牛津高中英語模塊三Unit1語法教案設(shè)計.doc

牛津高中英語模塊三Unit1語法教學(xué)設(shè)計及知識結(jié)構(gòu)1、 內(nèi)容分析：本課的教學(xué)內(nèi)容是牛津高中英語模塊三Unit1的Grammarandusage板塊。這個板塊教授的語法知識是名詞性從句，即主語從句、賓語從句、表語從句、同位語從句等主要的從句，以及that,if和whether三個關(guān)系詞的使用。由于名詞性從句是本單元的教學(xué)重點，又是學(xué)生新接觸的知識點，因此本節(jié)課通過課件、教師的講解與指導(dǎo)和學(xué)生的自主與合作學(xué)習(xí)，力圖取得良好的教學(xué)效果。二、對象分析：高一學(xué)生已經(jīng)具備一定的抽象邏輯思維能力，但是名詞性從句內(nèi)容多且復(fù)雜，不容易掌握。因此，部分學(xué)生可能會產(chǎn)生抵觸或畏難情緒。本節(jié)課將營造輕松愉快的氣氛，讓學(xué)生積極主動地參與到課堂教學(xué)中來，實現(xiàn)學(xué)生在教學(xué)中的主體地位。三、教學(xué)目標(biāo)：l 知識目標(biāo)：學(xué)生能掌握名詞性從句的類型（主語從句、表語從句、賓語從句、同位語從句等）、關(guān)系詞（when,where,who,how,whether,if,that等）及用法。l 情感目標(biāo)：激發(fā)學(xué)生的學(xué)習(xí)興趣，使他們認(rèn)真聆聽教師的講解，重視所學(xué)知識內(nèi)容；激勵學(xué)生在小組活動中與同伴積極合作，了解自己的學(xué)習(xí)情況。l 能力目標(biāo)：學(xué)生通過所學(xué)能完成基礎(chǔ)練習(xí)并且能寫出符合語法規(guī)范的名詞性從句；通過自主學(xué)習(xí)與合作學(xué)習(xí)，學(xué)生的自主探究和協(xié)作探究能力能有所提高。四、教學(xué)重、難點：l 重點：名詞性從句的類型和關(guān)系詞l 難點：that,if和whether的使用原則五、教學(xué)工具：多媒體教學(xué)工具6、 教學(xué)方法： 講授法 任務(wù)型教學(xué)法 合作學(xué)習(xí)七、教學(xué)思路設(shè)計：Step1Lead-in:contextgrammarT:Goodmorning,boysandgirls.Ss:Goodmorning,teacher.T: I readareportaboutShanghaiExpo yesterday.ThereisalotofnewsaboutShanghaiExporecently.Haveyoureadanything?S1:ManypeoplevisitShanghaiExpoparkeveryday.Itsverycrowdedatthe entrance.T:Yes.ThatmanypeoplevisitShanghaiExpoparkeverydaymakestheentranceverycrowded.Itisverydifficulttocounthowmanypeoplethereareeveryday.However,dowanttogot there?Ss:Yes.T:WhenareyougoingtoShanghaiExpopark?S2:Imnotsure.Maybeinthesummerholiday.T:Oh,whetheryouaregoingtoShanghaiExpoparkhasnotdecided.IwonderifyouhaveanyopinionaboutShanghaiExpo?Whataboutyou?S3:I thinkitisveryimportant.BecausemanyChinesepeoplecanlearncultureofforeigncountriesinChina.T:Yes.ItprovidesagoodopportunitythatweChinesepeoplecanlearnforeigncultureswithoutgoingabroad.Anythingelse?S4:IthinkforeignerscanseeChinasprogress.T:Good.WhatachievementsChinahasachievedinrecentyearscanbesensedbyforeignfriends. Step2Presentation:introducenounclauses1. Usinganounclauseasthesubjectofasentence(主語從句)ThatIcanpaybackthehelppeoplegivememakesmehappy.Whetherhellbeabletocomeisnotyetknown.Whytheyhavenotleftyetisunclear.“it”canbeusedasanemptysubjectItwasgoodnewsthateveryonegotbacksafely.2.Usinganounclauseastheobjectofa(賓語從句):Verb Shesensedthatshewasbeingwatched.Iwonderif/whetherthatsagoodideaPollydidntknowwhichwaysheshouldgo.PrepositionIminterestedinwhothattallmanis.TherewasadiscussionaboutwhetherPollyhadfoundtheblindman.“it” canbeusedasanemptyobject.Weallthoughtit goodnewsthatthefoghadfinallygone.Theconductorhasmadeitclearthatnobuseswillberunning.3.Usinganounclauseasthepredictiveofbe(表語從句)Thetruthisthatthefogistoothickforthebustorunthatfar.MyquestioniswhetherPollycanfindherwayhome.TheproblemishowPollyisgoingtofindusinthecrowd.4.Usinganounclauseinappositiontoanoun(同位語從句)ThefactthatPollydidntaskforthemansnameisapity.Thenewsthattheplanhadcrashed madeussad.WhatevergaveyoutheideathatIcansing?5.Usingthat,if/whetheroraquestionwordtobeginanounclauseIhopethatPollywillbeOK.Nooneknewif/whetherhelosthissightbecauseofanaccident.Step3Task1:askthestudentstofinishtheexerciseonpage9andtrytointothecategoriesmadeinStep2.(individual+pairwork)主語從句：butwhypleasantsmellsdonotreducepaininmenisaquestionstilltobeansweredbyscientists.同位語從句：The possibilitythatpleasantsmellmightreducepainhasrecentlybeensuggestedbynewresearch.Oneexplanationisthatwomenssenseofsmelldevelopedlongago,andislinkedtorecognizingthesmellofbabies.賓語從句：(1)Verb:Aspeoplebelievethatstrongsmellscanaffectthesenses,volunteerswereaskednottoeatordrinkforeighthoursbeforetheexperimentbegan.Hesaysthatscientistsalreadyhavedatafrom40volunteers.Headdsthatthisyear,scientistswilltestanother60volunteersandwillbeinabetterpositiontoexplaintheresults.Scientistsusedtobelievethatmothersrecognizedtheirchildrenbysightonly.Now,theyhavestartedtobelievethatthesenseofsmellalsohelps,(2)Preposition:Scientistsareinterestedinwhetherthesenseofsmellisrelatedtopainandwhethermanandwomenhavethesamesenses.Step 4Practice:summarizeintroductorywordsandaskthestudentstodoexercises名詞從句引導(dǎo)詞：that、if、whether(連接詞);who、whose、what、which(連接代詞);when、where、why、how、howlong(連接副詞)._theearthisroundistrue.Doyouknow_helives?Myopinionis_youshouldnotgoalone.Thestudent_answeredthequestionwasJohn.Hedidnotknow_hadhappened.Iwonder_shecancometomorrow.Canyoutellme_thedishismade?Doyouhaveanyidea_willMissSmitharrive?Weshouldthinkcarefullyabout_Mr.Greensaidatthemeeting.Step5Presentation:nounclausesbeginningwiththatorif/whether1.We use thattointroduceanounclausewhentheclauseisastatementShesensedsomething.Atallmaninadarkcoatwasstaringather.Shesensedthatshewasbeingwatchedbyatallmaninadarkcoat.Someprinciplesshouldberemembered:(1) that isnotusedtobeginanounclauseafteraprepositioninmostcases, butitcanbeusedtobeginanounclauseafterinorexcept.Theproblemliesinthat themistmaybecomeathickfog.I didnttellhimanythingexceptthatIwasntabletofindmywayback.(2)thatcannotbeleftwhenthenounclauseisthesubjectofasentence.Thatwecouldn/tfindourwayoutwasreallybadnews.(3)thatcanbedroppedininformalEnglishwhenthenounclausesistheobjectorpredicativeofasentence.Shewished(that)someonewouldcomealongtohelpher.Thetruthis(that)thebuseswillnotberunning.2. Weuseiforwhethertointroduceanounclausewhentheclauseisayes/noquestion.Wechangethewordorderinaclauseafteriforwhetherintothatofastatement.Shewondered. Wouldthebusesstillberunning?Shewonderedif/whether thebuseswouldstillberunning.Someprinciplesshouldberemembered:(1)whetherbutnotifcanbeusedafterapreposition.Sheisnotcertainaboutwhether shehasdoneanythingwrong.(2) Onlywhethercanbeusedwhentheclauseasthesubjectisatthebeginningofthesentence.Whetheritisgoingtoclearupkeepsmewondering.(3)Weusewhetherornot,butnotifornot.WewanttoknowwhetherornotthetraingoestoKingStreet.3. Ifthatorwhether/ifintroducesanounclausethathastwosentencesconnectedbyandorbut,Weaddanotherthatorwhether/ifafterandorbut.Hesaidthat helikedrainverymuchandthat hewouldntuseanumbrellawhenitwasrainning.Nooneknowswhetheritwillbefinetomorrowandwhetherhewillcometowork.Step6Practice:Askthestudentstofinishthetwoexerci