Unit 3 Back to the past：Grammar and usage 教学设计 -2024-2025学年高中《英语》 选择性必修 第三册（译林版）

Unit 3 Back to the past
Grammar and usage（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
1. identify the use of predictive clauses;
2. complete sentences with proper linking words to form predictive clauses;
3. write a short paragraph based on given situations, using predictive clauses.
II. Key competence focus
1. Choose proper linking words to form predictive clauses.
2. Make sentences with predictive clauses.
III. Predicted area of difficulty
1. Compare some linking words such as that and what, why and because, etc.
2. Apply predictive clauses in different situations.
IV. Teaching procedures
Step 1 Lead-in
1. T asks Ss to define history by using the sentence pattern “History is …”, leading to the topic—predictive clauses.
T: Boys and girls, what is history Can you give a definition to history You may say “History is …”.
2. T shows two sentences on the screen after Ss give their answers.
(1) History is a dialogue between the present and the past.
(2) History is not what you thought. It is what you remember.
3. T asks Ss to observe the two sentences and analyse their elements and structures.
T: Please mark the sentence elements and structures. As we can see, both of them use SVP. A noun is used as the predictive in the first sentence, while a noun clause is used as the predictive in the second one. We call it a predictive clause.
【设计意图：用一个开放式的问题（历史是什么？）激发学生的兴趣，学生可以给出任何不同的定义，然后引导学生观察教师给出的两个句子，引出表语从句的概念。】
Step 2 Exploring the rules
T asks Ss to read an essay and find the sentences with predictive clauses.
T: Have you heard of Sima Qian What is he Yes, he is one of the greatest historians in Chinese history. Here is an essay on Sima Qian. Please read it and find the sentences with predictive clauses.
【设计意图: 通过阅读关于中国著名史学家司马迁的文章，学生从语境中接触句法现象，理解表语从句的特征。】
Step 3 Working out the rules
1. Predictive clauses introduced by different linking words.
(1) T asks Ss to go through the three sentences above and deduce the rule: We can use that to introduce a predictive clause when the clause is a statement. We can use whether to introduce a predictive clause when the clause is a yes-no question. We can use what, why, when, where, etc. to introduce a predictive clause when the clause is a wh-question.
(2) T asks Ss to complete the following sentences.
T: Complete the following sentences according to the given Chinese and you will have a better understanding of the rule:
1) My doubt is whether we can get there on time (我们能否准时到那里).
2) The question is who is responsible for the accident (谁为这个事故负责).
3) The problem is how we can raise enough money for the project (我们怎样才能为这个项目筹集到足够的资金).
4) That was where we camped last time (我们上次野营的地方).
5) That’s not what I wanted (我想要的).
6) The truth is that they are fully prepared for the trip (他们已为旅行做了充分准备).
2. Predictive clauses introduced by that and what.
(1) T asks Ss to observe the last two sentences above and tell the difference between that and what: when introducing a predictive clause, what serves as a sentence element while that doesn’t. Besides, what can be replaced with noun+that.
(2) T asks Ss to complete the following sentences.
T: Complete the following sentences with that or what.
1) The city is no longer what it was ten years ago.
= The city is no longer the city that it was ten years ago.
2) The fact is that we should depend on ourselves.
Useful sentence pattern:
What surprised me most was that he spoke Spanish so fluently.
3. Predictive clauses introduced by because and why.
(1) T asks Ss to complete the following sentences with because or why and tell the differences between them: a predictive clause introduced by because refers to reason while a predictive clause introduced by why refers to result.
(2) T asks Ss to complete the following sentences.
1) He failed the math exam. That’s because he was too careless.
2) He was too careless. That’s why he failed the math exam.
Useful sentence pattern:
The reason why he was absent from the meeting was that he fell ill suddenly.
4. Predictive clauses introduced by as if and as though.
T asks Ss to translate the following sentences and learn about predictive clauses introduced by as if and as though.
1) It sounds as if someone is knocking at the door.
听上去好像有人在敲门。
2) At that time, it seemed as though I couldn’t think of the right word.
当时，我似乎怎么也想不出一个恰当的字眼来。
T: Predictive clauses introduced by as if or as though often follow the verbs like seem, appear, look, taste, sound, feel, etc. However, we should use unreal conditional sentences when we describe something contrary to reality. Here are some examples:
3) Look at the dark clouds. It looks as if there is a storm coming.（与事实相符。)
4) It looks as if she were drunk.（与事实相反，事实是她未醉。)
5) It appears as if he hadn’t met her.（与事实相反，事实是他见过她。)
5. Learning about special rules.
T: When the subject of a sentence is a word like suggestion, advice, order, demand, etc. we often use “should +verb” as the verb of the predictive clause and should can be omitted.
e.g. My advice is that you (should) think it over before you make a decision.
我的建议就是你做出决定之前仔细考虑一下。
T asks Ss to finish the following sentences.
1) My friend Jenny asks me for advice on how to learn Chinese. My suggestion is that _______.
2) My classmate asks me how to ___________. My suggestion is that ______________.
【设计意图: 首先利用语篇中的三个句子讲解表语从句的特征以及连接词的选用。然后让学生通过观察和思考，区分一些易混淆的连接词，理解并熟记某些特定句型和特殊规则。同时通过一些半结构化、半开放式的语言练习，巩固和运用表语从句的相关知识，为最后写作任务打下基础。】
Step 4 Applying the rules
T asks Ss to finish B1 on page 35 of the textbook.
T asks Ss to finish B2 on page 35 of the textbook.
3. T asks Ss to write a short paragraph based on given situations of B3 on page 35 of the textbook, using predictive clauses.
【设计意图：这个步骤是语法知识在句子层面、语篇层面和新语境中的运用。语法教学的最终目的是为运用。层层深入的活动设计体现“学习理解——应用实践——迁移创新”英语学习活动观。】
V. Homework
Polish your paragraph after class and exchange your paragraph with other classmates.