_Unit 5 Canada--“The True North”教案含答案人教新课标高中英语必修三.doc

人教版高中英语必修三Unit 5 Canada -“The True North”Grammar: the Noun Clauses高一英语语法专题(名词性从句2)教学设计 一、 教材内容分析 (Analysis of the teaching materials) 通过人教版高中英语必修三Unit 3 ,Unit 4 和Unit5 三个单元的语法学习，学生已经理解名词性从句所表达的含义并能将四种名词性从句分类，并且能初步掌握名词性从句的连接词的用法。在此基础上，在本单元同位语从句教学内容结束之后，本节课中，把名词性从句包含的四类从句整合到一起，鼓励学生探究性学习，探究名词性从句的几个重难点问题。教师设计小组探究问题，让学生通过小组合作的方式进行探究与练习，让学生自己归纳出名词性从句的几个特殊用法。这样既可进一步学习和掌握名词性从句的用法，又可训练学生的思维，增强合作意识。二、学情分析(Students analysis）本节课是面向高一文科班的学生，大部分学生的英语基础知识很薄弱，词汇匮乏，导致学生听不懂、读不懂。在这种情况下，教师的课堂用语要尽量使用简单句。对个别较难的语法知识点适当运用汉语讲解。设计的名词性从句情景造句有易有难，容易的可以使程度较差的学生有所收获，难的可以使程度较好的学生得到提高。教师必须及时对学生的表现给予肯定和鼓励，以使学生保持学习英语的兴趣，这样才有可能让学生学会、会学、乐学。三、教学目标 (Teaching Objectives) 知识目标：复习巩固名词性从句的种类以及引导名词性从句的连接词。剖析与归纳名词性从句的重难点问题。能力目标： 培养自主学习与探究能力，增强合作意识能与小组成员和教师就学习中的问题 进行交流和沟通，共同解决问题。情感目标：激发学习兴趣，培养探索精神。四、 教学重难点 (Teaching Important and Difficult Points)教学重点：了解和掌握名词性从句语法项目的八个重难点问题。教学难点：能够运用此语法规则完成各种练习训练，并在实际语言活动中灵活运用。五、教学方法 (Teaching Methods and Aids)教法：以学生为主体的教师讲解法，语法训练, 情景式教学 学法：自主学习，合作学习，探究互动式学习教学手段：多媒体辅助教学六、教学过程Step: GreetingsStep: Lead-inToday, we will continue to learn the noun clauses.Lets read the Teaching Objectives together.Let's read a saying of George Bernard Shaw. If you have an apple and I have an apple, and we exchange apples, we both still only have one apple. But if you have an idea and I have an idea, and we exchange ideas, we each now have two ideas. Who can translate the saying into Chinese?萧伯纳说：“你有一个苹果，我有一个苹果，我们交换一下，一人还是一个苹果；你有一个思想，我有一个思想，我们交换一下，一人就有两个思想。”Today, we have no apples, but we have many ideas in our minds. Now, lets exchange our ideas!Step：Group work1. 分配小组问题（随机分配导学案的八个探究问题，小组组长抽签决定。导学案已提前下发，为前一天家庭作业）2.小组合作研究。给学生时间进行自由讨论，整合探究结论，生生互动，师生互动。3.每组学生代表到黑板前展示小组探究结论。4.各小组提出问题。生生互动，师生互动讨论并得出结论。5.教师给出正确结论，对较难的问题进行进一步地讲解。（一）名词性从句的语序小组合作探究 1. (改错)Could you tell me how many books did you read during your holiday? (答案：去掉did) 2. (改错)Can you tell me where do you live? (答案：去掉do) 3. Mr. Green didnt understand _D_ made his daughter so absent-minded this morning. A. why was it  that   B. what was it  that    C. why it was that     D. what it was that 4. The manager came up to see A . A. what was the matter B. what the matter was C. what the matter is D. what is the matter小组结论：名词性从句中必须使用 陈述 语序。 （二）it作形式主语或形式宾语小组合作探究1. (改错)I think that worthwhile that we spent so much money on these books. 答案： that改成it2. (改错)This is impossible that he wants to finish the job in such a short time. 答案： That 改成 It3. _It_ is a fact that English is being accepted as an international language. 4. I hate it when people talk with their mouths full. 小组结论：在 主语 从句和 宾语 从句中,可以用it做形式主语和形式宾语。 （三）what 与 that 的用法区别小组合作探究用what，that填空1. What I cant understand is why he has changed his mind.2. _That_ the earth is round is known to us all.3. What we cant get seems better than what we have.4. That he won the race was what we expected.小组结论： that 只起连接作用，在从句中不充当任何成分，没有词义。 what 起连接作用，且在从句中充当主语，宾语或表语，表示“所的”。 （四）that 省略与否问题小组合作探究例句观察1. I heard (that) he joined the army.2. That they are good at English is known to us all.3. The problem is that we dont have enough money.4. She expressed the hope that they would come to China one day. 小组结论1： 一般情况下，在 主语从句 ， 表语从句 ， 同位语从句 中，that不可省略。例句观察1. He judged that, because he was a child, he did not understand it.2. He said (that) he was wrong and that he would say sorry to me.3. The reason lies in that she works harder than the others.4. We think it impossible that he can finish the task in such a short time.小组结论2：在 宾语 从句中that通常可以省略,但有四种情况that通常不可省略：1. 宾语从句中有插入语或状语2. 多个宾从，只第一个that 可省3. 介词后 4. 6123结构 （五）whether 与 if 的用法区别小组合作探究用whether 与 if填空1. I dont know whether / if Ill be free tomorrow.2. I dont know whether or not Ill be free tomorrow.3. I dont know whether to walk there.4. The question is whether this book is worth writing.5. Whether life will continue on the earth for millions of years will depend on Whether this problem can be solved.6. The question whether we need more time to do the work has not been discussed.小组结论：只能使用whether的五种情况：1.引导主语从句且置于句首 2.引导介词后的宾语从句 3.引导表语从句和同位语从句 4. 后紧接不定式 5.后紧接or not （六）what, who, which与 whatever, whoever, whichever的区别小组合作探究用what, who与 whatever, whoever填空1._Who made the long distance call to him is not important.2._Whoever breaks the law will be punished. 3._ Whatever _ is worth doing is worth doing well.4. What we need is more time.小组结论1: whatever/whoever/whichever等引导的名词性从句不含有疑问意义，其汉语意思分别是：_无论什么 ，_无论谁_，_无论哪一个_。而what/who/which等引导的名词性从句都含有疑问意义。例句观察1.Whatever he said was true.2.You can buy whatever you like here.3. Whatever/ No matter what season it is , the man always wears his funny-looking hat. 4. Whatever/No matter what he says, I won't believe him.小组结论2:whoever, whatever, whichever 既可以引导 名词性从句 ，又可以引导 让步状语从句_。no matter who , no matter what, no matter which只能引导 让步状语从句 。 （七）名词性从句中虚拟语气的考察小组合作探究1. He suggested that a meeting (should) be held immediately. 2. It was suggested that a meeting (should) be held immediately. 3. His suggestion was that a meeting (should) be held immediately.4. He made a suggestion that a meeting (should) be held immediately. 5. It is very important that a student (should)learn English well.6. (单选)It is necessary that a college student B at least a foreign language. A. masters B. should master C. mastered D. will master 小组结论：表示坚持，命令，建议，要求等的名词性从句中，谓语动词用虚拟语气，其结构为 should + do ， should 可以省略。 （八）同位语从句与定语从句的区别小组合作探究1. I heard the news (that/which) they won the battle.2. I heard the news _that_ Tom told us.小组结论1：同位语从句的前面是表示 抽象意义 的名词,例如：thought, question, doubt, problem, news, word, idea, plan, etc. 定语从句 是形容词性的从句, 它与先行词是修饰与被修饰的关系。同位语从句 是名词性从句，是对前面名词作进一步的补充性解释说明。小组结论2：引导 同位语从句 的that是从属连词，在从句中不充当任何成分；而引导 定语从句 的that为关系代词，在从句中充当一定的句子成分。Step V Summary名词性从句相当于名词，可分为Subject clause （主语从句）Object clause （宾语从句）Predicative Clause（表语从句）Appositive Clause（同位语从句）对连接词的考察是高考重点中的重点。八个重难点问题。1. 名词性从句的语序2. it代替主语从句和宾语从句的用法3. what 与 that 的用法区别4. that 省略与否问题5. whether 与 if 的用法区别6. what, who, which与 whatever, whoever, whichever的区别7. 名词性从句中虚拟语气的考察8. 同位语从句与定语从句的区别Step VI Homework附板书设计：the Noun clauses1. 名词性从句的语序2. it代替主语从句和宾语从句的用法3. what 与 that 的用法区别4. that 省略与否问题5. whether 与 if 的用法区别6. what, who, which与 whatever, whoever, whichever的区别7. 名词性从句中虚拟语气的考察8. 同位语从句与定语从句的区别 通过授课，我认为学生分组探究活动进行得很好，家庭作业名词性从句的导学案完成的很好，课堂上通过分组研讨和探究他们可以互通有无，解决问题。通过从教学过程中得到的知识反馈，我了解到学生对名词性从句的基本知识掌握情况较好，但对于一些特殊用法掌握欠佳，有待于多做练习加以巩固和提高。教学反思9