Unit1ScienceandscientistsLearningAboutlanguage2教學(xué)設(shè)計-高中英語人教版(2019)選擇性單元整體教學(xué)設(shè)計(視頻課件教案)

人教新版選擇性必修二Unit1Discoverusefulstructures教學(xué)設(shè)計第2課時表語從句〔Predicativeclauses〕授課老師陳恒艷學(xué)校、班級高二課型語法時長40分鐘教學(xué)設(shè)計理念本節(jié)語法課的設(shè)計主要是基于課堂教學(xué)以同學(xué)為主要中心的理念?；顒釉O(shè)計遵循“發(fā)覺——?dú)w納——練習(xí)——運(yùn)用〞的思路。引導(dǎo)同學(xué)“自主探究式〞學(xué)習(xí)。通過活動讓同學(xué)感知語法特點(diǎn)，學(xué)會分析及運(yùn)用表語從句，引導(dǎo)同學(xué)發(fā)覺并總結(jié)語言規(guī)律。文本解讀【W(wǎng)hat】選擇性必修二第一單元Scienceandscientists中的DiscoverUsefulStructures是本單元的其次個課時，主要內(nèi)容是學(xué)習(xí)“表語從句〞的用法。表語從句是在主從復(fù)合句中充當(dāng)表語的從句。與賓語從句、主語從句一樣，表語從句也是名詞性從句中的一種。表語從句的引導(dǎo)詞有【W(wǎng)hy】該板塊從認(rèn)知，理解到運(yùn)用。重點(diǎn)是讓同學(xué)在語境中使用表語從句?！綡ow】活動1旨在引導(dǎo)同學(xué)感知表語從句的結(jié)構(gòu)特點(diǎn)并思索其表意功能?；顒?讓同學(xué)使用表語從句答復(fù)與課文相關(guān)的四個問題，使用目標(biāo)結(jié)構(gòu)重述熟識的信息，體會其意義和功能?；顒?屬于綜合運(yùn)用階段，首先讓同學(xué)使用引導(dǎo)詞將對話一方David的話語(多為表語從句)補(bǔ)充完整，然后讓同學(xué)把David的話語根據(jù)規(guī)律挨次復(fù)原到完整的對話語境中。該活動既強(qiáng)化了同學(xué)在語境中運(yùn)用表語從句的力量，又培育了他們的文本分析和規(guī)律推理力量。。學(xué)情分析本節(jié)課授課對象是高二理科試驗(yàn)班的同學(xué)。本班同學(xué)英語根底參差不齊，少數(shù)同學(xué)英語根底較扎實(shí)，但大局部同學(xué)英語根底較差強(qiáng)人意，對語法學(xué)問只具備根本水平。課前本班同學(xué)已根本具備名詞性從句有根本結(jié)構(gòu)的認(rèn)知，但還未詳細(xì)了解表語從句。教學(xué)目標(biāo)本節(jié)課是本單元第3個課時，設(shè)計如下：同學(xué)通過本課時的學(xué)習(xí)，能夠：了解表語從句的用法;說明表語從句一些引導(dǎo)詞的用法區(qū)分;在語境中正確使用表語從句。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)：1.了解表語從句的用法;2.說明表語從句一些引導(dǎo)詞的用法區(qū)分;教學(xué)難點(diǎn)：在語境中正確使用表語從句。教學(xué)資源PPT,黑板，多媒體教學(xué)目標(biāo)活動形式與步驟活動意圖活動層次學(xué)習(xí)效果評價時間創(chuàng)設(shè)情境導(dǎo)入主題Activity1Checkthehomework1.WhatwasitthatJohnSnowshowedtotheworld?〔JohnSnowshowedhowcholeracouldbeoveretotheworld.〕CANYOUMAKEUPTHEASKANDANSWERINTOAPREDICATAIVECLAUSE?〔WhatJohnSnowshowedtotheworldwashowcholeracouldbeovere.〕2.WhatwasSnow’sdiscoveryintwoparticularstreetsinLondon?〔Thecholeraoutbreakwassoseverethatmorethan500peoplediedintendays.〕Predictiveclause:〔SnowsdiscoveryintwoparticularstreetsinLondonwasthatthecholeraoutbreakwassoseverethatmorethan500peoplediedintendays.〕3.WhatwasSnowdeterminedtofindoutduringthe1854outbreakofcholerainLondon?〔Theoutbreakofcholerahadcausedover500deathswithintendays.〕Predictiveclause:〔WhatSnowwasdeterminedtofindoutwaswhytheoutbreakofcholerahadcausedover500deathswithintendays.〕4.Whatweretheexactplaces(Snowmarkedonthemap?)〔Allthosewhodiedhadlived/allthedeadpeoplehadlived.〕Predictiveclause:〔TheexactplacesSnowmarkedonthemapwerewherethecholeraoutbreakwassoseverethatmorethan500peoplediedintendays.〕5.WhatwasthefindingthatSnowannounced?〔Thewaterpumpwastoblameforthespreadofcholera/Thepumpwatercarriedcholeragerms/WaterfromtheBroadStreetpumphadbeeninfectedbywaste.〕Predictiveclause:〔Snow'sfindingwasthatthewaterpumpwastoblameforthespreadofcholera/thepumpwatercarriedcholeragerms/waterfromtheBroadStreetpumphadbeeninfectedbywaste.〕通過作業(yè)引入表語從句。讓同學(xué)了解問答句式與表語從句的關(guān)系。A1感知與留意讓同學(xué)提起對表語從句的愛好，并初步了解結(jié)構(gòu)。3教學(xué)目標(biāo)1Activity2Canyoufindoutthesentenceswithpredictiveclausesinthetextonpage2&3?Thenstatetheirmeaningandfunctions.1.Onetheorywasthatbadaircausedthedisease.2.Anothertheorywasthatcholerawascausedbyaninfectionfromgermsinfoodorwater.3.ThetruthwasthatthewaterfromtheBroadStreethadbeeninfectedbywaste.讓同學(xué)發(fā)覺并總結(jié)表語的根本結(jié)構(gòu)。A1感知與留意A2獵取與梳理同學(xué)能通過觀看句子并立刻發(fā)覺飆英語從句的結(jié)構(gòu)特征。2教學(xué)目標(biāo)1Activity3Learnmoredetails什么是表語從句〔predictiveclause〕？Thequestioniswhowilldoit.Itseemsthatitisgoingtorain.Itlooksasifheisunhappytoday.在復(fù)合句中作_________的從句，叫作表語從句。它位于主句的____________之后，對主語進(jìn)行解釋、說明，使主語的內(nèi)容詳細(xì)化。〔表語；系動詞〕附屬連詞that、whether(不能用if)that在從句中__________成分，that沒有實(shí)際意義，不行省略；whether意為__________ExerciseMybeliefis_______Iwillsucceedbyworkinghard.我的信念是通過努力我會勝利。Themostpleasantthingoftherainyseasonis________onecanbeentirelyfreefromdust.雨季最令人開心的事情是完全沒有灰塵。Theproblemis__________wecanfindthemthere.問題是我們能否在那里找到他們?！膊蛔觯弧笆欠瘿?；that;that;whether〕附屬連詞because、asif/thoughbecause：說明主語所表示的大事發(fā)生的緣由，意為________ExerciseHehasheartdisease.Thatis___________hehasbeensmokingtoomuch.他有心臟病。那是由于他抽煙太多。asif/though：從句表示的狀況發(fā)生的可能性較小時常用______________ExerciseItseemsasifhe__________knowtheanswer.他好似不知道答案?！灿捎?；because；虛擬語氣；didn’t〕連接代詞who(ever)、whom(ever)、whose、what(ever)、which(ever)在從句中作主語、賓語、表語、定語ExerciseYoucanbe______________youwanttobe.你可以成為你想做的任何人。姆不再是過去的那個他了。〔whoever;what〕連接副詞when、where、why、how在從句中作狀語，表示時間、地點(diǎn)、緣由、方式等ExerciseThisis________Idon'tagreewithyou.這就是我不同意你的地方。Thequestionis_______wecangetintouchwithhim.問題是我們怎樣才能和他聯(lián)系上。Thatis_________Igotwetthrough.所以我才被淋濕了。(where;how;why)讓同學(xué)深化學(xué)習(xí)表語從句的事實(shí)。A2獵取與梳理為后面的練習(xí)供應(yīng)更好的學(xué)問儲藏。3教學(xué)目標(biāo)2Activity4Findthedifferencesthat與what的區(qū)分Thevillageisnolonger__________itusedtobe.這座村莊不再是過去的樣子了。Thefactwas__________hehadforgottenaboutit.事實(shí)上，他已經(jīng)把這件事忘了。(what;that)because與why的區(qū)分Thetrafficwassobad.That's_______Iwaslatethismorning.路上太堵了，所以我遲到了。Iwaslatethismorning.Thatwas________thetrafficwassobad.我今早遲到了，是由于路上太堵了。〔why;because〕讓同學(xué)發(fā)覺并歸納不同引導(dǎo)詞之間的的區(qū)分。B3內(nèi)化與運(yùn)用為后面同學(xué)運(yùn)用引導(dǎo)詞做好學(xué)問儲藏。7教學(xué)目標(biāo)2Activity5Showtime1．Thereasonforyourmistakeis_______youlackconfidenceinyourself.2．Thedoubtis_______hasgotawaywiththedocument.3．She'sbeenleadingthroughtherace,butitnowlooks_______she'stiring.4．Thebestmomentforthefootballstarwas_______hescoredthewinninggoal.5．WhatTom'sparentsreallydoubtis_______hewillrecoverfromtheseriousdiseasesoon.6．Everyyear,_______makesthemostbeautifulkitewillwinaprizeintheKiteFestival.7．Whatyourfatherwantstoknowis_______youaregettingonwithyourstudies.8．Myparentsareverykindtomeandalwaysletmedo_______IthinkIshoulddo.9．Youaresayingthateveryoneshouldbeequal,andthisis_______Idisagree.(that;who;asif;when;whether;however;how;what;where)強(qiáng)化對“表語從句〞的形式與意義的理解，并歸納它的使用規(guī)律。B3內(nèi)化與運(yùn)用同學(xué)能正確推斷詳細(xì)狀況下所使用的引導(dǎo)詞。3教學(xué)目標(biāo)3Activity6PracticeincontextDavidistalkingtoMariaabouttheirscientificresearchproject.FirstpleteDavid'slines[AE],usingthewordsinthebox.ThenputDavid'slinesinthecorrectorderandpractisetheconversation.asifthatwhatwhowhenHowwhywhosewhichwhetherA:Absolutely!Youmaynotbelieveit,butthatwas________happenedattheinitialstageofourgroup'sresearchondevelopingavaccinefordmalaria.B:Yes,itis.Anditseemed_________allthetheorieswereuseful,butthefactwas_______wecouldn'tpersuadeoneanotherthatonetheorywasbetterthananother.C:ExactlyTheproblemwasnotabout__________allourtheorieswereequallygood,butindeciding___________________theorytodependupon.D:Werealizedthatwhatwecaredaboutwasnot___________aspectweneededtodevelopatheoryin,butrather______wecanreducethecostofavaccinewithoutreducingitseffect!E:You'reright.Atlast,webecamefocusedonthekeyissue,whichwas______wehadtoCaryouttheresearchinthefirstplace.(what;asif;that;whether;which/what/whose;which/what;how;why)Maria:Thismixoftheoryanddataisoneofthekeycharacteristicsofwhatwecallscience.David:__________________Maria:Withyourtheoretical