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- Unit 1 Science and scientists Period 1 Reading and thinking 教学设计-高中英语人教版选修二 教案 0 次下载
- Unit 1 Science and scientists Period 2 Learning about Language 教学设计-高中英语人教版选修二 教案 0 次下载
- Unit 1 Science and Scientists Period 5 Using language Reading for writing 教案-高中英语人教版选修二 教案 0 次下载
- Unit 1 Science and Scientists Period 4 Using langauge （1） Listening 教学设计-高中英语人教版选修二 教案 0 次下载
- Unit 2 Bridging cultures Period 1 Reading and thinking 教学设计-高中英语人教版选修二 教案 1 次下载
高中英语人教版 (2019)选择性必修 第二册Unit 1 Science and Scientists优秀教学设计
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这是一份高中英语人教版 (2019)选择性必修 第二册Unit 1 Science and Scientists优秀教学设计，共5页。
The grammatical structure f this unit is predicative clause. Like bject clause and subject clause, predicative clause is ne f Nminal Clauses. The leading wrds f predicative clauses are that, what, hw, what, where, as if, because, etc.
The design f teaching activities aims t guide students t perceive the structural features f predicative clauses and think abut their idegraphic functins. Beynd that, students shuld be guided t use this grammar in the cntext apprpriately and flexibly.
1. Enable the Ss t master the usage f the predicative clauses in this unit.
2. Enable the Ss t use the predicative patterns flexibly.
3. Train the Ss t apply sme skills by ding the relevant exercises.
1.Guide students t perceive the structural features f predicative clauses and think abut their idegraphic functins.
2.Strengthen students' ability f using predicative clauses in cntext, but als cultivate their ability f text analysis and lgical reasning cmpetence.
Step1: Underline all the examples in the reading passage, where nun clauses are used as the predicative. Then state their meaning and functins.
One thery was that bad air caused the disease.
Anther thery was that chlera was caused by an infectin frm germs in fd r water.
The truth was that the water frm the Brad Street had been infected by waste.
Sum up the rules f grammar:
1. 以上黑体部分在句中作表语。
2. 句1、2、3中的that在从句中不作成分，只起连接作用。
Step2: Review the basic cmpnents f predicative clauses
1.Definitin
在复合句中作表语的从句，叫作表语从句。它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。
2．Leading wrds , functins and examples:
3．Pints that we shuld pay attentin t:
(1) The difference f “that” and “what”.
that引导表语从句时，是连词，在从句中不作成分；what是连接代词，引导表语从句时，在从句中作主语、宾语、表语或定语。
That was what she did this mrning n her way t schl.那就是她今天早晨在去学校的路上做过的事。
My pinin is that we shuld cmmunicate with parents frequently.我的意见是我们应该经常和父母沟通。
(2)because与why的区别
because引导表语从句时强调原因，why引导表语从句时强调结果。
She ften cmes late. That's because she has a baby t take care f.
她经常迟到。那是因为她有一个孩子要照顾。
She has a baby t take care f. That's why she ften cmes late.
她有一个孩子要照顾。那就是她经常迟到的原因。
[点睛] 名词reasn作主语时，后面的表语从句表示原因时要用that引导，而不用because。
(3) The subjunctive md used in predicative clauses
①在表示建议、劝告、命令等含义的名词后的表语从句中，谓语动词用“shuld＋动词原形”，shuld可以省略。
My suggestin is that we (shuld) have a discussin abut this matter instead f just laying it aside.我的建议是我们应当讨论一下这件事，而不应该只是把它放在一边。
The dctr's advice is that we (shuld) take mre exercise.医生的建议是我们应该多做运动。
②as if/as thugh引导的表语从句如果是事实，就用陈述语气；如果与事实不符，就用虚拟语气(用一般过去时表示现在，过去进行时表示现在进行，过去完成时表示过去，culd/wuld/might＋动词原形表示将来)。
Tm likes t talk big as if he were an imprtant persn.
汤姆喜欢说大话，好像他是一个重要人物似的。
Dark cluds are gathering. It lks as if it's ging t rain.
乌云正在聚集。看起来好像要下雨了。(与事实相符)
Step 3: Practice using predicative clause in cntext.
(1)Answer the fllwing questins using the infrmatin frm the reading passage as well as the predicative clauses.
1. What was it that Jhn Snw shwed t the wrld?
What Jhn Snw shwed t the wrld was___________________________.
2. What was Snw’s discvery in tw particular streets in Lndn?
Snws discvery in tw particular streets in Lndn was that___________________________
3. What was Snw determined t find ut during the 1854 utbreak f chlera in Lndn?
What Snw was determined t find ut was why ___________________________
4. What were the exact places (Snw marked n the map? )
The exact places Snw marked n the map were where__________________
5. What was the finding that Snw annunced?
Snw's finding was that __________________________
keys:
1.hw chlera culd be vercme.
2. the chlera utbreak was s severe that mre than 500 peple died in ten days
3. the utbreak f chlera had caused ver 500 deaths within ten days
4.all thse wh died had lived / all the dead peple had lived
5. the water pump was t blame fr the spread f chlera / the pump water carried chlera germs / water frm the Brad Street pump had been infected by waste
(2) David is talking t Maria abut their scientific research prject. First cmplete David's lines (A-E), using the wrds in the bx. Then put David's lines in the crrect rder and practice the cnversatin.
as if that what wh when Hw why whse which whether
A: Abslutely ! Yu may nt believe it, but that was ___________happened at the initial stage f ur grup's research n develping a vaccine fr malaria.
B: Yes, it is. And it seemed _______________all the theries were useful, but the fact was_________ we culdn't persuade ne anther that ne thery was better than anther.
C:Exactly The prblem was nt abut ______________all ur theries were equally gd, but in deciding ___________________thery t depend upn.
D: We realized that what we cared abut was nt_______________ aspect we needed t develp a thery in, but rather _________________we can reduce the cst f a vaccine withut reducing its effect!
E: Yu're right. At last, we became fcused n the key issue, which was ___________we had t Cary ut the research in the first place.
keys: what; as if ; that; whether; which/what/whse; which/what/; hw; why
David is talking t Maria abut their scientific research prject. First cmplete David's lines (A-E), using the wrds in the bx. Then put David's lines in the crrect rder and practice the cnversatin.
Maria: This mix f thery and data is ne f the key characteristics f what we call science.
David:__A_____
Maria: With yur theretical framewrk?
David:__________________
Maria: Deciding n a thery is definitely f critical imprtance.
David:_________________
Maria This was when yu shuld have calmed dwn and gt dwn t ding sme sld wrk.
David:_________________
Maria: S what happened in the end?
David:__________________
keys: ACBED引导词
用法
例句
从
属
连
词
that、
whether
(不能用if)
that在从句中不作成分，that没有实际意义，不可省略；
whether意为“是否”
My belief is that I will succeed by wrking hard.我的信念是通过努力我会成功。
The mst pleasant thing f the rainy seasn is that ne can be entirely free frm dust.雨季最令人愉快的事情是完全没有灰尘。
The prblem is whether we can find them there.问题是我们能否在那里找到他们。
because
说明主语所表示的事件发生的原因，意为“因为”
He has heart disease. That is because he has been smking t much.他有心脏病。那是因为他抽烟太多。
as if/thugh
从句表示的情况发生的可能性较小时常用虚拟语气
It seems as if he didn’t knw the answer.
他好像不知道答案。
连
接
代
词
wh(ever)、
whm(ever)、whse、what(ever)、
which(ever)等
在从句中作主语、宾语、表语、定语等
Yu can be whever yu want t be.你可以成为你想做的任何人。
Tm is n lnger what he used t be.汤姆不再是过去的那个他了。
连
接
副
词
when、where、
why、hw等
在从句中作状语，表示时间、地点、原因、方式等
This is where I dn't agree with yu.这就是我不同意你的地方。
The questin is hw we can get in tuch with him.问题是我们怎样才能和他联系。
That is why I gt wet thrugh.所以我才被淋湿了。
The grammatical structure f this unit is predicative clause. Like bject clause and subject clause, predicative clause is ne f Nminal Clauses. The leading wrds f predicative clauses are that, what, hw, what, where, as if, because, etc.
The design f teaching activities aims t guide students t perceive the structural features f predicative clauses and think abut their idegraphic functins. Beynd that, students shuld be guided t use this grammar in the cntext apprpriately and flexibly.
1. Enable the Ss t master the usage f the predicative clauses in this unit.
2. Enable the Ss t use the predicative patterns flexibly.
3. Train the Ss t apply sme skills by ding the relevant exercises.
1.Guide students t perceive the structural features f predicative clauses and think abut their idegraphic functins.
2.Strengthen students' ability f using predicative clauses in cntext, but als cultivate their ability f text analysis and lgical reasning cmpetence.
Step1: Underline all the examples in the reading passage, where nun clauses are used as the predicative. Then state their meaning and functins.
One thery was that bad air caused the disease.
Anther thery was that chlera was caused by an infectin frm germs in fd r water.
The truth was that the water frm the Brad Street had been infected by waste.
Sum up the rules f grammar:
1. 以上黑体部分在句中作表语。
2. 句1、2、3中的that在从句中不作成分，只起连接作用。
Step2: Review the basic cmpnents f predicative clauses
1.Definitin
在复合句中作表语的从句，叫作表语从句。它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。
2．Leading wrds , functins and examples:
3．Pints that we shuld pay attentin t:
(1) The difference f “that” and “what”.
that引导表语从句时，是连词，在从句中不作成分；what是连接代词，引导表语从句时，在从句中作主语、宾语、表语或定语。
That was what she did this mrning n her way t schl.那就是她今天早晨在去学校的路上做过的事。
My pinin is that we shuld cmmunicate with parents frequently.我的意见是我们应该经常和父母沟通。
(2)because与why的区别
because引导表语从句时强调原因，why引导表语从句时强调结果。
She ften cmes late. That's because she has a baby t take care f.
她经常迟到。那是因为她有一个孩子要照顾。
She has a baby t take care f. That's why she ften cmes late.
她有一个孩子要照顾。那就是她经常迟到的原因。
[点睛] 名词reasn作主语时，后面的表语从句表示原因时要用that引导，而不用because。
(3) The subjunctive md used in predicative clauses
①在表示建议、劝告、命令等含义的名词后的表语从句中，谓语动词用“shuld＋动词原形”，shuld可以省略。
My suggestin is that we (shuld) have a discussin abut this matter instead f just laying it aside.我的建议是我们应当讨论一下这件事，而不应该只是把它放在一边。
The dctr's advice is that we (shuld) take mre exercise.医生的建议是我们应该多做运动。
②as if/as thugh引导的表语从句如果是事实，就用陈述语气；如果与事实不符，就用虚拟语气(用一般过去时表示现在，过去进行时表示现在进行，过去完成时表示过去，culd/wuld/might＋动词原形表示将来)。
Tm likes t talk big as if he were an imprtant persn.
汤姆喜欢说大话，好像他是一个重要人物似的。
Dark cluds are gathering. It lks as if it's ging t rain.
乌云正在聚集。看起来好像要下雨了。(与事实相符)
Step 3: Practice using predicative clause in cntext.
(1)Answer the fllwing questins using the infrmatin frm the reading passage as well as the predicative clauses.
1. What was it that Jhn Snw shwed t the wrld?
What Jhn Snw shwed t the wrld was___________________________.
2. What was Snw’s discvery in tw particular streets in Lndn?
Snws discvery in tw particular streets in Lndn was that___________________________
3. What was Snw determined t find ut during the 1854 utbreak f chlera in Lndn?
What Snw was determined t find ut was why ___________________________
4. What were the exact places (Snw marked n the map? )
The exact places Snw marked n the map were where__________________
5. What was the finding that Snw annunced?
Snw's finding was that __________________________
keys:
1.hw chlera culd be vercme.
2. the chlera utbreak was s severe that mre than 500 peple died in ten days
3. the utbreak f chlera had caused ver 500 deaths within ten days
4.all thse wh died had lived / all the dead peple had lived
5. the water pump was t blame fr the spread f chlera / the pump water carried chlera germs / water frm the Brad Street pump had been infected by waste
(2) David is talking t Maria abut their scientific research prject. First cmplete David's lines (A-E), using the wrds in the bx. Then put David's lines in the crrect rder and practice the cnversatin.
as if that what wh when Hw why whse which whether
A: Abslutely ! Yu may nt believe it, but that was ___________happened at the initial stage f ur grup's research n develping a vaccine fr malaria.
B: Yes, it is. And it seemed _______________all the theries were useful, but the fact was_________ we culdn't persuade ne anther that ne thery was better than anther.
C:Exactly The prblem was nt abut ______________all ur theries were equally gd, but in deciding ___________________thery t depend upn.
D: We realized that what we cared abut was nt_______________ aspect we needed t develp a thery in, but rather _________________we can reduce the cst f a vaccine withut reducing its effect!
E: Yu're right. At last, we became fcused n the key issue, which was ___________we had t Cary ut the research in the first place.
keys: what; as if ; that; whether; which/what/whse; which/what/; hw; why
David is talking t Maria abut their scientific research prject. First cmplete David's lines (A-E), using the wrds in the bx. Then put David's lines in the crrect rder and practice the cnversatin.
Maria: This mix f thery and data is ne f the key characteristics f what we call science.
David:__A_____
Maria: With yur theretical framewrk?
David:__________________
Maria: Deciding n a thery is definitely f critical imprtance.
David:_________________
Maria This was when yu shuld have calmed dwn and gt dwn t ding sme sld wrk.
David:_________________
Maria: S what happened in the end?
David:__________________
keys: ACBED引导词
用法
例句
从
属
连
词
that、
whether
(不能用if)
that在从句中不作成分，that没有实际意义，不可省略；
whether意为“是否”
My belief is that I will succeed by wrking hard.我的信念是通过努力我会成功。
The mst pleasant thing f the rainy seasn is that ne can be entirely free frm dust.雨季最令人愉快的事情是完全没有灰尘。
The prblem is whether we can find them there.问题是我们能否在那里找到他们。
because
说明主语所表示的事件发生的原因，意为“因为”
He has heart disease. That is because he has been smking t much.他有心脏病。那是因为他抽烟太多。
as if/thugh
从句表示的情况发生的可能性较小时常用虚拟语气
It seems as if he didn’t knw the answer.
他好像不知道答案。
连
接
代
词
wh(ever)、
whm(ever)、whse、what(ever)、
which(ever)等
在从句中作主语、宾语、表语、定语等
Yu can be whever yu want t be.你可以成为你想做的任何人。
Tm is n lnger what he used t be.汤姆不再是过去的那个他了。
连
接
副
词
when、where、
why、hw等
在从句中作状语，表示时间、地点、原因、方式等
This is where I dn't agree with yu.这就是我不同意你的地方。
The questin is hw we can get in tuch with him.问题是我们怎样才能和他联系。
That is why I gt wet thrugh.所以我才被淋湿了。
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