牛津高中英语模块三Unit1语法教案设计

Section ⅢGrammar——名词性从句(Ⅰ)名词性从句相当于名词，可分别作主句的主语、表语、宾语和同位语。

因此，名词性从句分为主语从句、表语从句、宾语从句和同位语从句，都不能用逗号与主句分开。

When we will start is not clear.(主语从句)我们何时动身还不清楚。

Mrs.Black won't believe that her son has become a thief.(宾语从句)布莱克夫人不相信她的儿子成了一个小偷。

My idea is that we should do it right now.(表语从句)我的意思是我们现在就开始做这件事。

I had no idea that you were her friend.(同位语从句)我不知道你是她的朋友。

一、引导名词性从句的连接词二、主语从句1．主语从句是在复合句中充当主语的从句，通常放在主句谓语动词之前或由形式主语it代替，而本身放在句子末尾。

主语从句通常由连词that和whether、连接代词或连接副词引导。

2．that在句中无词义，只起连接作用，在口语和非正式文体中可以省略，但that从句位于句首时，连词that不能省略。

3．连接代词和连接副词在句中既保留自己的疑问含义又起连接作用，在从句中充当成分。

That the football match will be put off is certain now.足球赛将会推迟一事现在已经确定。

Whether he will come or not is still a question.他是否会来仍然是个问题。

Whoever breaks this law deserves a fine.违反该法者应予以罚款。

When the plane is to take off has not been announced.飞机何时起飞还没有宣布。

It is known to all that light travels in straight lines.众所周知，光沿直线传播。

Unit 1 The world of our senses教案设计教材整体分析:1. Welcome to the unitIn this part, students are encouraged to conduct a free discussion about the importance of five senses in their studies and daily life. Students are expected to express their opinions boldly and imaginatively.2. ReadingThe reading text deals with a story about what happened to a young lady on a thick foggy afternoon. The reading strategy of this unit teaches students how to comprehend a story better while reading it. Studentswill practice identifying these elements.3. Word powerThis section has two parts. In the first part, students will learn that many words in English can have different roles in different types of sentences. In the second part, students will review and learn words used to describe different kinds of weather.4. Grammar and usageThe grammar focus in this unit is on noun clauses. Students are expected to learn what noun clauses are and understand how to use the conjunctions that and if/whether to introduce noun clauses.5. TaskThis section consists of a series of activities which will provide students with opportunities to practice the language skills. And through the three steps, students will learn how to plot a story, prepare a surprise ending and improve their language in storytelling.6. ProjectThe project in this unit is designed to help students learn and use English through doing a project. The purpose of this section is to help students use what they have learnt to finish a project by working together.7. Self-assessmentThis section aims to help students determine the progress they have made.Period 1. Welcome to the unitTeaching goals:Encourage students speak out to practice their oral English .Arose their interest in learning this unit through activities.Let them know the importance of senses in daily life.Teaching important and difficult points:Help students prepare for their discussion, making sure that they are fully prepared before the lesson.Teaching ProceduresStep1. BrainstormingAsk students the following questions:1. With what do we see and hear?2. How do we know whether a dish is delicious?3. How do we know that a flower has a pleasant smell?4. What do we do when we want to know whether the water in the basin is hot or cold?5. How do we know about the world around us?As we all know, almost everyone has five senses, which are used everywhere and all the time. We learn about the world through the five senses. We use the five senses to study, work and relax, but there are some people who have lost one or more of their senses.Step2 Presentation1.What would happen if you lost one or two of your senses?A person who cannot see is blind and someone who cannot hear is deaf..2. Do you know how blind people can read?(They can read by touching raised dots which represent numbers and letters. This system is called Braille.)3. How do the deaf communicate with each other?(They use body language or sign language.)Step3 DiscussionLook at the four pictures and answer the question below each picture.1.What can you see in this picture?2.How would you judge the length of the two lines?3.How can you prove that the two lines are straight?4.Can the symbols be read in only one way?5.Why are people misled by their own eyes?Step4 Language studyFill in the blanks with words that have something to do with “senses”:When he got there, he _________ that there was a dark hole. He ________ into it, but could ________ nothing. He ________ with his ears, he could _______ nothing, either. He _________ it for a long time. He _______ something strange. He ___________ the side of the hole. It ______ hot. Suddenly some noises were ________ from the hole. It ________ like someone was cooking inside.Step5 Discussion1. Read the three questions in the short passage and discuss them in groups of four.2. Report your answers to the whole class.Step6 Assignments1. Preview the reading part, do exercise C1 and C22. Preview the reading strategyPeriod 2 ReadingTeaching goals:Improve Ss’ reading ability.Enable Ss to master some important language points.Make sure Ss can learn to help each other in their daily life.Teaching important and difficult points:Master the use of some language points.( wish for; reach out ; watch out for; pay back…)Retell a story with a surprise ending.Teaching proceduresStep1: Lead-inAsk students to talk about the climate or the weather in the place where they live:What’s the weather usually like in spring in Liyang?Which season do you think is the best? Why?Do we sometime have foggy days here? When?How do you feel on a foggy day?Have you ever lost your way in the fog? What would you do if you gotlost in the fog?Which city has the name of “foggy city”?Step2: Reading1. Ask students to go through the passage as quickly as they can and try to find answers to the four questions in part A.2. Ask students to read the passage again and complete partsC1and C2.3. Ask students to fill in the blanks according to the text.Step 3: ListeningListening to the text and read together with it.Step 4: Reading strategy1. Guide students to read the Reading strategy for the article and teach them the elements of a story.2. Give students another story to read and practice identifying the essential elements of a story.Step 5: PracticeAsk students to complete Parts D and E.Step 6: Assignments1. Finish A1 and A2 on page 90 of the Workbook.2. Retell the story in their own words.3. Find out the difficult points in the passage.Period 3 Language studyTeaching goals:Help students understand fully of the text.Deal with some difficult sentences and useful language pointsTeaching important and difficult points:mastering the use of some of language points: in sight, wish for, reach out, watch out for, pay back, be frozen with, be related to, be linked to, make sense, make the most of, can’t help doing,Teaching proceduresStep1 RevisionRetell the story:Help the students retell the story Fog in their own words. Use the chart to help them:Outside Polly’s working place-----at the bus stop on the street------in the Underground train-----at Green Park station------- in ParkStreet------- at the corner of the street----- in the street near King Street------ at 86 King StreetStep2 Difficult sentencesRead and understand the following sentences, then remember in mind:1. Once out in the street, she walked quickly towards her usual bus stop.2. ‘Sorry, Miss,’ replied the man, ‘the truth is that the fogs too thick for the bus to run that far.3. While the rest of the passengers were getting out, she glanced at the faces around her.4. The tall man was nowhere to be seen.5. As she walked along, she heard the sound of footsteps, but by thetime she reached the corner of the street, the footsteps were gone.6. Polly found herself staring up at a man standing with his handresting on her arm.Step3 Useful words and phrasesStep 4 AssignmentFinish the learning plan.Period 4 Word powerTeaching goals:Make sure students can know the different roles some words can have in different types of sentences.Enable Ss to master the meanings of some words used to describedifferent kinds of weather.Teaching important and difficult points:Train Ss to guess and understand the meanings of the words according to the context and pictures.Teaching proceduresStep 1 RevisionCheck the homework assigned the day before.Step2 BrainstormingStep 2. Brain stormingWrite down two sentences on the blackboard:Once out in the street, she walked quickly towards her usual bus stop.“Here we are, King Street.” He stopped.Which word has two meanings and two parts of speech?How many other words which have more than one part of speech can you think of?Step 3. Parts of speech1. Ask students to read the speech bubbles on page 6. Make sure that they pay attention to the word rest and get them to describe thef=different meanings of it in different parts of speech. Then have them read the instructions for Part A.2. Ask students first to complete the table in Part A individually and then to discuss in pairs the answers. Encourage students to make different sentence.. Then check the answers with the whole class.Step 4. PracticeAsk students to complete part B according to the instructions. Then have one or two of them read the short report.Step5. Describing the weather1.Ask students what words they use to describe different kinds of weather. Write down on the blackboard the word students say.2. Ask students to practice reading in pairs the dialogue in Part A. They may look at the symbols in Part B for reference.3. Have students first look at the symbols for different kinds of weather and then let them read the weather report in the first speech bubble.4. Ask students to complete the second speech bubble by looking at the three pictures below it.Step6. Assignments1. Finish the learning plan exercise2. Review the grammar and usage--- noun clauses.Period 5-6 Grammar and usageTeaching goals:Make sure the students understand what the noun clauses are.Ss should know the different use of noun clauses.Learn to use conjunctions that, if/whether.Teaching important and difficult points:Noun clauses can be used as different parts in a sentence.The use of that in subject clause and the different use of if and whether.Teaching procedures:Step1. Introduction to noun clausesWhat is noun?What is the use of noun?What is noun clause?(by reading some sentences):1.When we will start is not clear.2.Mrs Black won’t believe that her son has become a thief.3. My idea is that we should do it right now.4.I had no idea that you were her friend.Step2. Presentation1. Ask students to read Part 1 on page8 so that they will know that a noun clause can be used as the subject of a sentence. More sentences can be given to the students.1) That he will succeed is certain .2) Whether he will go there is not known .3) What he said is not true .4) Where he hid the money is to be found out .Have students read the sentence in which it is used as an empty subject:Who will go makes no difference.= It makes no difference who will go.That she was able to come made us very happy.=It made us happy that she was able to come.2. Ask students to read Parts 2 so that they will know that a noun clause can be used either as the object of a verb or a preposition in a sentence.1) They know that the habit will kill them.2) He asked how much I paid for the violin.3) He made it clear to the public that he did an important and necessary job .4).I find it necessary that we should do the homework.Ask students to read the two sentences in which it is used as an empty object.3. Ask students to read Part 3 so that they will know that a noun clause can be used as the predicative after the link verb be.1)The question is whether we can rely on him.2)That’s because we were in need of money at that time .3)He looked as if he was going to cry .4)That’s why I was late4.Explain to students what apposition means. Then have the students read Part 4.Step3 PracticeAsk the students to read the article on page 9 and to describe the main idea in their own words. Make sure that they know what they need to do and that they can identify all the noun clauses.Step4 PresentationNoun clauses beginning with that or if/whether1.Ask the students to read Part 1, which is about using that to introduce a noun clause.2. Have students read Part 2, which is about using if or whether to introduce a noun clause.When do we use if/whether to introduce a noun clause?When can we only use whether bet not it?Step5 PracticeAsk students to finish exercises on page11.Step6 Assignment1. Finish the exercises in learning plan.2. Finish C2 on page 92 of the workbook.Period7---8 Task: Telling a storyTeaching goals:Make Ss know the sequence of a story.Train Ss’ ability of telling a story effectively by using pictures with speech bubbles.Improve Ss’ ability of writing a story by using adjectives and adverbs.Teaching important and difficult points:Make sure Ss know the importance of adjectives and adverbs in the story.Enable Ss to write a story correctly.Teaching proceduresStep 1 Revision1. Check homework.2. Do some exercises to revise the noun clauses.Step 2 Skills building 1: Plotting a story1. Ask students to read part A on page 13. They need to know what they have been asked to do and what information they should get whenlistening to the tape. Have them complete the checklist individually, and then ask them to check their answers with their partners to see if they have the same answers. The class can listen to the recording again if necessary.2. Ask students to listen to the conversation and answer the questionsin Part B. After they finish this part, let them check their answers with their partners to make sure that they have got the correct answers.3. Tell students that they will write the beginning of the story using their answers in Part B.Skills building 2: identifying different elements of a comic stripStep3: preparing a story with a surprise ending1. Ask students to read the guidelines on page 15 and make sure that they know what they need to do. Ask them to first work individually andthen to check their answers with their partners. If they have different answers, have them discuss which answer is better.2. In pairs, ask students to work out a surprise ending from the five pictures given in Part A. They should draw a picture, write a caption and add thought, speech or sound bubbles where necessary. Encourage students to use their imagination and create any ending which is surprising. Choose some students’ pictures and show them to the whole class. Ask students to decide which is the best picture with a surprise ending.Skills building 3: using adjectives and adverbs in stories.Step 4: improving your story1. Have students read the guidelines in Part A on page 17. Ask them to go over the adjectives and adverbs given in the box. Guide them to point out which words are adjectives and which are adverbs. Ask them to first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture they drew in Step2.2. Ask students to think about what good storytellers will do to make others interested and willing to listen to them. Ask students to read the guidelines in Part B. Have them work in pairs to practise telling the story they have just finished. Then ask some students to present their stories in class. The whole class should decide who is the best storyteller.Ask students to read the story of Part A in Writing on page 97 of the Workbook, and then finish Part B. They can do Part B as homework.Step5 Homework1. Ask Ss to write a story.2. Find out the difficult points in Project.Period 9 Project: Producing a TV showTeaching goals:Do some reading.Improve Ss’ ability of writing.Get Ss to cooperate with others.Teaching important and difficult points:Know the general idea of the passage.Make sure Ss know how to write an interesting story.Teaching proceduresStep1 Reading1. Ask students to read the article Shark attacks and find out as much information as they can about sharks.2. Have students read the article again and ask them to find out what unique senses sharks have, what senses sharks use to attack humans and what people can do to protect themselves.3. Ask students to do Part B1 and B2 on page 91 of the Workbook eitherin class or as homework, so they will have a better understanding of the usage of words and phrases learnt in this section.4. Ask students to do Parts D1 and D2 on page 93 of the Workbook as homework to review the useful words, phrases and patterns they have learnt in this unit.Ask students to do the listening exercises in Part A and B on page 96 of the Workbook to learn more about animals’ senses.Step 2 Language pointsI. Deal with some language points for Ss to understand the letters better.II. If Ss still have questions, help to solve them.Step3 Producing a TV showPlanningAsk students to work in groups of four. First ask them to discuss and choose which animal they would like to focus on. Have them write down the animal’s name and one of its unique senses. As some students may keep pets at home, they will be quite familiar with some pet animalssuch as dogs, cats or fish. They can choose one of the animals that they are most familiar with. Students should also choose what type of show they will produce. Each group member will be responsible for researching information about one aspect of the animal.PreparingStudents will go to a zoo, watch an animal documentary, read some books or surf the Internet to get the information they need. While they are doing such things, they need to take notes. They will get together to discuss what should be included in their show. They will make a list which focuses on how the animal uses its senses and think about how to present the information.ProducingStudents each work on a different part of the TV show. When thedifferent parts are put together, each group member should read the writing carefully, correct the mistakes and add some new ideas.PresentingEach group will take turns presenting their TV show to the class by showing their work and narrating. Students can have a discussion to decide which group’s TV show is the best.Step 4 Assignment1.Finish the learning plan2. Prepare for a test.Period 10 Self-assessmentTeaching goals:This part at the end of the unit aims to allow students to determinewhat they have achieved and what else they can do to improve their study.Teaching procedures:1. Do a review test to consolidate what Ss have learned in this unit.2. Let Ss do the self-assessment. Know the situations and help those Ss who have trouble.。

Unit 1 The world of our senses□hearing n．□raised adj. □dot n．□sign n.□vase n. □fog n. □mist n. □fo recast vt.& n.□conductor n. □fare n. □foggy adj. □overcoat n.□glance vi.& n. □nowhere adv. □footstep n. □wherever adv.& conj.□narrow adj. □darkness n. □hesitate vi. □beard n.□crossroads n. □firmly adv. □grate ful adj. □helper n.□aid n．& vt. □lorry n. □pavement n. □sniff vi.& vt.□analyse vt. □pole n. □boot n. □sweat vi.& n.□distance n. □thunder n. □lightning n. □triangle n.□wave n．& vi.& vt. □overhead adv. □suit n．& vt.□hopeful adj.□bite (bit，bitten) vt.& vi.□shark n. □jaw n. □bull n.□contrary adj.& n. □flesh n. □jewellery n. □attract vt.□panic vi.& n. □fist n. □pigeon n. □soldier n.□roll vi.& vt. □loose adj.& vt. □compass n.□unlike prep.1．(2020·全国卷Ⅱ)Some parents will buy any high­tech toy if they think it will help their child，but researchers said puzzles help children with math­related skills.n.智力玩具2．(2020·全国卷Ⅲ)And when he saw the mists rising from the river and the soft clouds surrounding the mountain tops，he was reduced to tears.vt.使……陷入某种状态中3．(2019·全国卷Ⅰ) Modern methods of tracking polar bear populations have been employed only since the mid­1980s，and are expensive to perform consistently over a large area.vt.使用4．(2018·全国卷Ⅰ) Over the years，there have been a number of different techniques to help designers approach this important point.vt.着手处理5．(2018·全国卷Ⅰ) A grasp of how to manage color in your spaces is one of the first steps to creating rooms you'll love to live in.n.理解，掌握6．(2017·北京卷) For example，she received the 2007 BRICK Award recognizing the efforts of young people to change the world.vt.赏识，表彰7．(2016·江苏卷)However，just 12% of disaster­relief funding in the past two decades has gone on reducing risks in advance，rather than recovery and rebuilding afterwards.n.救济；补助[单词拼写·运用]核心单词语境运用1．approach vi.& vt.靠近；着手处理n．靠近；方法；路径2．attach vt.使连在一起，把……附在……上；认为……重要3．volunteer n．志愿者vi.& vt.自愿做，义务做4．likely adj.可能的5．whisper vi.& vt.小声说；私下说6．stare vi.凝视，盯着看7．calm adj.镇静的，沉着的，平静的vt.&vi.使平静，镇静8．puzzle n．谜，疑问vt.迷惑，使困惑9．reduce vt.& vi.减少10．relief n．轻松，宽慰11．tap n．& vt.& vi.轻拍，轻敲12．grasp vt.抓紧，抓牢13．recognize vt.认识，辨认出；意识到；(正式)承认用所给词的适当形式填空。

牛津高中英语模块三Unit1 语法教课设计设计一、内容剖析：本课的教课内容是牛津高中英语模块三Unit1 的 Grammar and usage 板块。

这个板块教授的语法知识是名词性从句，即主语从句、宾语从句、表语从句、同位语从句等主要的从句，以及 that, if 和 whether 三个关系词的使用。

因为名词性从句是本单元的教课要点，又是学生新接触的知识点，所以本节课经过课件、教师的解说与指导和学生的自主与合作学习，力争获得优秀的教课成效。

二、对象剖析：高一学生已经具备必定的抽象逻辑思想能力，可是名词性从句内容多且复杂，不简单掌握。

所以，部分学生可能会产生反抗或畏难情绪。

本节课将创造轻松快乐的氛围，让学生踊跃主动地参加到讲堂教课中来，实现学生在教课中的主体地位。

三、教课目的：·知识目标：学生能掌握名词性从句的种类（主语从句、表语从句、宾语从句、同位语从句等）、关系词（ when, where, who, how, whether, if ,that 等）及用法。

·感情目标：激发学生的学习兴趣，使他们仔细倾听教师的解说，重视所学知识内容；激励学生在小组活动中与伙伴踊跃合作，认识自己的学习状况。

·能力目标：学生经过所学能达成基础练习而且能写出切合语法例范的名词性从句；经过自主学习与合作学习，学生的自主研究和协作研究能力能有所提升。

·认知和思想能力的目标：协助学生剖析、比较和概括所学知识内容，进而达到重修知识结构的目的。

四、教课重、难点：·要点：名词性从句的种类和关系词·难点： that, if 和 whether 的使用原则五、教课工具：多媒体教课工具六、教课方法：解说法任务型教课法合作学习七、教课思路设计：Step 1Lead-in: contextulize grammarT:Good morning, boys and girls.Ss: Good morning, teacher.T:I read a report about Shanghai Expo yesterday. There is a lot of news about Shanghai Expo recently. Have you read anything?S1: Many people visit Shanghai Expo park everyday. It ’s very crowded at the entrance.T:Yes. That many people visit Shanghai Expo park everyday makes the entrance very crowded. It is very difficult to count how many people there are everyday. However, do want to go tthere?T:When are you going to Shanghai Expo park?S2: I ’m not sure. Maybe in the summer holiday.T:Oh, whether you are going to Shanghai Expo park has not decided. I wonder if you haveany opinion about Shanghai Expo? What about you?S3: I think it is very important.Because many Chinese people can learn culture of foreign countries in China.T: Yes. It provides a good opportunity that we Chinese people can learn foreign cultures without going abroad. Anything else?S4: I think foreigners can see China ’s progress.T: Good. What achievements China has achieved in recent years can be sensed by foerign friends.Step 2Presentation: introduce noun clausesing a noun clause as the subject of a sentence (主语从句 )“it”can be used as an empty subject2. Using a noun clause as the object of a (宾语从句 ):VerbPrepositionI ’m interedted in who that tall man is..There was a discussion about whether Polly had found the blind man“it”can be used as anempty object .We all thought it good news that the fog had finally gone.The conductor has made it clear that no buses will be running.3. Using a noun clause as the predictive of be ( 表语从句 )The truth is that the fog is too thick for the bus to run that far.My question is whether Polly can find her way home.The problem is how Polly is going to find us in the crowd.4. Using a noun clause in apposition to a noun (同位语从句 )The fact that Polly didn’task for the man’s name is a pity.The news that the plan had crashed made us sad.Whatrever gave you the idea that I can sing?ing that, if/whether or a question word to begin a noun clauseI hope that Polly will be OK.No one knew if/whether he lost his sight because of an accident.Step 3 Task1: ask the students to finish the exercise on page 9 and try to intothe categories made in Step 2. (individual + pair work)主语从句：but why pleasant smells do not reduce pain in men is a question still to be answered byscientists .同位语从句：The possibility that pleasant smell might reduce pain has recently been suggested by new research.One explanation is that women ’s sense of smell deveploped long ago, and is linked to recognizing the smell of babies.宾语从句：(1) Verb:As people believe that strong smells can affect the senses, volunteers were asked not to eat or drink for eight hours before the experiment began.He says that scientists already have data from40 volunteers.He adds that this year, scientists will test another 60 volunteers and will be in a better position to explain the results.Scientists used to believe that mothers recognized their children by sight only.Now, they have started to believe that the sense of smell also helps ,(2) Preposition:Scientists are interested in whether the sense of smell is related to pain and whether man and women have the same senses .Step 4 Practice: summarize introductory words and ask the students to do exercises名词从句指引词： that、if 、whether( 连结词 ); who 、whose、what、which( 连结代词 ); when 、where、 why 、how 、 how long( 连结副词 ).______________ the earth is round is true.Do you know ______________ he lives?My opinion is ______________ you should not go alone.The student ______________ answered the question was John.He did not know ______________ had happened.I wonder _______________ she can come tomorrow.Can you tell me ______________ the dish is made?Do you have any idea ______________ will Miss Smith arrive?We should think carefully about ____________ Mr. Green said at the meeting. Step 5Presentation: noun clauses beginning with that or if/whether1.We use that to introduce a noun clause when the clause is a statementShe sensed smething. A tall man in a dark coat was staring at her.She sensedthat she was being watched by a tall man in a dark coat.Some principles should be remembered:(1)that is not used to begin a noun clause after a preposition in most cases, but it can be usedto begin a noun clause after in or except.The problem lies in that the mist may become a thick fog.I didn t’tell him anything except that I wasn’table to find my way back.(2)that can not be left when the noun clause is the subject of a sentence.That we couldn/t find our way out was really bad news.(3)that can be dropped in informal English when the noun clauses is the object orpredicative of a sentence.She wished (that) someone would come along to help her.The truth is (that) the buses will not be running.2. We use if or whether to introduce a noun clause when the clause is a yes/no question . Wechange the word order in a clause after if or whether into that of a statement.She wondered. Would the buses still be running?She wondered if/whether the buses would still be running.Some principles should be remembered:(1) whether but not if can be used after a preposition.She is not certain about whether she has done anything wrong.(2)Only whether can be used when the clause as the subject is at the beginning of the sentence.Whether it is going to clear up keeps me wondering.(3)We use whether or not , but not if or not .We want to know whether or not the train goes to King Street.3. If that or whether/if introduces a noun clause that has two sentences connected by and or but,We add another that or whether/if after and or but.He said that he liked rain very much and that he wouldn ’t use an umbrella when it was rainning.No one knows whether it will be fine tomorrow and whether he will come to work.Step 6 Practice: Ask the students to finish the two exercises on page 11 (check and give feedback)Step 7Homework: ask the students to write a summary of the reading text they learned by using noun clauses.八、板书设计：名词从句指引词：连结词： that、 if 、whether连结代词： who、 whose、 what 、 which连结副词： when、 where、 why 、 how、 how long九、教课反省：。

模块三Unit1 语法讲解和训练名词性从句一、概述在句子中起名词作用的从句称为名词性从句。

名词性从句包括主语从句，宾语从句、表语从句和同位语从句。

二、名词性从句的引导词1、连接代词：who, whom, whose, what, which, whoever, whatever等2、连接副词：when, where, why, how等3、从属连词: that, whether, if, as if, because (as if, because 只引导表语从句)连接代词和连接副词在句中不再是疑问词，因而从句中用陈述语序。

三、用法详解（一）主语从句1、主语从句用连接代词、连接副词和从属连词that, whether引导。

that不可省略。

That you don’t like him has nothing to do with me.Whether John can do the experiment remains a question.Who will be sent abroad to further his studies is not announced.What surprised me most was that such a little girl can play the violin so well.2、当主语过长时，常常用it作形式主语，而把真正的主语从句放在主句后面。

常用句型有：1)It +be +形容词（true, possible, certain, likely, surprising, strange, important…）+ that从句It’s certain that she will do well in the exam.It’s likely that he will tell me everything about that night.2)It +be +名词词组（no wonder, an honor, a pity, high time等）+that 从句It’s a pity that he can’t come.It’s high time that you turned in your homework.3)It +be +过去分词（said, reported, expected, supposed等）+that 从句It’s said that he is quite self-confident.It’s reported that a letter from the university has reached him.4)It +seem/ happen/look as if等+that从句tIt seems that Alice is not coming.It happened that I was a witness to the accident.5)It +doesn’t matt er(make no difference)+wh-It doesn’t matter whether you know my name or not.It makes no difference to me where we shall have the meeting.（二）宾语从句1、宾语从句用连接代词、连接副词和从属连词that, whether, if引导。

Book 3 Unit 1 Nature in the balanceExtended readingNews that Matters: pollution in Norgate一、教学目标By the end of this section, students will be able to:1. understand the TV show transcript about a polluted city;2. summarize the main viewpoints of the host and three guests;3. come up with their own ideas about the relationship between economic development and environmentalprotection;4.discuss their opinions on economy and environment.二、教学重难点1. To read and understand the transcript;2. To discuss their opinions on economy and environment.三、教学过程板书设计；B3U1Extended reading●James Smith:●Vincent Brown:●Julie Archer:Host1. What’s the style of this TV show transcript?2. What’s the function of this style?Teaching reflection1.教学中更加发挥学生的主体作用，让学生积极参与课堂，多锻炼学生的听说读写能力。

2.Discussion中多让学生结合实际和所学地理知识来提出有建设意见的观点。

3.师生互动中，老师更加关注每一位学生的反应。

宁远三中英语必修导教案Unit 1 The world of our sensesPeriod 1 Welcome to the unit& Reading 导教案自主学习：一 . 在课文第L1----L3 中找到以下单词或短语并将他们译成中文。

1) 和某人议论某事2)fear held her still(L28---29)__________3) 互相影响4) staring up at(L33)5) grasp one’s arm ______________6) get across (L37)__________7) covered in a grey mist(L2)_______________8)stepped out into the fog __________9)took her fare(L8)10) 获得巨大成就_______________合作研究：1.【原句】 our senses are very important in our daily lives.sense 用法研究：Ⅰ sense 作为名词，意为 ____________. a sense +noun 意为“的感觉”a sense of humor ___________ a sense of honor_____________a sense of pride_____________ a sense of direction__________依据以下例句判断sense有关短语的意义。

1.What you are doing doesn’tmake sense.=Your action is meaningless.2.Can you make sense of his foolish behavior?3.I don ’ t agree with you, even though what you sayinaisense true.4.In no sense will I give in.5.The Snowwhite finally came into sense after the prince kissed her.make sense :make sense of :make no sense :in a sense/way :in no sense come to one’s sensethere is no sense to do/in doing:做某事是没实用的，没存心义的【练习】短文填空When I ________ he is lying to me. I asked him, “ Canyou _________ the school rules? If you think they really _________in a sense, ____________ lying to your teachers, that is to say, _________ could you have cheated me! ”Ⅱsense 作为动词，意为 _______________Example: She sensed that she was being watched by a tall man. 在这句话中 sense能够替代为 _________, ____________.2.【原句】 (L2)When Polly left home that morning, the city was already covered ina grey mist. 波莉走开家的那一天清晨，这座城市已笼盖在灰白色的雾气中。

M3 Unit 1邹超王修潭徐爱俊一：短语互译：1．看得到、在视力范围内２．抬头凝视３．报达、偿还４．由于．．．．．而呆住５．充分利用６．忽视某事 _________７．避免做某事８．取得进步 ________９．突然、猛地 10．不小心撞着某物11．a piece of jewellery 12．hit the shark on the nose13．make one’s way to s.p. 14．rest on15．be likely to do sth 16．observe sb do sthdoing sth17．observe the traffic rules 18．The tall man was nowhere to be seen.19．run that far 20．reach out for sth二．填词题1．Although our sense of sight is over used , our senses of touch and smell are often i .2. I’m sure something will be done to r air pollution.3. The doctor said that his lung cancer was l to smoking.4. The harder you study .the quicker p you will make.5. No matter how you read it, this sentence doesn’t make any s .6. The sudden bang (僵住 ) the man and he dropped the gun .7. This work costs us nothing．It’s all done by ( 自愿者).8. The telephone poles were fixed (牢牢地 )in the ground.9. The parcel was sent to the worng （目的地）.10 （幸运的, she was in when I called .三：选择题1 My computer ________ work any longer .A won’tB shouldn’tC couldn’tD wouldn’t2 Is it Mr Green _______ runs an organization_______ he wishes formore help for children ?A who, thatB that , whichC who , whereD that , as3 If humans continue to pollute the environment , more serious problemswill _______A result inB result fromC resultD cause4________ explaining to us how to do it , he also did the work together with us .A In addition toB DespiteC In spite ofD Instead of5 You’d better keep the medicine _______ children can’t find it .A in whichB whenC whereD that6 With their work _______ , the workers returned home for supper .A being doneB doneC doD doing7 Americans will never forget the day Sep.11, a sad day , _______ two planescrashed into the World Trade Towers , ______ is always reminding them ofthousands of deaths and ________it happened .A when , which, howB which , that , thatC when , as , whatD that , which , which8 The western development has_______ plenty of jobs .A inventedB developedC discoveredD created9 It was dark everywhere , and the rain _______ our difficulty .A added toB resulted fromC turned outD make up10 It was ________star that you will find it very difficult to notice it .A such little aB such littleC so little aD so a little11 Eventually they found someone who ________ the plane.A took controlB took the control ofC took control ofD had taken the control of12 It is a fact known to all________ everyone has to eat to live .A ThatB whichC of whichD what13 When he decides to do a job , he always finds ______ hard to decide whichjob________A it ,to be doneB that , to doC it , to doD that , he does14 The earthquake made itself _______ as far as in another country .A feelB feelingC feltD to be felt15 It is ______ that people will keep trying to find new ways ______the global warming .A certain , of stoppingB sure , of stoppingC certain , in stoppingD sure ,to stop16_____we were excited about was _______we had won the match .A That , howB That , whetherC What , thatD What , whether17 Everyone else says we should set off earlier . That is _______ I disagree .A whatB whereC whichD why18 People wonder whether things in this country will________ in the near future .A rise upB hold onC pick upD hang out19 My hometown is no longer _______ it was when I was in my teens ,_______seriously polluted .A what , whenB that , whichC what , whichD which , that20 He gained his_______ by printing ________ of famous poets .A wealth ; workB wealths ; worksC wealths ; workD wealth ; works四、完成句子1．他没有时间观念。

Module3 Unit1教学设计课型 WeleLearning objectives:By the end of this period, students will be able to1、 realize how people uses their five senses in their daily life;2、 learn how to make better uses of their senses through participation in the discussion、Focus of the lesson:1、 picture-talking2、 mastering words about the five sensesPredicted area of difficulties:1、 expressing their opinions about people’s senses2、 memorizing words and phrases concerning five sensesLearning aids:1、2、 blackboardReading (1)Learning objectives:By the end of this period, students will be able to1、 gain an overall understanding of the article;2、 know clearly the important elements of stories;3、 apply what students have learnt in reading strategy part to practical use、Focus of the lesson:1、 having a thorough understanding of the article2、 putting reading strategy into practical useunderstanding the general idea of the articleLearning aids:1、2、 blackboardReading (2)Learning objectives:By the end of this period, students will be able to1、 grasp the usage of some key words and phrases;2、 understand the newspaper article better;3、 use the key words and phrases correctly in relevant exercises、Focus of the lesson:the usage of some key words and phrases1、 the usage of the words and expressions: once, sense, approach, find+O+O、C2、 the usage of thatLearning aids:1、2、 blackboardWord powerLearning objectives:By the end of this period, students will be able to1、 learn that many words in English can have different roles in different types of sentences;2、 review and learn words used to describe different kinds of weatherFocus of the lesson:1、 Parts of speech2、 Words describing the weatherPredicted area of difficulties:Parts of speechLearning aids:1、2、 blackboardGrammar and usageLearning objectives:By the end of this period, students will be able to1、 know clearly what noun clauses are;2、 recognize different kinds of nouns clauses correctly;3、 understand how to use conjunctions that and if/whether to introduce noun clauses、Focus of the lesson:knowing clearly the different types of noun clausesmastering the usage of that and if/whether in noun clausesPredicted area of difficulties:knowing the difference between appositive clauses and attributive clauses Learning aids:1、2、 blackboard____TaskLearning objectives:By the end of this period, students will be able to1、 know clearly how to plot a story;2、 recognize different elements of a ic strip;3、 improve their language in story-telling by using adjectives and adverbs、Focus of the lesson:1、 mastering the rules in plotting a story2、 preparing a story with a surprise endingPredicted area of difficulties:writing a story with a surprise ending using adjectives and adverbsLearning aids:1、2、 blackboardLearning procedures:____ProjectLearning objectives:By the end of this period, students will be able to1、 know how sharks use their senses to survive dangers in their environment and how pigeonscan always find their way home;2、 learn how to talk about animals and their unique senses;3、 develop a TV show about how an animal uses its senses、Focus of the lesson:1、 understanding the main idea of the two articles2、 how to develop a TV showPredicted area of difficulties:developing a TV show about how an animal uses its senses Learning aids:1、2、 blackboard。

牛津高中英语模块三Unit1语法教案设计扬中树人高中部王平一、教学内容：本单元的语法知识是名词性从句，即主语从句、宾语从句、表语从句、同位语从句，以及that, if和whether三个关系词的使用。

二、教学目标：·知识目标：学生能掌握名词性从句的类型（主语从句、表语从句、宾语从句、同位语从句等）、关系词（that, if & whether）及用法。

·情感目标：激发学生的学习兴趣，重视所学知识内容；激励学生在小组活动中与同伴积极合作，了解自己的学习情况。

·能力目标：学生通过自主学习与合作学习能及时掌握教学内容；提高认知和思维能力。

准确快速地解决与知识点相对应的高考真题。

三、教学重、难点：·重点：名词性从句的类型和关系词·难点：that, if和whether的使用原则四、教学工具：多媒体教学工具五、教学方法：讲授法任务型教学法合作学习六、教学思路设计：Step 1 Lead-in:Questions and answers between the teacher and students in order to remind the Ss of object clause.Step 2 Presentation: introduce noun clauses1. Using a noun clause as the object of a (宾语从句):A．动词They know that the habit will kill them.He asked how much I paid for the violin.B．介词Your success depends on whether you work hard or not.I’ll give it to whoever needs it most.C．“it”用来做形式宾语，代替宾语从句We all thought it good news that the fog had finally gone.The conductor has made it clear that no buses will be running.2. Using a noun clause as the subject of a sentence (主语从句)Whether he will go there is not known.What he said is not true.Where he hid the money is to be found out.It is certain that he will succeed.ing a noun clause as the predictive of be (表语从句)The question is whether we can rely on him.That’s because we were in need of money at that time.He looked as if he was going to cry.That’s why I was late.ing a noun clause in apposition to a noun (同位语从句)The news that he failed in the exam surprised his parents.Word came that we would have two days off next week.There is no possibility that our team will lose the game.I’ll keep the promise that I will help you out when you are in trouble.PracticePlease turn to P 92 and do Exercise C1Step 4 The usage of “that, if & whether”Task1 that在名词性从句中的意义及用法A. that在名词性从句中属于“三无”，即“没有意义，不做成分，一般不省”。

Book 3 Unit 1 Nature in the balance一．单元整体设计思路本单元的主题是“人与自然”，话题是“环境与环境保护”，涉及的语篇类型有：歌曲、记录片脚本、电视访谈节目脚本、小册子等。

本单元的教学旨在帮助学生认识保护环境的重要性，通过学习一些与环境有关的语篇文章，培养学生的环保意识。

本单元涉及到了八个板块。

Welcome to the unit 板块以一首英文歌曲导入主题情境，激发学生对环保话题的兴趣。

Reading板块则以一篇亚马孙雨林的纪录片为参照，引发学生们对环境与人的思考，Grammar则是“环保记录片和环保志愿者活动”，语法以省略这一语法专题为核心。

Integrated skills板块则以“保护动物”创设情境，通过一系列阅读、看、听、说，最终要求学生完成一个呼吁人们保护动物的语篇写作任务。

Extended reading板块以“城市的发展与环境污染”创设情境，旨在引导学生们正视经济发展与环境保护的关系，并培养学生辩证思考的能力。

Project板块要求学生通过合作学习、探究学习完成一个关于环境的小册子。

Assessment板块引导学生就环境问题进行反思，运用本单元所学知识来提升学习能力。

Further study板块引导学生运用资源策略，通过观看与本单元话题相关的纪录片，加强对单元话题的研究。

二．教学内容分析三、单元教学目标1.掌握纪录片脚本的结构及其行文特征。

2.探究归纳省略这一语法现象的规则并在语境中正确运用。

3.完成一篇号召人们保护动物的校报文章。

4.掌握电视访谈节目的语篇特征，学会分辨观点和论点。

5.小组合作，制作关于环境问题的小册子。

四、课时教学安排老师：1.充分备课，了解并解读教材。

2.收集与本单元有关的资料，并做成图片或者音频形式。

3.单词，短语已经重点句型的分析与把握。

4.习题的选用，充分利用现有学习资料。

学生：1.熟悉本单元话题，可以自己查阅有关资料。

Unit 1 Nature in the balance根据词性和汉语提示，写出下列单词1．harm n．& vt.伤害，损害→harmful adj.有害的→harmless adj.无害的2．long adj.长的，长时间的→length n．长，长度；时间的长短；篇幅，(电影)片长3．survive vi.生存，存活vt.幸存，幸免于难→survival n．残存物；幸存事物→survivor n．幸存者；生还者4．disappear vi.不复存在，灭绝，消亡；消失；失踪→disappearance n．消失；失踪5．agriculture n．农业，农学→agricultural adj.农业的1．variety n．不同种类；变化，多样性；变种，变体①I was impressed by the variety of dishes on offer.不同种类②We want more variety in our work.变化，多样性③Apples come in a great many varieties.变种，变体2．living adj.活着的，活的；在使用的n．生计，谋生；生活方式①Father never talked about what he did for a living.生计②Chinese is one of the most beautiful languages that is living in the world.在使用的③He is the finest living pianist that I have ever seen.活着的Words and Phrases知识要点1harm n．& vt.伤害，损害(教材P1)The human race has done much harm.人类已经造成了许多危害。

[例1] What should be done to punish people who do harm to the animals?应该做些什么来惩罚那些伤害动物的人呢？[例2] Too much direct sunlight will harm the plants.过多的阳光直射会损害植物。

高中英语语法讲解：名词性从句一、概念名词性从句在句子中起名词作用，它在整个句子中能担任主语、宾语、表语或同位语。

根据它在句中充当的不同成分，名词性从句可分别称为主语从句、宾语从句、表语从句或同位语从句。

没有主语从句、宾语从句/表语从句，整个句子就缺少了主语/宾语/表语，句子结构不完整；没有同位语从句，句子结构完整，但句意不完整。

注：区别于定语从句（形容词性从句）：限制性定语从句相当于一个形容词，修饰主句中的某个名词，做它的定语；非限制性定语从句，几乎完全独立于主句，没有定从，虽然句意不一定完整，但句子结构仍然完整。

I know the girl who is reading over there.He came home safe and sound, which was a great relief to his family.二、4类连接词&注意点1．that （1）连接主句与从句（2）无意义（3）不做从句中的成分（4）能否省略2．if/whether （1）连接（2）表“是否”（3）不做成分（4）whether与if区别3．疑问代词what, who, whom, which &whatever, whoever, whomever, whichever（1）连接（2）表不同含义（3）做从句中的重要成分4．疑问副词when, where, why, how（1）连接（2）表不同含义（3）做从句中的状语三、四种名词性从句1．主语从句（1）普通主语从句That he is still alive is sheer luck.注：that位于句首引导主从，一定不省。

Whether the plan is practicable remains to be seen.What we need are many instructive books.What we need is more time and money. 注：主从做主语，主句谓语动词一般用单数，但what引导的主从，根据后面表语的意义一致原则。