Learning about Language教案教学设计导入设计

Book3 Unit 4 Astronomy: the science of the stars Learning about Language: Grammar-The subject clause 设计思路

语法是为培养学生语言运用能力服务的，引导学生在语境中了解和掌握语法的表意功

能，改变过分强调语法的讲解与传授的倾向。笔者力图在本课中充分运用任务型语法教学法和综合运用型语法教学法，让大部分学生熟悉掌握语法的基本结构和基本规则，通过背诵佳句格言来记忆语法的基本形式和结构，在"听、读、写、用"的各种活动中学语法，避免了为

学语法而单纯地学语法的枯燥单一的教学模式;让学生通过观察法、自主探究、实践体验、展示自我，训练学生用语言做事的能力。设计了巩固操练和实际运用两个环节的教学活动，使学生通过"观察对比/讨论归纳一巩固一运用"来真正掌握主语从句这一语法现象。

教学目标

1.知识与技能:

使大部分学生在熟悉了解主语从句这一语法现象的基础上，能在口头和书面的交流中

正确使用目标语言结构，并能自主开展相关语言结构的探索和发现。并通过任务拓展训练，

达到灵活运用英语进行听、说、读、写的目的。

2.过程与方法:

充分运用任务型语法教学法和综合运用型语法教学法，让学生在活动中熟练掌握语法

的基本结构和基本规则，通过背诵佳句格言来记忆语法的基本形式和结构，在"读、写、用"中

学语法。自主探究、实践体验、展示自我，训练学生用语言做事的能力。通过"观察一对比/ 讨论一归纳一巩固一运用"来真正掌握。

3.情感、态度与价值观:

通过一系列任务的完成，培养学生小组合作意识，提高互相学习，互帮互助的意识。

教学重点和难点

1.通过昕说读写让学生掌握主语从句的基本语言规则，进而培养学生的综合语言运用能力。

2.教学过程中如何从运用的角度出发，把主语从句的形式、意义和用法有机地结合起来。

3.培养全体学生有效进行语言输入和语言输出转换的能力。

4.在训练学生语言能力的同时，注重激发学生的想象力，培养学生的创新思维，提升他

们的整体素质。

教学准备

1.组织全体学生以小组为单位进行课前预习。

2.教师重新整合教材内容，进行优化教学设计和课件的制作、制定自我评价表。在充分

研究学生学情的基础上研究课堂教学的预设与生成。

3.利用课间时间将全班分为若干四人学习小组，并进行人员分工、明确职责，以利于组

内及组际互动交流。

教学过程

Step 1 Warming up(8 minutes)

Task 1 Lead in

Activity 1: Listen and fill in the blanks.

T: Let's listen to a song "Whatever will be will be". There are four sentences in blanks and after listening you have to fill in the blanks.

T: Who has got the answer?

S1: "Here's what she said to me. "

T: Well done. What about the next one?

S2: "Whatever will be will be. "

S3: "What will be will be. "

S4:"Here's what my sweetheart said."

(Lyric: Whatever Will Be Will Be

When I was just a little girl，

I asked my mother，"What will I be?

Will I be pretty? Will I be rich?

Here's what she said to me:

"Whatever will be will be;

The future's not ours to see.

What will be will be. "

When I grew up and fell in love.

I asked my sweetheart，what lies ahead?

Will we have rainbows day after day?"

Here's what my sweetheart said:

"Whatever will be will be.

The future's not ours to see.

What will be will be. "

Now I have children of my own.

They ask their mother，

"What will I be?

Will I be handsome?

Will I be rich?

I tell them tenderly，

"Whatever will be will be.

The future's not ours to see.

What will be will be. )

[设计意图]

教师先以歌曲来引人语法教学，可以将枯燥无味的语法变成学生乐于接受的模式，这样

可提高学生学习此语法的兴趣，而且又可以从音乐中找到要教授的语法句子。

Activity 2: Ask students to sing after the song and meanwhile pay attention to these four sentences.

Activity 3: Give students three proverbs and ask them to pay attention to the structure of these three sentences and translate them.

1.What is done by night appears by day.

2.It's a good lesson that diligence can make up for clumsiness.

3.It's nothing when you are used to it.

T: Who wants to translate the first sentence for us

S5:若要人不知，除非己莫为。And the subject of this sentence is "What is done by night".

T:Quite right. And we know that this subject is a clause introduced by "what". How about the others?

S6:勤能补拙是良训。The subject is "that diligence can make up for clumsiness".

S7:习惯成自然。The subject is "when you are used to it".

[学情预设]

学生对谚语有一定的认知，翻译问题不是很大，可要让学生分析句子结构，并找出主语，

可能有一定难度，这时教师可进行适当引导，降低难度，提高学生学习的自信心。

[设计意图]

无论中外，谚语大部分都具有教育意义。此举一举三得:让学生识记了三句谚语;进一

步认识了主语从句的结构;给学生人生观和价值观的引导。同时将语法的形式和意义相结合，加深印象，为下一步的学习作好铺垫。整个过程顺畅自然，学生情绪愉悦，达到了引入的目的，使学生自身处于一种主动认知的状态。

Step 2 Discovering structures (3 minutes)

Subject clause

What will be will be.

↓

Subject of the sentence

What is done by night appears by day.

↓

Subject of the sentence

[设计意图]

将之前学到的两个句子列出，画出句子的主语并标明这就是主语从句，这给学生一个直

观的印象，为下一步找主语从句作铺垫。

Step 3 Jigsaw reading (8 minutes)

In groups read different paragraphs and find examples of subject clause in "How Life Began On the Earth".

T: Which group has found the subject clause?

G1: "What it was to become was uncertain. . . "The subject of this sentence is "What it was to become".

T:Good!

G2:". . . it was not clear whether the shape would last or not." The subject of this sentence is "whether the shape would last or not".

G3: "What is even more important is that as the earth cooled down，

water began to appear on its surface. " The subject of this sentence is "What is even more important".

G4: "Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved. " The subject of this sentence is "Whether life will continue on the earth for millions of years to come".

T: You all did a good job.

[学情预设]

让学生找课文中的主语从句。通过前面几项活动的预热，学生容易找出1、3、4这三个

句子，第2句用it作形式主语，而把主语从句放在句末的情况稍有些难度。这一形式在前面

Activity 3谚语翻译已有涉及，如学生感到困难，教师可适当进行引导。

[设计意图]

在前面的一系列预热之后，让学生自己找主语从句，让学生通过己输入的语法规则来观察运用，可加深学生对主语从句的印象，也为后面的运用打下了基础。

[知识链接]

前一单元刚学过宾语从句和表语从句，有些学生在找主语从句的过程中可能会找出一

些宾语从句或表语从句。此时教师可适时将宾语从句、表语从句和主语从句进行比较和归

纳，让学生在"错中学"，避免下次犯同样的错误。

Step 4 Practice (8 minutes)

T: Work in groups and send a message to a friend on a mobile. To save money, you must use as few words as possible. Both sentences must mean the same. If you have some difficulties，I'd like to help you.

Text messages Example: 1. My bedtime is fixed. 2. The extinction of dinosaur is a mystery.

Meanings Example: 1. What time I go to bed is fixed. 2.

is a mystery. 3. The importance of early plants was not 3.

was not known to known to scientists. scientists.

4. The development of fish is well-known. 5. The appearance of reptiles is strange.

4.

is well-known. 5.

and how large they are is strange.

Suggested answers:

1. What time I go to bed;

2.Why dinosaurs died out;

3.Whether early plants were very important;

4.How fish developed from early shellfish;

5.What reptiles look like

[学情预设]

此练习有一定难度，在布置完后教师要到各个小组巡视，并根据各个小组的不同情况进

行指导。有些学生不懂或不会运用的词甚至可直接给出，以此来降低难度，提高学生学习的

自信心。

[设计意图]

此练习将发短信息与语法教学相联系，让学生认识到语法学习也可运用到实际生活中，

激发学生学习的好奇心。通过合作学习来完成语法任务，它有助于降低学习的难度，集思广

益，增强自信心。

[知识链接]

此练习涉及了the variety of English expression。英语同汉语一样，相同的意思也可用不同的表达法来阐述。通过做此练习可让学生更真切地感受到英语语言的多样性。

Step 5 Competition (S minutes)

Give students some uncompleted sentences and ask them to complete them with subject clause when necessary.

For example: What interests most is who will win the match.

1. What amuses me most

.

2.

is a question.

3. Where to meet

.

4.

puzzles me.

5. Whether he will come

.

T: Now who is the first one to give your sentence?

S8: What amuses me most is the joke he tells me .

T: Right.Let's continue.

S9: What to bring to home is a question.

S10: Where to meet has not been decided.

S11 : What he said to me puzzles me.

S12: Whether he will come is not known yet.

[设计意图]

让学生从单纯的观察、发现到练习巩固。引人竞争机制可更大程度调动学生的积极性，

在练习中进一步熟悉、巩固和掌握语法知识，为下面的用主语从句写下一段话打下基础，由

句入段，由简单到复杂。

Step 6 Application (8 minutes)

T: Before you start，I will give you an example.

She is one of the interesting classmates. What amuse me most are the many jokes she tells us every day. How she can keep all these jokes in minds is a mystery to me. Do you know who she is?

Ss: Yes，Lily. T: Quite right. Now it is your turn to make your own sentences and remember to use at least one subject clause.

T: Who would like to share us your description with us?

S13: I would like to.

T: Is your friend in our classroom?

S14: Yes.

T: Good! And all of the students have to guess who he/ she is.

S15: He is one of the hard-working classmates. What puzzle me most are the many good

grades he has got. How he can keep working hard is a mystery to me. Do you know who he is?

Ss: Li Hua.

S16: ...

[学情预设]

在学生向全班展示的时候，教师可先问: "Is your friend in our classroom?"。如果答案是肯定的，那么教师可顺势进行一个"Guessing Game"，让全班学生按照说话者的介绍猜猜到底说的是谁，这样一来，学生的兴趣更浓，听起来也更集中精神，气氛非常轻松活跃。

[设计意图]

把话题转移到学生更为熟悉的"朋友";要求说一段话，加大了难度，为了给学生足够的

信心，教师先给出了一个例子。鼓励学生用自己的话语表达自我。

Step 7

Self-assessment (2 minutes)

After learning this grammar，I am able to do the following things.

I can make sentences using subject clause. I can speak to others using subject clause.

I have analyzed and improved my study methods.

I am active and intelligent in class performance.

I work with my group members well to solve problems.

I can give my fellow students some useful help and tips.

I have made progress and experienced success.

very well well not so well bad

[设计意图]

通过课堂评价表的使用，使学生学会反思本节课学习的内容，反思自己的学习行为与学

…习效果，并通过反思性学习，不断改进自己的学习方法与策略。

Step 8 Summary and Homework (3 minutes)

Activity 4: Summary

根据课堂上的板书简要总结主语从句的用法，再次强调主题，黑板上的板书如下:

Subject clause

What will be will be.

↓

Subject of the sentence

What is done by night appears by day.

↓

Subject of the sentence 1.What amuses me most is the joke he tells me.

2.Where to meet has not been decided.

3.What to bring to home is a question.

4.What he said to me puzzles me.

5.Whether he will come is not known yet.

Guessing Game: She is one of the interesting classmates. What amuse me most are the many jokes she tells us every day. How she can keep all these jokes in minds is a mystery to me.

Activity 5: Homework

Mary,your pen pal is from England and she wants to visit Xiamen this weekend.You have to introduce the

tourist sites for her to visit，food to try and souvenirs to buy in no less than 6 sentences using noun c1auses (esp. subject clauses).

[设计意图]

学生在完成了课上的任务之后，对主语从句的基本规则有了感性的认识，同时也形成-

初步的语言习惯。这时教师把这节课所学的内容和重点进行简单的小结，帮助学生整理思路，形成清晰的概念，使学生明确课后复习的要点和进一步学习和探索的方向。Homework的布置也紧扣本节语法，又不局限于主语从句，可用其他的名词性从句来造句，这样可将前后知识连接，使过度更加平稳，学生也掌握得更牢固。

附: Handwriting design on the blackboard

Book3 Unit 4 Astronomy: the science of the stars

Grammar-The subject clause Subject clause

What will be will be.

↓

Subject of the sentence

What is done by night appears by day.

↓

Subject of the sentence

1.What amuses me most is the joke he tells me.

2.Where to meet has not been decided.

3.What to bring to home is a question.

4.What he said to me puzzles me.

5.Whether he will come is not known yet.