2019-2020年高中英语Unit1Alandofdiversity--Period3
- 格式：doc
- 大小：45.00 KB
- 文档页数：4
2019-2020年高中英语Unit1Alandofdiversity--Period3
Teaching aims
1. Enable the students to use the Noun Clauses as the subject, object, predicative
and oppositive.
2. Help the students learn how to use the Noun Clauses.
Teaching important and difficult points
Differ the noun clauses.
Teaching methods
Analysis and have some discussions.
Teaching procedures
Step 1 Preparation
Ask the students to underline the noun clauses in the following sentences. Then tell
what types of noun clauses they are.
1)Whether native Americans arrived in California 15,000 years ago or 14,000 years
ago is not important. Subject clause(主语从句)
2)The fact that they arrived a long time before Europeans is what matters.
Appositive clause(同位语从句) & Predicative clause(表语从句)
3)I believe that the native Americans were treated badly when the first Europeans
came. Object clause(宾语从句)
Step 2 Discussion
Ask the students to differ the Noun Clauses as the subject, object, predicative and
oppositive.
名词性从句 特征
主语从句
宾语从句
表语从句
同位语从句
Step 3 Analysis
1.高考考查热点:
1)名词性从句的语序（陈述句语序）；
2)几对重要关联词的区别：whether\if, what\that, what\whatever, who\whoever, etc;
3)it用作形式主语或形式宾语代替主语从句或宾语从句；
4）根据具体情景选用适当的关联词。
2.根据例句，讨论：
1）whether\if的区别
I. Please tell me if/whether you will go to the lectures tomorrow.
II. It all depends on whether the sky will clear up.
III. The question is whether the film is well worth seeing.
IV. Whether he will be well tomorrow I’m not sure.
V. Whether it is true remains a problem. A.引导宾语从句，位于及物动词后
B.引导宾语从句，位于介词后
C.引导宾语从句，放句首
D.引导表语从句，主语从句或同位语从句
whether: A, B, C, D
if: A
2)What\that的区别
I. I think that it is unnecessary for me to speak louder.
II. His mother is satisfied with what he has done.
III. That he was able to e made us happy.
IV. This is what makes us interested.
V. The reason was that Tod had never seen the million-pound note before.
所引导的从句中是否缺主语、表语或宾语 汉语意义 能否省略
What 缺 什么；所……的东西、事情 否
that 不缺 无意义 宾语从句中能省略
3）who\whoever; what\whatever的区别
I. The spoken English petition is ing. Who will attend the meeting hasn’t been decided
yet.
II. I believe whoever takes part in the petition will try his best.
III. Can you tell me what you would like to order?
IV. Whatever happens, don’t be surprised.
V. All the food here is delicious. Just order whatever you like.
名词性从句 让步状语从句
Who 表示“谁” /
Whoever 表示“…的任何人” 表“不论谁”
What 表“什么，所…的东西、事情” /
Whatever 表“…的任何东西” 表“无论什么”
4)常见的it作形式主语的结构
I. It is a fact that he won the match.
II. It is necessary that we do study the English.
III. It is known to all that light travels in straight lines.
IV. It seemed that he would e here.
基本句型结构 常用词语
It is + 名词 + that从句 It is a fact/a shame/a pity/no wonder/good
news/…that…
It is + 形容词 + that从句 It is
necessary/strange/important/possible/likely/…that…这类主语从句中,谓语动词常为(should)+动词原形
It is + 过去分词 + that从句 It is said/reported/decidede/known/…that… It + 不及物动词 + that从句 It seemed/happened/doesn’t matter/has turned
out/…that…
Step 4 Practice
1)Exs.3&4, Students Book P5
2)Make sentences using noun clauses as the subject,
object, predicative and
appositive.
Step 5 Homework
1.Review what we have learnt today.
2. Translate sentences:
1)显而易见, 英语很重要.(主语从句)
2)玛利认为他会帮助她.(宾语从句)
3)我从来未到过那儿这事实是真的.(同位语从句)
4)问题是我们下一步该怎么做.(表语从句)
2019-2020年高中英语Unit1Alandofdiversity--Period4
Teaching goals
Train their listening and speaking abilities.
Teaching important and difficult points
Help the students to talk about position, space and direction and illustrate ways
that listeners indicate that they are listening to the speaker.
Teaching methods
Pair work and group work, discussion and cooperation
Teaching aids
A recorder, a puter, and a blackboard
Teaching procedures
Step1 Listening
1. The first time the students listen to the tape they are expected to listen for
the gist only. Read Ex1 on page 6 with students so that they know what to listen
for and play the recording right through without stopping.
4 Geographic areas of California
2 Where George’s tour started
3 California not as George expected
1 Where George is now
5 Californian people
2. Read the postcard on page 6 with students and ask them to recall the missing
information. Then play the tape right through while students listen for the missing
details. Play it twice if necessary and then check answers by playing the tape
