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英语选择性必修 第三册Grammar and usage教案及反思
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这是一份英语选择性必修 第三册Grammar and usage教案及反思，共3页。
Grammar and usage
I. Learning bjectives
By the end f the lessn, students will be able t:
identify predictive clauses;
cmplete sentences with prper linking wrds t frm predictive clauses;
write a shrt paragraph based n given situatins, using predictive clauses.
II. Key cmpetence fcus
1. Chse prper linking wrds t frm predictive clauses.
2. Make sentences with predictive clauses.
III. Predicted area f difficulty
1. Cmpare sme linking wrds such as that and what, why and because, etc.
2. Apply predictive clauses in different situatins.
IV. Teaching prcedures
Step 1 Lead-in
T asks students t define histry by using the sentence pattern “Histry is…”, leading t the tpic----Predictive clauses.
T: Bys and girls, what d yu think is histry? Can yu give a definitin t histry? Yu may say “Histry is…”
T shws tw sentences n the screen after students give their answers.
Histry is a dialgue between the present and the past.
Histry is nt what yu thught. It is what yu remember.
T asks students t bserve the tw sentences and analyze their elements and structures.
T: Please mark the sentence elements and structures. As we can see, bth f them use SVP. A nun is used as the predictive in the first sentence, while a nun clause is used as the predictive in the secnd ne. We call it a predictive clause.
【设计意图：用一个开放式的问题（历史是什么？）激发学生的兴趣，学生可以给出任何不同的定义，然后引导学生观察教师给出的两个句子，引出表语从句的概念。】
Step 2 Explring the rules
T asks students t read an article and find the sentences with predictive clauses.
T: Have yu heard f Sima Qian? What is he? Yes, he is ne f the greatest histrians in Chinese histry. Here is an essay n Sima Qian. Please read it and find the sentences with predictive clauses.
Sample answers:
Learning and travelling were exactly what helped him in his later career as a histrian.
His father’s dream was that ne day he culd write a great masterpiece recrding what had happened in histry.
His chief cncern was whether he culd d his jb mre effectively and efficiently.
【设计意图: 通过阅读关于中国著名史学家司马迁的文章，学生从语境中接触句法现象，理解表语从句的特征。】
Step 3 Wrking ut the rules
1. Predictive clauses intrduced by different linking wrds
T asks students t g thrugh the three sentences abve and deduce the rule: We can use that t intrduce a predictive clause when the clause is a statement. We can use whether t intrduce a predictive clause when the clause is a yes-n questin. We can use what, why, when, where, etc. t intrduce a predictive clause when the clause is a wh-questin.
T: Cmplete the fllwing sentences accrding t the given Chinese and yu will have a better understanding f the rule:
My dubt is whether we can get there n time(我们能否准时到那里).
The questin is wh is respnsible fr the accident(谁为这个事故负责).
The prblem is hw we can raise enugh mney fr the prject(我们怎样才能为这个项目筹集到足够的资金).
That was where we camped last time(我们上次野营的地方).
That’s nt what I wanted(我想要的).
The truth is that they are fully prepared fr the trip(他们已为旅行做了充分准备).
2. Predictive clauses intrduced by that and what
T asks students t bserve the last tw sentence abve and tell the difference between that and what: When intrducing a predictive clause, what serves as a sentence element while that desn’t. Besides, what can be replaced with nun+that.
T: Cmplete the fllwing sentences with that r what.
The city is n lnger what it was ten years ag.
= The city is n lnger the city that it was ten years ag.
2) The fact is that we shuld depend n urselves.
Useful sentence pattern:
What surprised me mst was that he spke Spanish s fluently.
3. Predictive clauses intrduced by because and why
T asks students t cmplete the fllwing sentences with because r why and tell the differences between them: A predictive clause intrduced by because refers t reasn while a predictive clause intrduced by why refers t result.
He failed the math exam. That’s because he was t careless.
He was t careless. That’s why he failed the math exam.
Useful sentence pattern:
The reasn why he was absent frm the meeting was that he fell ill suddenly.
4. Predictive clauses intrduced by as if, as thugh
T asks students t translate the fllwing sentences and learn abut predictive clauses intrduced by as if, as thugh.
It sunds as if smene is kncking at the dr.
听上去好像有人在敲门。
At that time, it seemed as thugh I culdn’t think f the right wrd.
当时，我似乎怎么也想不出一个恰当的字眼来。
T: Predictive clauses intrduced by as if r as thugh ften fllw the verbs like seem, appear, lk, taste, sund, feel, etc. Hwever, we shuld use unreal cnditinal sentences when we describe smething cntrary t reality. Here are sme examples:
3) Lk at the dark cluds. It lks as if there is a strm cming. (与事实相符)
4) It lks as if she were drunk. (与事实相反，事实是她未醉)
5) It appears as if he hadn’t met her. (与事实相反，事实是他见过她)
5. Learning abut special rules
T: When the subject f a sentence is a wrd like suggestin, advice, rder, demand, etc, we ften use “shuld +verb” as the verb f the predictive clause and shuld can be mitted.
e.g. My advice is that yu (shuld) think it ver befre yu make a decisin.
我的建议就是你做出决定之前仔细考虑一下。
T asks students t finish the fllwing sentences.
My friend Jenny asks me fr advice n hw t learn Chinese. My suggestin is that _______.
My classmate asks me hw t ___________. My suggestin is that ______________.
【设计意图: 首先利用语篇中的三个句子讲解表语从句的特征，连接词的选用。然后让学生通过观察和思考，区分一些易混淆的连接词，理解并熟记某些特定句型和特殊规则。同时通过一些半结构化、半开放式的语言练习，巩固和运用表语从句的相关知识，为最后写作任务打下基础。】
Step 4 Applying the rules
T asks students t finish B1 n Page 35 f the textbk.
Keys: (1) which (2) that (3) that (4) why (5) whether (6) hw
T asks students t finish B2 n Page 35 f the textbk.
Keys: (1) that (2) that (3) hw (4) why
3. T asks students t write a shrt paragraph based n given situatins f B3 n Page 35 f the textbk, using predictive clauses.
Sample answers:
1) Tm is s nervus abut his histry test tmrrw. The prblem is that he gets stressed easily whenever he takes a test. One way t stay relaxed is t keep calm and breathe deeply. Tm hpes it will help t slve his prblem.
2) David’s new bk n wrld histry has sld 10,000 cpies! It has becme a bestseller. At first, his cncern was whether anyne wuld read his bk. Actually, it is a well-written bk that is als fun t read. The reasn why his bk has sld s many cpies is that David’s lve fr histry is represented in the way he writes abut the tpic.
【设计意图：这个步骤是语法知识在句子层面、语篇层面和新语境中的运用。语法教学的最终目的是为运用。层层深入的活动设计体现“学习理解－应用实践－迁移创新”英语学习活动观。】
V. Hmewrk
Plish yur paragraph after class and exchange yur paragraph with ther classmates.
Grammar and usage
I. Learning bjectives
By the end f the lessn, students will be able t:
identify predictive clauses;
cmplete sentences with prper linking wrds t frm predictive clauses;
write a shrt paragraph based n given situatins, using predictive clauses.
II. Key cmpetence fcus
1. Chse prper linking wrds t frm predictive clauses.
2. Make sentences with predictive clauses.
III. Predicted area f difficulty
1. Cmpare sme linking wrds such as that and what, why and because, etc.
2. Apply predictive clauses in different situatins.
IV. Teaching prcedures
Step 1 Lead-in
T asks students t define histry by using the sentence pattern “Histry is…”, leading t the tpic----Predictive clauses.
T: Bys and girls, what d yu think is histry? Can yu give a definitin t histry? Yu may say “Histry is…”
T shws tw sentences n the screen after students give their answers.
Histry is a dialgue between the present and the past.
Histry is nt what yu thught. It is what yu remember.
T asks students t bserve the tw sentences and analyze their elements and structures.
T: Please mark the sentence elements and structures. As we can see, bth f them use SVP. A nun is used as the predictive in the first sentence, while a nun clause is used as the predictive in the secnd ne. We call it a predictive clause.
【设计意图：用一个开放式的问题（历史是什么？）激发学生的兴趣，学生可以给出任何不同的定义，然后引导学生观察教师给出的两个句子，引出表语从句的概念。】
Step 2 Explring the rules
T asks students t read an article and find the sentences with predictive clauses.
T: Have yu heard f Sima Qian? What is he? Yes, he is ne f the greatest histrians in Chinese histry. Here is an essay n Sima Qian. Please read it and find the sentences with predictive clauses.
Sample answers:
Learning and travelling were exactly what helped him in his later career as a histrian.
His father’s dream was that ne day he culd write a great masterpiece recrding what had happened in histry.
His chief cncern was whether he culd d his jb mre effectively and efficiently.
【设计意图: 通过阅读关于中国著名史学家司马迁的文章，学生从语境中接触句法现象，理解表语从句的特征。】
Step 3 Wrking ut the rules
1. Predictive clauses intrduced by different linking wrds
T asks students t g thrugh the three sentences abve and deduce the rule: We can use that t intrduce a predictive clause when the clause is a statement. We can use whether t intrduce a predictive clause when the clause is a yes-n questin. We can use what, why, when, where, etc. t intrduce a predictive clause when the clause is a wh-questin.
T: Cmplete the fllwing sentences accrding t the given Chinese and yu will have a better understanding f the rule:
My dubt is whether we can get there n time(我们能否准时到那里).
The questin is wh is respnsible fr the accident(谁为这个事故负责).
The prblem is hw we can raise enugh mney fr the prject(我们怎样才能为这个项目筹集到足够的资金).
That was where we camped last time(我们上次野营的地方).
That’s nt what I wanted(我想要的).
The truth is that they are fully prepared fr the trip(他们已为旅行做了充分准备).
2. Predictive clauses intrduced by that and what
T asks students t bserve the last tw sentence abve and tell the difference between that and what: When intrducing a predictive clause, what serves as a sentence element while that desn’t. Besides, what can be replaced with nun+that.
T: Cmplete the fllwing sentences with that r what.
The city is n lnger what it was ten years ag.
= The city is n lnger the city that it was ten years ag.
2) The fact is that we shuld depend n urselves.
Useful sentence pattern:
What surprised me mst was that he spke Spanish s fluently.
3. Predictive clauses intrduced by because and why
T asks students t cmplete the fllwing sentences with because r why and tell the differences between them: A predictive clause intrduced by because refers t reasn while a predictive clause intrduced by why refers t result.
He failed the math exam. That’s because he was t careless.
He was t careless. That’s why he failed the math exam.
Useful sentence pattern:
The reasn why he was absent frm the meeting was that he fell ill suddenly.
4. Predictive clauses intrduced by as if, as thugh
T asks students t translate the fllwing sentences and learn abut predictive clauses intrduced by as if, as thugh.
It sunds as if smene is kncking at the dr.
听上去好像有人在敲门。
At that time, it seemed as thugh I culdn’t think f the right wrd.
当时，我似乎怎么也想不出一个恰当的字眼来。
T: Predictive clauses intrduced by as if r as thugh ften fllw the verbs like seem, appear, lk, taste, sund, feel, etc. Hwever, we shuld use unreal cnditinal sentences when we describe smething cntrary t reality. Here are sme examples:
3) Lk at the dark cluds. It lks as if there is a strm cming. (与事实相符)
4) It lks as if she were drunk. (与事实相反，事实是她未醉)
5) It appears as if he hadn’t met her. (与事实相反，事实是他见过她)
5. Learning abut special rules
T: When the subject f a sentence is a wrd like suggestin, advice, rder, demand, etc, we ften use “shuld +verb” as the verb f the predictive clause and shuld can be mitted.
e.g. My advice is that yu (shuld) think it ver befre yu make a decisin.
我的建议就是你做出决定之前仔细考虑一下。
T asks students t finish the fllwing sentences.
My friend Jenny asks me fr advice n hw t learn Chinese. My suggestin is that _______.
My classmate asks me hw t ___________. My suggestin is that ______________.
【设计意图: 首先利用语篇中的三个句子讲解表语从句的特征，连接词的选用。然后让学生通过观察和思考，区分一些易混淆的连接词，理解并熟记某些特定句型和特殊规则。同时通过一些半结构化、半开放式的语言练习，巩固和运用表语从句的相关知识，为最后写作任务打下基础。】
Step 4 Applying the rules
T asks students t finish B1 n Page 35 f the textbk.
Keys: (1) which (2) that (3) that (4) why (5) whether (6) hw
T asks students t finish B2 n Page 35 f the textbk.
Keys: (1) that (2) that (3) hw (4) why
3. T asks students t write a shrt paragraph based n given situatins f B3 n Page 35 f the textbk, using predictive clauses.
Sample answers:
1) Tm is s nervus abut his histry test tmrrw. The prblem is that he gets stressed easily whenever he takes a test. One way t stay relaxed is t keep calm and breathe deeply. Tm hpes it will help t slve his prblem.
2) David’s new bk n wrld histry has sld 10,000 cpies! It has becme a bestseller. At first, his cncern was whether anyne wuld read his bk. Actually, it is a well-written bk that is als fun t read. The reasn why his bk has sld s many cpies is that David’s lve fr histry is represented in the way he writes abut the tpic.
【设计意图：这个步骤是语法知识在句子层面、语篇层面和新语境中的运用。语法教学的最终目的是为运用。层层深入的活动设计体现“学习理解－应用实践－迁移创新”英语学习活动观。】
V. Hmewrk
Plish yur paragraph after class and exchange yur paragraph with ther classmates.
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