Unit 5 Working the Land Discover Useful Structures 教案-2026-2027学年高中英语人教版选择性必修第一册

人教版选择性必修一英语单元5 Discover Useful Structures教案 Textbook: PEP Selective Compulsory Book 1 Unit 5 Working the Land Class: Senior High Grade 2 Duration: 45 minutes Topic: Subject Clauses Ⅰ. Teaching Contents Students learn the definition, two basic structures and common conjunctions of subject clauses based on the reading text about Yuan Longping. Students practise identifying, correcting and producing subject-clause sentences in context. Ⅱ. Teaching Objectives 1. Knowledge Objectives (1) Students can recognize the definition of subject-clauses. (2) Students master two main patterns: subject-clause at sentence beginning and formal-subject-it structure. (3) Students know the usage of conjunctions: that, what, how, whether, whoever. 2. Ability Objectives (1) Students can pick out subject-clauses from given sentences and short passages. (2) Students can correct typical mistakes of subject-clauses. (3) Students are able to write simple sentences with subject-clauses in speaking and writing tasks. 3. Emotional & Cultural Objectives (1) Students appreciate Yuan Longping’s devotion to agriculture through grammar-related sentences. (2) Students develop logical thinking by analyzing complex sentence structures. Ⅲ. Key and Difficult Points 1. Key Points The two typical structures of subject-clauses and the grammatical functions of conjunctions introducing subject-clauses. 2. Difficult Points (1) The application rules of the formal subject it and the conversion between the formal-subject-it pattern and original subject-clause pattern. (2) Declarative word order inside subject-clauses; a subject-clause taken as a whole takes a singular predicate verb. (3) The difference between whether and if: only whether can introduce subject-clauses. Ⅳ. Teaching Aids Multimedia PPT, textbook, workbook, blackboard. Step Ⅰ Lead-in (5 mins) Show two original sentences from the textbook. Ask students to find out what serves as the subject. 1. What concerned Yuan Longping most was that farmers often had poor harvests. 2. It is estimated that about 60 percent of domestic rice consumption comes from Yuan’s hybrid strains. Guiding question: What part acts as the subject in each complex sentence? Purpose: Activate students’background knowledge and introduce the grammar item. Step Ⅱ Observation & Discovery (12 mins) Students observe sample sentences and conclude the definition: A subject-clause refers to a complete clause that functions as the subject of the main sentence. Two basic patterns: 1. Subject-clause placed at the very beginning of the whole sentence What impresses people most is his devotion to agriculture. 2. Formal subject it; real subject-clause is put at the end Structure: It + be / passive verb + real subject-clause Analyze conjunctions: 1. that: carries no lexical meaning; can never be omitted. 2. what / who / how / when: must act as sentence elements inside the subject-clause. 3. whether: expresses “if”, yet if cannot be used to lead a subject-clause. 4. whoever (whoever / whichever): means “no matter…” Step Ⅲ Guided & Independent Practice (20 mins) Activity 1 Error Correction (Controlled practice) Correct the grammar mistakes in each sentence. 1. What have I forgotten is that I have a test today. 2. Who left me these flowers are not clear to me. 3. This is obvious that students should prepare well for their future. Activity 2 Blank-filling Fill in proper conjunctions for subject-clauses. 1. ____ he didn’t attend the meeting yesterday wasn’t quite clear. 2. It is reported ____ three people were killed in the accident. 3. ____ comes to the party will receive a small gift. Activity 3 Oral Output (Production) Work in pairs. Make one sentence about Yuan Longping with subject-clause patterns: What impresses me most is that… / It is important that… Invite several pairs to share their sentences in front of the class. Step Ⅳ Summary & Homework (8 mins) 1. Summary: Review two sentence patterns, key conjunctions and three frequent mistakes. 2. Homework: (1) Review the rules of subject-clauses. (2) Finish Activity 1, 2 and 4 on Page 90 in the Workbook. Ⅴ. Blackboard Design Left Board: Subject Clauses ✅ Definition: A clause used as the subject of the main sentence Patterns: ① Clause at the start What impresses me most is his spirit. ② Formal subject-it It is estimated that… Conjunctions - that: no meaning; not omittable - what / how / when: serve as sentence elements - whether (❌ if for subject-clauses) - whoever Middle Board: Rules & Typical Mistakes ✅ Rules 1. Subject-clause → singular predicate verb 2. Inside clause: statement order ❌ → ✔ ❌ What have I forgotten ✅ What I have forgotten ❌ This is obvious that ✅ It is obvious that Right Board: Sample Sentences 1. What concerned Yuan Longping most was… 2. It is well-known that agriculture is fundamental. Appendix: Answer Key Activity 1 Error Correction 1. What I have forgotten is that I have a test today. 2. Who left me these flowers is not clear to me. 3. It is obvious that students should prepare well for their future. Activity 2 Blank-filling 1. Why 2. that 3. Whoever 学科网（北京）股份有限公司 $