必修三Unit4Grammarsubjectclause示范課教案

必修三Unit4Grammar[subjectclause]示范課教學(xué)設(shè)計(jì)必修三Unit4Grammar[subjectclause]示范課教學(xué)設(shè)計(jì)必修三Unit4Grammar[subjectclause]示范課教學(xué)設(shè)計(jì)Unit4Astronomy:thescienceofthestarsLearningaboutlanguage--Grammar:TheSubjectClauseTeachingplan&design臨泉田家炳實(shí)驗(yàn)中學(xué)周大磊TeachinganalysisThisisthefourthteachingperiodofthisunit.Thisteachingperiodmainlydealswiththefollowing:1.Reviewingnounclausesastheobjectandasthepredicative;2.Learningthenewgrammaritems:nounclausesasthesubject.Studentsoftenfeelnounclausesabstractanddifficulttolearn,soitisnecessarytomakethelessoninterestingandlively,andconnectitwiththeirdailylifeinordertoletiteasytoacceptandunderstand.Firstly,theteachercanshowsomepicturesaboutthetopicofmotherandaskthemseveralquestions.Fromthesequestionsweknowthatnounclausesareusedasthesubject,.Secondly,compareand

discovertheusesofeachnounclausebygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage29andmoreexercisesforstudentstomastertherelatednounclauses.Finally,summarizetheuseofnounclausesasthesubjectandletstudentsmakeitclearhoweachnounclauseisbeingusedinthesituations.Attheendoftheclass,askstudentstodotheexercisesinUsingstructuresonPage64(theworkbookexercises)andmoreadditionalexercisesforconsolidation.Teachingimportantpoints：Getstudentstounderstandandusenounclausesasthesubject.Teachingdifficultpoints：Enablestudentstolearnhowtousenounclausesasthesubjectcorrectly.TeachingsKnowledgeaims：1.Getstudentstoknowmoreaboutnounclauses.2.Letstudentslearnnounclausesasthesubject.WhatIwanttosayisthat...ItwasnotclearAbilityaim：Enablestudentstousenounclausesasthesubjectcorrectlyandproperlyaccordingtothecontext.Emotionalaims：1.Getstudentstobecomeinterestedingrammarlearning.2.Developstudents’senseofgroupcooperation.TeachingsTask-basedteachingandlearningCooperativelearningandpracticeDiscoveringandSummarizingTeachingaids：1Themultimediaandothernormalteachingtools.Teachingprocedures→Step1Lead-in5’Goodafternoon,everyoneThisclass，letsdealwiththegrammarpartTheSubjectClause.Showthestudentssomepicturesaboutthetopicofmotherandaskthemthe

followingquestiong.(Becausethetimeislimited,thispartshouldbegivenbrifely)1.WhatIwanttosayisthat2.WhatIwanttoapologizeisthat3.Itisnecessarythat(should)4.ItisapitythatAskstudentstocompletethesentenceontheirexercise.Askthemtodiscusswiththeirpartnersingroupandthenchooseonesentencethattheyallthinkisthebest.Ifstudentshavesomedifficulty,givethemahand.Questions：(whataretheconnectors連結(jié)詞)?Howdoweusethemcorrectly?)Suggestedanswers:1WhatIwanttosayisthatIlovemymotherverymuch2WhatIwanttoapologizeisthatIbroughtalotoftroubletomymotherwhenIwasalittlechild.3Itisnecessarythatweshouldtrustandrespectourmothers.4ItisapitythatIforgetmymothersbirthdaydate.→Step2Grammarlearning35’Summingup:nounclausesasthesubject.主語(yǔ)從句作主語(yǔ)用的名詞性從句,因其在復(fù)合句中作主語(yǔ),又稱主語(yǔ)從句。（1）連結(jié)詞:1)連詞that,whether等。that引導(dǎo)主語(yǔ)從句只起引導(dǎo)作用,自己無(wú)實(shí)質(zhì)意義,在主語(yǔ)從句中不充當(dāng)任

何成分,但不能夠省略。Thatshewaschosenmadeusveryhappy由whether引導(dǎo)的主語(yǔ)從句不擔(dān)當(dāng)句子成分，用在疑問(wèn)意義的句子中，意為“可否”Whetherwewillholdapartyintheopenairtomorrowdependsonthewhether2)連結(jié)代詞who,what,which,whoever,whatever,whichever等。Whoheisisnotimportant.Whathetoldmewastrue.3)連結(jié)副詞when,where,how,why等。WhenwewillstartoffisanimportantquestionWhyJohndiditthiswaywasunexpected.（2）地址主語(yǔ)從句能夠前置,也能夠后置。用it作形式主語(yǔ),而把主語(yǔ)從句放在句末,

常用下面幾種句型:1)It+be+形容詞（、、，etc）+that-clause2Itiscertainthatshewilldowellinherexam.2)It+be+名詞詞組（no、anhonor，etc）+that-clauseIt’snosurprisethatourteamshouldhavewonthegame.3)It+be+過(guò)去分詞（said、reported、proved，etc）+that-clauseIthasbeenprovedthatwhatyousaidisright4)It+不及物動(dòng)詞（happen、seem、appear,etc）+that-clauseItseemsthathehaslostsomething主語(yǔ)從句的注意事項(xiàng)1.從句的語(yǔ)序：在任何情況下，主語(yǔ)從句都用陳述語(yǔ)序。Whicheverofyougetsherefirstwillgettheprize.Howhesucceededisstillapuzzle.2.主謂一致1）從句作主語(yǔ)，主句的謂語(yǔ)一般用單數(shù)形式；但what和who引導(dǎo)主語(yǔ)從句時(shí)，有時(shí)主句謂語(yǔ)的數(shù)應(yīng)與主句中作表語(yǔ)的名詞保持一致。Whattheyneedarebooks.Whattheyneedislove2)若是由and連結(jié)兩個(gè)或兩個(gè)以上的主語(yǔ)從句時(shí)，謂語(yǔ)動(dòng)詞用復(fù)數(shù)；由兩個(gè)或多個(gè)連結(jié)詞引導(dǎo)一個(gè)主語(yǔ)從句時(shí)，謂語(yǔ)動(dòng)詞用單數(shù)。Whentheywillstartandwheretheywillgohavenotbeendecidedyet.Whenandwherethemeetingwillbeheldhasnotbeendecided.3)whether引導(dǎo)的主語(yǔ)從句，若是用了形式主語(yǔ)it,引導(dǎo)詞whether能夠換成if。

若是whether從句在句首或后邊直接跟有ornot時(shí)，不能夠用if代替。Whethertheywillsellthehouseisnotyetdecided.(時(shí)whether與if不能互換)=Itisnotdecidedyetwhether/iftheywillsellthehouse.(此時(shí)whether與if可互換)→Step3Grammarpractice’Askstudentstofinishthefollowingexerciseswithin5minutes.Thenchecktheanswerswiththewholeclass..(optional可選的）,iftimelimited,letthemdoitashomework)5’PS:EnglishWeeklyexercisesFillintheblankswithproperconnectors連結(jié)詞).1._____hegotthefirstprizeintheEnglishContestsurprisedallofus.2._____wewillgotovisitHongKonginthiswintervocationremainsunknown.3._____willtaketheplaceofMrLiuasournewheadmasterhasbeendecided.4._____causedtheaccidenttohappenmadeclearyet.sapity__hecanttakepartintheoutingwithusbecauseofhissickmother.doesntmatter_____shehasbeentoAmericaornot._______reallymattersishowfluentlyshecanspeakEnglish.7.Itsohappened______hearrivedhomewhenIwentouttopickhimupatthe

station.8._______hefoundthewayhomeafterhelosthiswayinthedeepforestisnotcleartous.(1That2Whether/How/When3Who4What5that6whether,What7that8How)→Step4（optional）Letstudentshaveadiscussioningroups.Thetopicis“Myproblem”.Onetalk3abouttheproblemsinhisstudyorlife.Theothersshouldgivesomeadviceor

suggestions.Remindstudentstousethefollowingstructures:(Showthefollowingontheblackboardtohelpstudents.)Thefactis/Itisafactthat...Thedifficultyis.../WhatIfinddifficultis...Thetroubleis.../Whatworriesmeis...Mysuggestionis.../WhatIwouldsuggestis...Myadviceis.../WhatIwouldadviseis...

Ithinkthat.../WhatIthinkis...Iwanttotellyouthat.../WhatIwanttosayis...→Step5Homework1’1.Finishofftheworkbookexercises(inUsingstructuresonPage64).2.PreviewthereadingpassageAVIS