资源简介

Unit1 Learning About Language
课时内容
Discover useful structures
主题语境：人与社会 主题群：科学与技术
子主题：科学与科学家 语篇类型：语法、习题
文本分析：本板块学习在具体语境中准确、恰当地使用表语从句，与“科学与科学家”话题相 结合。活动一旨在让学生感知和注意表语从句的基本形式和结构特点；活动二让学生使用表 语从句回答与课文相关的四个问题，使用目标结构重述熟悉的信息，体会其意义和功能；活 动三是语言的实际运用，让学生在语境中补充对话并按逻辑顺序排列，旨在强化在特定的语 境中准确、恰当地使用表语从句的能力，在提高英语语言组织能力的同时发展逻辑思维能力。 课时目标
学完本课后，学生能够：
1.理解表语从句的基本形式和结构特点。 2.掌握表语从句的引导词的不同用法。
3. 理解并体会表语从句的意义和功能。
4.学会在特定的语境中准确、恰当地使用表语从句。
重点难点 重点
通过观察、归纳、思考，理解表语从句的基本形式和结构特点，掌握其基本用法，体会其意 义和功能。
难点
在特定的语境中准确、恰当地使用表语从句，力求语言更丰富、准确，在提高英语语言组织 能力的同时发展逻辑思维能力。
教学准备 教师准备
1. 归纳学生已经学过的名词性从句及用法。 2.一些与表语从句相关的句子和语篇等。
学生准备
1.复习学过的名词性从句及其用法，预习表语从句。 2.了解如何在特定语境中使用表语从句。
精彩课堂
Stepl 学习理解
活动一：感知与注意
1. Lead in.
(1)Ask students to listen to the song This Is What it Takes(《如果这一切就要逝去》) and fill in the blanks.
I watch your troubled eyes ① you rest, And Ifall in love with every breath.
Wonder ② those eyes are really shut
And am I the one you're dreaming of 'Cause underneath the darkness,
There's a light that's trying so hard to be seen.
And I know this,'cause I've noticed,
A little bit shining through the seams. And if this is③ it takes Then let me be the one to bear the pain. Oh if this is what it takes,
I'l breakdown these walls ④ are in our way If this is what it takes,
Suggested answers:
①as②if③what④that
(2)Ask students to read the lyrics above and point out some sentence patterns.Then review the sentence patterns with students.
Suggested answers:
①Iwatch your troubled eyes as you rest...(时间状语从句)
②Wonder if those eyes are really shut.( 宾语从句)
③And if this is what it takes...(表语从句)
④...I′Il break down these walls that are in our way.( 定 语 从 句 )
(
简单句
并列句
定语从句
句子类型
主语从句
复合句
状语从句
宾语从句
表语从句
同位语从句
名词性从句
)
(3)Ask students to discuss the following questions. ·What is the predicative
·What is predicative clause Suggested answers:
·表语：描述主语是什么,包括主语的身份、特征和状态等。
·表语从句：在主从复合句中充当表语的从句叫表语从句。位于主句的系动词之 后，对主语进行解释、说明，使主语的内容具体化。表语从句必须用陈述语序。
【设计意图】通过听歌填词，复习从句，初步感知表语从句，导入新课；回顾学过的句子类 型，激活已有知识，建构知识框架；了解表语和表语从句的定义，为语法学习作铺垫。
2.Observe and circle.
Ask students to observe the following sentences and circle the predicative in each sentence.
①Africa is a big continent. ②Her job is selling computers
③I feel much better today. ④That remains a puzzle to me.
⑤This is what he said.
Suggested answers:
①a big continent②selling computers ③much better④a puzzle
⑤what he said
【设计意图】观察并发现句子中的表语，在此过程中初步认识表语从句的特征。 活动二：获取与梳理
1.Ask students to underline all the examples in the reading passage where noun clauses are used as the predicative.Then have them state their meaning and functions.(Activity 1)
Suggested answers:
①One theory was that bad air caused the disease.
②The other was that cholera was caused by an infection from germs in food or water.
③It seemed that the woman liked the water from the pump so much that she had it delivered to her house every day.
④The truth was that the water from the Broad Street pump had been infected by waste.
2.Ask students to answer the questions using the information from the reading passage as well as the predicative clauses.(Activity 2)
Suggested answers:
①the cholera outbreak was so severe that more than 500 people died in ten days
②the outbreak of cholera had caused over 500 deaths within ten days
③all those who died had lived/all the dead people had lived
④the water pump was to blame for the spread of cholera/the pump water carried cholera germs/water from the Broad Street pump had been infected by waste
【设计意图】两个练习在回顾课文内容的基础上，通过找表语从句及回答与文章相关的问题， 分析句子成分，总结规律，巩固和内化表语从句的基本形式和构成。
3.David is talking to Maria about their scientific research project.First ask students to complete David's lines (A~E),using the words in the box.Then have them put David's lines in the correct order and practise the conversation.(Activity 3) 偶有所得
Suggested answers:
what;as if;that;whether;which/what/whose;which/what;how;why Order:A-C-B-E-D
【设计意图】通过在具体语境中的练习，训练学生在语篇中准确、恰当地使用表语从句，使 学生巩固所学，进一步理解并体会表语从句的意义和功能。
活动三：概括与整合
1.Ask students to review what they have learnt with the mind maps.
2.Ask students to solve their problems with the help of the grammar books,dictionaries,or the Internet.
【备注】语法讲解详见“教学资源链接”。
【设计意图】通过思维导图梳理和总结所学的语法知识，借助语法书、词典、网络等学习资 源来解决所遇到的问题，以提高学生的自主学习能力。
SteplⅡ 应用实践
活动四：内化与运用
1.Ask students to complete the passage using the correct words.
【设计意图】通过语法填空，巩固和强化学生对表语从句等从句的理解，学会联系实际，将
语法知识内化吸收并在具体语境中正确运用。 2.Ask students to complete the table.
引导词在表语从句中充当的成分 引导词 备注
主语 根据句意和句子结构 来选择
宾语、表语
定语
状语
不充当成分
【设计意图】再次聚焦引导词，填表过程中回顾和掌握表语从句的引导词的不同用法。
活动五：批判与评价
Ask students to complete the predicative clauses according to some pictures.
①WhatI can see is the police are trained to defend themselves against attacks
②The fact is inevitably she took out her frustrations on her son.
③The question is. they could handle the problem
④He looked he had seen a ghost.
⑤Dark clouds are gathering.It seems it is going to rain.
⑥He felt frustrated.That's he failed in the exam.
⑦The most important thing is telescope can find the suitable planet.
⑧This is my mother has taught me-to face my fault bravely.
⑨The question is was suspected of stealing the money.
⑩What the authority wants to know is the fire hroke out
Suggested answers:
①that②that③whether ④as if ⑤as if⑥because ⑦whose ⑧what
⑨who ⑩when/where
【设计意图】在看图完成句子的过程中促进学生巩固本课时所学语法知识。
Step ⅢI 迁移创新
活动六：想象与创造 Writing.
Ask students to introduce some ways to learn English well.Tell them to remember to use predicative clauses and what they have learnt.
【设计意图】学生在理解语法知识的基础上，用表语从句给出学好英语的建议，不仅培养了学生 的发散思维和创新能力，也与学生的英语学习实际相结合，进一步将能力转化为素养。
板书设计
Unit 1Science and Scientists
Period Il Learning About Language(2) Discover useful structures
definition
Predicative clauseslinking verbs conjunction words

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