高中英语Unit 1 Science and Scientists优秀教学设计及反思

这是一份高中英语Unit 1 Science and Scientists优秀教学设计及反思，共9页。教案主要包含了What等内容，欢迎下载使用。

人教新版选择性必修二 Unit 1 Discover useful structures教学设计
第2课时
表语从句（Predicative clauses）
授课教师
陈恒艳
学校、年级
高二
课型
语法
时长
40分钟
教学设计理念
本节语法课的设计主要是基于课堂教学以学生为主要中心的理念。活动设计遵循“发现——归纳——练习——运用”的思路。引导学生“自主探究式”学习。通过活动让学生感知语法特点，学会分析及运用表语从句，引导学生发现并总结语言规律。
文本解读
【What】选择性必修二第一单元Science and scientists中的Discover Useful Structures是本单元的第二个课时，主要内容是学习“表语从句”的用法。表语从句是在主从复合句中充当表语的从句。与宾语从句、主语从句一样，表语从句也是名词性从句中的一种。表语从句的引导词有that、whether、how、what、where、as if、because等。
【Why】该板块从认知，理解到运用。重点是让学生在语境中使用表语从句。
【How】活动1旨在引导学生感知表语从句的结构特点并思考其表意功能。活动2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3属于综合运用阶段，首先让学生使用引导词将对话一方David的话语(多为表语从句)补充完整，然后让学生把David的话语按照逻辑顺序还原到完整的对话语境中。该活动既强化了学生在语境中运用表语从句的能力，又培养了他们的文本分析和逻辑推理能力。。

学情分析
本节课授课对象是高二理科实验班的学生。本班学生英语基础参差不齐，少数学生英语基础较扎实，但大部分学生英语基础较差强人意，对语法知识只具备基本水平。课前本班学生已基本具备名词性从句有基本结构的认知，但还未具体了解表语从句。

教学目标
本节课是本单元第3个课时，设计如下：
学生通过本课时的学习，能够：
1. 了解表语从句的用法;
2. 说明表语从句一些引导词的用法区别;
3. 在语境中正确使用表语从句。

教学重难点
教学重点：
1.了解表语从句的用法;
2.说明表语从句一些引导词的用法区别;
教学难点：
在语境中正确使用表语从句。
教学资源
PPT, 黑板，多媒体
教学目标
活动形式与步骤
活动意图
活动
层次
学习效果评价
时间
创设情境导入主题
Activity 1
Check the homework
1. What was it that John Snow showed to the world?
（John Snow showed how cholera could be overcome to the world.）

CAN YOU MAKE UP THE ASK AND ANSWER INTO A PREDICATAIVE CLAUSE?
（What John Snow showed to the world was how cholera could be overcome.）
2. What was Snow’s discovery in two particular streets in London?
（The cholera outbreak was so severe that more than 500 people died in ten days.）
Predictive clause:
（Snows discovery in two particular streets in London was that the cholera outbreak was so severe that more than 500 people died in ten days.）
3. What was Snow determined to find out during the 1854 outbreak of cholera in London?
（The outbreak of cholera had caused over 500 deaths within ten days.）

Predictive clause:
（What Snow was determined to find out was why the outbreak of cholera had caused over 500 deaths within ten days.）
4. What were the exact places (Snow marked on the map? )
（All those who died had lived / all the dead people had lived.）

Predictive clause:
（The exact places Snow marked on the map were where the cholera outbreak was so severe that more than 500 people died in ten days.）
5. What was the finding that Snow announced?
（The 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.）

Predictive clause:
（Snow's finding was that the 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 .）


通过作业引入表语从句。让学生了解问答句式与表语从句的关系。
A1感知与注意
让学生提起对表语从句的兴趣，并初步了解结构。
3
教学目标1
Activity 2
Can you find out the sentences with predictive clauses in the text on page 2&3? Then state their meaning and functions.
1.One theory was that bad air caused the disease.
2.Another theory was that cholera was caused by an infection from germs in food or water.
3.The truth was that the water from the Broad Street had been infected by waste.
让学生发现并总结表语的基本结构。
A1感知与注意
A2获取与梳理
学生能通过观察句子并马上发现飙英语从句的结构特征。
2
教学目标1
Activity 3 Learn more details
什么是表语从句（predictive clause）？
The question is who will do it.
It seems that it is going to rain.
It looks as if he is unhappy today.
在复合句中作_________的从句，叫作表语从句。它位于主句的____________之后，对主语进行解释、说明，使主语的内容具体化。
（表语；系动词）

从属连词that、whether(不能用if)
that在从句中__________成分，that没有实际意义，不可省略；whether意为__________
Exercise
My belief is _______I will succeed by working hard.我的信念是通过努力我会成功。
The most pleasant thing of the rainy season is ________one can be entirely free from dust.雨季最令人愉快的事情是完全没有灰尘。
The problem is __________we can find them there.问题是我们能否在那里找到他们。
（不做；“是否”；that; that; whether）

从属连词because、as if/though
because：说明主语所表示的事件发生的原因，意为________
Exercise
He has heart disease. That is ___________he has been smoking too much.他有心脏病。那是因为他抽烟太多。
as if/though：从句表示的情况发生的可能性较小时常用______________
Exercise
It seems as if he__________ know the answer.他好像不知道答案。
（因为；because；虚拟语气；didn’t）
连接代词
who(ever)、whom(ever)、whose、what(ever)、which(ever)
在从句中作主语、宾语、表语、定语
Exercise
You can be ______________you want to be.你可以成为你想做的任何人。
Tom is no longer_________ he used to be.汤姆不再是过去的那个他了。
（whoever; what）
连接副词
when、where、why、how
在从句中作状语，表示时间、地点、原因、方式等
Exercise
This is ________ I don't agree with you.这就是我不同意你的地方。
The question is _______ we can get in touch with him.问题是我们怎样才能和他联系上。
That is _________ I got wet through.所以我才被淋湿了。
(where; how; why)
让学生深入学习表语从句的事实。
A2获取与梳理
为后面的练习提供更好的知识储备。
3
教学目标2
Activity 4 Find the differences
that与what的区别
The village is no longer __________ it used to be.
这座村庄不再是过去的样子了。
The fact was __________ he had forgotten about it.
事实上，他已经把这件事忘了。
(what; that)
because与why的区别
The traffic was so bad. That's _______ I was late this morning.
路上太堵了，所以我迟到了。
I was late this morning. That was ________ the traffic was so bad.
我今早迟到了，是因为路上太堵了。
（why; because）

让学生发现并归纳不同引导词之间的的区别。
B3内化与运用
为后面学生运用引导词做好知识储备。
7
教学目标2
Activity 5 Show time
1．The reason for your mistake is _______ you lack confidence in yourself.
2．The doubt is _______ has got away with the document.
3．She's been leading through the race, but it now looks _______ she's tiring.
4．The best moment for the football star was _______ he scored the winning goal.
5．What Tom's parents really doubt is _______ he will recover from the serious disease soon.
6．Every year, _______ makes the most beautiful kite will win a prize in the Kite Festival.
7．What your father wants to know is _______ you are getting on with your studies.
8．My parents are very kind to me and always let me do _______ I think I should do.
9．You are saying that everyone should be equal, and this is _______ I disagree.
(that; who; as if; when; whether; however; how; what; where)
强化对“表语从句”的形式与意义的理解，并归纳它的使用规律。
B3内化与运用
学生能正确判断具体情况下所使用的引导词。
3
教学目标3
Activity 6 Practice in context
David is talking to Maria about their scientific research project.First complete David's lines [A-E],using the words in the box. Then put David's lines in the correct order and practise the conversation.
as if that what who when How why whose which whether
A: Absolutely ! You may not believe it, but that was ________happened at the initial stage of our group's research on developing a vaccine ford malaria.
B: Yes, it is. And it seemed _________all the theories were useful, but the fact was_______ we couldn't persuade one another that one theory was better than another.
C:Exactly The problem was not about __________all our theories were equally good, but in deciding ___________________theory to depend upon.
D: We realized that what we cared about was not___________ aspect we needed to develop a theory in, but rather ______we can reduce the cost of a vaccine without reducing its effect!
E: You're right. At last, we became focused on the key issue, which was ______we had to Cary out the research in the first place.
(what; as if; that; whether; which/what/whose;which/what;how;why)
Maria: This mix of theory and data is one of the key characteristics of what we call science.
David: __________________
Maria: With your theoretical framework?
David:__________________
Maria: Deciding on a theory is definitely of critical importance.
David:_________________
Maria This was when you should have calmed down and got down to doing some sold work.
David:_________________
Maria: So what happened in the end?
David:__________________
(ACBED)


在混合时态考察情况下检测学生对本单元目标语法结构是否掌握到位。
B3内化与运用
学生基本能正确判断具体情况下所使用的引导词。
17
教学目标3
Checklist: How well have you mastered the predictive clauses?

使学生所学新知识得到巩固和内化。通过教学评价实现“教学评一体化
A3概括与整合
C2批判与评价
学生能够实现对语法知识的内化，巩固新的知识结构并依据自己的学习情况实现合理评价。
3
教学目标3
Homework
Translation
Please use What...is/was that.... to translate the following sentences。
1.让我母亲骄傲的是我考上了重点大学。
2.让我感到开心的是在我的坚持和努力下，我的英语获得了巨大的进步。
3.他成功的秘诀是他把他的一生都投入到他的工作中。

进一步巩固对表语从句的理解和掌握。
B3内化与运用
基于以上练习的铺垫，学生在完成这部分练习时感觉难度逐渐增加，为为下一节课写作做铺垫。

板书设计