牛津高中英语模块三Unit1语法教学设计和知识结构.doc

牛津高中英语模块三Unit1语法教学设计及知识结构1、 内容分析：本课的教学内容是牛津高中英语模块三Unit1的Grammarandusage板块。这个板块教授的语法知识是名词性从句，即主语从句、宾语从句、表语从句、同位语从句等主要的从句，以及that,if和whether三个关系词的使用。由于名词性从句是本单元的教学重点，又是学生新接触的知识点，因此本节课通过课件、教师的讲解与指导和学生的自主与合作学习，力图取得良好的教学效果。二、对象分析：高一学生已经具备一定的抽象逻辑思维能力，但是名词性从句内容多且复杂，不容易掌握。因此，部分学生可能会产生抵触或畏难情绪。本节课将营造轻松愉快的气氛，让学生积极主动地参与到课堂教学中来，实现学生在教学中的主体地位。三、教学目标：l 知识目标：学生能掌握名词性从句的类型（主语从句、表语从句、宾语从句、同位语从句等）、关系词（when,where,who,how,whether,if,that等）及用法。l 情感目标：激发学生的学习兴趣，使他们认真聆听教师的讲解，重视所学知识内容；激励学生在小组活动中与同伴积极合作，了解自己的学习情况。l 能力目标：学生通过所学能完成基础练习并且能写出符合语法规范的名词性从句；通过自主学习与合作学习，学生的自主探究和协作探究能力能有所提高。四、教学重、难点：l 重点：名词性从句的类型和关系词l 难点：that,if和whether的使用原则五、教学工具：多媒体教学工具6、 教学方法： 讲授法 任务型教学法 合作学习七、教学思路设计：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(主语从句)ThatIcanpaybackthehelppeoplegivememakesmehappy.Whetherhellbeabletocomeisnotyetknown.Whytheyhavenotleftyetisunclear.“it”canbeusedasanemptysubjectItwasgoodnewsthateveryonegotbacksafely.2.Usinganounclauseastheobjectofa(宾语从句):Verb Shesensedthatshewasbeingwatched.Iwonderif/whetherthatsagoodideaPollydidntknowwhichwaysheshouldgo.PrepositionIminterestedinwhothattallmanis.TherewasadiscussionaboutwhetherPollyhadfoundtheblindman.“it” canbeusedasanemptyobject.Weallthoughtit goodnewsthatthefoghadfinallygone.Theconductorhasmadeitclearthatnobuseswillberunning.3.Usinganounclauseasthepredictiveofbe(表语从句)Thetruthisthatthefogistoothickforthebustorunthatfar.MyquestioniswhetherPollycanfindherwayhome.TheproblemishowPollyisgoingtofindusinthecrowd.4.Usinganounclauseinappositiontoanoun(同位语从句)ThefactthatPollydidntaskforthemansnameisapity.Thenewsthattheplanhadcrashed madeussad.WhatevergaveyoutheideathatIcansing?5.Usingthat,if/whetheroraquestionwordtobeginanounclauseIhopethatPollywillbeOK.Nooneknewif/whetherhelosthissightbecauseofanaccident.Step3Task1:askthestudentstofinishtheexerciseonpage9andtrytointothecategoriesmadeinStep2.(individual+pairwork)主语从句：butwhypleasantsmellsdonotreducepaininmenisaquestionstilltobeansweredbyscientists.同位语从句：The possibilitythatpleasantsmellmightreducepainhasrecentlybeensuggestedbynewresearch.Oneexplanationisthatwomenssenseofsmelldevelopedlongago,andislinkedtorecognizingthesmellofbabies.宾语从句：(1)Verb:Aspeoplebelievethatstrongsmellscanaffectthesenses,volunteerswereaskednottoeatordrinkforeighthoursbeforetheexperimentbegan.Hesaysthatscientistsalreadyhavedatafrom40volunteers.Headdsthatthisyear,scientistswilltestanother60volunteersandwillbeinabetterpositiontoexplaintheresults.Scientistsusedtobelievethatmothersrecognizedtheirchildrenbysightonly.Now,theyhavestartedtobelievethatthesenseofsmellalsohelps,(2)Preposition:Scientistsareinterestedinwhetherthesenseofsmellisrelatedtopainandwhethermanandwomenhavethesamesenses.Step 4Practice:summarizeintroductorywordsandaskthestudentstodoexercises名词从句引导词：that、if、whether(连接词);who、whose、what、which(连接代词);when、where、why、how、howlong(连接副词)._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