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1、牛津高中英語模塊三Unit1語法教案設(shè)計 一、內(nèi)容分析： 本課的教學(xué)內(nèi)容是牛津高中英語模塊三Unit1的Grammar and usage板塊。這個板塊教授的語法知識是名詞性從句，即主語從句、賓語從句、表語從句、同位語從句等主要的從句，以及that, if和whether三個關(guān)系詞的使用。由于名詞性從句是本單元的教學(xué)重點，又是學(xué)生新接觸的知識點，因此本節(jié)課通過課件、教師的講解與指導(dǎo)和學(xué)生的自主與合作學(xué)習(xí)，力圖取得良好的教學(xué)效果。 二、對象分析： 高一學(xué)生已經(jīng)具備一定的抽象邏輯思維能力，但是名詞性從句內(nèi)容多且復(fù)雜，不容易掌握。因此，部分學(xué)生可能會產(chǎn)生抵觸或畏難情緒。本節(jié)課

2、將營造輕松愉快的氣氛，讓學(xué)生積極主動地參與到課堂教學(xué)中來，實現(xiàn)學(xué)生在教學(xué)中的主體地位。 三、教學(xué)目標(biāo)： 知識目標(biāo)：學(xué)生能掌握名詞性從句的類型（主語從句、表語從句、賓語從句、同位語從句等）、關(guān)系詞（when, where, who, how, whether, if ,that等）及用法。 情感目標(biāo)：激發(fā)學(xué)生的學(xué)習(xí)興趣，使他們認(rèn)真聆聽教師的講解，重視所學(xué)知識內(nèi)容；激勵學(xué)生在小組活動中與同伴積極合作，了解自己的學(xué)習(xí)情況。 能力目標(biāo)：學(xué)生通過所學(xué)能完成基礎(chǔ)練習(xí)并且能寫出符合語法規(guī)范的名詞性從句；通過自主學(xué)習(xí)與合作學(xué)習(xí)，學(xué)生的自主探究和協(xié)作探究能力能有所提高。 認(rèn)知和思維能力的目標(biāo)：

3、輔助學(xué)生分析、比較和歸納所學(xué)知識內(nèi)容，從而達(dá)到重建知識結(jié)構(gòu)的目的。 四、教學(xué)重、難點： 重點：名詞性從句的類型和關(guān)系詞 難點：that, if和whether的使用原則 五、教學(xué)工具： 多媒體教學(xué)工具 六、教學(xué)方法： 講授法 任務(wù)型教學(xué)法 合作學(xué)習(xí) 七、教學(xué)思路設(shè)計： Step 1 Lead-in: contextulize grammar T: Good morning, boys and girls. Ss: Good morning, teacher. T: I read a report about Shanghai Expo

4、yesterday. There is a lot of news about Shanghai Expo recently. Have you read anything? S1: Many people visit Shanghai Expo park everyday. It’s very crowded at the entrance. T: Yes. That many people visit Shanghai Expo park everyday makes the entrance very crowded. It is very difficult to count ho

5、w many people there are everyday. However, do want to go tthere? Ss: Yes. T: When are you going to Shanghai Expo park? S2: I’m not sure. Maybe in the summer holiday. T: Oh, whether you are going to Shanghai Expo park has not decided. I wonder if you have any opinion about Shanghai Expo? What ab

6、out you? S3: I think it is very important. Because many Chinese people can learn culture of foreign countries in China. T: Yes. It provides a good opportunity that we Chinese people can learn foreign cultures without going abroad. Anything else? S4: I think foreigners can see China’s progress. T

7、: Good. What achievements China has achieved in recent years can be sensed by foerign friends. …… Step 2 Presentation: introduce noun clauses 1. Using a noun clause as the subject of a sentence (主語從句) That I can pay back the help people give me makes me happy. Whether he’ll be able

8、 to come is not yet known. Why they have not left yet is unclear. “it” can be used as an empty subject It was good news that everyone got back safely. 2. Using a noun clause as the object of a (賓語從句): Verb She sensed that she was being watched. I wonder if/whether that’s a good i

9、dea. Polly didn’t know which way she should go. Preposition I’m interedted in who that tall man is. There was a discussion about whether Polly had found the blind man. “it” can be used as an empty object. We all thought it good news that the fog had finally gone. The

10、 conductor has made it clear that no buses will be running. 3. Using a noun clause as the predictive of be (表語從句) The truth is that the fog is too thick for the bus to run that far. My question is whether Polly can find her way home. The problem is how Polly is going to find us in

11、 the crowd. 4. Using a noun clause in apposition to a noun (同位語從句) The fact that Polly didn’t ask for the man’s name is a pity. The news that the plan had crashed made us sad. Whatrever gave you the idea that I can sing? 5. Using that, if/whether or a question word to begin a nou

12、n clause I hope that Polly will be OK. No one knew if/whether he lost his sight because of an accident. Step 3 Task1: ask the students to finish the exercise on page 9 and try to into the categories made in Step 2. (individual + pair work) 主語從句： …but why pleasant smells do not redu

13、ce pain in men is a question still to be answered by scientists. 同位語從句： The possibility that pleasant smell might reduce pain has recently been suggested by new research. One explanation is that women’s sense of smell deveploped long ago, and is linked to recognizing the smell of babies. 賓語從句：

14、 (1) Verb: As people believe that strong smells can affect the senses, volunteers were asked not to eat or drink for eight hours before the experiment began. He says that scientists already have data from40 volunteers. He adds that this year, scientists will test another 60 volunteers and will b

15、e in a better position to explain the results. Scientists used to believe that mothers recognized their children by sight only. Now, they have started to believe that the sense of smell also helps, … (2) Preposition: Scientists are interested in whether the sense of smell is related to pain and

16、 whether man and women have the same senses. Step 4 Practice: summarize introductory words and ask the students to do exercises 名詞從句引導(dǎo)詞：that、if、whether(連接詞); who、whose、what、which(連接代詞); when、 where、why、how、how long(連接副詞). ______________ the earth is round is true. Do you know ______________

17、he lives? My opinion is ______________ you should not go alone. The student ______________ answered the question was John. He did not know ______________ had happened. I wonder _______________ she can come tomorrow. Can you tell me ______________ the dish is made? Do you have any idea ________

18、______ will Miss Smith arrive? We should think carefully about ____________ Mr. Green said at the meeting. Step 5 Presentation: noun clauses beginning with that or if/whether 1. We use that to introduce a noun clause when the clause is a statement She sensed smething. A tall man in a dark coat

19、was staring at her. She sensed that she was being watched by a tall man in a dark coat. Some principles should be remembered: (1) that is not used to begin a noun clause after a preposition in most cases, but it can be used to begin a noun clause after in or except. The problem lies in that the

20、 mist may become a thick fog. I didn’t tell him anything except that I wasn’t able to find my way back. (2) that can not be left when the noun clause is the subject of a sentence. That we couldn/t find our way out was really bad news. (3) that can be dropped in informal English when th

21、e noun clauses is the object or predicative of a sentence. She wished (that) someone would come along to help her. The truth is (that) the buses will not be running. 2. We use if or whether to introduce a noun clause when the clause is a yes/no question. We change the word order in a clause after

22、 if or whether into that of a statement. She wondered. Would the buses still be running? She wondered if/whether the buses would still be running. Some principles should be remembered: (1) whether but not if can be used after a preposition. She is not certain about whether she has done a

23、nything wrong. (2) Only whether can be used when the clause as the subject is at the beginning of the sentence. Whether it is going to clear up keeps me wondering. (3) We use whether or not, but not if or not. We want to know whether or not the train goes to King Street. 3. If that

24、 or whether/if introduces a noun clause that has two sentences connected by and or but, We add another that or whether/if after and or but. He said that he liked rain very much and that he wouldn’t use an umbrella when it was rainning. No one knows whether it will be fine tomorrow and whether he

25、will come to work. Step 6 Practice: Ask the students to finish the two exercises on page 11 (check and give feedback) Step 7 Homework: ask the students to write a summary of the reading text they learned by using noun clauses. 八、板書設(shè)計： 名詞從句引導(dǎo)詞： 連接詞：that、if、whether 連接代詞：who、whose、what、which 連接副詞：when、 where、why、how、how long… 九、教學(xué)反思：