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课型:Using Structure 教学内容: Noun clauses as the subject (Unit4 Book3)
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课型:Using Structure
教学内容: Noun clauses as the subject (Unit4 Book3)
执教者:梅县东山中学 何宇宁
语言材料分析:本单元要求学习的语法部分的内容是主语从句。虽然这一语法现象属于新授课内容,但在之前的学习中,学生经常见到这一语言现象,理解上没太大问题;这正是教材语法所呈现的特点----- 在正式学习前作了足够的铺垫,从而使学生减少焦虑,增强信心。
教学目标:
1.知识与技能:在口头和书面的交流中能基本正确使用主语从句。
2.过程与方法:运用任务型教学途径,引导学生自主观察语法现象在语篇中的运用,进而发现语法结构,分析总结语法规则。
3.情感、态度与价值观:通过自主、合作学习,使学生提高学习语法的兴趣,并获得一定的成功体验。
Teaching procedures Focuses or expected results
Step 1  Warming up and task instruction  (6mins)
Activity 1 Lead-in
1.比一比,哪组最快。以小组的形式听英文歌”as long as you love me”,以游戏的方式把下面的歌词排序。
(1) Don't care what is written in your history.
(2) I don't care who you are.
(3) How you got me blind is still a mystery.
(4) Doesn't really matter if you're on the run.
2.小组活动后,与教师共同检查信息的正确性
3.引导学生观察排序的4个句子,找出共同点(都含有名词性从句)
4.引导学生聚焦(3)和(4)句,引入本节课主题:从句从当主语,并告知学生本节课的任务,给来梅州旅游的外国游客介绍当地的风景和美食。
Although loneliness has always been a friend of mine.
  I'm leaving my life in your hands.
  People say I'm crazy that I am blind.
  Risking it all in a glance.
  How you got me blind is still a mystery.
  I can't get you out of my head.
  Don't care what is written in your history.
  As long as you're here with me.
  I don't care who you are.
  Where you're from.
  What you did.
  As long as you love me.
  Who you are.
  Where you're from.
  Don't care what you did.
  As long as you love me.
  Every little thing that you have said done.
  Feels like it's deep within me.
Doesn't really matter if you're on the run.
It seems like we're meant to be...
(注:将歌词划线部分抽空,让学生在听歌的同时排序)
 
Step 2 Discovering and Distinguishing Grammar Structure
Activity 2  Discovering structures (2mins)
借助歌词中的句子,对从句充当主语这一语法现象进行分析,学生一目了然,印象深刻                                                                   

 
 
 
 
 
 
 
 
 
 

Activity 3 Distinguishing subject clauses in How Life Began on the Earth (4mins)
(1)    分小组分段快速阅读课文,分别找出所读段落中含主语从句的句子。
(2)    小组内讨论,并选一名代表汇报所找到的句子
(3)    老师通过多媒体展示结果,供大家讨论主语从句的形式结构和意义
Examples of Subject Clause
(1)    What it was to become was uncertain…
(2)    What is even more important is that …
(3)    It was not immediately obvious that water was to be…
(4)    What many scientists believe is that the continued …
(5)    Why they suddenly disappeared still remains a mystery.
(6)    Whether life will continue on the earth for millions of years to come will depend on…
 
Step 3  Practicing
Activity 4 Join sentences using subject clauses (5mins)
(1)    Something is the most important in life. It isn’t money
(2)    How did he escape from prison? It still puzzles us.
(3)    When will they leave for Beijing? It hasn’t yet been decided.
(4)    Where does the teacher come from? It is known to everyone.
(5)    Which group is the winner? It is not declared.
(6)    Who was responsible for the accident? It’s not yet clear.
(7)    Is there anyone who wants to see the film? He may get a free ticket here.
(8)    Why did he turn up there? It’s a secret.
(9)    Will the gift please them? It’s not easy to say.
(10)He survived the flood. It was a miracle.
 
Key:
(1)    What is the most important in life isn’t money
(2)    How he escaped from prison still puzzles us.
(3)    When they will leave for Beijing hasn’t yet been decided.
(4)    Where the teacher comes from is known to everyone.
(5)    Which group is the winner is not declared.
(6)    Who was responsible for the accident is not yet clear.
(7)    Whoever wants to see the film may get a free ticket here.
(8)    Why he turned up there is a secret.
(9)    It’s not easy to say whether the gift will please them
(10)That he survived the flood was a miracle.
 
Activity 5 Finish Student’s book Exe.2 on Page 29 (5mins)
(1) His discovery has not yet been proved.
What has not yet been proved is his discovery.
(2) Do the other astronomers accept his ideas? It remains a question.
Whether the other astronomers accept his ideas remains a question.
(3) The first appearance of life on earth is still a mystery to scientists.
   How life first appeared on earth is still a mystery to scientists.
(4) Why is the earth becoming warmer? It is an important topic for
 research.
Why the earth is becoming warmer is an important topic for research.
(5)Stephen Hawking at 65 experienced zero gravity during a flight. It
 amazed everybody.
It amazed everybody that Stephen Hawking at 65 experienced zero
gravity during a flight.
(6) Pluto is no longer considered a planet in our solar system. What a surprise!
   It is a surprise that Pluto is no longer considered a planet in our solar
 system.
步骤:
(1)       个别提问检查答案的正确性,并提供正确答案供参考。
(2)       让学生观察句子,老师引导学生进一步明确从句可充当主语,并归纳总结主语从句的三要素(如下图所示):
 

1.      从句关联词不能省
2.      谓语动词用单数
3.      从句语序用陈述
注意:What we need most are books.
 
 
 
 
 
 
 
 
 

Activity 6 Describe the following pictures using subject clauses (5mins)
 
when, flowers, water
 

 where, send to
 
 

why, vase, for sale
 

whether, robot, blow a trumpet

it, certain, he, toothache
 
(1)    学生以pair work为单位展开看图说话的活动,在有意义的场景中使用目标语法-----主语从句,有机会学以致用,造出有意义的句子。
(2)    提问学生,师生共同验证答案的正确性
 
Activity 7 Situational practice (7mins)
请用两到三个句子描述你的同学,其中至少一个用主语从句。如:
   He’s one of the most interesting classmates. What amuses us most is the many jokes he tells us every day. How he can keep all those jokes in mind is a mystery to us.
 
Step 4 Applying Grammar (10mins)
Task  A “Travel Agency” Game
   A visitor from the USA is going to visit Meizhou. He needs help about the sites to visit, the food to eat, etc. You work in a travel agency in Meizhou. Discuss and decide in groups the tourist sites for him to visit, food to try, souvenirs to buy, etc. Then introduce the site to him in no less than 5 sentences using noun clauses.
(1) 明确任务:至少用5句话,为一名来梅州旅游的美国游客介绍当地的名胜和食品等,鼓励学生尽可能多地使用名词性从句。
(2)给学生4-5分钟时间完成写作任务
(3)请学生在小组内交流自己的作品,教师引导学生根据使用主语从句的准确性和数量以及文章的流畅选出最佳作品。
(4)老师引导学生共同点评佳作,并于课后修改后张贴在英语园地。
 
Step 5 Assignment
(1)    进一步修改完善自己的文章
(2) 预习课本30页短文 A Visit to the Moon, 找出文中出现的名词性从句。
目标: 引入本节课的目标语言结构---主语从句,使学生通过听、排、看的形式,在教师的提示下自主发现并关注主语从句的形式和用法,同时也为学生热身,营造轻松和谐的学习氛围。
 
预测效果: 将语法教学融入歌曲和游戏中,能有效激发学生的学习兴趣,寓教于乐,符合学生的年龄和心理特点。
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
目标:让学生在语篇中感知主语从句。利用刚学过的课文,旨在建立新旧知识的联系,唤起学生对已有知识的记忆,激发学生的思维。
 
预测效果:学生在老师的引导下通过清晰的图解和课文的输入去感知和体验主语从句的使用,自然过度,符合学生认知规律,也较容易对主语从句的结构和用法进行归纳和总结。

 
 
 
 
 
 
 
 
 
 
目标:在足够的语言输入和体验过什么是主语从句之后,应该进入操练阶段。通过层层推进的活动设计,达到熟练应用的目的。
预测效果:学生可能会在选择主语从句的连接词上出错,主要原因是没从意义上去考虑,老师可抓住机会引导。从错误当中学也是很有效的。
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
目标:通过小组活动的形式练习把主语从句用于写作任务,以形成正确的语言习惯和英语思维习惯,提高写作的正确性。
预测效果:学生的语言能力有差异,但可以通过讨论、交流和学习别人的文章加以改进。这一活动的弹性比较大,每个人都能够或多或少写一些东西。
 
 
 
 
Reflections:1. When explaining the rules, should I use English or Chinese?
          2. How could I always make the students highly motivated in Language rules’ finding?
          3. What about creating more situations for students to use noun clauses?
 
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