Learning about Language含PPT的教学设计及点评

人教版选修九

Unit 1 Learning about language

Grammar: the subject 教学设计

山西省大同市实验中学

仝婷婷

I.

The analysis of the lesson This period lays emphasis on grammar, that is, the subject, which is also one of the important points in Senior English grammar. By reviewing the usage of subject, the teacher hopes to help students form subject consciousness.

II.

The analysis of the students

Students have some knowledge about the subject, but not every student can express ideas by using it in the proper situations. The practice exercises are designed according to this academic background of students. Because grammar learning is relatively boring, different levels of tasks are designed to lead students to think positively, sum up and apply grammar knowledge in a relaxed and pleasant atmosphere.

III.

Teaching aims

Knowledge aim: Get students to learn and master the usage of the subject Ability aim: Enable students to use the subject correctly in expressing ideas Emotion aim: Get students to develop their sense of group cooperation to solve problems

IV.

Teaching important points

·Enable students to have a good command of the subject. ·Get students to use the subject in expressing ideas. ·Get students to learn the inductive approach to explore the rules of grammar. V.

Teaching difficult points ·Get students to have a good command of the subject.

·Get students to use the subject in different situations.

VI. Teaching methods Task-based learning Cooperative learning Discussing

VII.Teaching procedures

Step 1 Definition of the subject 主语是一个句子叙述的主体，说明句子讲的是谁或者是什么情况, 它的位置一般在句首。

Design purpose: to catch students’ attention about the topic and get ready for the next procedures.

Step 2 Pick out the subject ①_________作主语

China is famous for tea.

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A tree has fallen across the road.

The body is just an instrument of the spirit. ②_________作主语

This is my house.

You can use your spirit to accomplish anything. Nothing is impossible to a willing heart. ③_________作主语

Three and four makes seven. Two of them survived the accident. The first to arrive at school is always Li Ping. ④_________作主语

All work and no play makes Jack a dull boy. How many people reached the top of the mountain? Early to bed and early to rise makes a man healthy, wealthy and wise. ⑤_________作主语

To find the truth is very difficult. To refuse him is not easy this time. To master a foreign language is no easy job. ⑥_________作主语

Seeing is believing. Collecting stamps is a good hobby. Being happy is better than being a king. ⑦_________作主语

The young should show respect to the old. The disabled shouldn’t be looked down upon.

The unemployed usually lead a hard life. ⑧_________作主语

That we shall be late is certain. What you need is more practice.

Whenever you come will be fine. Summary: _____________________________________________________________作主语

Design purpose:

by observing and picking out the subject, students can summarize various ingredients used as the subject by themselves.

Step 3 Points for attention 一、不定式：

①It作形式主语

To find the truth is very difficult.

→_______________________________________

To master a foreign language is no easy job.

→_______________________________________

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②不定式的复合结构

It’s+adj+for sb to do sth

表示_____________

如: difficult, easy, important, necessary, possible等

It’s+adj+of sb to do sth

表示_________________

如: kind, nice, careful, honest, rude, foolish等

It was silly ______ Tom to behave like that.

It is difficult ______ me to climb this mountain. Design purpose: to help students recall and summarize some grammar rules about the infinitive.

二、动词-ing形式：

① It作形式主语

It is/was

+doing sth

It is no use ________________________. 覆水难收

②动词-ing形式的复合结构

___________________________+动词-ing形式

The president’s __________(attend) the meeting himself gave them a great deal of encouragement. The girl’s ___________ (educate) in an atmosphere of simple living was what her parents wished for. ③不定式和动名词作主语时的区别：

表示泛指意义的行为时，多用_________作主语，但表示具体的行为（特别是将来的行为）时，必须用__________作主语。

____________ is forbidden here. It is no good for you __________________. Design purpose: to help students better understand some key points related to the gerund.

三、从句：

① that从句作主语时，常用it作形式主语，常见的句型有：

(1)It +be+形容词+that从句

__________________________________ (2)

It +be+名词词组+that从句

_________________________________ (3)

It+be+过去分词+that从句

_________________________________ (4)

It+特殊动词+that从句

____________________________________

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②

名词性从句的连接词

从属连词

连接代词

连接副词

_______: wh- _______: wh-ever

= Design purpose: to help students master the usage of different conjunction in various situations.

Step 4 Choose the best answer.

Group G1 G2 G3 G4 G5 G6 G7 G8 Right

choices

1.(2006江苏) A poet and artist ______ coming to speak to us about Chinese literature and

painting tomorrow afternoon. A.

is

B. are

C. was

D. were

2.(2006 辽宁)______ makes this shop different is that it offers more personal services. A.

What

B. Who

C. Whatever

D. Whoever 3.(2006 浙江) The company had about 20 computers but only one-third ______ used regularly.

Now we have 60 working all day long. A.

is

B. are

C. was

D. were

4.(2010陕西) It never occurred to me ______ you could succeed in persuading him to change his

mind. A.

which

B. what

C. that

D. if 5.(2010湖南) Listening to loud music at rock concerts _____ caused hearing loss in some

teenagers. A.

is

B. are

C. has

D. have

6.(2011重庆) It is still under discussion ______ the old bus station should be replaced with a

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modern hotel or not. A.

whether

B. when

C. which

D. where

7.(2009陕西) Dr. Smith, together with his wife and daughters, _____ visit Beijing this summer. A.

is going to

B. are going to

C. was going to

D. were going to

8.(2006 山东) ______ team wins on Saturday will go through to the national championships. A.

No matter what

B. No matter which

C. Whatever

D. Whichever Design purpose: by discussing in groups, students not only work out the answers to the questions but also build up their confidence in learning the target grammar.

Step 5 Match the left with the right to make the correct saying and translate it into Chinese.

1

Worrying

are doomed to repeat it.

2

Two heads

is a fool for five minutes. 3

Those who do not

does not speak.

learn from history 4

To travel hopefully

cannot be undone. 5

Failing to plan

are better than one. 6

A man who asks

never did anyone any good.

A man who never asks

does not understand. 7

The one who understands

is planning to fail.

The one who speaks

is a better thing than to arrive. 8

What is done

is a fool for life. Design purpose:by matching the correct saying in pairs, the teacher hopes to cultivate students’

exploring spirit and their interest in learning English especially grammar.

Step 6 Complete each sentence with a suitable subject. _________________________________________________ is the thing I love the most. 大山里静谧的氛围是我最喜爱的。

_________________________________________ is not something I can understand. 在电话上谈话几个小时是我不能理解的事。

______________________________ is my dream.

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到奥运会上去比赛是我的梦想。

___________________________________ was greatly appreciated by the students and staff. 她为学校所做的一切使学生和教职员工非常感激。

__________________________________________ depends on the weather. 这周末我们是否去远足取决于天气情况。

Design purpose:

by translating each sentence with a suitable subject, students can further consolidate what they have learned in the class.

Step 7 Homework

Finish exercises 1-2 on Page 53 in your workbook.

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