2017年高一英語(yǔ)人教版必修3教案：Unit4LearningaboutLanguage：Grammar+Word版含解析

教學(xué)設(shè)計(jì)LearningaboutLanguage：Grammar整體設(shè)計(jì)教材分析Thisteachingperiodmainlydealswiththefollowing：1.Reviewingnounclausesastheobjectandasthepredicative；2．Learningthenewgrammaritem：nounclausesasthesubject.Studentsoftenfeelnounclausesabstractanddifficulttolearn，soitisnecessarytomakethelessoninterestingandlively，andconnectitwiththeirdailylifeinordertoletiteasytoacceptandunderstand.Firstly，theteachercanaskstudentstoreadthepassageHOWLIFEBEGANONTHEEARTHagain，tickoutallthesentencesfromthepassagewherenounclausesareusedasthesubject，andthentranslatethemintoChinese.Secondly，compareanddiscovertheusesofeachnounclausebygivingalotofexamplesentences.Thirdly，dotheexercisesinDiscoveringusefulstructuresonPage29andmoreexercisesforstudentstomastertherelatednounclauses.Finally，summarizetheuseofnounclausesasthesubjectandletstudentsmakeitclearhoweachnounclauseisbeingusedinthesituations.Attheendoftheclass，askstudentstodotheexercisesinUsingStructuresonPage64andmoreadditionalexercisesforconsolidation.教學(xué)重點(diǎn)Getstudentstounderstandandusenounclausesasthesubject.教學(xué)難點(diǎn)Enablestudentstolearnhowtousenounclausesasthesubjectcorrectly.三維目標(biāo)知識(shí)目標(biāo)1．Getstudentstoknowmoreaboutnounclauses.2．Letstudentslearnnounclausesasthesubject.What_it_was_to_becomewasamystery……itwasnotclearwhether_the_solid_shape_was_to_last_or_not.能力目標(biāo)Enablestudentstousenounclausesasthesubjectcorrectlyandproperlyaccordingtothecontext.情感目標(biāo)1．Getstudentstobecomeinterestedingrammarlearning.2．Developstudents'senseofgroupcooperation.教學(xué)過(guò)程Step1Revision1．Checkthehomeworkexercises.2．Dictatesomenewwordsandexpressions.3．Translatethefollowingsentences.1）你早晚會(huì)來(lái)的。2）我的車與你的不一樣。3）他總是第一個(gè)來(lái)，最后一個(gè)走。4）他來(lái)不來(lái)還不清楚。5）我們的成敗取決于是否每個(gè)人都努力工作。6）我們必須采取措施防止這種疾病的蔓延。Suggestedanswers：1）Youwillcomehereintime.2）Mycarisdifferentfromyours.3）Heisalwaysthefirsttocomeandthelasttogo.4）Itisnotclearwhetherhecomesornot.5）Oursuccessdependsonwhethereveryoneworkshardornot.6）Wemusttakeactiontopreventthisdisease（from）spreading.Step2PreparationShowsomesentencesonthescreen.Askstudentstoreadeachofthemandthenfindoutitssubject.Atreehasfallenacrosstheroad.Youareastudent.Tofindyourwaycanbeaproblem.Smokingisbadforyou.“Howdoyoudo？”isagreeting.Whatshesaidisnotyetknown.Thatweshallbelateiscertain.It'scertainthatweshallbelate.Step3Grammarlearning1．ReadinganddiscoveringAskstudentstoturnbacktoPage25toreadthroughthereadingpassageandfindallthesentenceswherenounclausesareusedasthesubjectandunderlinethem.ThentranslatethemintoChinese.Suggestedanswers：1）What_it_was_to_becomewasuncertainuntilbetween4.5and3.8billionyearsagowhenthedustsettledintoasolidglobe.地球會(huì)變成什么（樣子），直到45億至38億年前這個(gè)云團(tuán)變成一個(gè)固體的球狀物，才確定下來(lái)。2）Theearthbecamesoviolentthatitwasnotclearwhether_the_shape_would_last_or_not.地球變得激烈動(dòng)蕩，不知道這個(gè)固體形狀是否會(huì)繼續(xù)存在下去。3）What_is_even_more_importantisthatastheearthcooleddown，waterbegantoappearonitssurface.更重要的是，隨著地球的冷卻，地球的表面就開(kāi)始出現(xiàn)了水。4）Itwasnotimmediatelyobviousthatwaterwastobefundamentaltothedevelopmentoflife.水對(duì)于生命的發(fā)展會(huì)起關(guān)鍵作用，這一點(diǎn)在當(dāng)時(shí)并不明顯。5）What_many_scientists_believeisthatthecontinuedpresenceofwaterallowedtheearthtodissolveharmfulgasesandacidsintotheoceansandseas.很多科學(xué)家相信，由于地球上長(zhǎng)期有水存在，使地球得以把有害氣體和酸性物質(zhì)溶解在海洋里。6）Why_they_suddenly_disappearedstillremainsamystery.為什么它們突然消失了，至今還是個(gè)謎。7）Sowhether_life_will_continue_on_the_earth_for_millions_of_years_to_comewilldependonwhetherthisproblemcanbesolved.所以，在未來(lái)的數(shù)百萬(wàn)年中，生命能否在地球上延續(xù)取決于這個(gè)問(wèn)題能否得到解決。2．ThinkinganddiscussingLetstudentsreadaloudthesentencestheypickedout，thinkoveranddiscusswithapartnerhoweachofthesenounclausesisbeingusedinthesituations.Ifstudentshavesomedifficulty，givethemahand.3．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）連接詞：1）從屬連詞that，whether等。that引導(dǎo)主語(yǔ)從句只起引導(dǎo)作用，本身無(wú)實(shí)際意義，在主語(yǔ)從句中不充當(dāng)任何成分，但不能省略。Thatshelefthimcuthimtotheheart.她的離開(kāi)使他很傷心。由whether引導(dǎo)的主語(yǔ)從句放在句首、句末都可。Whetheritwillpleasethemisnoteasytosay./Itisnoteasytosaywhetheritwillpleasethem.很難說(shuō)這會(huì)不會(huì)使他們高興。2）連接代詞who，what，which，whoever，whatever，whichever等。Whatseemseasytosomepeopleseemsdifficulttoothers.對(duì)某些人看來(lái)很容易的事，對(duì)另外一些人可能很困難。3）連接副詞when，where，how，why等。Whyhediditremainsamystery.他為什么做那件事依然是個(gè)謎。（2）位置主語(yǔ)從句可以前置，也可以后置。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＋表語(yǔ)＋主語(yǔ)從句Itisstilluncertainwhetherheiscomingornot.他是不是來(lái)還沒(méi)有確定。2）It＋不及物動(dòng)詞＋主語(yǔ)從句Ithappensthattheywereabsent.他們碰巧缺席了。3）It＋及物動(dòng)詞（被動(dòng)語(yǔ)態(tài)）＋主語(yǔ)從句IthasbeendecidedthattheexhibitionwillnotopenonSundays.現(xiàn)經(jīng)決定展覽會(huì)星期日不開(kāi)放。注意：1）主語(yǔ)從句在句首時(shí)，必須由連接詞引導(dǎo)，不能省略這些連接詞；但是如果用it作形式主語(yǔ)，而把主語(yǔ)從句放在句末時(shí)，從屬連詞that可以省略。他們相互喜愛(ài)是很自然的。誤：Theyshouldlikeeachotherisnatural.正：Thattheyshouldlikeeachotherisnatural.正：Itisnatural（that）theyshouldlikeeachother.2）如果主語(yǔ)從句放在句首，不能用if引導(dǎo)；但是如果用it作形式主語(yǔ)，而把主語(yǔ)從句放在句末時(shí)，也可以用if引導(dǎo)?，旣愂遣皇钦媛?tīng)見(jiàn)他了，很值得懷疑。誤：IfMaryreallyheardhimisreallydoubtful.正：WhetherMaryreallyheardhimisreallydoubtful.正：Itwasdoubtfulwhether/ifMaryreallyheardhim.Step4Grammarpractice1．TurntoPage29.AskstudentstodoExercise2andExercise3inDiscoveringusefulstructures.Firstletthemfinishthemindividually.Thenchecktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.2．TurntoPage64.AskstudentstodoExercise1andExercise2.Checktheanswersaftermostofthemfinish.Step5DiscussionLetstudentshaveadiscussioningroups.Thetopicis“Myproblem”．Onetalksabouttheproblemsinhisstudyorlife.Theothersshouldgivesomeadviceorsuggestions.Remindstudentstousethefollowingstructures：（Showthefollowingonthescreentohelpstudents.）Thefactis/Itisafactthat…Thedifficultyis…/WhatIfinddifficultis…Thetroubleis…/Whatworriesmeis…Mysuggestionis…/WhatIwouldsuggestis…Myadviceis…/WhatIwouldadviseis…Ithinkthat…/WhatIthinkis…Iwanttotellyouthat…/WhatIwanttosayis…Step6ClosingdownbyaquizShowthefollowingexercisesonthescreen.Letstudentsfinishthemwithinthreeminutes.Threeminuteslater，checktheanswerswiththewholeclass.1．Ihavealwaysbeenhonestandstraightforward，anditdoesn'tmatter______thatI'mtalkingto.A．whoisitB．whoitisC．itiswhoD．itiswhom2．Itisprettywellunderstood______controlstheflowofcarbondioxideinandouttheatmospheretoday.A．thatB．whenC．whatD．how3．______madetheschoolproudwas______morethan90%