必修三Unit 4 Astronomy the science of the stars Period 3 Learning about language Grammar

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1、 Unit 4 Astronomy: the science of the stars Period 3　Learning about language: Grammar 整體設(shè)計(jì) 教材分析 This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer t

2、hem some revision exercises. Then lead in the new lesson. This teaching period mainly deals with the following: 1. Reviewing noun clauses as the object and as the predicative; 2. Learning the new grammar items: noun clauses as the subject. Students often feel noun clauses abstract and difficult to

3、learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the passage HOW LIFE BEGAN ON THE EARTH again, tick out all the sentences from the passage where n

4、oun clauses are used as the subject, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 29 and more exercises for students to master the related nou

5、n clauses. Finally, summarize the use of noun clauses as the subject and let students make it clear how each noun clause is being used in the situations. At the end of the class, ask students to do the exercises in Using structures on Page 64 and more additional exercises for consolidation. 教學(xué)重點(diǎn)

6、Get students to understand and use noun clauses as the subject. 教學(xué)難點(diǎn) Enable students to learn how to use noun clauses as the subject correctly. 三維目標(biāo) 知識(shí)目標(biāo) 1. Get students to know more about noun clauses. 2. Let students learn noun clauses as the subject. What it was to become was a mystery. .

7、. . . . it was not clear whether the solid shape was to last or not. 能力目標(biāo) Enable students to use noun clauses as the subject correctly and properly according to the context. 情感目標(biāo) 1. Get students to become interested in grammar learning. 2. Develop students’ sense of group cooperation. 教學(xué)過程

8、 設(shè)計(jì)方案（一） →Step 1 Revision 1. Check the homework exercises. 2. Dictate some new words and expressions. 3. Translate the following sentences. 1) 你早晚會(huì)來的。 2) 我的車與你的不一樣。 3) 他總是第一個(gè)來, 最后一個(gè)走。 4) 他來不來還不清楚。 5) 我們的成敗取決于是否每個(gè)人都努力工作。 6) 我們必須采取措施防止這種疾病的蔓延。 Suggested answers: 1) You will come here in ti

9、me. 2) My car is different from yours. 3) He is always the first to come and the last to go. 4) It is not clear whether he comes or not. 5) Our success depends on whether everyone works hard or not. 6) We must take actions to prevent this disease (from) spreading. →Step 2 Preparation Show som

10、e sentences on the screen. Ask students to read each of them and then find out its subject. A tree has fallen across the road. You are a student. To find your way can be a problem. Smoking is bad for you. “How do you do? ” is a greeting. What she said is not yet known. That we shall be late i

11、s certain. It’s certain that we shall be late. →Step 3 Grammar learning 1. Reading and discovering Ask students to turn back to Page 25 to read through the reading passage and find all the sentences where noun clauses are used as the subject and underline them. Then translate them into Chinese.

12、 Suggested answers: 1) What it was to become was uncertain until between 4. 5 and 3. 8 billion years ago when the dust settled into a solid globe. 地球會(huì)變成什么（樣子）, 直到45億至38億年前這個(gè)云團(tuán)變成一個(gè)固體的球狀物, 才確定下來。 2) The earth became so violent that it was not clear whether the shape would last or not. 地球變得激烈動(dòng)蕩, 不知

13、道這個(gè)固體形狀是否會(huì)繼續(xù)存在下去。 3) What is even more important is that as the earth cooled down, water began to appear on its surface. 更重要的是, 隨著地球的冷卻, 地球的表面就開始出現(xiàn)了水。 4) It was not immediately obvious that water was to be fundamental to the development of life. 水對(duì)于生命的發(fā)展會(huì)起關(guān)鍵作用, 這一點(diǎn)在當(dāng)時(shí)并不明顯。 5) What many scientis

14、ts believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas. 很多科學(xué)家相信, 由于地球上長(zhǎng)期有水存在, 使地球得以把有害氣體和酸性物質(zhì)溶解在海洋里。 6) Why they suddenly disappeared still remains a mystery. 為什么他們突然消失了, 至今還是個(gè)謎。 7) So whether life will continue on the ea

15、rth for millions of years to come will depend on whether this problem can be solved. 所以, 在未來的數(shù)百萬(wàn)年中, 生命能否在地球上延續(xù)取決于這個(gè)問題能否得到解決。 2. Thinking and discussing Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these noun clauses is being used in the

16、situations. If students have some difficulty, give them a hand. 3. Summing up: noun clauses as the subject. 主語(yǔ)從句 作主語(yǔ)用的名詞性從句, 因其在復(fù)合句中作主語(yǔ), 又稱主語(yǔ)從句。 （1）連接詞: 1) 從屬連詞 that, whether等。 that 引導(dǎo)主語(yǔ)從句只起引導(dǎo)作用, 本身無實(shí)際意義, 在主語(yǔ)從句中不充當(dāng)任何成分, 但不能省略。 That she left him cut him to the heart. 她的離開使他很傷心。 由whether引導(dǎo)的主語(yǔ)

17、從句放在句首、句末都可。 Whether it will please them is not easy to say. /It is not easy to say whether it will please them. 很難說這會(huì)不會(huì)使他們高興。 2) 連接代詞 who, what, which, whoever, whatever, whichever等。 What seems easy to some people seems difficult to others. 對(duì)某些人看來很容易的事, 對(duì)另外一些人可能很困難。 3) 連接副詞 when, where, how,

18、why等。 Why he did it remains a mystery. 他為什么做那件事依然是個(gè)謎。 （2）位置 主語(yǔ)從句可以前置, 也可以后置。用it作形式主語(yǔ), 而把主語(yǔ)從句放在句末, 常用下面幾種句型: 1) It+be+表語(yǔ)+主語(yǔ)從句 It is still uncertain whether he is coming or not. 他是不是來還沒有確定。 2) It+不及物動(dòng)詞+主語(yǔ)從句 It happens that they were absent. 他們碰巧缺席了。 3) It+及物動(dòng)詞（被動(dòng)語(yǔ)態(tài)）+主語(yǔ)從句 It has been decide

19、d that the exhibition will not open on Sundays. 現(xiàn)經(jīng)決定展覽會(huì)星期日不開放。 注意: 1) 主語(yǔ)從句在句首時(shí), 必須由連接詞引導(dǎo), 不能省略這些連接詞; 但是如果用it作形式主語(yǔ), 而把主語(yǔ)從句放在句末時(shí), 從屬連詞that可以省略。 他們相互喜愛是很自然的。 誤: They should like each other is natural. 正: That they should like each other is natural. 正: It is natural (that) they should like each o

20、ther. 2) 如果主語(yǔ)從句放在句首, 不能用if引導(dǎo); 但是如果用it 作形式主語(yǔ), 而把主語(yǔ)從句放在句末時(shí), 也可以用if引導(dǎo)。 瑪麗是不是真聽見他了, 很值得懷疑。 誤: If Mary really heard him is really doubtful. 正: Whether Mary really heard him is really doubtful. 正: It was doubtful whether/if Mary really heard him. →Step 4 Grammar practice 1. Turn to Page 29. Ask stu

21、dents to do Exercise 2 and Exercise 3 in Discovering useful structures. First let them finish them individually. Then check the answers with the whole class. Give some explanations if necessary. 2. Turn to Page 64. Ask students to do Exercise 1 and Exercise 2. Check the answers after most of them f

22、inish. →Step 5 Discussion Let students have a discussion in groups. The topic is “My problem”. One talks about the problems in his study or life. The others should give some advice or suggestions. Remind students to use the following structures: (Show the following on the screen to help students

23、. ) The fact is/It is a fact that. . . The difficulty is. . . /What I find difficult is. . . The trouble is. . . /What worries me is. . . My suggestion is. . . /What I would suggest is. . . My advice is. . . /What I would advise is. . . I think that. . . /What I think is. . . I want to tell y

24、ou that. . . /What I want to say is. . . →Step 6 Closing down by a quiz Show the following exercises on the screen. Let students finish them within three minutes. Three minutes later, check the answers with the whole class. 1. I have always been honest and straightforward, and it doesn’t matter _

25、_____________ that I’m talking to. A. who is it　　　　B. who it is　　　　C. it is who　　　　D. it is whom 2. It is pretty well understood ______________ controls the flow of carbon dioxide in and out the atmosphere today. A. that B. when C. what D. how 3. ______________ made the school proud was ____

26、__________ more than 90％ of students had been admitted to key universities. A. What; because B. What; that C. That; what D. That; because 4. ______________ team wins on Saturday will go through to the national championship. A. No matter what B. No matter which C. Whatever D. Whichever 5. _

27、_____________ is our belief that improvements in health care will lead to a stronger, more prosperous economy. A. As B. That C. This D. It 6. ______________ I can’t understand is ______________ he changed his mind. A. That; that B. What; why C. Which; how D. That; why Suggested answers: BC

28、BDDB →Step 7 Homework 1. Finish off the workbook exercises. 2. Preview the reading passage A VISIT TO THE MOON on Page 30, find the sentences in which noun clauses are used, and see if you can understand them. 設(shè)計(jì)方案（二） →Step 1 Revision 1. Check the homework exercises. 2. Translate the followin

29、g into English. 1) 太陽(yáng)系 2) 及時(shí); 終于 3) 下蛋 4) 產(chǎn)生; 分娩 5) 輪到某人; 接著 6) 總有一天我會(huì)遇見他。 7) 都市生活與鄉(xiāng)村生活是非常不同的。 8) 他們不應(yīng)該允許在這條街上停車, 街道太窄了。 9) 他的心臟病痛沒能阻止他第二天去上課。 10) 在未來的數(shù)百萬(wàn)年中, 生命能否在地球上延續(xù)取決于這個(gè)問題能否得到解決。 Suggested answers: 1) solar system 2) in time 3) lay eggs 4) give birth to 5) in one’s turn 6) I’ll

30、 see him in time. 7) City life is quite different from country life. 8) They shouldn’t allow parking in this street. It’s too narrow. 9) His heart trouble did not prevent him (from) going to class the next day. 10) Whether life will continue on the earth for millions of years to come will depend

31、 on whether this problem can be solved. →Step 2 Warming up by a game Let students work in pairs. One talks about the problems in his study or life. The other should give some advice or suggestions. Encourage them to use what-clauses as the subject. Example: S1: What I find difficult is. . . /Wh

32、at worries me is. . . S2: What I would suggest is. . . /What I would advise is. . . →Step 3 Discovering useful structures Ask students to find out the sentences containing noun clauses as the subject in the reading passage and underline them. Then translate them into Chinese. →Step 4 Learning t

33、he use of noun clauses as the subject 1. Ask students to turn to Page 92 and learn part 3 The Subject Clause by themselves. 2. Encourage them to ask as many questions as possible. Give them explanations if necessary. 3. Let them do some additional exercises. 4. Sum up. →Step 5 Practice Ask stu

34、dents to finish the following exercises within 10 minutes. Then check the answers with the whole class. 1. Exercises 2 and 3 in Discovering useful structures on Page 13. 2. Exercise 1 in Using structures on Page 64. →Step 6 Consolidation Let students work in pairs to make sentences with noun cla

35、uses as the subject to fill in the blanks. 1. What _____________________________is astronomy. 2. When _____________________________hasn’t been decoded yet. 3. Whether _____________________________depends on your behavior. 4. How _____________________________ is a personal decision. 5. Why _____

36、________________________ a puzzle to us. 6. It’s funny that _____________________________. 7. It worries us that _____________________________. 8. It appears that _____________________________ . →Step 7 Homework 1. Finish off the Workbook exercises. 2. Make use of different learning resource

37、s to have an inquiry study of the subject clause, and summarize the rules of it. 板書設(shè)計(jì) Unit 4　Astronomy: the science of the stars Grammar: noun clauses as the subject 連接詞 例句 從屬連詞: that, whether That she left him cut him to the heart. Whether it will please them is not easy to say. 連接代詞: wh

38、o, what, which, whoever, whatever, whichever What seems easy to some people seems difficult to others. 連接副詞: when, where, how, why Why he did it remains a mystery. it作形式主語(yǔ) It+be+表語(yǔ)+主語(yǔ)從句 It is still uncertain whether he is coming or not. It+不及物動(dòng)詞+主語(yǔ)從句 It happens that they were absent. It+及物動(dòng)

39、詞（被動(dòng)語(yǔ)態(tài)）+主語(yǔ)從句 It has been decided that the exhibition will not open on Sundays. 活動(dòng)與探究 Suppose you are to design an activity for your school on Earth Day, which is intended to call on teachers and students to protect the earth. Work in groups and choose a reporter of your group to report your work. The following points should be included in the report of your activity: what the activity is about; why the activity is designed; when and where to do the activity; who takes part in the activity; what to be done in the activity. 7