Unit 1 Science and scientists Discover useful structures 备课包-2024-2025学年高中英语人教版（2019）选择性必修第二册

Unit 1 Science and Scientists Discover useful structures - Predicative Clause 1 Lead in Activity 1. Read the following quotes aloud and look for the clauses in the sentence. 1. Understanding science and pushing the boundaries of science is what makes me immensely satisfied. -- Bill Gates 2. What the public is taught is that health is the cure for disease. -- Ashley Moutagu 3. Research is what I’m doing when I don’t know what I’m doing. -- Wernher von Braum How do you know? 1. Understanding science and pushing the boundaries of science is what makes me immensely satisfied. 2. What the public is taught is that health is the cure for disease. 3. Research is what I’m doing when I don’t know what I’m doing. What are these clauses? Predicative clause 表语从句 Subject clause 主语从句 Predicative clause 表语从句 Adverbial clause 状语从句 Object clause 宾语从句 Predicative clause 表语从句 What is the predicative clause? 在复合句中做表语的从句，叫做表语从句。它位于主句的系动词之后，对主语进行解释说明，使主语的内容具体化。 Linking verbs 状态类：be动词，seem，appear，keep，remain，stay... 感官类：look，smell，taste，sound，feel... 变化类：become，get，turn，grow，fall，come，go... What is the predicative clause? 在复合句中做表语的从句，叫做表语从句。它位于主句的系动词之后，对主语进行解释说明，使主语的内容具体化。 主语 + 系动词 + 引导词 + 简单句 表语从句 This is why he did it. What I want to say is that I am tired. Activity 2. Underline all the examples in the reading passage where noun clauses are used as the predicative. that引导的表语从句，无意义，不做成分，不可省略 Activity 2. Underline all the examples in the reading passage where noun clauses are used as the predicative. that引导的表语从句，无意义，不做成分，不可省略 Activity 2. Underline all the examples in the reading passage where noun clauses are used as the predicative. that引导的表语从句，无意义，不做成分，不可省略 Activity 3. Answer some questions according to the passage. 1. What was Snow’s discovery in two particular streets in London? Snow’s discovery in two particular streets in London was that __________________________________________________________________________. 2.What was Snow determined to find out during the 1854 outbreak of cholera in London? What Snow was determined to find out was why ____________________________________________________________________. that 无意义，在表语从句中不充当成分, 起连接作用，不能省略 the cholera outbreak was so severe that more than 500 people died in ten days the cholera outbreak had caused more than 500 people died in ten days why 意思为“……的原因”，在表语从句中充当状语 3.What were the exact places Snow marked on the map? The exact places Snow marked on the map were where ______________________________. 4.What was the finding that Snow announced? Snow’s finding was that ____________________________________. all those who died had lived the pump water carried cholera germs where 意思为“……的地点”， 在表语从句中充当状语 that 无意义，在表语从句中不充当成分, 起连接作用，不能省略 引导词在表语从句中充当的成分 引导词 备注 主语 who/what/which/whoever/ whatever/whichever 根据句子结构和句意选择 宾语、表语 whom/who/what/which/ whoever/whatever/whichever 定语 whose/what/which 状语 when/where/why/how 不充当成分 that/whether/as if/as though/ because Summary Activity 4. David is talking to Maria about their scientific research project. Complete David’s lines (A-E), using the words in the box. as if that what who when How why whose which whether A: Absolutely ! You may not believe it, but that was ___________happened at the initial stage of our group's research on developing a vaccine for malaria. B:Yes, it is. And it seemed_______________all the theories were useful, but the fact was_________we couldn't persuade one another that one theory was better than another. C:Exactly The problem was not about______________all our theories were equally good, but in deciding.____________theory to depend upon. D:We realised that what we cared about was not_______________aspect we needed to develop a theory in, but rather _________________we can reduce the cost of a vaccine without reducing its effect! E: You're right. At last, we became focused on the key issue, which was ___________we had to Cary out the research in the first place. what as if that whether whose which how why Activity 5. Put David's lines in the correct order and practice the conversation. Maria: This mix of theory and data is one of the key characteristics of what we call science. David:__A_____ Maria: With your theoretical framework? David:__________________ Maria: Deciding on a theory is definitely of critical importance. David:_________________ Maria This was when you should have calmed down and got down to doing some sold work. David:_________________ Maria: So what happened in the end? David:__________________ D C E B Activity 6. Discuss in groups, make a mind map of what have you learned today. 给分点 从句构成 引导词汇总 分数步长 正确写出：1分 写出部分：2分 分类正确并且全写出：4分 注意点 写出部分：1分 完整写出：2分 1. 表语从句的构成: 引导词+简单句 2. 引导词: ｛ 连词：that, whether, as ,as if 连接代词：who, what, which 连接副词：when, where, how ,why 3. 3个注意点: ②if 不引导表语从句 ③主语为reason时，引导词用that ④语序 ①that引导表语从句时不能省略 Homework 1. Make a revision of what you have learned today. 2. Finish Activity 2 on P10. Thank you! 18 $$ 清远崇文高中分课时教学设计 执教老师 徐青璐 班级 高二 2、7班 科目 英语 授课课题 普通高中英语（2019版）选修第二册 Unit 1 Science and Scientists 教学设计Period 3 Discover useful structures 单元课时 共 5 课时 本节课时 第 3 课时 项目 内容 二次备课 教学 目标 教材 分析 教材分析： 本单元围绕“科学和科学家”这一主题展开，主要讲述了几位中外科学家的生平、经历、研究过程和重要贡献，以及近年来中国在科技创新方面取得的伟大成就，还呈现了一些有趣的科学体验、科学现象、研究发明，并探讨了未来的科学发展趋势等。本单元目标语法结构是表语从句，学习表语从句值得关注的要点有：句子结构；从句的引导词；从句用陈述语序。 教学目标： （1） 学生能够理解表语从句的基本概念及其在句子中的作用。 （2） 学生能够准备识别表语从句，并判断其引导词的使用是否正确。 （3） 通过观察、比较、分析、推断等思维活动，培养学生的逻辑思维能力。 此环节预设时长： 课堂 导入 【Lead in】1. Read the following quotes aloud and look for the clauses in the sentence. 2.Identify different clauses. （设计意图:通过第一个活动让学生找出句子中的从句，熟悉从句的基本结构以及引导词；通过第二个活动让学生辨认出不同从句，复习已学习过的从句、引出对于表语从句的学习。） 此环节预设时长：5mins 学 生 活 动 学 生 活 动 学 生 思 考 【Presentation】1. What is the predicative clause? 2. Underline all the examples in the reading passage where noun clauses are used as the predicative. 部分任务展示： 3. Answer some questions according to the passage. （设计意图：通过完成以上练习，让学生学习表语从句句子结构以及引导词等相关知识点。） 此环节预设时长：6mins 出示评价量表学生 讨论 【Practice】1. David is talking to Maria about their scientific research project. Complete David’s lines (A-E), using the words in the box. 2. Put David's lines in the correct order and practice the conversation. 【Production】Discuss in groups, make a mind map of what have you learned today. 学生 展示 Summary Students will finish the answer and show it on the stage. 此环节预设时长：5mins 教师 依据 评价 量表 点评 讲解 （设计意图：学生呈现自己的总结并展示，老师通过现场点评及时反馈学生存在的一些共性或个性的问题。） 此环节预设时长：4mins 课堂 检测 （设计意图：通过练习，检测学生是否掌握表语从句的引导词选择规则。） 此环节预设时长：18mins 课堂 小结 Summary： Ask students a question to summarize the grammar? What did you learn from this lesson? （设计意图：通过回答老师的提问，学生回顾并反思本节课所学到的语法知识。） 此环节预设时长：2mins 课后 作业 1. Make a revision of what you have learned today. 2. Finish Activity 2 on P10. 板书 设计 (设计意图：通过图示让学生了解本节课语法的主要内容。) 教学 反思 学科网（北京）股份有限公司 $$