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2019-2020年高中英语Module3Unit2Period2教案译林牛津版必修3Wordpower课堂设计指导思想“Wordpower”是新教材中出现的一个新板块,它旨在科学地、有效地、有趣地扩充学生的词汇量“Wordpower”在设计上采用了与本单元主题相照应的思路,内容上不受课后词汇表的限制,期冀在同一语意场中通过语境的辅助以及构词法等相关知识的输入实现学生词汇的扩展本节课是以听、说、读为主的词汇教学课词汇教学应当“有层次”并兼顾“知、情、意”首先,“有层次”是指词汇教学应努力遵循认知规律,按照学生温故知新——探索新知识——使用新知识——巩固新知识的客观规律进行教学其次,兼顾“知、情、意”是指词汇教学要有知——词汇知识、学习策略以及词汇所蕴含的文化知识的输入;情——师生间的情感互动、学生的情感融入与兴趣的激发,以及情感体验的过程;意——人文精神和人生意义的体悟与提升Teachingaims:
1.Gettoknowthenamesofsomecountriesandtheirofficiallanguages;
2.LearnthedifferencesbetweenformalandinformalEnglish;
3.Getsomebackgroundknowledgeofrelatedtopics;
4.Todiscusstheimportantwaysthathelptoachievebetterunderstandingbetweenpeoplefromdifferentcultures.Teachingprocedures:Step1Lead-inTheteacherintroducesthetopicoftheUN.BasicfactsabouttheUN:Fact1http://gk.canpoint.cn\o欢迎登陆全品高考网:WhenwastheUnitedNationsfoundedAclue:IntheyearxxtheUNcelebratedits60thbirthday.backgroundknowledgeThestudentsaresupposedtogettheanswer:In
1945.Fact2:WhywasitfoundedInformthestudentsofthefollowingaspects:TheUNworkson:
①peaceandsecurity
②humanrights
③humanitarianaffairs
④internationallaw
⑤economicandsocialdevelopmentInaworditworksoninternationalaffairs.Fact3:HowwasitorganizedShowthestudentsthediagramoftheUNsystem.Pointoutthreeofthemwhichthestudentsmightbefamiliarwith:UNESCOWHOWTO.Introducethe6principalorgansoftheUN.Offerthestudents2websiteswheretheycanfindmoreinformationabouttheUN.Learningstrategy:tohelpThestudentslearnmorebythemselvesFact4:WhataboutitsmembersAskthestudentstoreadtheparagraphonpage
27.task-basedreadingTask:Answerthefollowingquestions:
①HowmanycountriesaremembersoftheUN1http://gk.canpoint.cn\o欢迎登陆全品高考网91
②CanyougivemesomeexamplesofthememberstatesChinaFranceetc.
③HowmanylanguagesarespokenintheworldtodayAbout6000Checktheanswersandgivemoreinformation.【设计说明】结合课文中的信息,为学生了解联合国提供了一系列的背景知识联合国建立的时期、目的、组成、以及成员国和使用语言等等本课教学素材比较简单,如果不增加一定的文化和相关知识的输入,则内容过于单薄作为导入,介绍相关信息,一方面是为之后的话题提供过渡;另一方面,也拓宽了学生的视野,并为学生进一步了解知识提供了信息资源Step2Countriesandlanguages:1Dividethestudentsinto2groups.2Presenttherule.Somenationalflagsorrelatedinformationwillbeshownonthebigscreen.Whenastudentseeanationalflagappearorhecanguesstheanswerfromthegiveninformationhe/sheshouldstandupimmediatelyandtelltherestofuswhatnationalflagitisandwhatofficiallanguagepeopleuseinthatcountry.Andifhe/shemakesitrighthis/hergroupwillgetonepoint.3Givethestudentssometimetoprepare.Makesuretheyknowhowtorecognizedifferentnationalflagsandtheirofficiallanguages.4Givethestudentsanexample.5Startthegame.Getstudentsfullyinvolvedinthepetition.【设计说明】学生分组竞赛,有利于充分调动学生参与的积极性在团体荣誉感的驱策下,学生们都跃跃欲试游戏的规则比较简单,只要能率先说出相关的国家和语言,即可为所在的组得到相应的分数教师也可变通,说出一项记一分,目的只有一个让学生充分融入课堂6DiscussiontoarousethestudentstothinkmoreaboutlanguagesDrawthestudents’attentiononthefollowingfactthatsomecountrieshavemorethanoneofficiallanguage.Askthestudentstodiscussthepossibleanswerstothisphenomenon.Answersforreference:I.SomecountriesusedtobeconqueredbyBritainsotheyalsouseEnglish.II.Someimmigrantsbroughtwiththemnotonlytheirwealthandtechnologybutalsotheircultureandlanguages.III.SwitzerlandusesthreeofficiallanguagesprobablybecauseitiswhereFranceGermanyandItalyjointogether.【设计说明】语言不仅是文化的载体,更是思维的媒介教授语言的最终目的不能仅限于知识的传递,因为“生有涯而知无涯”因此,在语言知识教授的同时,应该兼顾运用与思维的发展基于这样的想法,在此处的“Discussion”中,有意就“一国出现多种官方语言”的问题让学生展开了探索性的思考,旨在提高学生主动性思维的质量,使英语的学习能真正成为一种能活用的语言Step3FormalandinformalEnglishEnglishiswidelyusednowadays.AnditcanalsobedividedintoformalandinformalEnglish.Askthestudentstoreadtheparagraphsonpage
26.task-basedreadingTask:Readandfilltheform.TheformisdesignedtohelpthestudentstellthedifferencesbetweenformalandinformalEnglish.Thestudentsaresupposedtosummarizethedifferences.Askthestudentstoreadtheexamplesonthetextbookandfinishtheexerciseafterclass.【设计说明】正式与非正式英语,只是一个相对且较模糊的概念就高中学生英语语料的积累来看,学生很大程度上还不可能达到很好地体会与掌握两者间差异的水平所以在处理这部分教材时,只作了简单的介绍,主要是让学生了解差异的存在,在以后学习和使用的过程中,能有意识地注意两者的差别,并选择合适的语言进行表达Step4Discussion:1http://gk.canpoint.cn\o欢迎登陆全品高考网:Englishisthemostmonlyusedlanguageintheworld.Askthestudentstothinkofotherthingsthatalsohelptoachievebetterunderstandingbetweenpeoplefromdifferentcountriesordifferentcultures.Thisquestionisnoteasytoanswer.Sobeforethediscussionanexampleisgiven.2:Showthestudentsapicture.Alittlegirlisenjoyinganice-creamwithherpetdog.Askthestudentstoanswerwhythegirlstillwantstosharetheice-creamwithherdogthoughitissupposedtobedirtytodoso.Becausethegirllovesherdog.Haveadiscussionwiththestudentswhypeoplefromdifferentcountrieswillfeelthesamewhentheyseethesamepicture.Becauseweallcanunderstandthelovebetweentheprettygirlandherlovelydog.Getaconclusion:Loveisuniversallyappreciated.SobesidesEnglishthelanguageoflovealsocanbeunderstoodacrosstheworld.3:GroupworkAskthestudentstodiscussitingroups.Allowthestudentstoexpresstheirideasfreely.4:Givethestudentssomepossibleanswers:Artfoodmusicandsmilearepossibleanswers.Summary Sometimesit’sverydifficultforustomunicatewitheachotherbyusingonelanguage.Howeverthepeopleacrosstheworldhaveonethinginmon.Thatis:weallvaluetruthkindnessandbeauty.Weallvaluequietandpeace.Weallvaluehappinessandharmony.Whateverlanguagewespeakwearesuretoliveinthisworldourhappyfamily.Showthesummaryonthescreenandaskthestudentstoreadtogether.【设计说明】语言的教学应当兼具其工具性与人文性的统一,英语语言教学是教育有机整体的组成部分,所以在传授知识的同时,也应具备教育的功能基于这些基本理念,在本课的最后,请学生就世界通用的种种沟通、交流、传递信息的方式加以探讨,旨在宣扬不管使用何种语言,何种交流的方式,世界珍爱真、善、美,我们乐享和谐与和平Step5Homework:
1.FinishtheExerciseonpage
26.
2.Practicesmilingeverydayassmileisalsoaninternationallanguage.【设计说明】在一节以听、说、读为主的词汇课后,辅助以适当的笔头作业,帮助学生及时巩固所学知识,学以致用Grammarandusage课堂设计指导思想万事皆有规律,规律是事物必然的、内在的、稳定的、固有的联系语言学习中的规律则是语法语法是枯燥的规律,但在这些规律指导下的语言是丰富多彩、生动活泼的语法的教学既要讲透规律,更要帮助学生通过多种途径,加深对于规律的感性认识,从而帮助学生将规律内化为语言使用的范式,进而成为自觉的语言综合运用的能力本节语法课从学生已有认知开始,带领学生温故知新,体验新的学习,并通过多种途径推动学生对语法规律的感性认识Teachingaims:tolearnallnounclausesandhelpstudentsjudgedifferentnounclauses;
1.tolearnquestionwordsinnounclause;
2.tolearnhowtouseitasanemptysubject.Teachingprocedures:Step1http://gk.canpoint.cn\o欢迎登陆全品高考网Lead-inI.Gooverthedifferentnounclausessuchassubjectclauseobjectclausepredictiveclauseandappositiveclause.
1.YouknowthatIamateacherofEnglish.objectclause
2.ThatIamateacherofEnglishisknowntoyouall.subjectclause
3.ItisknowntoyouallthatIamateacherofEnglish.subjectclause
4.ThefactthatIamateacherofEnglishisknowntoyouall.appositiveclause
5.Iamworriedaboutwhetheryoucandowellintheexam.objectclause
6.WhatIamworriedaboutiswhetheryoucandowellintheexam.subjectclausepredictiveclauseII.Introduceallquestionwordsinnounclausessuchaswhatwhichwhowhomwherewhenhowwhyandwhose.Tellstudentstopayattentiontotheorderofnounclausesanddon’tleaveoutquestionwords.ConjunctionsofNounClauses:连接词thatwhetherifasifasthough连接代词whatwhateverwhowhoeverwhomwhosewhich(作主语/宾语)连接副词whenwherehowwhy(作状语)【设计说明】因为这是语法名词性从句的secondperiod,所以一开始先对上一单元语法的firstperiod进行简单复习与回顾——名词性从句的种类及语法成分,然后对名词性从句的连词进行归类,过渡到本课内容——由疑问词引导的名词性从句Theteacherstartsthelessonwithashortintroductionofherself.Apetitionisheldtoguessdifferentcareers.Andthetopicof‘director’isintroduced.Step2Nounclausesintroducedbyquestionwords1http://gk.canpoint.cn\o欢迎登陆全品高考网)WhatwashedoingHisfatherwassurprised.Whathewasdoingsurprisedhisfather.subjectclause主语从句2)What’syourfirstimpressionofhimIwanttoknow.Iwanttoknowwhatyourfirstimpressionofhimis.objectclause宾语从句3)HowcanImakeagrammarlessoninterestingThatismyquestion.MyquestionishowIcanmakeagrammarlessoninteresting.predicativeclause表语从句4)HowdidPeterrespondtothatquestionIhavenoidea.IhavenoideahowPeterrespondedtothatquestion.appositiveclause同位语从句Attention:
1.Wechangethewordorderinaclauseafteraquestionwordintothatofastatement.
2.Wecannotleaveoutthequestionwordsinnounclausesinanycases.Checkwhetherthesentencesaretrueorfalse:他是怎么成功的仍然是个谜Howhewassuccessfulisstillapuzzle.FHowhewassuccessfulisstillapuzzle.T你能告诉我他住在什么地方吗?Couldyoutellmewhatwasthematterwithme.TCouldyoutellmewhatthematterwaswithme.FFillintheblanksusing“that/whether/where/how/when1http://gk.canpoint.cn\o欢迎登陆全品高考网.Ihavenoidea__where_______heesfrom.
2._How_______hegotthemoneyisstilluncertain.
3.Hegaveusmanysuggestions__that______weshouldgetupearlierandtakemoreexercise.
4.Ihavenodoubt____that____hewillwin.
5.Ihavesomedoubt_whether_______hewillwin.
6.Thethingthattroublesmeis__when____toheadforEurope.【设计说明】通过把2个简单的句子合并成一个名词性从句,练习疑问词引导的名词性从句并提出注意点1)疑问词后的名词性从句语序要用陈述句的语序;2)任何连接名词性从句的wh-连词都不能省再通过判断和填空的练习,巩固这部分内容Step3“It”asemptysubjectandobjectI.Reviewthefunctionof“it”:1http://gk.canpoint.cn\o欢迎登陆全品高考网.It’sabook.指代
2.It’steno’clock.时间
3.It’srainingoutside.天气
4.It’salongwaytothemuseum.距离II.Emptysubject“it”:
1.WecanuseitasanemptysubjectA.Whenweuseanounclauseasthesubjectofasentence.a.preferableItiscertainthatwewouldnotbeabletounderstandOldEnglishtoday.=correctThatwewouldnotbeabletounderstandOldEnglishtodayiscertain.b.preferableItiseasytoanswerwhetherEnglishwillcontinuechanginginthefuture.=correctWhetherEnglishwillcontinuechanginginthefutureiseasytoanswer.c.preferableItdependsonthestyleofwritingwhenweusecertainwords.=correctWhenweusecertainwordsdependsonthestyleofwriting.B.Whenthesubjectisato-infinitive.a.preferableItishardtomasteraforeignlanguage.=correctTomasteraforeignlanguageishard.b.preferableItisimportanttoknowhowtouseaputer.=correctToknowhowtouseaputerisimportant.C.Whenthesubjectisav-ingform.a.preferableSmokingisdifficulttostop.=correctItisdifficulttostopsmoking.b.preferableTravellingtoBeijingtakesupalotofmytime.=correctIttakesalotofmytimetravellingtoBeijing.Tip:Weusuallyusetheemptysubjectitwithaclauseorto-infinitivepreferablebutwiththev-ingformweprefertherealsubjectatthebeginning.Ш.Itcanalsobeusedbeforeseemappearhappenchanceturnoutandproveastheemptysubjectofasentence.a.Itseemsthathespeakstwolanguages.=Heseemstospeaktwolanguages.b.Ithappensthatmynewneighboresfrommyhometown.=Mynewneighborhappenstoefrommyhometown.IV.Wecanemphasizethesubjectobjectoradverbialinasentencebyusingit+be+theword/phraseyouemphasize+aclauseintroducedbythatorwho.Thepartweemphasize:1http://gk.canpoint.cn\o欢迎登陆全品高考网.ItisProf.LiwhoteachesusEnglish.(emphasizethesubject)
2.ItisEnglishthatProf.Liteachesus.(emphasizetheobject)
3.ItwasinShanghaithatIsawthefilm.(emphasizetheadverbial)Multiplechoices
1、___D___isafactthatEnglishisbeingacceptedasaninternationallanguage.NMET1http://gk.canpoint.cn\o欢迎登陆全品高考网995A.ThereB.ThisC.ThatD.It2.Ilike___C___intheautumnwhentheweatherisclearandbright.(04全国)AthisBthatCitDone
3、Thechairmanthought___B___necessarytoinviteProfessorSmithtospeakatthemeeting.(05全国卷1)A.thatB.itC.thisD.himBrainstorming:Itis________________thatkeepsushealthy.【设计说明】先简单复习“it”的功能在英语中为了避免头重脚轻,我们经常把主要信息放在句子后面部分,而用it作形式主语然后讲解it的用途当真正主语为从句或不定式时,最好用it作形式主语,当真正主语为v-ing时,还是把v-ing主语放句首之后配上一定练习和造句进行巩固Step4Otherimportantcasesofnounclauses:I.同位语从句和定语从句的区别:1http://gk.canpoint.cn\o欢迎登陆全品高考网.定语从句是先行词的修饰语,它不涉及先行词的具体内容定语从句中that不但起连接作用,而且在定语从句中充当一个句子成分,充当从句的宾语成分时可省略
2.同位语从句对中心词的内容作进一步的解释和说明,表明中心词的具体内容引导同位语从句的that在同位语从句中不做任何成分,只起连接作用,无具体含义,且不可省略AttributiveorAppositive1)Weexpressedthehopethattheyhadexpressed.AT2)WeexpressedthehopethattheywouldetoChinaagain.AP3)Theinformationhasbeenannouncedthatmoremiddleschoolgraduateswillbeadmittedintouniversity.AP4)Theinformationthatherevealedatthemeetingisofgreatvalue.ATII.疑问词 + ever和no matter + 疑问词的区别
①疑问词 + ever可引导名词性从句,在主从句中要充当一定的部分 Whoever breaks the rule must be punished. You can choose whatever you like in the shop.
②疑问词 + ever还可引导让步状语从句如 Whoever breaks the rule he must be punished. Whatever you do you must do it well.
③no matter + 疑问词只能引导让步状语从句 No matter what you do you must do it well. No matter who breaks the rule he must be punished. III.名词性从句中的虚拟语气问题1http://gk.canpoint.cn\o欢迎登陆全品高考网.在order、suggest、demand、request、advise、beanxiousthat等所接的宾语从句中用“should”型虚拟语气,“should”常省略在order、suggestion等名词后同位语从句、表语从句中用“should”型虚拟语气,可省略“should”.
2.在asif、asthough引导的表语从句中,在必要的情况下应用过去式虚拟语气
3.在suggest、insist后会出现两种语气HesuggestedthatI(should)turntomyboss.TheexpressiononhisfacesuggestedthathewasangryTheoldmaninsistedthathewasstillyoung.Thepoliceinsistedthatweshouldofferproof.
4.在主语从句中Itisnecessary/important/strange/natural/…that…
5.wish后,从句中的时态在原本的时态上退一步高考链接
1、Someoneisringingthedoorbell.Goandsee_D___.全国2000A.whoisheB.whoheisC.whoisitD.whoitis
2、Thephotographswillshowyou__B__.(MET1http://gk.canpoint.cn\o欢迎登陆全品高考网989)A.whatdoesourvillagelooklikeB.whatourvillagelookslikeC.howdoesourvillagelooklikeD.howourvillagelookslike
3.Itisstrangethathe___B__youthis.A.wouldtellB.shouldtellC.hadtoldD.hastold
4.Whatthedoctorsreallydoubtis__B___mymotherwillrecoverfromtheseriousdiseasesoon.2001上海A.whenB.ifC.whetherD.why
5.Greatchangeshavetakenplaceinthatschool.Itisnolonger___A___itwas20yearsago_____itwassopoorlyequipped.(xx安徽A.what;whenB.that;whichC.what;whichD.which;that
6.__C___leavestheroomlastoughttoturnoffthelights.MET1http://gk.canpoint.cn\o欢迎登陆全品高考网988A.AnyoneB.ThepersonC.WhoeverD.Who
7.Iwassurprisedbyherwordswhichmademerecognize__A_sillymistakesIhadmade.(xx湖南)A.whatB.thatC.howD.which
8.Parentsaretaughttounderstand____B__importanteducationistotheirchildren’sfuture.(2004广东)A.thatB.howC.suchD.so
9.Theteacherdemandedthatthework___B__before4o’clock.A.finishedB.befinishedC.shouldfinishD.finish
10.Hissuggestionthatyou___A__oncemoresoundsreasonable.A.tryB.triesC.musttryD.cantry1http://gk.canpoint.cn\o欢迎登陆全品高考网
1.Scientiststhinkthatthecontinents___C___alwayswherethey_____today.xx北京A.aren’t;are B.aren’t;were C.weren’t;are D.weren’t;were1http://gk.canpoint.cn\o欢迎登陆全品高考网
2、—Hurryup!AliceandSuearewaitingforyouattheschoolgate.—Oh!Ithoughtthey___D___withoutme.xx江西 A.went B.aregoing C.havegone D.hadgone
13.Iwish—IcouldworkfortheUN_____我能为联合国工作)1http://gk.canpoint.cn\o欢迎登陆全品高考网
4.HowIwish—IhadattendedtheOpeningCeremonyyesterday__(我昨天参加了开幕式)【设计说明】通过讲解和高考题的训练,补充完善名词性从句考点,做到讲练结合如同位语从句与定语从句的比较区别,引导词“that”与“what、thatif”与“whether”的区别、名词性从句的时态和语序问题等Step5FinishthefollowingdialoguebyfillingintheproperwordsJerry:I’majournalistfromChinacongratulationsonwinningtheelectionofPresident.Obama:Thankyou!J:Ioftenwonder_why__youhavesomanyfansandsupporters.O:Iamreallygrateful.Itistheirsupportandfaithinme___that_makemesuccessful.J:Thefact_that__yourarethefirstblackPresidentbringshopetomanypeopleallovertheworld.O:Icanimagine.Iwilltrymybestregardlessoftheresult__whether_Iwillmakeitornot.J:Weallknowyouhaveaquitehappyfamilyandyourtwodaughtersaresolovely.O:Ohyoubet当然.Ienjoythemoment_when__I’mwithmyfamily._It__isrelaxingandpleasanttoplaywithmydaughters.J:AndyourwifealsoplaysanimportantpartinyourwholeliferightO:That’s__what_Ifeelandshe’alsoagoodmother.J:Mylastquestionis_when_youwilltakethepost上任O:InJanuaryxx.J:Thankyouforsparingmesomuchtime.O:Youarewele.【设计说明】这是语法教学上升到语篇层面的运用也是把枯燥的语法知识运用到实际生活中,通过完成对话,再次复习本节课所授知识Step6HomeworkFinishtheexercisesonpage
100.AndpreviewtheinstructionsintheTask.【设计说明】通过书后练习,巩固本课学习内容,通过预习为下一课时做准备。