牛津高中英語模塊三Unit1語法教學設計及知識結構1、 內容分析：本課的教學內容是牛津高中英語模塊三Unit1的Grammarandusage板塊。這個板塊教授的語法知識是名詞性從句，即主語從句、賓語從句、表語從句、同位語從句等主要的從句，以及that,if和whether三個關系詞的使用。由于名詞性從句是本單元的教學重點，又是學生新接觸的知識點，因此本節課通過課件、教師的講解與指導和學生的自主與合作學習，力圖取得良好的教學效果。二、對象分析：高一學生已經具備一定的抽象邏輯思維能力，但是名詞性從句內容多且復雜，不容易掌握。因此，部分學生可能會產生抵觸或畏難情緒。本節課將營造輕松愉快的氣氛，讓學生積極主動地參與到課堂教學中來，實現學生在教學中的主體地位。三、教學目標：l 知識目標：學生能掌握名詞性從句的類型（主語從句、表語從句、賓語從句、同位語從句等）、關系詞（when,where,who,how,whether,if,that等）及用法。l 情感目標：激發學生的學習興趣，使他們認真聆聽教師的講解，重視所學知識內容；激勵學生在小組活動中與同伴積極合作，了解自己的學習情況。l 能力目標：學生通過所學能完成基礎練習并且能寫出符合語法規范的名詞性從句；通過自主學習與合作學習，學生的自主探究和協作探究能力能有所提高。四、教學重、難點：l 重點：名詞性從句的類型和關系詞l 難點：that,if和whether的使用原則五、教學工具：多媒體教學工具6、 教學方法： 講授法 任務型教學法 合作學習七、教學思路設計：Step1Lead-in:contextgrammarT:Goodmorning,boysandgirls.Ss:Goodmorning,teacher.T: I readareportaboutShanghaiExpo yesterday.ThereisalotofnewsaboutShanghaiExporecently.Haveyoureadanything?S1:ManypeoplevisitShanghaiExpoparkeveryday.Itsverycrowdedatthe entrance.T:Yes.ThatmanypeoplevisitShanghaiExpoparkeverydaymakestheentranceverycrowded.Itisverydifficulttocounthowmanypeoplethereareeveryday.However,dowanttogot there?Ss:Yes.T:WhenareyougoingtoShanghaiExpopark?S2:Imnotsure.Maybeinthesummerholiday.T:Oh,whetheryouaregoingtoShanghaiExpoparkhasnotdecided.IwonderifyouhaveanyopinionaboutShanghaiExpo?Whataboutyou?S3:I thinkitisveryimportant.BecausemanyChinesepeoplecanlearncultureofforeigncountriesinChina.T:Yes.ItprovidesagoodopportunitythatweChinesepeoplecanlearnforeigncultureswithoutgoingabroad.Anythingelse?S4:IthinkforeignerscanseeChinasprogress.T:Good.WhatachievementsChinahasachievedinrecentyearscanbesensedbyforeignfriends. Step2Presentation:introducenounclauses1. Usinganounclauseasthesubjectofasentence(主語從句)ThatIcanpaybackthehelppeoplegivememakesmehappy.Whetherhellbeabletocomeisnotyetknown.Whytheyhavenotleftyetisunclear.“it”canbeusedasanemptysubjectItwasgoodnewsthateveryonegotbacksafely.2.Usinganounclauseastheobjectofa(賓語從句):Verb Shesensedthatshewasbeingwatched.Iwonderif/whetherthatsagoodideaPollydidntknowwhichwaysheshouldgo.PrepositionIminterestedinwhothattallmanis.TherewasadiscussionaboutwhetherPollyhadfoundtheblindman.“it” canbeusedasanemptyobject.Weallthoughtit goodnewsthatthefoghadfinallygone.Theconductorhasmadeitclearthatnobuseswillberunning.3.Usinganounclauseasthepredictiveofbe(表語從句)Thetruthisthatthefogistoothickforthebustorunthatfar.MyquestioniswhetherPollycanfindherwayhome.TheproblemishowPollyisgoingtofindusinthecrowd.4.Usinganounclauseinappositiontoanoun(同位語從句)ThefactthatPollydidntaskforthemansnameisapity.Thenewsthattheplanhadcrashed madeussad.WhatevergaveyoutheideathatIcansing?5.Usingthat,if/whetheroraquestionwordtobeginanounclauseIhopethatPollywillbeOK.Nooneknewif/whetherhelosthissightbecauseofanaccident.Step3Task1:askthestudentstofinishtheexerciseonpage9andtrytointothecategoriesmadeinStep2.(individual+pairwork)主語從句：butwhypleasantsmellsdonotreducepaininmenisaquestionstilltobeansweredbyscientists.同位語從句：The possibilitythatpleasantsmellmightreducepainhasrecentlybeensuggestedbynewresearch.Oneexplanationisthatwomenssenseofsmelldevelopedlongago,andislinkedtorecognizingthesmellofbabies.賓語從句：(1)Verb:Aspeoplebelievethatstrongsmellscanaffectthesenses,volunteerswereaskednottoeatordrinkforeighthoursbeforetheexperimentbegan.Hesaysthatscientistsalreadyhavedatafrom40volunteers.Headdsthatthisyear,scientistswilltestanother60volunteersandwillbeinabetterpositiontoexplaintheresults.Scientistsusedtobelievethatmothersrecognizedtheirchildrenbysightonly.Now,theyhavestartedtobelievethatthesenseofsmellalsohelps,(2)Preposition:Scientistsareinterestedinwhetherthesenseofsmellisrelatedtopainandwhethermanandwomenhavethesamesenses.Step 4Practice:summarizeintroductorywordsandaskthestudentstodoexercises名詞從句引導詞：that、if、whether(連接詞);who、whose、what、which(連接代詞);when、where、why、how、howlong(連接副詞)._theearthisroundistrue.Doyouknow_helives?Myopinionis_youshouldnotgoalone.Thestudent_answeredthequestionwasJohn.Hedidnotknow_hadhappened.Iwonder_shecancometomorrow.Canyoutellme_thedishismade?Doyouhaveanyidea_willMissSmitharrive?Weshouldthinkcarefullyabout_Mr.Greensaidatthemeeting.Step5Presentation:nounclausesbeginningwiththatorif/whether1.We use thattointroduceanounclausewhentheclauseisastatementShesensedsomething.Atallmaninadarkcoatwasstaringather.Shesensedthatshewasbeingwatchedbyatallmaninadarkcoat.Someprinciplesshouldberemembered:(1) that isnotusedtobeginanounclauseafteraprepositioninmostcases, butitcanbeusedtobeginanounclauseafterinorexcept.Theproblemliesinthat themistmaybecomeathickfog.I didnttellhimanythingexceptthatIwasntabletofindmywayback.(2)thatcannotbeleftwhenthenounclauseisthesubjectofasentence.Thatwecouldn/tfindourwayoutwasreallybadnews.(3)thatcanbedroppedininformalEnglishwhenthenounclausesistheobjectorpredicativeofasentence.Shewished(that)someonewouldcomealongtohelpher.Thetruthis(that)thebuseswillnotberunning.2. Weuseiforwhethertointroduceanounclausewhentheclauseisayes/noquestion.Wechangethewordorderinaclauseafteriforwhetherintothatofastatement.Shewondered. Wouldthebusesstillberunning?Shewonderedif/whether thebuseswouldstillberunning.Someprinciplesshouldberemembered:(1)whetherbutnotifcanbeusedafterapreposition.Sheisnotcertainaboutwhether shehasdoneanythingwrong.(2) Onlywhethercanbeusedwhentheclauseasthesubjectisatthebeginningofthesentence.Whetheritisgoingtoclearupkeepsmewondering.(3)Weusewhetherornot,butnotifornot.WewanttoknowwhetherornotthetraingoestoKingStreet.3. Ifthatorwhether/ifintroducesanounclausethathastwosentencesconnectedbyandorbut,Weaddanotherthatorwhether/ifafterandorbut.Hesaidthat helikedrainverymuchandthat hewouldntuseanumbrellawhenitwasrainning.Nooneknowswhetheritwillbefinetomorrowandwhetherhewillcometowork.Step6Practice:Askthestudentstofinishthetwoexerci