Unit 2 Out of This World-Grammar and usage 教案-2025-2026学年高中英语译林版选择性必修第三册

Unit 2 Out of This World-Grammar and usage 教学目标和重难点 1. 教学目标 Language Ability: Master the usage of subject clauses, including connectives, word order and formal subject it, and apply them in space-exploration-related contexts. Learning Ability: Form autonomous inquiry strategies by observing, analyzing and summarizing grammatical rules. Cultural Awareness: Understand Chinese and foreign space achievements, build cultural confidence and cultivate the spirit of scientific exploration. Thinking Quality: Improve logical analysis and critical thinking through distinguishing connective usage and expressing views with subject clauses. 2. 教学重难点 Key Points: Grasp the rules for choosing connectives (that, whether, interrogative words) of subject clauses, understand the requirement of declarative word order and the usage of formal subject it, and distinguish the usage scenarios of whether and if in subject clauses. Difficult Points: Appropriately use subject clauses to express views and state facts in real contexts related to space exploration, and accurately grasp the contextual differences between formal subject it and clauses serving as subjects directly. 教学过程 Step 1: Lead-in (Lead-in and Perception) The teacher starts the class by showing pictures and a short video of FAST radio telescope and Hubble Space Telescope, and raises interactive questions related to space exploration: “What do you know about space exploration? What role do telescopes play in space exploration?” After students answer freely, the teacher presents four sentences on the blackboard, all closely related to the unit theme of space exploration: 1. That Hubble is based in space allows it to see further than ground-based telescopes. 2. Whether life on other planets does exist is yet to be proved, but the signs are promising. 3. It is clear that telescopes are crucial tools for space exploration. 4. How much we will learn from the telescopes is merely limited by our imagination. The teacher asks students to read the sentences aloud, observe them carefully, and think about two questions: “What is the subject of each sentence?” “What is the difference between these subjects and the common subjects we have learned before (such as nouns, pronouns, infinitives, gerunds)?” Then, the teacher invites several students to share their observations and summarizes: “In these sentences, the subject is not a single word or phrase, but a complete clause. Such a clause that serves as the subject of a sentence is called a subject clause.” The teacher writes the term “subject clause” on the blackboard and leads students to read it twice to deepen their initial impression. Design Intention: This link takes the unit’s core theme of space exploration as the starting point, and uses intuitive pictures and videos to activate students’ background knowledge and interest in learning. By presenting typical subject clause sentences closely related to the theme, students can initially perceive the form and function of subject clauses in a familiar context, laying a solid foundation for the subsequent exploration of grammatical rules. At the same time, guiding students to observe and compare independently helps cultivate their autonomous learning awareness and initial logical thinking ability. Step 2: Exploration and Summarization (Mastering Rules) This step is divided into three sub-tasks to guide students to explore the rules of subject clauses step by step, with the teacher acting as a guide and facilitator. Sub-task 1: Explore Connectives of Subject Clauses The teacher asks students to work in groups of 4, focusing on the four sentences presented in the lead-in link, and discusses the following questions: “What words are used to introduce each subject clause?” “What is the function of these words in the clause?” “Can these words be omitted?” After 5 minutes of group discussion, each group sends a representative to share their discussion results, and the teacher comments and supplements in a timely manner, and sorts out the rules of connectives on the blackboard: 1. Subordinating conjunctions: that and whether. That has no actual meaning and does not act as any component in the clause, but it cannot be omitted when the subject clause is at the beginning of the sentence; whether means “whether” and does not act as any component in the clause, and it cannot be omitted. For example, in Sentence 1, “that” only plays a connecting role, and in Sentence 2, “whether” expresses the meaning of “whether”. 2. Interrogative pronouns: what, which, who, whom, whose, whatever, whichever, whoever, whomever. They not only play a connecting role but also act as subjects, objects, predicatives or attributes in the clause. For example, if we change Sentence 4 to “What we will learn from the telescopes is merely limited by our imagination”, “what” acts as the object of the verb “learn” in the subject clause. 3. Interrogative adverbs: when, where, why, how. They play a connecting role and act as adverbials in the clause, expressing time, place, reason and manner respectively. For example, in Sentence 4, “how much” acts as the adverbial of degree in the subject clause. After sorting out the rules, the teacher supplements a key point: “When introducing a subject clause, if means ‘whether’, but it cannot be used at the beginning of a subject clause; it can only be used when the subject clause is after the formal subject it.” The teacher gives an example: “It is uncertain if he will come.” (Correct) “If he will come is uncertain.” (Incorrect) “Whether he will come is uncertain.” (Correct) to help students distinguish the usage differences between whether and if in subject clauses. Design Intention: Group discussion is adopted to give full play to students’ main role, allowing students to summarize grammatical rules through independent exploration and cooperation and exchange, which is more conducive to their understanding and memory than direct explanation by the teacher. Combining the example sentences of the unit theme to explain connectives makes the grammatical rules not isolated, but closely linked to the actual language use, which helps students realize the practical value of grammar. The emphasis on the difference between whether and if breaks through the preliminary key points of the course. Sub-task 2: Explore the Word Order of Subject Clauses The teacher presents two groups of sentences on the blackboard, one group is correct and the other is incorrect, and asks students to observe and judge which group is correct and explain the reasons: Group 1 (Correct): 1. What we need is more practice. 2. When we will start the space trip has not been decided yet. Group 2 (Incorrect): 1. What do we need is more practice. 2. When will we start the space trip has not been decided yet. After students judge and explain, the teacher summarizes the key rule of the word order of subject clauses: “Subject clauses must use declarative word order, that is, the word order of ‘subject + predicate’, and interrogative word order cannot be used even if the subject clause is introduced by an interrogative word.” The teacher asks students to correct the incorrect sentences in Group 2 and read them aloud to strengthen their memory. Then, the teacher gives a few more examples related to space exploration, such as “Why the Mars rover can work stably on Mars is worth studying.”, and asks students to analyze the word order to ensure that they master this rule. Design Intention: By setting up the contrast between correct and incorrect sentences, students can intuitively find the difference in word order, and independently summarize the word order rules of subject clauses, which enhances their sense of achievement in learning. Combining space-exploration-related examples to consolidate the rules makes the practice more targeted and closely linked to the unit theme, helping students apply the rules in a specific context. Sub-task 3: Explore the Usage of Formal Subject “it” The teacher presents two sentences on the blackboard and asks students to compare them and think about the differences and reasons: 1. That telescopes are crucial tools for space exploration is clear. 2. It is clear that telescopes are crucial tools for space exploration. After students share their views, the teacher explains: “Both sentences are correct, and their meanings are the same. The subject clause in Sentence 1 is at the beginning of the sentence, which makes the sentence top-heavy and unbalanced in structure. In Sentence 2, we use ‘it’ as the formal subject, and put the real subject clause after the predicate verb, which makes the sentence structure more balanced and natural. This is the main function of formal subject ‘it’.” Then, the teacher sorts out the common sentence patterns of formal subject “it” replacing subject clauses, combining examples related to space exploration: 1. It + be + adjective (obvious, true, important, strange, etc.) + that clause. For example: It is important that we learn more about space exploration. 2. It + be + noun phrase (no wonder, an honour, a pity, a surprise, etc.) + that clause. For example: It is a pity that we cannot watch the rocket launch on the spot. 3. It + be + past participle (said, reported, thought, suggested, proved, etc.) + that clause. For example: It is reported that China will launch a new satellite next month. 4. It + intransitive verb (happen, appear, seem, matter, occur, etc.) + that clause. For example: It happened that the astronaut met his old friend during the training. The teacher emphasizes a key point: “When the adjective in the first sentence pattern is important, necessary, strange, etc., the predicate verb in the subject clause should use the form of ‘should + verb原形’, and ‘should’ can be omitted.” For example: It is necessary that we (should) master the usage of subject clauses. Design Intention: By comparing two sentences with the same meaning but different structures, students can intuitively understand the function of formal subject “it” in balancing sentence structure. The teacher sorts out common sentence patterns and combines space-exploration-related examples, which helps students master the usage of formal subject “it” systematically and lay a foundation for their subsequent application. Step 3: Consolidation and Practice (Application and Improvement) This step is divided into three levels of practice, from basic to difficult, to help students consolidate the learned grammatical rules and improve their ability to apply subject clauses in practical contexts. All practice contents are closely combined with the unit theme of space exploration to ensure the pertinence and effectiveness of the practice. Level 1: Basic Practice – Fill in the Blanks with Proper Connectives The teacher distributes practice sheets to students, with the following exercises (all related to space exploration): 1. ______ Hubble is based in space allows it to see further than ground-based telescopes. 2. ______ life on other planets does exist is yet to be proved. 3. ______ we will learn from the telescopes is merely limited by our imagination. 4. It is clear ______ telescopes are crucial tools for space exploration. 5. It is reported ______ China has made great achievements in space exploration. 6. ______ will be in charge of the next space mission has not been decided yet. 7. It is uncertain ______ we will have the chance to visit the space station. 8. ______ the rocket will be launched has not been announced. Students finish the exercises independently, and then the teacher checks the answers one by one, explains the difficult and error-prone questions in detail, especially the choice of connectives and the usage of whether and if. For example, for question 7, the correct answer is “whether” instead of “if” because the subject clause is after the formal subject “it”, but “whether” is more appropriate in the context of uncertainty; for question 8, the answer can be “When” or “Where” according to the meaning, which helps students flexibly master the usage of interrogative adverbs. Design Intention: Basic practice focuses on checking students’ mastery of connectives and the usage of formal subject “it”, which is the basis for subsequent application. The exercises are closely related to the unit theme, making students feel that grammar learning is closely linked to the theme content, avoiding the boringness of isolated grammar practice. Independent completion and teacher explanation help students find their own weak points in time and consolidate the learned rules. Level 2: Intermediate Practice – Correct Mistakes The teacher presents the following error-prone sentences on the blackboard, all of which are common mistakes made by students when using subject clauses, and asks students to find the mistakes and correct them, and explain the reasons: 1. If we will go to the space museum tomorrow is not decided yet. 2. What do we need to prepare for the space simulation activity is still unknown. 3. That he failed the space training surprised everyone. 4. It is important that we must master the basic knowledge of space. 5. How many stars are there in the universe is a mystery. Students work in pairs to complete the error correction task, and then the teacher invites several pairs to share their results. The teacher comments and summarizes the common mistakes: ① Using “if” at the beginning of a subject clause (correct it to “whether”); ② Using interrogative word order in subject clauses (change to declarative word order); ③ Omitting “that” when the subject clause is at the beginning of the sentence (it cannot be omitted); ④ Using “must” instead of “should” (or omitting “should”) in the subject clause after “it is important that...” (correct to “should + verb原形” or directly use the verb原形); ⑤ Incorrect word order of subject clauses (change to declarative word order). Design Intention: Error correction practice targets common mistakes made by students, helping them avoid similar mistakes in future use. Pair work promotes communication and cooperation between students, allowing them to learn from each other and deepen their understanding of grammatical rules. By explaining the reasons for mistakes, students can not only correct the mistakes but also understand the essence of the rules, improving their ability to use grammar correctly. Level 3: Advanced Practice – Contextual Application The teacher sets up a real communication context: “Suppose we are holding a class discussion about ‘The Future of Space Exploration’. Please use subject clauses to express your views, predictions or questions about space exploration. Each student should say at least two sentences, and try to use different types of subject clauses (direct subject clauses and subject clauses with formal subject ‘it’), and different connectives.” First, the teacher gives a few examples to guide students: “That we will travel to Mars in the future is possible. It is certain that space exploration will bring more benefits to humanity. How we can protect the space environment is a problem we need to consider.” Then, students are given 5 minutes to prepare their sentences, and then they take turns to speak in class. The teacher listens carefully, comments and guides in a timely manner, praises the students who use subject clauses correctly and flexibly, and corrects the incorrect expressions. For example, if a student says “It is important that we protect the space environment”, the teacher can affirm this sentence and remind the student that it can also be said as “That we protect the space environment is important.”; if a student makes a mistake in word order, the teacher guides the student to correct it by asking questions. After the oral practice, the teacher arranges a short writing task: “Write a short paragraph (about 50-80 words) about your views on space exploration, using at least 3 subject clauses. You can talk about the importance of space exploration, the difficulties we may encounter, or your predictions for the future of space exploration.” Students finish the writing task independently, and the teacher collects some students’ works, comments on them in class, focusing on the correct use of subject clauses, and puts forward suggestions for improvement. Design Intention: Advanced practice combines oral expression and writing, which is close to real language communication scenarios, helping students apply the learned grammatical rules to practical language use, and improving their comprehensive language application ability. The context of “The Future of Space Exploration” is closely linked to the unit theme, which not only consolidates grammar but also deepens students’ understanding of the theme. Oral practice and writing practice complement each other, allowing students to improve their language expression ability in both listening and speaking and reading and writing. Step 4: Summary and Extension (Integration and Elevation) First, the teacher invites students to summarize the key points of this lesson independently: “What have we learned today? What are the key rules of subject clauses?” After students share their summaries, the teacher combs and supplements, and sorts out the key points of the lesson on the blackboard again: ① Definition of subject clauses; ② Three types of connectives and their usages; ③ Declarative word order of subject clauses; ④ Usage of formal subject “it” and common sentence patterns; ⑤ Differences between whether and if in subject clauses. The teacher emphasizes that the learning of subject clauses should not only master the rules but also pay attention to the application in specific contexts, especially combining the theme of space exploration to make the language expression more accurate and vivid. Then, the teacher carries out the extension activity: “After class, please collect 3-5 sentences with subject clauses from English news, articles or movies related to space exploration, copy them down, analyze the connectives, word order and whether formal subject ‘it’ is used, and share them in the next class. At the same time, try to write a short passage about ‘My Dream of Space Exploration’ using the subject clauses we have learned today, which will be handed in the next class.” Finally, the teacher makes a summary and encouragement: “Today, we have mastered the usage of subject clauses through exploration, practice and application. Subject clauses are very important in English expression, especially in expressing views and predictions, which can make our language more formal and logical. Space exploration is a great cause, and I hope you can not only master grammatical knowledge but also cultivate the spirit of scientific exploration, and always keep curiosity and enthusiasm for the unknown world.” Design Intention: Letting students summarize independently helps them sort out the knowledge system of this lesson and strengthen their memory and understanding of grammatical rules. The extension activity combines after-class practice with the unit theme, guiding students to pay attention to the application of grammar in real language materials, and further consolidating and improving their language application ability. The final encouragement not only summarizes the lesson but also integrates the cultivation of cultural awareness and thinking quality, realizing the organic integration of knowledge teaching and quality education. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $