1、阳东广雅中学第二学期第 6 周集体备课记录年级高一科目英语主备教师魏然 日期4. 8课题 Unit 4 - Unit 5课时 5参与人员 宋欢, 魏然 郑俏姿主备教案(由主备教师填写或另附详案) Unit 4 the Fifth period GrammarTeaching goals 教学目标1. Ability goals 能力目标Enable Ss to understand “Noun clauses as subject”2. Learning ability goals 学能目标Enable Ss to use the noun clauses to make sentences.
2、Teaching important points教学重点引导主语从句的连词的掌握Teaching difficult points教学难点a. it作形式主语的句型b. that和what引导主语从句时的用法区别c. whether和if引导主语从句时的用法区别Teaching content教学内容 What part does the underlined part serve as in each sentence? To find your way can be a problem. Smoking is bad for you. “How do you do?” is a gree
3、ting. What she said is not yet known. That we shall be late is certain. It is certain that we shall be late. We can see from these sentences that a sentence serves as subject, so we call it Subject Clause.主语从句(Noun Clauses as the Subject) 定义: 用作主语的从句叫主语从句,它是名词性从句之一。引导主语从句的连接词有:连词that, whether;连接代词wh
4、o, what和which;连接副词when, where, how和why。1) 由what等代词引起的主语从句:what在从句中的作用为:作句子成分;除了起到引导从句的作用外还要承担具体的意义。 What the teacher said today was quite right. 老师今天说的话是十分正确的。2) 由连词that引起的主语从句:that引导主语从句时,在句中具有“两不”原则:不作句子成分;没有实际意义。当它引导的主语从句置于句首时,that不能省略;如果用it作形式主语,而把主语从句放在句末时,that可以省略。 That they are badly in need
5、of help is quite clear. 他们急需帮助,这是十分明显的。3) 由whether引起的主语从句。 如果主语从句置于句首,不能用if引导,此时,需用whether。但如果用it作形式主语,而把主语从句放在句末时,也可以用if引导。 Whether they will sell the house is not yet decided. 他们是否卖掉这所房子还没有决定。 4) 连接代词who, which, whom, whose有各自的具体意义,起连接作用,同时在从句中充当主语、宾语、表语、定语等;whoever, whatever, whichever在意义上更为强调,常译
6、为“无论”;连接副词when, where, why, how等也有各自的意义,起连接作用,并在从句中作状语。Whatever was said here must be kept secret. 这里说的话都应当保密。 Whoever makes mistakes must correct them. 凡犯了错误的人都必须改正。 注意: 上述例句中的主语从句都是放在句首, 但有时为了使句子结构平衡, 避免 “头重脚轻”, 常用 it 作形式主语, 而把从句放在后面。 例如: It is a pity that she has made such a mistake. 她犯了这样一个错误, 真
7、是遗憾。这样就构成了下面一些常用句型: 1) It is + adj. / n. + 从句 It is a pity/shame that. 遗憾的是 It is possible that. 很可能 It is unlikely that. 不可能 2) It + 不及物动词 + 从句 It seems/appears that. 似乎 It happened that. 碰巧 3) It + be +过去分词+从句 It is said that. 据说 It is known to all that. 众所周知 It is reported that. 据报道 It is believe
8、d that. 据信; 人们相信 It is suggested that. 有人建议 It must be pointed out that. 必须指出 It has been proved that. 已证明. 如: It is believed that at least a score of buildings were damaged or destroyed. 据信, 至少有二十座楼房遭到破坏或彻底毁掉。4) 用于It is important / natural / necessary / impossible that.句型中, 主语从句应使用虚拟语气, 谓语动词用“shoul
9、d + 动词原形”的形式, should有时有感情色彩。高考链接从A、B、C、D四个选项中,选出可以填入空白处的最佳选项。1. It remains to be seen _ the newly formed committees policy can be put into practice. (陕西 2013) A. thatB. which C. what D. whether2. _ I want to tell you is the deep love and respect I have for my parents. (天津2013) A. ThatB. Which C. Whe
10、therD. What3. _ makes the book so extraordinary is the creative imagination of the writer. (北京2013) A. ThatB. What C. Who D. Which4. It is by no means clear _ the president can do to end the strike.(2012大纲全国卷I) A. howB. whichC. thatD. whatKeys: DDBD 教学内容分析本单元的中心话题是加拿大李黛予等人在加拿大的旅游经历。学生通过本单元学习,可以初步了解加
11、拿大的一些基本情况,包括地理环境,各大城市特点以及人文活动等。“热身”(Warming Up)部分是一个小测验,看看学生对加拿大这个国家了解多少。采用小测验活动,一来是为了激起学生的学习兴趣,另一目的是让学生联系自己已有知识,为整个单元的学习做准备,温故而知新。“读前”(Pre-reading)部分是三个问题,设计自身的旅行经历和对加拿大的了解,这些问题与文章紧密相关。学生通过谈论这些问题,为更好的理解这篇文章打好铺垫。“阅读”(Reading)部分是篇游记,记述了李黛予和刘倩去加拿大看望表兄妹的旅途见闻。乘火车横穿加拿大之前,他们的朋友林丹尼向他们介绍了加拿大的概况,包括面积、地貌、城市、人
12、口、生态环境等。一路上,他们看到了加拿大的自然美景和野生动物。她们中途停靠卡尔加里(Calgary),谈到卡尔加里大赛马会(Calgary Stampede)。加拿大地广人稀,多数人住在美加两国边境。本文还提到了桑德湾(Thunder Bay),五大湖(the Great Lakes),温哥华(Vancouver),多伦多(Toronto),还介绍了加拿大的淡水资源。“理解”(Comprehending)部分又三个练习。考查学生找文章具体信息的能力.语言学习”(Learning about Language)部分包括“词汇学习”和“语法学习”这两部分内容。“词汇学习”部分首先介绍构词法,加前缀
13、或后缀而组成派生词;然后通过各种有意义的练习形式,帮助学生更好的记住和运用单词。“语法学习”部分呈现了大量的例子,让学生归纳同位语从句的特点。 “语言应用”(Using Language)部分综合训练听说读写的能力。 “小结”(Summing Up)部分让学生归纳、梳理本单元所学内容,包括有关加拿大的信息,基本的语言知识和语法内容。“学习建议”(Leading for Fun)部分是一首咏叹自然美景的诗歌。通过对韵律的美的语言,可让学生感受诗歌所传达的美的意境,加强对学生的审美情趣的熏陶。本单元涉及的要点是:(一)了解加拿大的概况地理位置、主要城市、风土人情等;了解多元文化现象和多元文化国家的特点(二)学会阅读和使用地图(三)学会方向与位置的表达法(四)掌握同位语从句的用法 教学反思 备长签名:宋欢