湖北省宜城市第三高级中学余菊香必修三unit3grammar.doc

湖北省宜城市第三高级中学余菊香 必修三unit3 grammar

作者姓名
余菊香

性别
女

出生年月

1975年10月
工作单位
湖北 省 襄阳 市 宜城 市 第三高级中学
邮政编码
441400

通讯地址
湖北省襄阳市宜城市第三高级中学
联系电话

13986313770
电子邮箱
TULIP123@
所用教科书
书名
普通高中课程标准试验教科书

所教年级

高一
所教册次、
单元
必修三unit3

设计主题

宾语从句和表语从句
1.整体设计思路、指导依据说明
中学英语语法教学时必要的。但是语法教学不能是“满堂灌”。语法教学本身不是目的，而是为了学生掌握和运用语言服务的。所以，本教师关于宾语从句和表语从句的设计如下：首先将本单元涉及到宾语从句的句子找出来，让学生发现本单元的语法现象，并要求学生根据例句归纳出宾语从句的结构和功能。随后对宾语从句的语序，引导词做个简单的介绍。接着进行练习。表语从句的教学也按刚才的方法进行。在学习了两种从句之后，部分学生难免会有一些迷糊，所以教师对两种从句进行概括总结。然后采用多种练习方式让学生进一步掌握运用宾语从句和表语从句。

2.教学背景分析

教学内容分析：（200字以内）
必修三第三单元的语法项目是宾语从句和表语从句。在高中阶段，考察较多的就是从句部分。不管是在听力中，还是在单选中，不管是在完型中，还是在阅读中，不管是在完成句子中，还是在写作中，我们都能看到各种从句的身影。所有从句中，宾语从句和表语从句相对来说比较容易理解和掌握。因此，本教师希望在本节可中通过学生的观察发现，老师的重点讲解和学生的反复练习，让学生牢固掌握宾语从句/表语从句的位置，从句基本结构，从句引导词的选择。

学生情况分析：
我校高一学生整体英语基础薄弱，尤其是语法方面非常差。因此在刚上高一时全体英语教师花了半个多月时间对学生进行了语法补差。有部分学生有些起色。语法教学进度不能太快，否则学生消化不了，同时还必须有大量的练习帮学生巩固和理解。在练习中饭错误，在错误中学习。

3.教学目标
（条目式）
1、 知识目标：
（1） 能分清宾语从句和表语从句
（2） 了解并掌握宾语从句表语从句的语序和引导词
2、 能力目标
能正确选用两种从句的引导词
能正确运用宾语从句和表语从句

4.教学重点、难点
教学重点：
分清宾语从句和表语从句
正确使用从句的引导词
灵活运用宾语从句和表语从句

教学难点：
宾语从句和表语从句的正确使用

5.教学过程设计
(中文为主 + 所教学科目标语言）

步骤1：presentation and findings (8minutes)
Teacher:please read the sentences. Pay attention to the parts written in red. Then discuss what grammar structures you have found.observe carefully and find what features these structures have.
例句： Well, why don’t you explain what this is all about?
May we ask what you are doing in the country?
may I ask you how much money you have?
I wonder if you'd mind us asking you a few questions.
His eyes stare at what is left on the table.
I didn't know whether I could survive till morning.

设计意图:教师希望通过几个宾语从句的呈现，让学生主动发现本单元的语法现象：宾语从句。并能通过观察讨论归纳出宾语从句的一些特征，如：宾语从句的位置，语序，引导词，以及引导词所做的句子成分。作为教师我们会发现，在平时的写作中，学生最犯迷糊的就是从句的引导词无法做出正确选择，因此在学生得出了一些发现结论之后，教师将会重点介绍宾语从句的引导词。本环节将采用小组讨论和教师讲解引导的方式进行。

步骤2：practice（用适当的词填空，使下列宾语从句意思完整）(4minutes)
1. He told me __________ he would go to college the next year.
2. I don’t know __________ there will be a bus.
3. I really don’t know ___________ you should depend on if you don’t depend on your parents.
4. He didn’t tell me _______ he would come back from Shanghai next time.
5. Let me know _______ train you’ll be arriving on.
6. Can you work out ______ much we will spend during the trip?
7. Make sure _____ there are no mistakes in your papers before you turn them in.
设计意图：在对宾语从句的引导词进行了解释说明后，通过相应的练习来检查学生的掌握程度。若学生仍然存在疑惑，可回到引导词的讲解部分进一步巩固。采用学生抢答方式。

步骤3：observation and findings (5minutes)
1.That’s why we’ve given you the letter.
2.The fact is that I earned my passage by working as an unpaid hand.
设计意图：用步骤1相同的办法让学生发现归纳表语从句，学生在掌握了宾语从句之后，表语从句就显得较为简单.本环节将采用小组讨论和教师讲解引导的方式进行。

步骤4：practice (在下面的表语从句中填上适当的引导词)（4munites)
1. That's________ I would like to know.
2. Tom is very lazy. That is ____ he didn’t pass the exam.
3. This is ___________ we found the strange trees.
4. My idea is _____ we should all do our best to do everything well.
5. It looked _____ he had understood this question.
6. The reason why I was sad was _____ he didn’t understand me.
7. His first question was _______ Mr. Smith had arrived or not.
8. We all find it important ____ we (should) make a quick decision about this matter.
设计意图：通过该环节检查学生表语从句的掌握程度，主要是表语从句引导词的选用。采用学生抢答方式。

步骤5：summary （3minutes)
1.在做从句时，首先分清从句的类型。
2.着重分析从句的句子成分，弄清楚从句是缺少主语、宾语、表语还是状语，再选择适当的引导词。
3.引导词的选择还要兼顾整个句子的意义表达，通顺合理。
4.所有的从句都遵循以下结构：引导词+（主语）+谓语+。。。，即从句都要用陈述语序。
5.名词性从句中最常考的引导词是that（无意义，不做句子成分）和what（在从句中做主语，宾语，表语，可译为“...的样子/话/地方/人/事...”
6.whether不引导表语从句。
设计意图：前四个教学环节分别对宾语从句、表语从句进行了“呈现--发现—练习”，这些环节可以让学生对两种从句有较好的理解，还有一点儿感悟，summary部分主要是让学生做到心中有数,思路更清晰明了。为下面的综合练习打下坚实的基础。

步骤6：practice （21munites)
一．给下面的宾语从句或表语从句填上适当的引导词 (6minutes)
1.You are saying that everyone should be equal, and this is ______ I disagree.
2The road is covered with snow. I can’t understand ____ they insist on going on motor-bike.
3. The other day, my brother drove his car down the street at _____ I thought was a dangerous speed.
4. Along with the letter was his promise ____ he would visit me this coming Christmas.
5. The shopkeeper did not want to sell for ____ he thought was not enough.
6. I have always been honest and straightforward, and it doesn’t matter ________ I’m talking to.
7. Parents are taught to understand ____ important education is to their children’s future.
8. These wild flowers are so special I would do ___ I can to save them.
9. I read about it in some book or other, does is matter _______ it was?
10. A modern city has been set up in _____ was a wasteland ten years ago.
11. The way he did it was different from _____ we were used to.
12. Elephants have their own way to tell the shape of an object and _______ it is rough or smooth.
设计意图：宾语从句和表语从句是分开来讲解练习的，一旦将两种从句混在一起，就对学生的能力提出了更高的要求：首先要能识别从句类型，，其次要会分析从句成分，然后才是选择适当的引导词。通过该练习希望学生能更进一步掌握从句引导词的选择。本人习惯于将学生分成英语学习小组，在步骤6的四大块练习中，我都将采取小组抢答的方式进行，每答对一题得一分。
二．改错 （4munites)
1.He said the text was very important and we should learn it by heart
2. My worry is that he can get there on time.
3. The reason why he failed was because he hadn’t studied hard.
4. Here are two books. You can take whatever you want.
设计意图：宾语从句、表语从句除了常考引导词之外，还要注意语境的合理化以及固定句型的考察。该部分练习的目的就是要培养学生思维的严谨性，预防今后犯类似的错误。本题的难度稍大，故可让学生在组内先进行讨论，然后再抢答。
三．用宾语从句或表语从句完成或翻译下列句子
1. 老师说月亮绕着地球转。
The teacher said ____________________
2. 他们都在担心是否能按时到达那里。
They are all worrying about ___________________________________
3. 我觉得他们按时完成自己的任务是很重要的。
I think it is important for them to finish their own task on time.
4. 问题是这本书是否有读的价值。
The question is whether the book is worth reading.
5. 我不知道汤姆今天早上为什么没来。
I don’t know why Tom didn’t come this morning.
6. 我的意见是你不应单独前往。
My opinion is that you should not go alone.
7. 今日的中国不再是过去的中国了。
China today is no longer what she used to be.
8. 那是因为他没有理解我。
That’s because he didn’t understand me.
9. 我的建议是我们明天一早就出发。
My suggestion is that we (should) start early tomorrow morning.
10. 谁知道将来会发生什么？
Who knows what will happen in the future?
设计意图：本环节旨在考察学生的知识应用能力。学生通过前面大量的练习，应该掌握了宾语从句表语从句需要注意的事项：从句的基本结构，引导词，语序。该练习就是让学生将他们掌握的东西应用到说和写之中。为了节约时间，提高效率。可将十个题分到各个小组，一小组一题，派出小组成员将答案写到黑板上，然后全班核对答案。
四． game play
noun clauses are often used in indirect speech.play the game of "pass the message".show the same written passage to the first person in each team of class. ask that person to pass the message on orally in indirect speech as quickly as possible. The first team that finish it must put up their hands and the last person tells the class the message. If he/she has got it right,that team has won the game.
Example:
Message: there will be no homework tonight.
S1:the teacher said that there would be no homework tonight.
Other messages that the teacher will give to the students are:

1. when is your birthday?
2. The young man was spotted by a ship.
3. Has Tom finished his homework?
4. How much did you spend on your new shirt?
5. Who is the best student in your class?
设计意图：直接引语变间接引语是在高一必修1就学过的内容，在这儿进行直接引语变间接引语的游戏，实际是建立间接引语与宾语从句间的联系。学生可以通过该练习，认识到知识间的相通性，进一步复习巩固宾语从句，并能锻炼学生的听力和交流能力。

评价内容：
通过关于宾语从句和表语从句的教学，检查学生是否掌握了两种从句所处的位置，从句的语序以及从句的引导词和时态等。

评价方法：
姓名： 班级：

内容
学生自评(每项5分）
组内互评(每项5分）
能否识别宾/表语从句

是否知道宾/表语从句的语序

能否正确应用宾/表语从句的引导词

能否正确说出/写出宾表语从句

设计意图：评价可以让学生发现自身存在的不足，及时补救，找出改进办法。同时，教师可以通过学生评价反馈出来的信息调整教学进度，改变教学策略，对学生存在的问题有针对性的解决。