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Unit 1 Know yourself
第四课时 Grammar
◇目标导航◇
类别 课时要点
重点单词 manager n. 经理，管理者
designer n. 设计师
survey n. 调查，问卷
goal n. 目标
outgoing adj. 外向的，爱交际的
excellent adj. 优秀的，杰出的
willing adj. 愿意的，乐意的
重点连词/短语 both...and... ……和……都
not only...but (also)... 不但……而且……
either...or... 要么……要么……
neither...nor... 既不……也不……
except 除了……之外
as well as 除……之外，也；和
重点句型 1. Both Kitty and Simon are energetic. 凯蒂和西蒙都精力充沛。
2. Not only the students but (also) their teacher has done the personality survey. 不仅学生而且他们的老师也做了性格测试。
3. Neither Millie nor her friends know much about personality types. 米莉和她的朋友们都不太了解性格类型。
4. I hope that I can be a teacher when I grow up. 我希望我长大后能成为一名老师。
5. She is sure that she needs to work hard to help prepare herself for the future. 她确信她需要努力学习为未来做好准备。
教学目标 1. 掌握连接词/短语（both...and..., not only...but (also)..., either...or..., neither...nor..., except, as well as）的含义、用法及主谓一致规则。
2. 理解并运用由"that"引导的宾语从句，掌握其在动词和形容词后的用法，能够在书面表达中正确使用。
3. 通过对话操练和短文写作，运用本课所学的连接词和宾语从句描述职业规划与性格特征，提升综合语言运用能力。
教学重点 帮助学生掌握连接词/短语的用法和主谓一致规则，以及"that"引导的宾语从句的构成与运用。
教学难点 引导学生区分并正确使用六组连接词/短语，特别是"not only...but (also)..."和"neither...nor..."的主谓一致规则，以及宾语从句中"that"的省略与保留。
◇教学过程◇
Step 1 Leading in
Greet the class warmly. Review the personality adjectives and vocabulary from the previous lessons by asking a few quick questions: What adjectives describe a good teacher What about a good engineer
Write two sentences on the board and ask students to identify the connectors:
I am patient and I don't get angry easily. (and)
Neither my parents nor I think I will make a good accountant. (neither...nor...)
Introduce the topic of this class: We have learned neither...nor... in the previous lessons. Today we will learn more useful connecting words and phrases, as well as object clauses introduced by that.
Step 2 Presentation — Part A (Connecting ideas)
Present the six expressions on the screen with their Chinese translations:
both...and... → ……和……都
not only...but (also)... → 不但……而且……
either...or... → 要么……要么……
neither...nor... → 既不……也不……
except → 除了……之外
as well as → 除……之外，也；和
Read the example sentences from the grammar section on Page 1. Ask students to read along and pay attention to the words in bold.
Explain the usage of each expression:
Expression Meaning Example
both...and... 两者都（肯定） Both Kitty and Simon are energetic.
not only...but (also)... 不但……而且……（强调添加） Not only the students but (also) their teacher has done the survey.
either...or... 二者择一 Either Simon or David is ready to take on new challenges.
neither...nor... 两者都不（否定） Neither Millie nor her friends know much about personality types.
except 除了……之外（排除） Everyone except Tom is here.
as well as 除……之外，也；和（强调同时具备） He is kind as well as clever.
Highlight the 主谓一致规则 on the board:
both...and... 连接两个主语时，谓语动词用复数。
not only...but (also)..., either...or..., neither...nor... 连接两个主语时，谓语动词的单复数取决于最靠近动词的那个主语（就近原则）。
Give additional examples for each rule and write them on the board.
【课堂活动——即时操练】（用时约3分钟）
Ask students to fill in the blanks with the correct verb forms orally:
(1) Both my mum and my dad ______ (be) hard-working.
(2) Not only the students but also the teacher ______ (like) the film.
(3) Neither my brother nor my sisters ______ (know) the answer.
(4) Either you or he ______ (have) to go there.
Answers: (1) are (2) likes (3) know (4) has
Step 3 Practice — Part A (Completing texts and conversation)
【课堂巩固练习——填空】（用时约5分钟）
Present the text completion exercise from Page 2 on the screen. Ask students to complete the sentences with the correct connecting words or phrases from the box.
... my mum ... my dad are hard-working. They work very long hours!
I think Alice ... John will be the winner of the art competition. They are both very creative.
My cousin Cody is a literature lover. He reads a lot, ... writes short stories in his free time.
All my family members ... my brother are outgoing. My brother is the opposite—he is quite shy!
My aunt is helpful ... patient with kids. That is why she is such a good primary school teacher.
I want to be an engineer ... an accountant. I am not good at working with numbers!
Suggested Answers:
(1) Both...and (2) either...or (3) as well as (4) except (5) not only...but also (6) neither...nor
Check the answers together. Ask students to explain why they chose each answer.
Present the conversation between Amy and Suzy on Page 2. Ask students to complete the conversation with the correct connecting words or phrases individually. Walk around to offer help.
Check the answers together and invite pairs to read out the completed conversation.
Answers:
(1) both...and (2) either...or (3) as well as (4) Neither...nor (5) not only...but also (6) except
Organize students to practice the conversation in pairs, paying attention to pronunciation and intonation.
Step 4 Presentation — Part B (Object clauses introduced by that)
Write the following sentences on the board and ask students to observe the structure:
I hope that I can be a teacher.
She is sure that she needs to work hard.
Explain the concept of object clauses introduced by that:
An object clause serves as the object of a sentence (宾语从句在句子中作宾语).
The conjunction that is used to introduce an object clause that is a statement (陈述句).
Object clauses can follow:
Verbs: hope, think, believe, know, mean, say 等
Adjectives: lucky, glad, sure, certain, happy, sorry 等
Present the sentences from the grammar section on Page 3. Ask students to identify the main clause and the object clause in each sentence:
Millie feels lucky that she has good teachers in her school. (adj. + object clause)
She hopes that she can be a teacher when she grows up. (v. + object clause)
She is sure that she needs to work hard. (adj. + object clause)
Explain the omission of that in informal English:
Do you think (that) you're creative
I hope (that) I am!
Provide additional examples and ask students to practice dropping that in informal contexts.
【课堂活动——句子转换】（用时约4分钟）
Ask students to combine the two sentences into one sentence using an object clause introduced by that:
(1) I want to become a fashion designer. I know this. → ______
(2) She is creative. Her mum is certain about this. → ______
(3) My dream will come true. I believe this. → ______
(4) He has a good job. He is lucky about this. → ______
Answers:
(1) I know that I want to become a fashion designer.
(2) Her mum is certain that she is creative.
(3) I believe that my dream will come true.
(4) He is lucky that he has a good job.
Step 5 Practice — Part B (Complete the passage)
Present Sandy's passage on Page 3. Ask students to read the box of clauses and complete the passage using the correct object clauses. Remind them to add that where necessary.
Ask students to complete the task individually, then check answers with their deskmates.
Check the answers together and invite a student to read the completed passage aloud.
Answers:
I want to become a fashion designer in the future. I know (1) that this won't be easy for me. I think (2) that fashion designers probably work hard. I'm willing to work hard too. I'll do anything to make my dream come true! My mum is certain (3) that I'll be a successful designer in the future. She always describes me as a very creative person. I'm glad (4) that she supports me. She gives me lots of encouragement. I hope (5) that I won't let her down!
Explain that in informal English, we can drop that in all these sentences, but keeping it makes the writing more formal and clear.
Step 6 Summary and Homework
Summarize the key points of this class:
Connecting words and phrases: both...and..., not only...but (also)..., either...or..., neither...nor..., except, as well as. Pay attention to the subject-verb agreement rules, especially the proximity principle for neither...nor... and either...or....
Object clauses introduced by that: used after verbs (hope, think, believe) and adjectives (sure, glad, certain). That can be dropped in informal English.
Key structures: Subject + verb/adj. + that + clause.
Assign homework:
Write 3 sentences using neither...nor..., not only...but also..., and both...and... respectively.
Write 5 sentences about your future plans using object clauses introduced by that.
◇板书设计◇
Unit 1 Know yourself
Grammar
A. Connecting ideas
1. both...and... → 谓语用复数
2. not only...but (also)... → 就近原则
3. either...or... → 就近原则
4. neither...nor... → 就近原则
5. except → 排除
6. as well as → 强调添加
Examples:
Both my dad and my mum are hard-working.
Neither Millie nor her friends know much.
B. Object clauses introduced by "that"
Structure: Subject + verb/adj. + that + clause
Verbs: hope, think, believe, know, mean...
Adjectives: lucky, glad, sure, certain...
Examples:
I hope that I can be a teacher.
She is sure that she will succeed.
(In informal English, "that" can be dropped.)
◇学生辅导与谈话◇
本课时语法内容较多，六组连接词/短语的主谓一致规则以及宾语从句的结构对学生来说是两大难点。教师应在课堂操练环节重点关注语法基础薄弱的学生，通过走近观察他们的填空和句子转换练习，及时发现共性问题并集中讲解。对于在连接词填空和句子转换练习中出错较多的学生，可在课后进行个别辅导，帮助他们梳理规则并多做几组对比练习。同时，对于在课堂活动中表现积极、正确率高的学生，可给予表扬并请他们分享解题思路，发挥同伴示范作用。鼓励学生在课后用宾语从句写关于未来计划的句子，教师可在下次课上选取优秀作品进行展示。
◇教学反思◇
本课时语法内容较为集中，六组连接词/短语与宾语从句的讲解和操练需要合理安排时间。在连接词/短语的教学环节，学生对both...and...和as well as的区别、not only...but (also)...与neither...nor...的就近原则掌握较好，能够完成填空练习。但在区分except和as well as时，部分学生出现混淆，需要在后续练习中加以强化。宾语从句部分，学生对"that"引导宾语从句的概念理解较快，能够识别动词和形容词后的宾语从句，但在实际写作中部分学生忘记加that或位置不当。小组讨论环节因时间限制未充分展开，未来可考虑将部分练习任务作为课后作业，给予课堂更多讨论时间。后续教学中，应增加连接词辨析和宾语从句仿写的专项训练，并提供更多真实语境帮助学生内化语法知识。

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