人教课标版必修3英语Unit5 Grammar教学设计
人教版高中英语必修3 Unit5 Using language 优秀教学设计
Unit5 Using language 教学设计Unit5 Using language 教学设计Period 3语言运用课设计意图This is the third teaching period of this unit. The first task is to comprehend the passage “’The True North’from Toronto to Montreal”and improve the ability of reading. And the second task is writing. In this period, students learn to express their ideas about Canada. At the end of this class, students can be interested in traveling to Canada by expressing themselves in English.教学目标1. To introduce the beautiful scenery of Canada to feel the different cultures in Canada and train students’ reading ability.2. To learn to express your ideas about Canada freely through self-directed study and cooperation.3. To be interested in traveling.教学重点1. Comprehend the passage and write a passage about Canada.2. How to describe a place in English.教学过程：Task l Lead-in（设计意图：通过回顾上一节课学习的加拿大概况并观看优美的加拿大图片，激发同学们深入了解加拿大的欲望，然后导入本节话题。
高中英语人教版必修3教案：Unit 5 Period 3 Learning about language Grammar
Unit 5Canada—“The True North”Period 3Learning about language: Grammar整体设计教材分析This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.This teaching period mainly deals with the following: 1. Reviewing noun clauses as the subject; 2. Learning the new grammar item: noun clauses as the appositive. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the pass age A TRIP ON “THE TRUE NORTH” again, tick out all the sentences from the passage where noun clauses are used as appositive, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 37 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as appositive and let students make it clear how each noun clause is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Pages 71-72 and more additional exercises for consolidation.教学重点Get students to understand and use noun clauses as the appositive.教学难点Enable students to learn how to use noun clauses as the appositive correctly.三维目标知识目标1. Get students to know more about noun clauses.2. Let students learn noun clauses as the appositive.The thought that they could cross the whole continent was exciting.The girls were surprised at the fact that ocean ships can sail up the Great Lakes.能力目标Enable students to use noun clauses as the appositive correctly and properly according to the context.情感目标1. Get students to become interested in grammar learning.2. Deve lop students’ sense of group cooperation.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.3. Underline the noun clause in each sentence of the following and then tell what kind ofnoun clause it is.1)What it was to become was a mystery.2)I don’t know who will help Henry to win the bet.3)His trouble is that he doesn’t know anybody in London.4)It hasn’t been decided yet when the new restaurant will open.5)It looked as if it was going to snow.6)Do you know why he crossed his arms?Suggested answers:1)What it was to become was a mystery. (noun clause as the subject)2)I don’t know who will help Henry to win the bet. (noun clause as the object)3)His trouble is that he doesn’t know anybody in Lond on. (noun clause as the predicative)4)It hasn’t been decided yet when the new restaurant will open. (noun clause as the subject)5)It looked as if it was going to snow. (noun clause as the predicative)6)Can you tell me why he crossed his arms? (noun clause as the object)→Step 2 Preparation1. Show the following two sentences on the screen. Ask students to read each of them and then underline its appositive.1)Their friend, Danny Lin, was waiting at the airport.2)He was going to take them and their baggage to catch “The True North”, the cross-Canada train.Suggested answers:1)Their friend, Danny Lin, was waiting at the airport.2)He was going to take them and their baggage to catch “The True North”, the cross-Canada train.2. Let students think about and discuss what kind of noun clause the underlined clause is in each of the following two sentences.1)The thought that they could cross the whole continent was exciting.2)We were very excited at the news that our team had won.→Step 3 Grammar learning1. Reading and discoveringAsk students to turn back to Page 34 to read through the reading passage and find all the sentences where noun clauses are used as the appositive and underline them. Then translate them into Chinese.Suggested answers:1)The thought that they could cross the whole continent was exciting.他们要横穿整个北美大陆的想法真令人兴奋。
2021-2022学年人教版高中英语必修三教学案：Unit 5 Section 3 Word版含答案
Section_ⅢGrammar—_同位语从句语法图解探究发觉①Some people have the idea that you can cross Canada in less than five days, but they forget the fact that Canada is 5,500 kilometres from coast to coast.②The girls were surprised at the fact that ocean ships can sail up the Great Lakes.③I made a promise that I would make him happy.④He hasn't made the decision whether he will go there.⑤A saying goes that where there is life, there is a hope.⑥Do you know of his suggestion that we start our work right away?[我的发觉](1)以上例句中的黑体部分均为同位语从句，用来解释说明所修饰名词的具体内容。
(2)句④中同位语从句的连接词是whether，意为：是否；其他例句中的连接词是that，无实际意义，但不能省略。
(3)句⑤中同位语从句与其他同位语从句的区分：句⑤中同位语从句与其修饰词隔离开。
(4)句⑥中同位语从句的谓语动词为start，前面省略了should。
一、同位语从句的定义1．在主从复合句中，在句中作某一名词尤其是抽象名词的同位语，一般位于该名词之后，说明该名词的具体内容的从句叫同位语从句。
2．能跟同位语从句的名词一般是fact, news, idea, truth, hope, problem, information, wish, promise, answer, evidence, report, explanation, suggestion, conclusion等抽象名词。
最新高一英语必修三unit5教案
教学设计新课标高中英语教材第三册必修Module 5 Great People and Great Inventions of Ancient ChinaReading: Philosophers of Ancient China一、教学课型：阅读课二、教材分析：本篇课文介绍的是中国古代哲学家孔子、孟子和墨子。
经过十几年的耳濡目染同学们对他们的观点较熟悉，也颇感兴趣，但这些内容以英语的形式出现会让他们略感惊奇和不适，因此要引导学生克服心里障碍，通过阅读和讨论，捕捉有效信息，学会用英语表达诸多哲学家的观点。
三、教学目标：1、Help the students grasp the useful words, expressions and some importantsentence structures in the text.2、Help the students to develop reading skill3、Encourage the students to find out more about European philosophers tocompare with those of China so as to learn something necessary to their lives.四、教学重难点：1、develop reading skill2、learn about philosophers home and abroad to enrich their mind.五、教学过程：Step I. Lead in1.Show pictures of some famous philosophers the world has ever producedand their ideas such as Socrates, Higer , Laozi, Maozetong and so on.T: Please look at these pictures to see if you know any of them, if so, talkabout their ideas.T: Could you tell us which philosopher you like best and why?Ss:…….2.Have the students name some philosophers they know.T: Please name some philosophers you are interested in.T: Would you like to major in philosophy when you go to college and why?Ss:……（设计说明）In order to arouse the students’interests in philosophers, we need to let them learn about some philosophers and their views, while at the same time make them guess the meaning of the word “ philosopher”, a key word in this passage, in which way the topic of philosophers is brought out.Step II ReadingTask one: Leave the students some time to watch the video of this passage with the following questions in mind.1、What are the names of the philosophers mentioned in the passage?2、What are their ideas?3、Whose teachings were very similar to those of Confucius?4、Why did Mencius resigned?5、What is the difference between the views of Confucius and that ofMozi?T: Now I ’like you to watch the video with some questions in mind to get a general idea of the whole passage.Ss:……….（设计说明）In learning a foreign language, listening should come before reading, especially for high school students who have no time to communicate with foreigners, and with some questions in mind while listening is helpful for them to grasp the main idea of the passage and avoid blind listening.Task two:Skimming1.Leave the students five minutes to skim the passage and pick out the topics sentences of each paragraphT. Now that you have got some idea about these philosophers, next go over the text quickly to pick out the topic sentences of each paragraph.2.Show the topic sentences on the computer screen(1)Confucius is the philosopher whose influence has been the greatest.(2)Mencius was a thinker whose teachings were very similar to those ofConfucius.(3)Mozi founded the philosophy called Mohism.(设计说明)Going through the passage quickly to find the topic sentences is to help them improve their reading skill and in the long run to learn writing.Task three:Scanning: Let the students read the passage more carefully and finish the following exercise.T: Please read the text in detail this time and then carry out the following activities.1. fill in the blanks without looking at your books, each blank with one word.(1)Confucius is the ________whose influence has been the greatest.(2)Confucius ________the importance of kindness.(3)Mencius was a thinker whose _______were very similar to those ofConfucius.(4)However, when he saw that the ruler was not following his advice, he_______.(5)Mozi was another teacher who was very _________.(6)He became famous for his unusual clothes and ____________.2.Choose the right answers:(1). Mozi spent many year trying to find a state in that_______.A.He believed that men were not equal.B.His idea of love was different from the Confucian idea of kindness.C.He supported the idea of war.D.He wanted people to follow his teachings(2) Which of the following idea is from The Book of MenciusA.People were less important than rulersB.The people should be well treated by the governmentC.If the government were tough, the people would be good.D.The people should be treated badly(3) It can be inferred that the author of the passage is_______.A.is in favour of these philosophersB.doesn’t support the ideas of the philosophersC.the passage doesn’t implyD.is against the ideas of the philosophers3.Show the answers on the computer screen of excises 1and2.Excise1. 1. fill in the blanks without looking at your books, each blank with one word.(1) Confucius is the philosopher whose influence has been the greatest.(2) Confucius stressed the importance of kindness.(3) Mencius was a thinker whose teachings were very similar to those ofConfucius.(4) However, when he saw that the ruler was not following his advice, heresigned.(5) Mozi was another teacher who was very influential.He became famous for his unusual clothes and behaviour.Excise 2. D B C(设计说明)To read the passage in detail is to have a further understanding of the text.The above two excises are designed to help the students search information and give a summary of the passage.Step III. DiscussionHave the students give a discussion of some foreign philosophers and their teachings (prepared before class as a homework to surf the internet) in group of four within about 15 minutes with each group handing in their final report after class.（设计说明）The materials of the discussion have to be prepared beforehand so that the students will spend time collecting them, which can raise their ability of finding out information, while the discussion is a sort of group activity which can help them learn to cooperate with each other.Step IV Language points discussionHold a discussion about the usage of some important words, phrases and sentence structures.T: Now we have finished the reading part of the passage. Well, let’s have a discussion about the language points of this passage. First look at the first paragraph, anyone volunteer to point out important words, phrases or sentences structures you think important…….Ss: be at war with…..( The following Words and expressions and sentence structures should bepointed out by the students and their usage should be discussed, the teacherhas to give some further explanation and examples if necessary) Words and expressions:stress; resign; adviser; influential; principle; be at war with; be brought up;be similar t o; in some ways; man; human beings….Sentence structures:(2)But it was a time when there were many great philosophers.(3)Mencius believed that the reason why man is different from animal isthat man is good.(4)(5)As a result, he spent many years trying to find a state where peoplewould follow his teachings.（设计说明）Learning to use the words , expressions and sentence structure is one of the important skills for the students. To teach oneself and hold a discussion is a good way to grasp them, and to a certain extent help the teacher a lot in teaching, there is always something the teacher has n’t prepared.Step IV. HomeworkT: Today we have completed learning the words, phrases and sentence structures of the passage and developed reading skill, so the homework today should be making good use of what has been learned in this passage, that is , write a short passage about a famous philosopher you know in about 200 words.（设计说明）The best way to learn a language well is to use it in real life, so writing about something the students are familiar with is helpful to improve their skill inEnglish.。
人教课标版必修3英语Unit5_写作课 教学设计
标题 How to introduce a place1.教学目标Help the students to learn to write a good composition using connection linking words, clauses, som e phrases and key words.Encourage the students to learn more about how to introduce a place.2.学情分析The students in my class are not good at writing. They took part in several tests several days ago. Fro m their compositions, I have found their problems. First, they can't use exact words. Second, most of them can't make sentences with various sentence patterns. Even some write Chinglish. Last, most of t hem can't use connection linking words properly. In order to solve these problems, I design a lesson on writing about how to introduce a place and they are really interested in talking about some places of interests, so I choose this topic for them to talk about.3.重点难点How to organize a paragraph using advanced words, various sentences and proper connection linking words. How to make sentences with various sentences patterns.4. 教学过程活动一【导入】writingEnjoy a video and ask the students to tell what are three aspects about. And then ask them to listen to the same information again and choose the best answer.1. Canada is located in the _________ America .A. NorthB. SouthC. West2.It is the world's _________largest country by total area.A. secondB. thirdC. /3.It measures _________ Km from west to east.A. 5700B. 5500C. 56004.There are _________ provinces and _________ territories in Canada.A. ten, twoB. nine, threeC. ten, three5. _________ is one of the places of interest .A. OttawaB. VancouverC. Quebec City6._________ and maple leaf are symbols and treasures of Canada.A. BeaverB. BearC. Panda活动二【活动】How to introduce a place --expressionsAsk the students to learn words and expressions to introduce a place.11）坐落于/位于 __________________________________2）被包围 __________________________________ Exercise:Beijing _________________ the north of Hebei Province. （坐落于/位于）Beijing _________________ the Great Wall, making it very beautiful. （被包围）2.1）有…多年的悠久历史 __________________________________2)…见证了太多的历史兴衰 __________________________________3)名胜古迹 __________________________________4)历史景点 __________________________________5)福城 __________________________________Exercise:北京见证了太多的兴衰。
新课标《高中英语必修3-Unit-5》教学设计与反思
新课标《高中英语必修3 Unit 5》教学设计与反思一、教学设计意图在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性的学习方法和风格。
”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进行整合实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。
网络学习是一种学习过程交互化的学习模式。
学生带着问题借助网络查询信息，进行信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。
使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。
二、教学目标设计：知识与技能：①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。
②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
过程与方法：①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。
②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。
情感价值观：通过本节课的学习，培养学生的人文和信息素养。
三、教材内容及重点、难点分析：教材内容：本课教学内容是新课标《高中英语必修3 Unit 5》，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。
相比较而言，这样的课文难度更大。
教学重点：①对课文内容的整体把握。
②学生组织语言、运用语言的能力。
【重点突破】任务驱动，层层深入。
利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。
人教课标版必修3英语Unit5_Using_language_名师教学设计
Unit5 Using language 名师教学设计设计意图This is the third teaching period of this unit. The first task is to comprehend the passage “’The True North’from Toronto to Montreal”and improve the ability of reading. And the second task is writing. In this period, students learn to express their ideas about Canada. At the end of this class, students can be interested in traveling to Canada by expressing themselves in English.教学目标1. To introduce the beautiful scenery of Canada to feel the different cultures in Canada and train students’ reading ability.2. To learn to express your ideas about Canada freely through self-directed study and cooperation.3. To be interested in traveling.教学重点1. Comprehend the passage and write a passage about Canada.2. How to describe a place in English.教学过程：Task l Lead-in（设计意图：通过回顾上一节课学习的加拿大概况并观看优美的加拿大图片，激发同学们深入了解加拿大的欲望，然后导入本节话题。
人教课标版必修3英语Unit5_写作课_教学设计
Unit5 写作课名师教学设计（一）Teaching Plan for Teens AppreciationBy Chen LijiaoI. Teaching aimsTo help students improve their spoken English and build up their confidence both in E nglish and class presentation.II. Teaching proceduresStep 1 Teacher’s opening speech1.1 Basic introduction of the class: Group 1 to 6 will give a presentation based on the topics from the newspaper, Teens of the 21st Century. Before the presentation, they c hoose a topic from the newspaper and rewrite it, and then the teacher helps them polish their writing. The students are required to make the presentation without the script.1.2 The teacher’s suggestions and requirements:a. Try to speak loudly and pronounce each word correctly so as to be heard clearly.b. Behave naturally.c. Smile while giving the presentation.Step 2 Student’s presentation (time limit: 4 minutes at most for each group) Group1 to 6 will take turns to give their presentation. The topics are as following: Group 1 Light Changes Sleep (highlight: a sketch)Group2 Recognition on Way for Tai Chi (highlight: two students playing Tai Chi) Group 3 Miyazaki’s work (highlight: a slide show with music and pictures) Group 4 Learn from looking at screen all day (highlight: two short scene plays) Group 5 London attack brings questions about peace (highlight: a slide show) Group 6 Exploring inner conflicts (highlight: an interview)Step 3 Comments on the presentation and teacher’s praiseStudents discuss in groups to recommend one group as the winner of today and e xplain their reasons, after which the teacher will give some praise to the winner group and encouragement to other groups.Reference:How to recommend the winner and make comments?1. We recommend Group * to be the winner of today, because they delivered their spe ech with good and clear pronunciation and they spoke very fluently.2. We all agree to recommend Group * to be the winner of today, because they really have been very creative in trying to clear out their point and the speech is well- organi zed.3. We recommend Group * to be the winner of today, because they were enthusiastic t hroughout the speech, made good eye contact with the audience and used proper body language in the speech. They looked cool!Step 4 Summary of today’s classOne student makes a summary for today’s class, including what they’ve learned, how they performed and the expectation for the teacher in future class.Step 5 Teacher’s conclusionThe teacher draws a conclusion on Ss’ performance and puts forward some sugge stions to help Ss have a better performance next time.Attachment: Students’ rewritingGroup 1 Light Changes SleepBy Zhao Linqi, Wu Yongyuan, Li Ruiyi, Li Wenyu,Jin Zeqiang, Gu YunyunOne Sunday morning, Mr. Thomas went into Bob’s room angrily, seeing Bob sle eping and the light is on.“You are late; you told me we would meet at 8:00, but now it is10:00.”“……” (5 seconds)“Hey Bob, get up. Hey!”Bob woke up, feeling sleepy. “I’m sorry, I wanted to get up early, but I found it t oo hard to do that. Then I fell asleep again.”“What did you do last night?” Thomas asks.“I just watched the TV program Zetianji on the smart phone all night. Oh Mr. Lu Han is so handsome that I like him very much. But I also feel strange that I always getup late and it’s always too hard for me to get up.”“Why does it happen to you?”“That is a good question.” Then the expert appears. “Who are you?” Bob and To mas ask.“I am an expert who comes to give you a hand. We have carried out an experime nt on your getting-up-late problem recently and found that one of the main causes of y our problem is the artificial light.”“Oh, what is it?”“The artificial light changed your body clock, so you may feel hard to get up.”“What should we do?” Tomas asks.“You should increase natural bright light during the day and turn lights down in t he evening and turn off the lights at night. What’s more, do remember not to always st are on your smart phone. In this way, I’m sure you can have a good sleep and get up e asily.“That must be right. Thank you!” They said. “Please call me Lei Feng.” The exp ert replied.Group2 Recognition on Way for Tai ChiBy Yang Yuanyuan, Xiong Yue, Lu Yanhua, Li Chunling,Xie Xian, Huang Xuanhong Dao ZhipengAs is known to us, China is a country with a long and profound(深厚的) histor y, in which there are many things with Chinese characteristics(特点) including tai ch i. Tai chi, a kind of martial art, has been practiced in China for centuries. Every mov ement in tai chi represents(体现) an important part of traditional Chinese philosophy-harmony(和谐). It has been nominated(提名) to be included in the UNESCO List of I ntangible Cultural Heritage. (联合国教科文组织非物质文化遗产名录) This applicat ion has a positive meaning that the world’s cultural diversity will be known to more p eople in the world as a symbol of China. However, it is very ridiculous(荒谬的) that b oth Japan and South Korea are competing with us to get tai chi registered. As you kno w, South Korea succeeded in identifying the traditional Chinese festival the Dragon b oat festival as their heritage, which is a great shame for every Chinese. We sincerely hope that this kind of thing will never happen again.As teenagers of the new generation, we ought to pay attention to not only tai chi, but also other traditional culture. Only we make an effort to do it, can traditional cultu re be last going.Group 3 Miyazaki’s workBy Gao Hui, Li Wangdong, Ding Cunhua, Luo Jiajia,Zhao Rong, Tong Yuanyuan, Zhou JiahaoHello everybody! When you feel confused and sad, what do you usually do? How abo ut watching a movie that was made by Miyazaki?We are fond of watching his movies not only because they can pull us up, but also the re are a lot of smooth and peaceful music and amazing pictures in those movies. And t oday we’d like to introduce one of Miyazaki’s movies to all of you!Group 4 Learn from looking at screen all dayBy Liu Fengyi, Ji Runxi, Huang Yilong, Lu Ni, Liu Nian, Xie Xinyang Hello, everyone! Today we’ll introduce something about looking at screen to you . As is known to all, more and more people are spending a lot of time looking at TV sc reens, monitors or smart phones. According to a survey, the American spends 7 hours or more a day looking at screen. The situation also exists in China. Maybe looking at s creen can make you relaxed, but too much screen time is harmful to your health.So if you continue to spend lots of time staring at a screen, instead of playing ga mes and watching TV shows, you can use your digital time usefully, for example, wat ching news, doing some reading or other informative activities.Group 5 London attack brings questions about peaceBy Ye Jiurong, Yu Mengqian, Yang You, Li You, Liu Qiongxian,Yun Yazhi, Luo ShuangqinOn March 22, the city of London was attacked by terrorists. There were more tha n twenty people injured and four people died. The police said a car came from Westmi nster Bridge and knocked down some passers-by. A man with a knife attacked a police man and was hit by a shot. Western countries have been in a state of fear and the Briti sh people are concerned about their safety.I was shocked at the frightening news and feel very sorry for the innocent peopl e who died in the attack. Nowadays, there are a lot of terrifying things like the terroris t attack of London, such as the Syria civil war（叙利亚内战） and the terrorist attack s of Nice（法国尼斯）. The harm of these events not only let us be scared, but also it m akes us separate with our family. We have been involved in war, yet hunger for peac e.But how far is the peace from us? We couldn’t answer the question exactly. But we can try our best to take measures to resolve conflicts and make this world a better place. By doing so, the peace will not be far from us.Group 6 Exploring inner conflictBy GuoZedong, LiuYinyan, Bai Xue, Peng Chuhan,Lu Rui, GuoYi, WangYaohuiHost/Hostess: Dear audience friends, welcome to CCTV-13.Today,we have invit ed several persons about the hot series In the Name of People(《人民的名义》). As y ou all know, it is one of the most popular TV shows in China in 2017.Let’s welcom e Mr. Zhou Meisen, the author of the novel in the Name of People and Mr. Lu Yi, on e of the leading actors of this series. Mr. Zhou, could you tell us how you got the inspi ration of the novel?Zhou: In order to gain deeper understanding of politics, I took a one-year job a s a deputy secretary general(副秘书长).Besides, this novel is based on real cases, whi ch is one reason for the popularity of the novel.Host/Hostess: Wow! I admire so much what you have done. To achieve a bette r work, you can spend a lot of time and energy on it. And Mr. LuYi, your vivid actin g in the show left us a deep impression. What’s your opinion on the on-going anti-corr uption campaign?Lu Yi: I think the on-going anti-corruption（反腐的） campaign is important an d necessary. There are a number of corruption problems in China. If there problems ca n’t be worked out, Chinese economy will decrease. By the TV series, I hope Chines e government officials woke up.Host/ Hostess: I agree on Mr. Lu’s opinion. Our police is called the people’s police; our government is called the people’s government and our court is called the peop le’s court. Our government should work for the people. We are expecting for a bette r China. That’s all of today’s program. Thank you for your watching.。
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Unit5 Grammar名师教学设计设计意图This is the fourth teaching period of this unit. The first task is to understand and put noun clauses as the appositive into practice. The emphasis of this period will be placed on the grammatical knowledge in the reading text. In order to make students understand the grammar, we can firstly get students to study the grammar by themselves and try to make a summary according to the examples. And then try to put them into use to improve the ability of using them in real situations.教学目标1. To help students grasp the grammatical rules of noun clauses as the appositive in this unit.2. To help students construct the grammatical trees and use the noun clauses in real situations through self-study and cooperative exploration.3. To let students be absorbed in English study and enjoy the beauty of English.教学重点1. The usage of noun clauses.2. Put the grammatical rules into practice.教学过程Task l Lead-in（设计意图：通过回归课文寻找同位语从句，培养学生观察发现总结的能力。
）Good morning/afternoon, class. Today we will learn the grammar of this unit-noun clauses as the appositive. First, let’s review the passage we studied last class in order to discover the useful structure．In the text we’ve learned some noun clauses as the appositive. Who can tell us the sentences in the text7 (Students read the whole text to find the sentences that use noun clauses as the appositive. While students are reading the whole passage, the teacher walks around the classroom and collects the answers. Then the teacher asks some students to tell others the correct answers. )The thought that they could cross the whole continent was exciting.Some people have the idea that you can cross Canada in less than five days, butthey forget the fact that Canada is 5,500 kilometres from coast to coast.The girls were surprised at the fact that ocean ships can sail up the Great Lakes.Task 2 Self-directed study（设计意图：理解并根据导学案上的例句，构建同位语从句的知识树，联系新旧知识，培养自主学习能力。
：This class we will learn the basic grammatical rules of noun clauses as the appositive and put them into p ractice. First, it’s your self-study time. Please observe the example sentences and try to summarize their usages with reference books. Make a mark where you can’t understand. Then, 15 minutes later, we’ll see who is the best self-learner. Please begin now.Task 3 Presentation and special attention（设计意图：理解并根据导学案上的例句，构建同位语从句的知识树，争取学以致用，培养自主学习能力。
）(15minutes later) Time is up. Let’s see how you learn noun clauses as the appositive one by one.一、语法聚焦（同位语从句）学习建议：根据所列例句，理解并尝试总结同位语从句的用法。
（一）同位语从句的基本概念Now, clas s, let’s study the following sentences, try to understand the underlined words and phrases, and then fill the blanks with proper words.1. Tom, our monitor, is a handsome boy.汤姆，我们的班长，是一个帅气的男孩。
2. I myself will do the experiment.我要自己做这一实验。
3. She is the oldest among them six.她是六人当中年龄最大的。
4. Yesterday I met Tom, a friend of my brother’s.昨天，我遇到了汤姆，我哥哥的一个朋友。
5. He told me the news that the plane had exploded.他告诉我那架飞机爆炸的消息。
以上句子的画线部分在句子中充当的成分是①。
它是句子成分的一种，它位于名词、代词后面，补充说明它们的②，它可以由③、代词、数词、名词性短语或从句等充当。
6. The thought that they could cross the whole continent was exciting.要横贯整个大陆的想法是令人兴奋的。
7. The girls were surprised at the fact that ocean ships can sail up the Great Lakes.海轮可以开到五大湖，让女孩们感到吃惊。
同位语从句在句中作某一名词尤其是④名词的同位语，一般位于该名词⑤解释说明该名词的⑥。
这些抽象名词通常有fact，news，idea，truth，hope，problem，information, belief ,thought, doubt , promise, question 等。
(Purpose: to make students get the definition of appositive according to the simple sentences and then give students more sentences to grasp noun clauses as the appositive)Suggested answers:①同位语②具体内容③名词④抽象⑤后面⑥具体内容（二）同位语从句的连接词Class, since we have known the definition of noun clauses as the appositive, now please study the following sentences and try to summarize the grammatical rules and then fill the blanks with proper words.仔细观察下列句子，注意从句连接词的用法。
1. The news that Mr Li will be our new English teacher is true.李先生将会是我们的新英语老师的消息是准确的。
2．He hasn’t made the decision whether he will go there.他还没有决定他是否会去那儿。
3. The question who should do the job is being discussed at the meeting.谁该做这份工作正在会议上讨论。
4.1 have no idea what the boy is doing in the next room now.我不知道那个男孩正在邻屋里做什么。
5. We haven’t yet settled the question where we are going to spend our summer vacation this year.我们还没有定下来今年到哪里过暑假，6. I have no idea how I can get to the railway station.我不知道如何去火车站。
7.I have no idea when he will be back.我不知道他什么时候回来。
归纳总结》(1) that引导同位语从句时，如句1;(2) whether引导同位语从句时，如句2；3)连接代词who，what 等引导同位语从句时，如句3，4;(4)连接副词where，how，when 等在从句中，如句5，6，7。