Learning about Language优秀教案板书设计

人教2003 课标版

选修九

Unit 1 Learning about Language 教学设计

一、

教材分析

本课是一节语法课，主题是subject（主语）。主语的用法比较

简单。教学重点是：1）辨认主语形式；2）掌握it作形式主语的几种句式；3）将it作形式主语句式准确熟练地应用到写作中。

教师对教材内容进行整合，适当取舍，使得教学内容、难易程度适合学情。选用教材上练习2部分，有助于学生训练辨认主语形式。其他内容皆是选自网络和平时教学的积累，堆砌成整体教学内容。

二、

学情分析

授课对象为绥中县利伟高级中学高三3班学生。该班学生整体外向、开郎、

思维活跃。除了三位学生英语成绩比较突出外，大部分学生处于中等偏下水平。整体看，该班学生能用英语提取信息、处理信息，简单表达自己的观点；但是运用英语连贯地描述事件、阐释意义和批判评价的能力都比较弱。也就是说，针对本节教学内容，学生能够辨认主语形式、找到一句话的主语，但是当需要准确熟练应用it作形式主语句式，尤其是将其应用在写作中时，还是有一定难度的。

三、

教学目标

在本课学习结束时，学生能够：

1.

能够辨认主语形式；

2.

掌握it作形式主语的句式；

3.

准确熟练地将it作形式主语句式应用到写作中。

四、

教学重点

学生通过学习，能够准确辨认主语形式，并掌握it作形式主语

的句式。

五、

教学难点

思考如何将it作形式主语句式应用到写作中去，并总结观点，

并得以实践。

六、

教学资源

教材、多媒体课件、学案、黑板和粉笔。

七、

教学过程

互动步骤

教学活动

设计意图

时间&模式

Leading-in

Ss listen to a piece of music, while listening, try to fill 创设情2’

Step 1 in the blanks with the right words. 境，引出IW 主题。

Ss Check their answers. T directs Ss to find the Step 2 similarities of the red words and draw the conclusion that they are subjects.

T invites Ss to think over three questions:

(1)

What is Subject?

Step 3 (2)

How to find the Subject of a sentence?

(3)

What can be used as Subject? Presentation

T presents some sentences and asks Ss to find the subject

of each sentence , then draw a conclusion what kind of

words can be used as subjects.

(1) noun（名词）作主语

E.g. A tree has fallen across the street.

E.g. The ambulance is arriving.

Step 4 (2) pronoun（代词）作主语

E.g. You are a middle school student. E.g. He lent me his new bike. (3) number （数词）作主语

E.g. Three is enough. E.g. Two from five leaves three. (4) nominalization adjectives (名词化的形容词)作主语

E.g. The rich should help the poor. E.g. The old and the young walked side by side. the blind

瞎子

the deaf

聋子

the dead

死者

the living

活着的人

(5) nominalization of the past participle (名词化的过去分词)作主语

E.g. The disabled are being carefully taken care of. the disabled 残疾人

the wounded 伤者

the injured 伤者

(6) prepositional phrase (介词短语) 作主语

E.g. Between six and seven in the morning is the time I go jogging．

E.g. To Beijing is not very far. (7) A clause（从句）作主语

E.g. Whenever you come will be fine. 创设语1’

境，导入IW 主题。

激发学生

已有的关

于主语的3’

理解，进IW 一步导入主题。

引导学生阅读例句辨认句子主语。

通过呈现大量例句，训练学生辨认主语的能力；发散思维，激发思考，总结主语类型。

6’

IW CW

E.g. That the hotel is comfortable is essential for tourists.

(8) Gerund（动名词）作主语

E.g. Smoking is bad for your health.

E.g. Seeing is believing. 对比演(9) An infinitive（不定式）作主语

示，明确E.g. To find the truth is very difficult. 不定式E.g. To master a foreign language is no easy job.

和动名※

动名词和不定式作主语的区别

词作主doing作主语往往表示经常性或抽象的行为。

语的区to do作主语往往表示某人的或某一次的行为。

别。

E.g. Teaching English is my job.

Teaching English 是一个概念名词，而不是一个动作。

E.g. Being a fire fighter is very dangerous but to be a fire fighter is his wish. 当消防员很危险，但是当消防员是他的愿望。

Exercise

Match the subject on the left with an ending on the right

to make the correct saying. Then translate it into 通过练

Chinese. 习巩固

(1) Worrying

are doomed to repeat it. 辨认主

(2) Two heads

is a fool for five minutes. 语能力，Step 5 (3) Those who do not

引导学learn from history

does not speak. 生翻译(4)

To travel hopefully

cannot be undone. 句子，培(5)

Failing to plan

are better than one. 养学生(6)

A man who asks

never did anyone any good. 对语言

A man who never asks

does not understand. 的综合(7)

The one who understands

is planning to fail. 运用能

The one who speaks

is a better thing than to arrive. 力。

(8)

What is done

is a fool for life.

T presents three sentences, invites Ss to point out the 引导学

subject of each sentence, and leads Ss to get familiar 生自主

with “it” as the formal subject sentence pattern. 探究，总Step 6 (1)

It’s necessary for the young to master two foreign 结什么languages. 叫做it(2)

It’s a waste of time talking to her any more.

作形式(3)

It’s a pity that you missed the exciting football match.

主语。

6’

GW

2’

CW

T presents different kinds of “it”

as formal subject

sentence patterns to Ss, enlighten them to make

sentences by using these patterns.

(1) It +be +adj. +（for sb.）to do sth.

E.g. It’s necessary for us to master a foreign language.

E.g. It’s very important to remember this

(2) It +be+ adj. + of sb. to do sth

E.g. It’s foolish of you to drive a car after drinking.

E.g. It’s very kind of you to help me with my English.

(3) It + be +名词词组+动词不定式

Step 7 E.g. It is not a good habit to stay up too late.

(4) It takes/took sb. some time/money to do sth. E.g. It took me three days to finish reading the book. (5) It is +no use/no good/not any good/not any use…+ doing sth.

E.g. It is no good crying over spilt milk.

E.g. It is no use casting pearls before swine .

(6) It + be + 名词词组

+ 主语从句

E.g. It’s common knowledge that people can’t live without water.

(7) It + 不及物动词

+ that（as if）从句

E.g. It seems that he does not tell the truth. (8) It + be +adj.+ that从句

E.g. It’s important that we (should) keep the balance of nature.

(9) It + be + Ved（过去分词）+ that从句

It is said that…

据说…

It is reported that…

据报道…

It is supposed that…

据推测…

It is hoped that…

希望…

It is well known that…

众所周知…

It is generally considered that…普遍认为…

It is suggested that… 有人建议…

E.g. It is reported that 16 people were killed in the earthquake. E.g. It is said that he has been married.

引导学生发现it作形式主语的常见句式。

通过自主探究，发散思维，模仿对应句式进行造句练习，加深印象，熟练应用。

10’

IW CW

(10) It is time +that sb. +Ved（过去式）/ should do

E.g. It’s time that you went to bed

=It’s time that you should go to bed.

Consolidation Step 8 Transform the following sentences into “it”

as formal subject sentence patterns. (1)

He was rude to say so. →It was rude of him to say so.

(2)

Trying again is of use. →It is of use trying again.

(3)

When and where to hold the party hasn’t been decided. →It hasn’t been decided when and where to hold the party. Discussion

How to apply “it” as formal subject sentence patterns to writing.

巩固并

整合所3’

学知识, GW 加深理解。

激发学生讨论思考，it作形式主语在写作中的应用，做到学以致用。

启发学生总结所学内容。

3’

GW Summary

Enlighten Ss to think over what they have learnt this class.

1’

IW Questions Ask Ss if they have any questions. Homework

Write a passage by using different kinds of subjects as many as possible, especially “it” as formal subject sentence patterns.

备注：

Ss: Students T: Teacher

IW: Individual work

GW: Group work

CW: Class work

Blackboard Design Unit 1 Breaking Records

Learning about Language Grammar: Subject Noun

It +be +adj. +（for sb.）to do sth.

Pronoun

It +be+ adj. + of sb. to do sth

Number

It + be +名词词组+动词不定式

Nominalization adjectives

It takes/took sb. some time/money to do sth. Nominalization of the past participle

It is +no use/no good…+ doing sth.

Prepositional phrase

It + be + 名词词组

+ 主语从句

A clause

It + 不及物动词

+ that（as if）从句

Gerund

It + be +adj.+that从句

An infinitive

It + be + Ved（过去分词）+ that从句

It is time +that sb. +v-ed/ should do