,askstudentstodotheexercisesinUsingstructuresonPage64andmoreadditionalexercisesforconsolidation.
教学重点
Getstudentstounderstandandusenounclausesasthesubject.
教学难点
Enablestudentstolearnhowtousenounclausesasthesubjectcorrectly.
三维目标
知识目标
1.Getstudentstoknowmoreaboutnounclauses.
2.Letstudentslearnnounclausesasthesubject.
Whatitwastobecomewasamystery...
...itwasnotclearwhetherthesolidshapewastolastornot.
能力目标
Enabl
estudentstousenounclaus
esasthesubjectcorrectlyandproperlyaccordingtothecontext.
情感目标
1.Getstudentstobecomeinterestedingrammarlearning.
2.Developstudents’senseofgroupcooperation.
教学过程
设计方案
(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomenewwordsandexpressions.
3.Translatethefollowingsentences.
1)你早晚会来的。
2)我的车与你的不一样。
3)他总是第一个来,最后一个走。
4)他来不来还不清楚。
5)我们的成败取决于是否每个人都努力工作。
6)我们必须采取措施防止这种疾病的蔓延。
Suggestedanswers:
1)Youwillcomehereintime.
2)Mycarisdifferentfromyours.
3)Heisalwaysthefirsttocomeandthelasttogo.
4)Itisnotclearwhetherhecomesornot.
5)Oursuccessdependsonwhethereveryoneworkshardornot.
6)Wemusttakeactionstopreventthisdisease(from)spreading.
→Step2Preparation
Showsomesentencesonthescreen.Askstudentstoreadeachofthemandthenfindoutitssubject.
Atreehasfallenacrosstheroad.
Youareastudent.
Tofindyourwaycanbeaproblem.
Smokingisbadforyou.
“Howdoyoudo?
”isagreeting.
Whatshesaidisnotyetknown.
Thatweshallbelateiscertain.
It’scertainthatweshallbelate.
→Step3Grammarlearning
1.Readinganddiscovering
AskstudentstoturnbacktoPage25toreadthroughthereadingpassageandfindallthe
sentenceswherenounclausesareusedasthesubjectandunderlinethem.ThentranslatethemintoChinese.
Suggestedanswers:
1)Whatitwastobecomewasuncertainuntilbetween4.5and3.8billionyearsagowhenthedustsettledintoasolidglobe.
地球会变成什么(样子),直到45亿至38亿年前这个云团变成一个固体的球状物,才确定下来。
2)Theearthbecamesoviolentthatitwasnotclearwhethertheshapewouldlastornot.
地球变得激烈动荡,不知道这个固体形状是否会继续存在下去。
3)Whatisevenmoreimportantisthatastheearthcooleddown,waterbegantoappearonitssurface.
更重要的是,随着地球的冷却,地球的表面就开始出现了水。
4)Itwasnotimmediatelyobviousthatwaterwastobefundamentaltothedevelopmentoflife.
水对于生命的发展会起关键作用,这一点在当时并不明显。
5)Whatmanyscientistsbelieveisthatthecontinuedpresenceofwaterallowedtheearthtodissolveharmfulgasesandacidsintotheoceansandseas.
很多科学家相信,由于地球上长期有水存在,使地球得以把有害气体和酸性物质溶解在海洋里。
6)Whytheysuddenlydisappearedstillremainsamystery.
为什么他们突然消失了,至今还是个谜。
7)Sowhetherlifewillcontinueontheearthformillionsofyearstocomewilldependonwhetherthisproblemcanbesolved.
所以,在未来的数百万年中,生命能否在地球上延续取决于这个问题能否得到解决。
2.Thinkinganddiscussing
Letstudentsreadaloudthesentencestheypickedout,thinkoveranddiscusswithapartnerhoweachofthesenounclausesisbeingusedinthesituations.Ifstudentshavesomedifficulty,givethemahand.
3.Summingup:
nounclausesasthesubject.
主语从句
作主语用的名词性从句,因其在复合句中作主语,又称主语从句。
(1)连接词:
1)从属连词that,whether等。
that引导主语从句只起引导作用,本身无实际意义,在主语从句中不充当任何成分,但不能省略。
Thatshelefthimcuthimtotheheart.
她的离开使他很伤心。
由whether引导的主语从句放在句首、句末都可。
Whetheritwillpleasethemisnoteasytosay./Itisnoteasytosaywhetheritwillpleasethem.
很难说这会不会使他们高兴。
2)连接代词who,what,which,whoever,whatever,whichever等。
Whatseemseasytosomepeopleseemsdifficulttoothers.
对某些人看来很容易的事,对另外一些人可能很困难。
3)连接副词when,where,how,why等。
Whyhediditremainsamystery.
他为什么做那件事依然是个谜。
(2)位置
主语从句可以前置,也可以后置。
用it作形式主语,而把主语从句放在句末,常用下面几种句型:
1)It+be+表语+主语从句
Itisstilluncertainwhetherheiscomingornot.
他是不是来还没有确定。
2)It+不及物动词+主语从句
Ithappensthattheywereabsent.
他们碰巧缺席了。
3)It+及物动词(被动语态)+主语从句
IthasbeendecidedthattheexhibitionwillnotopenonSundays.
现经决定展览会星期日不开放。
注意:
1)主语从句在句首时,必须由连接词引导,不能省略这些连接词;但是如果用it作形式主语,而把主语从句放在句末时,从属连词that可以省略。
他们相互喜爱是很自然的。
误:
Theyshouldlikeeachotherisnatural.
正:
Thattheyshouldlikeeachotherisnatural.
正:
Itisnatural(that)theyshouldlikeeachother.
2)如果主语从句放在句首,不能用if引导;但是如果用it作形式主语,而把主语从句放在句末时,也可以用if引导。
玛丽是不是真听见他了,很值得怀疑。
误:
IfMaryreallyheardhimisreallydoubtful.
正:
WhetherMaryreallyheardhimisreallydoubtful.
正:
Itwasdoubtfulwhether/ifMaryreallyheardhim.
→Step4Grammarpractice
1.TurntoPage29.AskstudentstodoExercise2andExercise3inDiscoveringusefulstructures.Firstletthemfinish
themindividually.Thenchecktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.
2.TurntoPage64.Asks
tudentstodoExercise1andExercise2.Checktheanswersaftermostofthemfinish.
→Step5Discussion
Letstudentshaveadiscussioningroups.Thetopicis“Myproblem”.Onetalksabouttheproblemsinhisstudyorlife.Theothersshouldgivesomeadviceorsuggestions.Remindstudentstousethefollowingstructures:
(Showthefollowingonthescreentohelpstudents.)
Thefactis/Itisafactthat...
Thedifficultyis.../WhatIfinddifficultis...
Thetroubleis.../Whatworriesmeis...
Mysuggestionis.../WhatIwouldsuggestis...
Myadviceis.../WhatIwouldadviseis...
Ithinkthat.../WhatIthinkis...
Iwanttotellyouthat.../WhatIwanttosayis...
→Step6Closingdownbyaquiz
Showthefollowingexercisesonthescreen.Letstudentsfinishthemwithinthreeminutes.Threeminuteslater,checktheanswerswiththewholeclass.
1.Ihavealwaysbeenhonestandstraightforward,anditdoesn’tmatter______________thatI’mtalkingto.
A.whoisit B.whoitis C.itiswho D.itiswhom
2.Itisprettywellunderstood______________controlstheflowofcarbondioxideinandouttheatmospheretoday.
A.that
B.when
C.what
D.how
3.______________madetheschoolproudwas______________morethan90%ofstudentshadbeenadmittedtokeyuniversities.
A.What;because
B.What;that
C.That;what
D.That;because
4.______________teamwinsonSaturdaywillgothroughtothenationalchampionship.
A.Nomatterwhat
B.Nomatterwhich
C.Whatever
D.Whichever
5.______________isourbeliefthatimprovementsinhealthcarewillleadtoastronger,moreprosperouseconomy.
A.As
B.That
C.This
D.It
6.______________Ican’tunderstandis____
__________hechangedhismind.
A.That;that
B.What;why
C.Which;how
D.That;why
Suggestedanswers:
BCBDDB
→Step7Homework
1.Finishofftheworkbookexercises.
2.PreviewthereadingpassageAVISITTOTHEMOONonPage30,findthesentencesinwhichnounclausesareused,andseeifyoucanunderstandthem.
设计方案
(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.TranslatethefollowingintoEnglish.
1)太阳系
2)及时;终于
3)下蛋
4)产生;分娩
5)轮到某人;接着
6)总有一天我会遇见他。
7)都市生活与乡村生活是非常不同的。
8)他们不应该允许在这条街上停车,街道太窄了。
9)他的心脏病痛没能阻止他第二天去上课。
10)在未来的数百万年中,生命能否在地球上延续取决于这个问题能否得到解决。
Suggestedanswers:
1)solarsystem
2)intime
3)layeggs
4)givebirthto
5
)inone’sturn
6)I’llseehimintime.
7)Citylifeisquitedifferentfromcountrylife.
8)Theyshouldn’tallowparkinginthisstreet.It’stoonarrow.
9)Hisheartt
roubledidnotpreventhim(from)goingtoclassthenextday.
10)Whetherlifewillcontinueontheearthformillionsofyearstocomewilldependonwhetherthisproblemcanbesolved.
→Step2Warmingupbyagame
Letstudentsworkinpairs.Onetalksabouttheproblemsinhisstudyorlife.Theothershouldgivesomeadviceorsuggestions.Encouragethemtousewhat-clausesasthesubject.
Example:
S1:
WhatIfinddifficultis.../Whatworriesmeis...
S2:
WhatIwouldsuggestis.../WhatIwouldadviseis...
→Step3Discoveringusefulstructures
Askstudentstofindoutthesent
encescontainingnounclausesasthesubjectinthereadingpassageandunderlinethem.ThentranslatethemintoChinese.
→Step4Learningtheuseofnounclausesasthesubject
1.AskstudentstoturntoPage92andlearnpart3TheSubjectClausebythemselves.
2.Encouragethemtoaskasmanyquestionsaspossible.Givethemexplanationsifnecessary.
3.Letthemdosomeadditionalexercises.
4.Sumup.
→Step5Practice
Asks
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