人教版高中英语必修三 Unit4 Reading for structure 教学设计全面版.doc

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1、Unit4Readingforstructure名师教学设计1.TeachingAnalysis教情分析1.1Teachingobjectives-教学目标1.1.1Languagetarget语言目标1.1.1.1Keywords&expressions重点词汇和短语1.1.1.1.1Forapplying:physicist,climate,blockout;1.1.1.1.2Forcomprehending:crash;1.1.1.2Sentencestructures:Asaresultofthisevent,agreatdustcloudformedi

2、ntheskyblockingoutthesunlight.P291.1.2Abilitygoals能力目标1.1.2.1EnableSstomasterthebasicusageofnounclausesassubject..1.1.3Emotiongoals情感目标EnableSstobeabsorbedinEnglishstudyandenjoythebeautyofEnglish.1.2Important&difficultteachingpoints-教学重难点1.2.1Importantteachingpoints-教学重点Grasptheconju

3、nctivesusedinsubjectiveclauses.1.2.2Difficultteachingpoints-教学难点1.2.2.1Sentencestructuresincluding“It”asaformalsubject;1.2.2.2Differencesbetween“that”and“what”subjectiveclauses;1.2.2.3Differencesbetween“whether”and“if”subjectiveclauses.2.Studentanalysis学情分析2.1Fundamentalstate基本情况第2课时

4、的readingpractice以及第3课时readingforusing，围绕howlifebegan这个话题，让学生了解了地球上生命的起源，并掌握了一些重点单词的用法，同时也理解了那些含有主语从句的长难句，为本节课的语法(主语从句）的学习和掌握奠定了基础。2.2Knowledgereserve知识储备Studentsunderstandthesentencesincludingsubjectiveclausesinthetext.Theyalsograsptheconjunctivesusedinobjectiveclauses.Alloftheselayt

5、hebasicforlearningnounclausesusedassubjectinthisunit.2.3Classdata本班实际3.Teachingmethods教法建议questionandanswermethod问答法，task-basedteachingmethod任务型教学法，communicativeapproach交际法，situationalteachingapproach情景教学法, group cooperation researchapproach小组合作探究法4.TeachingAids教学辅助blackboardandchalk

6、,computeroripad,projector5.Teachingprocedures-教学进程5.1StepILeadingin5.1.1GetSstoobservethefollowingsentencesandpayattentiontotheusageofsubjectiveclauses.(TeachersguideSstofindtherulesofthenounclausesassubject..)5.2StepIIConjunctionsofNounClausesasthesubject5.2.1Theusageofconjunctives-

7、that,whether,if.(GetSstoreadthesentencesandsumupbythemselves.)1.连词that,whether。(1)that在从句中不作句子成分,只起引导词的作用,没有实际意义,不能省略。Thatshecouldcometohelpusmadeusveryhappy.她能来帮助我们使我们很高兴。Thatthebigearthquakehadkilledmanypeoplefrightenedpeopleallovertheworld.大地震使很多人丧生令世界震惊。(2)whether在从句中不充当任何成分,只起引导

8、词的作用,但有“是否”之