Unit4Astronomy:thescienceofthestarsPeriod3　Learningaboutlanguage:Grammar整体设计教材分析Thisisthethirdteachingperiodofthisunit.Totestwhetherstudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thenleadinthenewlesson.Thisteachingperiodmainlydealswiththefollowing:1.Reviewingnounclausesastheobjectandasthepredicative;2.Learningthenewgrammaritems:nounclausesasthesubject.Studentsoftenfeelnounclausesabstractanddifficulttolearn,soitisnecessarytomakethelessoninterestingandlively,andconnectitwiththeirdailylifeinordertoletiteasytoacceptandunderstand.Firstly,theteachercanaskstudentstoreadthepassageHOWLIFEBEGANONTHEEARTHagain,tickoutallthesentencesfromthepassagewherenounclausesareusedasthesubject,andthentranslatethemintoChinese.Secondly,compareanddiscovertheusesofeachnounclausebygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage29andmoreexercisesforstudentstomastertherelatednounclauses.Finally,summarizetheuseofnounclausesasthesubjectandletstudentsmakeitclearhoweachnounclauseisbeingusedinthesituations.Attheendoftheclass,askstudentstodotheexercisesinUsingstructuresonPage64andmoreadditionalexercisesforconsolidation.教学重点Getstudentstounderstandandusenounclausesasthesubject.教学难点Enablestudentstolearnhowtousenounclausesasthesubjectcorrectly.三维目标知识目标1.Getstudentstoknowmoreaboutnounclauses.2.Letstudentslearnnounclausesasthesubject.Whatitwastobecomewasamystery......itwasnotclearwhetherthesolidshapewastolastornot.能力目标Enablestudentstousenounclausesasthesubjectcorrectlyandproperlyaccordingtothecontext.情感目标1.Getstudentstobecomeinterestedingrammarlearning.2.Developstudents’senseofgroupcooperation.教学过程设计方案（一）→Step1Revision1.Checkthehomeworkexercises.2.Dictatesomenewwordsandexpressions.7,3.Translatethefollowingsentences.1)你早晚会来的。2)我的车与你的不一样。3)他总是第一个来,最后一个走。4)他来不来还不清楚。5)我们的成败取决于是否每个人都努力工作。6)我们必须采取措施防止这种疾病的蔓延。Suggestedanswers:1)Youwillcomehereintime.2)Mycarisdifferentfromyours.3)Heisalwaysthefirsttocomeandthelasttogo.4)Itisnotclearwhetherhecomesornot.5)Oursuccessdependsonwhethereveryoneworkshardornot.6)Wemusttakeactionstopreventthisdisease(from)spreading.→Step2PreparationShowsomesentencesonthescreen.Askstudentstoreadeachofthemandthenfindoutitssubject.Atreehasfallenacrosstheroad.Youareastudent.Tofindyourwaycanbeaproblem.Smokingisbadforyou.“Howdoyoudo?”isagreeting.Whatshesaidisnotyetknown.Thatweshallbelateiscertain.It’scertainthatweshallbelate.→Step3Grammarlearning1.ReadinganddiscoveringAskstudentstoturnbacktoPage25toreadthroughthereadingpassageandfindallthesentenceswherenounclausesareusedasthesubjectandunderlinethem.ThentranslatethemintoChinese.Suggestedanswers:1)Whatitwastobecomewasuncertainuntilbetween4.5and3.8billionyearsagowhenthedustsettledintoasolidglobe.地球会变成什么（样子）,直到45亿至38亿年前这个云团变成一个固体的球状物,才确定下来。2)Theearthbecamesoviolentthatitwasnotclearwhethertheshapewouldlastornot.地球变得激烈动荡,不知道这个固体形状是否会继续存在下去。3)Whatisevenmoreimportantisthatastheearthcooleddown,waterbegantoappearonitssurface.更重要的是,随着地球的冷却,地球的表面就开始出现了水。4)Itwasnotimmediatelyobviousthatwaterwastobefundamentaltothedevelopmentoflife.水对于生命的发展会起关键作用,这一点在当时并不明显。5)Whatmanyscientistsbelieveisthatthecontinuedpresenceofwaterallowedtheearthto7,dissolveharmfulgasesandacidsintotheoceansandseas.很多科学家相信,由于地球上长期有水存在,使地球得以把有害气体和酸性物质溶解在海洋里。6)Whytheysuddenlydisappearedstillremainsamystery.为什么他们突然消失了,至今还是个谜。7)Sowhetherlifewillcontinueontheearthformillionsofyearstocomewilldependonwhetherthisproblemcanbesolved.所以,在未来的数百万年中,生命能否在地球上延续取决于这个问题能否得到解决。2.ThinkinganddiscussingLetstudentsreadaloudthesentencestheypickedout,thinkoveranddiscusswithapartnerhoweachofthesenounclausesisbeingusedinthesituations.Ifstudentshavesomedifficulty,givethemahand.3.Summingup:nounclausesasthesubject.主语从句作主语用的名词性从句,因其在复合句中作主语,又称主语从句。（1）连接词:1)从属连词that,whether等。that引导主语从句只起引导作用,本身无实际意义,在主语从句中不充当任何成分,但不能省略。Thatshelefthimcuthimtotheheart.她的离开使他很伤心。由whether引导的主语从句放在句首、句末都可。Whetheritwillpleasethemisnoteasytosay./Itisnoteasytosaywhetheritwillpleasethem.很难说这会不会使他们高兴。2)连接代词who,what,which,whoever,whatever,whichever等。Whatseemseasytosomepeopleseemsdifficulttoothers.对某些人看来很容易的事,对另外一些人可能很困难。3)连接副词when,where,how,why等。Whyhediditremainsamystery.他为什么做那件事依然是个谜。（2）位置主语从句可以前置,也可以后置。用it作形式主语,而把主语从句放在句末,常用下面几种句型:1)It+be+表语+主语从句Itisstilluncertainwhetherheiscomingornot.他是不是来还没有确定。2)It+不及物动词+主语从句Ithappensthattheywereabsent.他们碰巧缺席了。3)It+及物动词（被动语态）+主语从句IthasbeendecidedthattheexhibitionwillnotopenonSundays.现经决定展览会星期日不开放。注意:7,1)主语从句在句首时,必须由连接词引导,不能省略这些连接词;但是如果用it作形式主语,而把主语从句放在句末时,从属连词that可以省略。他们相互喜爱是很自然的。误:Theyshouldlikeeachotherisnatural.正:Thattheyshouldlikeeachotherisnatural.正:Itisnatural(that)theyshouldlikeeachother.2)如果主语从句放在句首,不能用if引导;但是如果用it作形式主语,而把主语从句放在句末时,也可以用if引导。玛丽是不是真听见他了,很值得怀疑。误:IfMaryreallyheardhimisreallydoubtful.正:WhetherMaryreallyheardhimisreallydoubtful.正:Itwasdoubtfulwhether/ifMaryreallyheardhim.→Step4Grammarpractice1.TurntoPage29.AskstudentstodoExercise2andExercise3inDiscoveringusefulstructures.Firstletthemfinishthemindividually.Thenchecktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.2.TurntoPage64.AskstudentstodoExercise1andExercise2.Checktheanswersaftermostofthemfinish.→Step5DiscussionLetstudentshaveadiscussioningroups.Thetopicis“Myproblem”.Onetalksabouttheproblemsinhisstudyorlife.Theothersshouldgivesomeadviceorsuggestions.Remindstudentstousethefollowingstructures:(Showthefollowingonthescreentohelpstudents.)Thefactis/Itisafactthat...Thedifficultyis.../WhatIfinddifficultis...Thetroubleis.../Whatworriesmeis...Mysuggestionis.../WhatIwouldsuggestis...Myadviceis.../WhatIwouldadviseis...Ithinkthat.../WhatIthinkis...Iwanttotellyouthat.../WhatIwanttosayis...→Step6ClosingdownbyaquizShowthefollowingexercisesonthescreen.Letstudentsfinishthemwithinthreeminutes.Threeminuteslater,checktheanswerswiththewholeclass.1.Ihavealwaysbeenhonestandstraightforward,anditdoesn’tmatter______________thatI’mtalkingto.A.whoisit　　　　B.whoitis　　　　C.itiswho　　　　D.itiswhom2.Itisprettywellunderstood______________controlstheflowofcarbondioxideinandouttheatmospheretoday.A.thatB.whenC.whatD.how3.______________madetheschoolproudwas______________morethan90％ofstudentshadbeenadmittedtokeyuniversities.7,A.What;becauseB.What;thatC.That;whatD.That;because4.______________teamwinsonSaturdaywillgothroughtothenationalchampionship.A.NomatterwhatB.NomatterwhichC.WhateverD.Whichever5.______________isourbeliefthatimprovementsinhealthcarewillleadtoastronger,moreprosperouseconomy.A.AsB.ThatC.ThisD.It6.______________Ican’tunderstandis______________hechangedhismind.A.That;thatB.What;whyC.Which;howD.That;whySuggestedanswers:BCBDDB→Step7Homework1.Finishofftheworkbookexercises.2.PreviewthereadingpassageAVISITTOTHEMOONonPage30,findthesentencesinwhichnounclausesareused,andseeifyoucanunderstandthem.设计方案（二）→Step1Revision1.Checkthehomeworkexercises.2.TranslatethefollowingintoEnglish.1)太阳系2)及时;终于3)下蛋4)产生;分娩5)轮到某人;接着6)总有一天我会遇见他。7)都市生活与乡村生活是非常不同的。8)他们不应该允许在这条街上停车,街道太窄了。9)他的心脏病痛没能阻止他第二天去上课。10)在未来的数百万年中,生命能否在地球上延续取决于这个问题能否得到解决。Suggestedanswers:1)solarsystem2)intime3)layeggs4)givebirthto7,5)inone’sturn6)I’llseehimintime.7)Citylifeisquitedifferentfromcountrylife.8)Theyshouldn’tallowparkinginthisstreet.It’stoonarrow.9)Hishearttroubledidnotpreventhim(from)goingtoclassthenextday.10)Whetherlifewillcontinueontheearthformillionsofyearstocomewilldependonwhetherthisproblemcanbesolved.→Step2WarmingupbyagameLetstudentsworkinpairs.Onetalksabouttheproblemsinhisstudyorlife.Theothershouldgivesomeadviceorsuggestions.Encouragethemtousewhat-clausesasthesubject.Example:S1:WhatIfinddifficultis.../Whatworriesmeis...S2:WhatIwouldsuggestis.../WhatIwouldadviseis...→Step3DiscoveringusefulstructuresAskstudentstofindoutthesentencescontainingnounclausesasthesubjectinthereadingpassageandunderlinethem.ThentranslatethemintoChinese.→Step4Learningtheuseofnounclausesasthesubject1.AskstudentstoturntoPage92andlearnpart3TheSubjectClausebythemselves.2.Encouragethemtoaskasmanyquestionsaspossible.Givethemexplanationsifnecessary.3.Letthemdosomeadditionalexercises.4.Sumup.→Step5PracticeAskstudentstofinishthefollowingexerciseswithin10minutes.Thenchecktheanswerswiththewholeclass.1.Exercises2and3inDiscoveringusefulstructuresonPage13.2.Exercise1inUsingstructuresonPage64.→Step6ConsolidationLetstudentsworkinpairstomakesentenceswithnounclausesasthesubjecttofillintheblanks.1.What_____________________________isastronomy.2.When_____________________________hasn’tbeendecodedyet.3.Whether_____________________________dependsonyourbehavior.4.How_____________________________isapersonaldecision.5.Why_____________________________apuzzletous.6.It’sfunnythat_____________________________.7.Itworriesusthat_____________________________.8.Itappearsthat_____________________________.→Step7Homework1.FinishofftheWorkbookexercises.2.Makeuseofdifferentlearningresourcestohaveaninquirystudyofthesubjectclause,andsummarizetherulesofit.板书设计7,Unit4　Astronomy:thescienceofthestarsGrammar:nounclausesasthesubject连接词例句从属连词:that,whetherThatshelefthimcuthimtotheheart.Whetheritwillpleasethemisnoteasytosay.连接代词:who,what,which,whoever,whatever,whicheverWhatseemseasytosomepeopleseemsdifficulttoothers.连接副词:when,where,how,whyWhyhediditremainsamystery.it作形式主语It+be+表语+主语从句Itisstilluncertainwhetherheiscomingornot.It+不及物动词+主语从句Ithappensthattheywereabsent.It+及物动词（被动语态）+主语从句IthasbeendecidedthattheexhibitionwillnotopenonSundays.活动与探究SupposeyouaretodesignanactivityforyourschoolonEarthDay,whichisintendedtocallonteachersandstudentstoprotecttheearth.Workingroupsandchooseareporterofyourgrouptoreportyourwork.Thefollowingpointsshouldbeincludedinthereportofyouractivity:whattheactivityisabout;whytheactivityisdesigned;whenandwheretodotheactivity;whotakespartintheactivity;whattobedoneintheactivity.7