TeachingandLearningDesign選擇性必修Book2Unit1ScienceAndScientists教學(xué)設(shè)計(jì)Period4Teachingandlearningcontents:LearningAboutLanguage—Discoveringusefulstructuresprehensiveteachingandlearningobjectives:Bytheendofthisperiod,thestudentswillhavebeenableto:1)Learnaboutthefunction,structureanduseofpredicativeclause;2)Practiseusingpredicativeclausescorrectlyincontexttopletethegrammarexercises.Teachingandlearningimportantpoints:1)Learningaboutthefunction,structureanduseofpredicativeclause;2)Practisingusingpredicativeclausescorrectlyincontext.Teachingandlearningdifficultpoints:1)Learningaboutthefunction,structureanduseofpredicativeclause;2)Practisingusingpredicativeclausescorrectlyincontext.Teachingandlearningprocedure:Step1LeadinginActivity1LeadinginLeadintheteachingandlearningtopicbyreadingthequotesandintroducethelearningobjectivesofthisperiod.1.Understandingscienceandpushingtheboundariesofscienceiswhatmakesmeimmenselysatisfied.―BillGates2.Thenextmajorexplosionisgoingtobewhengeneticsandputersetogether.―AlvinToffler3.Thedoctorhasbeentaughttobeinterestednotinhealthbutindisease.Whatthepublicistaughtisthathealthisthecurefordisease.―AshleyMontagu4.ResearchiswhatI’mdoingwhenIdon’tknowwhatI’mdoing.―WernhervonBraunAllthesentencesabovearepredictiveclauses.Step2DiscoveringusefulstructuresActivity2Discoveringtheusageofpredicativeclauses1.Revisesubjectiveclausebrieflyandintroducewhatapredicativeclauseis.Predicativeclauseisakindofnounclauseafterlinkingverbsinaplexsentence.2.Underlinealltheexamplesinthereadingpassagewherenounclausesareusedasthepredicative.Thenstatetheirmeaningandfunctions.1)Onetheorywasthatbadaircausedthedisease.2)Anotherwasthatcholerawascausedbyaninfectionfromgermsinfoodorwater.3)Itseemedthatthewomanlikedthewaterfromthepumpsomuchthatshehaditdeliveredtoherhouseeveryday.4)ThetruthwasthatthewaterfromtheBroadStreetpumphadbeeninfectedbywaste.Meaning:Predicativeclauseisakindofnounclauseafterlinkingverbsusedaspredicateinaplexsentence.Functions:Predicativeclauseisusedaspredicateinaplexsentencetoprovidedescriptivedetailsaboutthesubject,followlinkingverbstogivemoreinformationtopleteasentence’smeaning,orofferclarityandprecisiontoastatement.Step3LearningaboutthestructuresActivity3Learningaboutthestructures—predicativeclause(GetthestudentstoreadthegrammarexplanationsinRBorAppendixbythemselvesandpletetheexercisesinRBinadvance.)I.主語(yǔ)從句的用法(ConceptandFunctionofpredicativeclause)表語(yǔ)從句在復(fù)合句中作主句的表語(yǔ)，對(duì)主語(yǔ)的內(nèi)容加以補(bǔ)充，有時(shí)說(shuō)明主語(yǔ)的狀態(tài)，它位于主句的連系動(dòng)詞之后。判斷表語(yǔ)的主要依據(jù)就是表語(yǔ)在系動(dòng)詞之后。系動(dòng)詞（Linkingverbs）分三類，①狀態(tài)類，如be動(dòng)詞，seem,appear,keep,remain,stay……；②感觀類，如look,smell,taste,sound,feel……；③變化類，如bee,get,turn,grow,fall,e,go……。II.主語(yǔ)從句的引導(dǎo)詞/連接詞的用法(Theusagesofconjunctionsinpredicativeclauses)表語(yǔ)從句的引導(dǎo)詞從屬連詞(在從句中不作成分）That(無(wú)意義，標(biāo)志詞),whether(有意義：是否，不能用if)，asif/though(好像),because(因?yàn)?…連接代詞（在從句中作主語(yǔ)、賓語(yǔ)、表語(yǔ)、定語(yǔ)）What,who,whom,whose,which,wh+ever(同簡(jiǎn)單句中所作成分)連接副詞（在從句中作狀語(yǔ)）when,where,how,why(同簡(jiǎn)單句中所作成分)1.that引導(dǎo)表語(yǔ)從句。用法：①無(wú)意義；②不充當(dāng)句子成分；③不可省略。e.g.Thecoreofyourrelationshipisthatyouwillalwaysbetheretohelpeachother.你們關(guān)系的核心是你們總會(huì)去幫助對(duì)方。(that引導(dǎo)表語(yǔ)從句無(wú)意義，不充當(dāng)句子成分)ThetroubleisthatIhavelosthisaddress.(that引導(dǎo)表語(yǔ)從句無(wú)意義，不充當(dāng)句子成分)2.whether引導(dǎo)表語(yǔ)從句。用法：①表“是否”的意思；②不充當(dāng)句子成分；③不可省略。e.g.Themainquestioniswhetheryouwantyourarmsinsideoroutsidethesleepingbag.主要的問(wèn)題是你想要你的手臂在睡袋里面還是外面。(whether引導(dǎo)表語(yǔ)從句，不充當(dāng)成分但有意義)3.連接代詞who，whom，whose，what，which引導(dǎo)表語(yǔ)從句，且在從句中作主語(yǔ)、賓語(yǔ)、表語(yǔ)和定語(yǔ)。e.g.Myfamilypersuadedmethataholidaymightbejustwhatthedoctorordered,sooffIwent.我的家人說(shuō)服我，假期可能正是醫(yī)生要求的，所以我就去了。(what引導(dǎo)表語(yǔ)從句，what在從句中充當(dāng)賓語(yǔ)，意為：所……的)Themostimportantiswhowillbeinchargeoftheeveningparty.最重要的是誰(shuí)將負(fù)責(zé)這次晚會(huì)。(who引導(dǎo)表語(yǔ)從句，who在從句中作主語(yǔ)，意為：誰(shuí))4.連接副詞where，when，why，how引導(dǎo)表語(yǔ)從句，且在從句中充當(dāng)?shù)攸c(diǎn)、時(shí)間、原因、方式狀語(yǔ)成分。e.g.Thatiswhereyouarewrong.那就是你不對(duì)的地方。(where引導(dǎo)表語(yǔ)從句，在從句中作地點(diǎn)狀語(yǔ)，意為“在那個(gè)地方”)Theproblemishowwecanfindhim.問(wèn)題是我們?nèi)绾文苷业剿?how引導(dǎo)表語(yǔ)從句，在從句中作方式狀語(yǔ)，意為“如何，怎么”)5.because,asif/asthough等引導(dǎo)表語(yǔ)從句。e.g.IknowthatitisbecauseIdon’tspendsometimeinmemorizingthemafterclass.我知道這是因?yàn)槲蚁抡n后沒(méi)有花時(shí)間記住它們。(句型because...because...“這是因?yàn)椤?，because引導(dǎo)表語(yǔ)從句)Itseemedasifeveryonebutmehadmadefriendsandwashavingfun.似乎除了我，每個(gè)人都交了朋友，玩得很開心。(句型itseemedasif...“似乎……”，asif引導(dǎo)表語(yǔ)從句)=3\*ROMANIII.注意事項(xiàng)(Attention)1.在表語(yǔ)從句中，即使從句有疑問(wèn)意義，從句的語(yǔ)序也要用陳述句語(yǔ)序。e.g.That’swhereIfirstmether.那就是我第一次遇見(jiàn)她的地方。(陳述語(yǔ)序)Thatiswhyweloveourmotherlandsomuch.這就是為什么我們那么熱愛(ài)祖國(guó)的原因。(陳述語(yǔ)序)2.reason作主語(yǔ)或主語(yǔ)中包含事件的起因時(shí)，后面的表語(yǔ)從句表示原因時(shí)，要用that來(lái)引導(dǎo)，而不是because。e.g.ThereasonwhyIloveWesternmusicisthatthepieceofmusicnamedFateSymphonybyBeethovenhasinspiredmealottomoveonwhenIamindifficulty.我之所以喜歡西方音樂(lè)，是因?yàn)樨惗喾业囊皇酌麨椤睹\(yùn)交響曲》的音樂(lè)激勵(lì)了我很多，讓我在困難中繼續(xù)前進(jìn)。(句型Thereasonwhy...isthat...“……的理由是……”，that引導(dǎo)表語(yǔ)從句)3.表語(yǔ)從句中的虛擬語(yǔ)氣。在表語(yǔ)從句中，表示間接的命令、要求、請(qǐng)求、建議、決定等，主句中的主語(yǔ)通常是：advice，suggestion，proposal，request，order，idea等，從句謂語(yǔ)形式是“should＋動(dòng)詞原形”(should可以省略，但不可換成would)。e.g.Anothersuggestionisthatyou(should)giveusmorechancestopracticespeaking.另一個(gè)建議是你應(yīng)該給我們更多練習(xí)口語(yǔ)的機(jī)會(huì)。4.幾組引導(dǎo)詞使用辨析1)why和because引導(dǎo)的表語(yǔ)從句的區(qū)別。(注意上下文語(yǔ)境及其與原因、結(jié)果狀語(yǔ)之間的轉(zhuǎn)換表達(dá))That’swhy... 意為“那就是為什么……的原因”，強(qiáng)調(diào)結(jié)果That’sbecause... 意為“那是因?yàn)椤保瑥?qiáng)調(diào)原因e.g.ThatismainlybecauseatthattimeIwillbeoccupiedintakingcareofmylittlesister.那主要是因?yàn)槟菚r(shí)我將忙于照顧我的妹妹。That’swhyIvalueitmorethananyothergiftIreceivedthatday.這就是為什么我把它看得比那天收到的任何禮物都重要的原因。2)what與that引導(dǎo)表語(yǔ)從句的區(qū)別：what在表語(yǔ)從句中充當(dāng)主語(yǔ)、賓語(yǔ)或表語(yǔ)，表示“什么，什么樣子，或所……的(人或事)等”；that在從句中僅起連接作用，無(wú)實(shí)際意義，在句中不作任何成分，不能省略。e.g.Thisiswhattheoutstandingassistanthasdonefortheastronomer.這就是這位出色的助理為這位天文學(xué)家所做的事情。(what引導(dǎo)表語(yǔ)從句，在從句中作賓語(yǔ)，意為“所……的”)Thedifferencebetweenthiskiteandtheonestheymakeduringthelessonsisthatitisatwo－stringcontrollablekite.這只風(fēng)箏和他們?cè)谡n程中制作的風(fēng)箏的區(qū)別在于，它是一個(gè)雙弦可控風(fēng)箏。Step4UsingthestructuresActivity4Usingthestructures(exercisesinthetextbook)1.Answerthefollowingquestionsusingtheinformationfromthereadingpassageaswellasthepredicativeclauses.Andthenchecktheanswersandgiveexplanations.Answers:1)Snow’sdiscoveryintwoparticularstreetsinLondonwasthatthecholeraoutbreakwassoseverethatmorethan500peoplediedintendays.2)WhatSnowwasdeterminedtofindoutwaswhytheoutbreakofcholerahadcausedover500deathswithintendays.3)TheexactplacesSnowmarkedonthemapwerewhereallthosewhodiedhadlived/allthedeadpeoplehadlived.4)Snow’sfindingwasthatthewaterpumpwastoblameforthespreadofcholera/thepumpwatercarriedcholeragerms/waterfromtheBroadStreetpumphadbeeninfectedbywaste.2.DavidistalkingtoMariaabouttheirscientificresearchproject.FirstpleteDavid’slines(AE),usingthewordsinthebox.ThenputDavid’slinesinthecorrectorderandpractisetheconversation.Andthenreadtheconversationtoreconstructthetext.Answers:A:whatB:asif,thatC:whether,which/what/whoseD:which/what,howE.whyTheorder:CBEDNewwords:1)findingn.發(fā)現(xiàn)；調(diào)查結(jié)果；(法律)判決2)initialadj.最初的；開始的；第一的initiallyadv.開始；最初e.g.Theinitialreactionhasbeenexcellent.初期的反應(yīng)非常好。Initially,thesystemworkedwell.開始時(shí)系統(tǒng)運(yùn)轉(zhuǎn)良好。3)vaccinen.疫苗4)frameworkn.框架；結(jié)構(gòu)theoreticalframework理論框架5)solidadj.可靠的；固體的；堅(jiān)實(shí)的n.固體e.g.Shehadrefusedallsolidfood.所有的固體食物她都不肯吃。Solidsturntoliquidsatcertaintemperatures.固體在一定的溫度下會(huì)變?yōu)橐后w。Activity5Usingthestructures(exercisesintheworkbookandexercisesonPPT)1.Practiseusingsubjectclausetopletetheexercisesinworkbook.Suggestedanswers:Exercise1:1.what2.that3.whoever4.why5.because6.asthough,asthough2.ExercisesonPPT.Fillintheblanksusingappropriateconjunctionsandanalysetheirfunctionsintheclauses.1)ThetroubleisthatIhavelosthisaddress.2)Thequestioniswhethertheywillgobyplaneorbytrain.3)Itsoundsasif/t