2019-2020年牛津译林版高中英语必修三Unit 2《Language》（Period 2）教案.doc

2019-2020年牛津译林版高中英语必修三Unit 2Language（Period 2）教案Word power课堂设计指导思想： “Word power”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。“Word power”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。Teaching aims: 1. Get to know the names of some countries and their official languages;2. Learn the differences between formal and informal English;3. Get some background knowledge of related topics;4. To discuss the important ways that help to achieve better understanding between people from different cultures.Teaching procedures: Step 1 Lead-inThe teacher introduces the topic of the UN.Basic facts about the UN:Fact1: When was the United Nations founded?A clue: In the year xx the UN celebrated its 60th birthday. (background knowledge)The students are supposed to get the answer: In 1945.Fact2: Why was it founded?Inform the students of the following aspects:The UN works on: peace and security human rights humanitarian affairs international law economic and social developmentIn a word, it works on international affairs.Fact3: How was it organized?Show the students the diagram of the UN system.Point out three of them which the students might be familiar with: UNESCO, WHO, WTO.Introduce the 6 principal organs of the UN.Offer the students 2 websites where they can find more information about the UN. (Learning strategy: to help The students learn more by themselves)Fact4: What about its members?Ask the students to read the paragraph on page27. (task-based reading) Task: Answer the following questions: How many countries are members of the UN? (191) Can you give me some examples of the member states? (China, France, etc.) How many languages are spoken in the world today? (About 6000)Check the answers and give more information. 【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。Step 2 Countries and languages: Divide the students into 2 groups. Present the rule. Some national flags or related information will be shown on the big screen. When a student see a national flag appear or he can guess the answer from the given information, he/she should stand up immediately and tell the rest of us what national flag it is and what official language people use in that country. And if he/ she makes it right, his/her group will get one point. Give the students some time to prepare. Make sure they know how to recognize different national flags and their official languages. Give the students an example. Start the game. (Get students fully involved in the petition.)【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。 Discussion ( to arouse the students to think more about languages)Draw the students attention on the following fact that some countries have more than one official language. Ask the students to discuss the possible answers to this phenomenon.Answers for reference:I. Some countries used to be conquered by Britain, so they also use English.II. Some immigrants brought with them not only their wealth and technology but also their culture and languages.III. Switzerland uses three official languages probably because it is where France, Germany and Italy join together. 【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。Step 3 Formal and informal EnglishEnglish is widely used nowadays. And it can also be divided into formal and informal English. Ask the students to read the paragraphs on page 26. (task-based reading)Task: Read and fill the form.(The form is designed to help the students tell the differences between formal and informal English. The students are supposed to summarize the differences.)Ask the students to read the examples on the textbook and finish the exercise after class.【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。Step 4 Discussion:1: English is the most monly used language in the world. Ask the students to think of other things that also help to achieve better understanding between people from different countries or different cultures.(This question is not easy to answer. So before the discussion, an example is given.)2: Show the students a picture. (A little girl is enjoying an ice-cream with her pet dog.)Ask the students to answer why the girl still wants to share the ice-cream with her dog though it is supposed to be dirty to do so. (Because the girl loves her dog.)Have a discussion with the students why people from different countries will feel the same when they see the same picture. (Because we all can understand the love between the pretty girl and her lovely dog.)Get a conclusion: Love is universally appreciated.So besides English, the language of love also can be understood across the world. 3: Group work (Ask the students to discuss it in groups.)Allow the students to express their ideas freely.4: Give the students some possible answers:Art, food, music and smile are possible answers.Summary：Sometimes its very difficult for us to municate with each other by using one language. However, the people across the world have one thing in mon. That is: we all value truth, kindness and beauty. We all value quiet and peace. We all value happiness and harmony. Whatever language we speak, we are sure to live in this world, our happy family.Show the summary on the screen and ask the students to read together.【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。Step 5 Homework:1. Finish the Exercise on page 26.2. Practice smiling every day as smile is also an international language.【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。Grammar and usage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。Teaching aims: 1. to learn all noun clauses and help students judge different noun clauses;2. to learn question words in noun clause;3. to learn how to use it as an empty subject.Teaching procedures: Step 1 Lead-inI. Go over the different noun clauses such as subject clause, object clause, predictive clause, and appositive clause. 1. You know that I am a teacher of English. (object clause)2. That I am a teacher of English is known to you all. (subject clause)3. It is known to you all that I am a teacher of English.(subject clause)4. The fact that I am a teacher of English is known to you all. (appositive clause)5. I am worried about whether you can do well in the exam. (object clause)6. What I am worried about is whether you can do well in the exam. (subject clause) (predictive clause)II. Introduce all question words in noun clauses, such as what ,which, who ,whom, where, when, how, why, and whose. Tell students to pay attention to the order of noun clauses and dont leave out question words. Conjunctions of Noun Clauses:连接词：that, whether, if, as if(as though)连接代词：what, whatever, who, whoever, whom, whose, which （作主语/宾语）连接副词：when, where, how, why（作状语）【设计说明】 因为这是语法名词性从句的second period，所以一开始先对上一单元语法的first period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。The teacher starts the lesson with a short introduction of herself. A petition is held to guess different careers. And the topic of director is introduced.Step 2 Noun clauses introduced by question words：1）What was he doing ? His father was surprised.What he was doing surprised his father. subject clause 主语从句2）Whats your first impression of him? I want to know. I want to know what your first impression of him is.object clause 宾语从句3）How can I make a grammar lesson interesting?That is my question. My question is how I can make a grammar lesson interesting. predicative clause 表语从句4）How did Peter respond to that question?I have no idea. I have no idea how Peter responded to that question . appositive clause 同位语从句Attention:1. We change the word order in a clause after a question word into that of a statement. 2. We cannot leave out the question words in noun clauses in any cases.Check whether the sentences are true or false:他是怎么成功的仍然是个谜。How he was successful is still a puzzle. ( F )How he was successful is still a puzzle. ( T )你能告诉我他住在什么地方吗？Could you tell me what was the matter with me. ( T )Could you tell me what the matter was with me. ( F )Fill in the blanks using “that/ whether / where/ how/when1. I have no idea _where _ he es from.2. _How_ he got the money is still uncertain.3. He gave us many suggestions _ that _ we should get up earlier and take more exercise.4. I have no doubt _ that _ he will win.5. I have some doubt _ whether _ he will win.6. The thing that troubles me is _ when _ to head for Europe.【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。Step 3 “It” as empty subject and objectI. Review the function of “it”:1. Its a book. (指代)2. Its ten oclock. (时间)3. Its raining outside. (天气)4. Its a long way to the museum. (距离)II. Empty subject “it”:1. We can use it as an empty subjectA .When we use a noun clause as the subject of a sentence.a. (preferable) It is certain that we would not be able to understand Old English today. = (correct) That we would not be able to understand Old English today is certain.b. (preferable) It is easy to answer whether English will continue changing in the future. = (correct) Whether English will continue changing in the future is easy to answer.c. (preferable) It depends on the style of writing when we use certain words. = (correct) When we use certain words depends on the style of writing.B. When the subject is a to-infinitive.a. (preferable) It is hard to master a foreign language. = (correct) To master a foreign language is hard.b. (preferable) It is important to know how to use a puter. = (correct) To know how to use a puter is important. C. When the subject is a v-ing form.a. ( preferable) Smoking is difficult to stop. = (correct) It is difficult to stop smoking.b. (preferable) Travelling to Beijing takes up a lot of my time. = (correct) It takes a lot of my time travelling to Beijing.Tip:We usually use the empty subject it with a clause or to-infinitive (preferable), but with the v-ing form we prefer the real subject at the beginning. . It can also be used before seem, appear, happen, chance, turn out and prove as the empty subject of a sentence.a. It seems that he speaks two languages. = He seems to speak two languages.b. It happens that my new neighbor es from my home town. = My new neighbor happens to e from my home town.IV. We can emphasize the subject, object, or adverbial in a sentence by using it +be+ the word/phrase you emphasize+ a clause introduced by that or who.The part we emphasize:1. It is Prof. Li who teaches us English. （emphasize the subject）2. It is English that Prof. Li teaches us. （emphasize the object）3. It was in Shanghai that I saw the film. （emphasize the adverbial）Multiple choices：1、_D_ is a fact that English is being accepted as an international language. (NMET1995) A. There B. This C. That D. It2I like_C_ in the autumn when the weather is clear and bright. （04全国） A thisB that C it D one 3、The chairman thought _B_ necessary to invite Professor Smith to speak at the meeting. （05全国卷1） Athat Bit Cthis Dhim Brainstorming:It is _that keeps us healthy.【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。Step 4 Other important cases of noun clauses:I.同位语从句和定语从句的区别:1.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。Attributive or Appositive 1） We expressed the hope that they had expressed. (AT)2） We expressed the hope that they would e to China again. (AP)3） The information has been announced that more middle school graduates will be admitted into university. (AP)4） The information that he revealed at the meeting is of great value. (AT)II.疑问词+ever和nomatter+疑问词的区别：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。Whoeverbreakstherulemustbepunished.Youcanchoosewhateveryoulikeintheshop.疑问词+ever还可引导让步状语从句。如：Whoeverbreakstherule,hemustbepunished.Whateveryoudo,youmustdoitwell.nomatter+疑问词只能引导让步状语从句。Nomatterwhatyoudo,youmustdoitwell.Nomatterwhobreakstherule,hemustbepunished.III.名词性从句中的虚拟语气问题：1.在order、suggest、demand、request、advise、be anxious that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as if、as though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：He suggested that I （should）turn to my boss.The expression on his face suggested that he was angryThe old man insisted that he was still young.The police insisted that we should offer proof.4. 在主语从句中：It is necessary/important/strange/natural/that5. wish后，从句中的时态在原本的时态上退一步。高考链接：1、Someone is ringing the doorbell. Go and see _D_. (全国2000) A. who is he B. who he is C. who is it D. who it is 2、The photographs will show you _B_（MET1989） A. what does our village look like B. what our village looks like C. how does our village look like D. how our village looks like 3. It is strange that he _B_ you this. A. would tell B. should tell C. had told D. has told4. What the doctors really doubt is _B_my mother will recover from the serious disease soon. (2001 上海) A. when B. if C. whether D. why5. Great changes have taken place in that school. It is no longer _A_ it was 20 years ago, _ it was so poorly equipped. （xx安徽) A. what; when B. that; which C. what; which D. which; that 6. _C_ leaves the room last ought to turn off the lights. (MET1988) A. Anyone B. The person C. Whoever D. Who7. I was surprised by her words, which made me recognize _A_ silly mistakes I had made. （xx湖南） A. what B. that C. how D. which 8. Parents are taught to understand _B_ important education is to their childrens future. （2004广东） A. that B. howC. such D. so 9. The teacher demanded that the work _B_ before 4 oclock. A. finished B. be finished C. should finish D. finish10. His suggestion that you _A_ once more sounds reasonable. A. try B. tries C. must try D. can try11. Scientists think that the continents _C_ always where they _ today. (xx北京) A. arent; areB. arent; were C. werent; areD. werent; were 12、 Hurry up! Alice and Sue are waiting for you at the school gate. Oh! I thought they _D_ without me. (xx江西) Awent Bare going Chave gone Dhad gone 13. I wishI could work for the UN_(我能为联合国工作）。14. How I wishI had attended the Opening Ceremony yesterday_（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、that if” 与 “whether”的区别、名词性从句的时态和语序问题等。Step 5 Finish the following dialogue by filling in the proper wordsJerry: Im a journalist from China, congratulations on winning the election of President.Obama: Thank you!J: I often wonder _why_you have so many fans and supporters.O: I am really grateful. It is their support and faith in me _that_ make me successful.J: The fact _that_ your are the first black President brings hope to many people all over the world. O: I can imagine. I will try my best regardless of the result _whether_ I will make it or not.J: We all know you have a quite happy family and your two daughters are so lovely.O: Oh, you bet(当然). I enjoy the moment _when_ Im with my family. _It_ is relaxing and pleasant to play with my daughters.J: And your wife also plays an important part in your whole life, right?O: Thats _what_ I feel and she also a good mother.J: My last question is _when_ you will take the post? (上任)O: In January, xx.J: Thank you for sparing me so much time.O: You are wele.【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。Step 6 HomeworkFinish the exercises on page 100. And preview the instructions in the Task.【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。