高中英语人教版必修3教案unit 4 period 3 learning about language grammar.docx

高中英语人教版必修3教案unit 4 period 3 learning about language grammar.docx

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高中英语人教版必修3教案unit4period3learningaboutlanguagegrammar

Unit4Astronomy:

thescienceofthestars

Period3　Learningaboutlanguage:

Grammar

整体设计

教材分析

Thisisthethirdteachingperiodofthisunit.Totestwhetherstudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thenleadinthenewlesson.

Thisteachingperiodmainlydealswiththefollowing:

1.Reviewingnounclausesastheobjectandasthepredicative;2.Learningthenewgrammaritems:

nounclausesasthesubject.Studentsoftenfeelnounclausesabstractanddifficulttolearn,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

Enablestudentstousenounclausesasthesubjectcorrectlyandproperlyaccordingtothecontext.

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

AskstudentstoturnbacktoPage25toreadthroughthereadingpassageandfindallthesentenceswherenounclausesareusedasthesubjectandunderlinethem.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.Firstletthemfinishthemindividually.Thenchecktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.

2.TurntoPage64.AskstudentstodoExercise1andExercise2.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）Hishearttroubledidnotpreventhim（from）goingtoclassthenextday.

10）Whetherlifewillcontinueontheearthformillionsofyearstocomewilldependonwhetherthisproblemcanbesolved.

→Step2Warmingupbyagame

Letstudentsworkinpairs.Onetalksabouttheproblemsinhisstudyorlife.Theothershouldgivesomeadviceorsuggestions.Encouragethemtousewhat-clausesasthesubject.

Example:

S1:

WhatIfinddifficultis.../Whatworriesmeis...

S2:

WhatIwouldsuggestis.../WhatIwouldadviseis...

→Step3Discoveringusefulstructures

Askstudentstofindoutthesentencescontainingnounclausesasthesubjectinthereadingpassageandunderlinethem.ThentranslatethemintoChinese.

→Step4Learningtheuseofnounclausesasthesubject

1.AskstudentstoturntoPage92andlearnpart3TheSubjectClausebythemselves.

2.Encouragethemtoaskasmanyquestionsaspossible.Givethemexplanationsifnecessary.

3.Letthemdosomeadditionalexercises.

4.Sumup.

→Step5Practice

Askstudentstofinishthefollowingexerciseswithin10mi