高中英语人教版 (新课标)必修3&4Unit 4 Body language教案

Unit 5　Canada—“The True North”

Period 3　Learning about language: Grammar

整体设计

教材分析

This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.

This teaching period mainly deals with the following: 1. Reviewing noun clauses as the subject; 2. Learning the new grammar item: noun clauses as the appositive. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the passage A TRIP ON “THE TRUE NORTH” again, tick out all the sentences from the passage where noun clauses are used as appositive, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 37 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as appositive and let students make it clear how each noun clause is being used in the situations.

At the end of the class, ask students to do the exercises in Using structures on Pages 71-72 and more additional exercises for consolidation.

教学重点

Get students to understand and use noun clauses as the appositive.

教学难点

Enable students to learn how to use noun clauses as the appositive correctly.

三维目标

知识目标

1. Get students to know more about noun clauses.

2. Let students learn noun clauses as the appositive.

The thought that they could cross the whole continent was exciting.

The girls were surprised at the fact that ocean ships can sail up the Great Lakes.

能力目标

Enable students to use noun clauses as the appositive correctly and properly according to the context.

情感目标

1. Get students to become interested in grammar learning.

2. Develop students’ sense of group cooperation.

教学过程

设计方案(一)

→Step 1 Revision

1. Check the homework exercises.

2. Dictate some new words and expressions.

3. Underline the noun clause in each sentence of the following and then tell what kind of noun clause it is.

1)What it was to become was a mystery.

2)I don’t know who will help Henry to win the bet.

3)His trouble is that he doesn’t know anybody in London.

4)It hasn’t been decided yet when the new restaurant will open.

5)It looked as if it was going to snow.

6)Do you know why he crossed his arms?

Suggested answers:

1)What it was to become was a mystery. (noun clause as the subject)

2)I don’t know who will help Henry to win the bet. (noun clause as the object)

3)His trouble is that he doesn’t know anybody in London. (noun clause as the predicative)

4)It hasn’t been decided yet when the new restaurant will open. (noun clause as the subject)

5)It looked as if it was going to snow. (noun clause as the predicative)

6)Can you tell me why he crossed his arms? (noun clause as the object)

→Step 2 Preparation

1. Show the following two sentences on the screen. Ask students to read each of them and then underline its appositive.

1)Their friend, Danny Lin, was waiting at the airport.

2)He was going to take them and their baggage to catch “The True North”, the cross-Canada train.

Suggested answers:

1)Their friend, Danny Lin, was waiting at the airport.

2)He was going to take them and their baggage to catch “The True North”, the cross-Canada train.

2. Let students think about and discuss what kind of noun clause the underlined clause is in each of the following two sentences.

1)The thought that they could cross the whole continent was exciting.

2)We were very excited at the news that our team had won.

→Step 3 Grammar learning

1. Reading and discovering

Ask students to turn back to Page 34 to read through the reading passage and find all the sentences where noun clauses are used as the appositive and underline them. Then translate them into Chinese.

Suggested answers:

1)The thought that they could cross the whole continent was exciting.

他们要横穿整个北美大陆的想法真令人兴奋。

2)Some people have the idea that you can cross Canada in less than five days, but they forget the fact that Canada is 5500 kilometres from coast to coast.

有些人认为可以在不到5天的时间里横跨加拿大, 但是他们忘了加拿大从东海岸到西海岸有5500千米这个事实。

3)The girls were surprised at the fact that ocean ships can sail up the Great Lakes.

海轮可以开到五大湖来, 这确实使姑娘们感到吃惊。

2. Thinking and discussing

Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these noun clauses is being used in the situations. If students have some difficulty, give them a hand.

3. Summing up: noun clauses as the appositive.

同位语从句

在主从复合句中, 用作同位语的从句, 叫同位语从句。它一般跟在某些名词(如fact, news, idea, truth, hope, problem, information, wish, promise, answer, evidence, report, explanation, suggestion, conclusion等)的后面, 用以说明或解释前面的名词。

1. 连接词:

1)从属连词: that, whether等, 例如:

The news that they had won the game soon spread over the whole school.

他们比赛获胜的消息很快传遍了整个学校。

We’ll discuss the problem whether the sports meeting will be held on time.

我们将讨论运动会是否会如期举行的问题。

2)连接代词: what, who等, 例如:

Next comes the question what you want to put in the box.

其次就是这个问题: 你要在盒子里放些什么。

I have no idea who he is. 我不知道他是谁。

3)连接副词: how, when, why等, 例如:

I have no impression how he came back, perhaps by bike.

我记不得他是怎样回来的, 也许是骑自行车回来的。

I have no idea when he will be back.

我不知道他何时回来。

2. 同位语从句和定语从句的区别:

从形式上看, 同位语从句和定语从句很相似, 都放在某一名词或代词后面, 但同位语从句不同于定语从句。

1)同位语从句对名词加以补充说明, 是名词全部内容的体现; 定语从句说明先行词的性质与特征, 与先行词是修饰与被修饰的关系。例如:

The news that our team has won is true.

我们队获胜的消息是真的。（同位语从句）

The news that you heard is not true.

你听到的消息不真实。（定语从句）

2)that在同位语从句中不担任句子成分, 是从属连词; that在定语从句中担任句子成分, 是关系代词。例如:

The fact that we succeeded pleased everybody.

我们成功了, 这一事实使大家很高兴。（同位语从句）

The fact that we talked about is very important.

我们所谈论的事实是非常重要的。（定语从句）

→Step 4 Grammar practice

1. Turn to Page 37. Ask students to do Exercise 2 in Discovering useful structures. First let them make their choices individually. Then in pairs discuss why they made their choices. Finally, check the answers with the whole class. Give some explanations if necessary.

2. Turn to Page 71. Ask students to do Exercise 1. Check the answers after most of them finish.

→Step 5 Closing down by a quiz

1. They have no idea at all ______________.

A. where he has gone

B. where did he go

C. which place has he gone

D. where has he gone

2. I have no idea ______________ far the airport is from here.

A. what　　　　　　B. how　　　　　　　　C. it’s　　　　　　　D. that

3. The manager asked the question ______________ I would like to be his secretary.

A. if

B. that

C. whether

D. how

4. ______________ is a fact ______________ English is being accepted as an international language.

A. It; that

B. That; that

C. It; which

D. As; that

5. The reason ______________ she didn’t say anything was ______________ she was ill.

A. why; that

B. why; because

C. that; why

D. why; why

6. There is a new problem involved in the popularity of private cars ______________ road conditions need to be improved.

A. that

B. which

C. where

D. when

7. The question has been raised at the meeting ______________ each member country should share the expenses of the committee.

A. which

B. if

C. what

D. whether

8. There is a common belief among them ______________ rubbish can and should be put to good use.

A. which

B. if

C. whether

D. that

9. Information has been put forward ______________ more middle school graduates will be admitted into universities.

A. while

B. that

C. when

D. as

10. It is no longer a question ______________ man is learning more and more about space.

A. whether

B. that

C. if

D. how

Suggested answers: 1～5 ABCAA　6～10 ADDBB

→Step 6 Homework

1. Finish off the workbook exercises.

2. Do Exercises 1 and 2 in Using structures on Pages 71-72 in the exercise book.

3. Preview the reading passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL on Page 38.

设计方案(二)

→Step 1 Revision

1. Check the homework exercises.

2. Translate the following into English.

1)首相; 丞相

2)与其; 不愿

3)定居; 平静下来; 专心于

4)设法做成

5)看见; 瞥见

6)对……有天赋

7)他们下周要到北京去。(make a trip to)

8)监狱的四周有高墙。(surround)

9)那家工厂在城东北大约4千米处。(northeast of)

10)这座石桥宽10米。(measure)

Suggested answers:

1)Prime Minister

2)rather than

3)settle down

4)manage to do

5)catch sight of

6)have a gift for

7)They will make a trip to Beijing next week.

8)The prison is surrounded by high walls.

9)It’s about four kilometers northeast of the city.

10)This stone bridge measures 10 meters across.

→Step 2 Leading-in by a game

1. Let students work in pairs, using the following structures below to make sentences.

the news/the message that　the thought that　the fact/reality that　the wish that

the hope that　the belief that　the possibility/chance that. . .

Example:

S1: the news. . .

S2: the news that she won the prize

S1: Her parents were so pleased to get the news that she won the prize.

2. Have students discuss the relationship between the nouns and that-clauses.

→Step 3 Discovering useful structures

Ask students to find out the sentences containing noun clauses as the appositive in the reading passage and underline them. Then translate them into Chinese.

→Step 4 Learning the use of noun clauses as the appositive

1. Ask students to turn to Page 93 and learn the part 4 The Appositive Clause by themselves.

2. Encourage them to ask as many questions as possible. Give them explanations if necessary.

3. Let them do some additional exercises.

4. Sum up.

→Step 5 Practice

Ask students to finish the following exercises within 10 minutes. Then check the answers with the whole class.

1. Exercise 2 in Discovering useful structures on Page 37.

2. Exercise 1 in Using structures on Pages 70-71.

→Step 6 Consolidation

Show some related additional exercises or give out exercise papers for students to do to consolidate noun clauses as the appositive.

→Step 7 Homework

1. Finish off the Workbook exercises.

2. Make use of different learning resources to have an inquiry study of the appositive clause, and summarize its rules.

板书设计

Unit 5　Canada—“The True North”

Grammar: noun clauses as the appositive

活动与探究

Go to the library or surf the Internet to make use of different learning resources to have an inquiry study of noun clauses. Find more information and summarize the rules. Then write an inquiry study report and share it with your classmates.