Unit 1 Science and Scientists Discover Useful Structures 教学设计人教版（2019）选择性必修第二册
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| 名称 | Unit 1 Science and Scientists Discover Useful Structures 教学设计人教版（2019）选择性必修第二册 |
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| 科目 | 英语 | ||
| 更新时间 | 2025-11-07 21:23:42 | ||
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1233170011569700Teaching and Learning Design
选择性必修Book2 Unit1 Science And Scientists
教学设计
Teaching and learning contents: Learning About Language—Discovering useful structures
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Learn about the function, structure and use of predicative clause;
2) Practise using predicative clauses correctly in context to complete the grammar exercises.
Teaching and learning important points:
1) Learning about the function, structure and use of predicative clause;
2) Practising using predicative clauses correctly in context.
Teaching and learning difficult points:
1) Learning about the function, structure and use of predicative clause;
2) Practising using predicative clauses correctly in context.
Teaching and learning procedure:
Step 1 Leading in
Activity 1 Leading in
Lead in the teaching and learning topic by reading the quotes and introduce the learning objectives of this period.
1. Understanding science and pushing the boundaries of science is what makes me immensely satisfied. ― Bill Gates
2. The next major explosion is going to be when genetics and computers come together.― Alvin Toffler
3. The doctor has been taught to be interested not in health but in disease. What the public is taught is that health is the cure for disease.― Ashley Montagu
4. Research is what I’m doing when I don’t know what I’m doing.― Wernher von Braun
All the sentences above are predictive clauses.
Step 2 Discovering useful structures
Activity 2 Discovering the usage of predicative clauses
1. Revise subjective clause briefly and introduce what a predicative clause is.
Predicative clause is a kind of noun clause after linking verbs in a complex sentence.
2. Underline all the examples in the reading passage where noun clauses are used as the predicative. Then state their meaning and functions.
1) One theory was that bad air caused the disease.
2) Another was that cholera was caused by an infection from germs in food or water.
3) It seemed that the woman liked the water from the pump so much that she had it delivered to her house every day.
4) The truth was that the water from the Broad Street pump had been infected by waste.
Meaning: Predicative clause is a kind of noun clause after linking verbs used as predicate in a complex sentence.
Functions: Predicative clause is used as predicate in a complex sentence to provide descriptive details about the subject, follow linking verbs to give more information to complete a sentence’s meaning, or offer clarity and precision to a statement.
Step 3 Learning about the structures
Activity 3 Learning about the structures—predicative clause
(Get the students to read the grammar explanations in RB or Appendix by themselves and complete the exercises in RB in advance.)
I. 主语从句的用法(Concept and Function of predicative clause)
表语从句在复合句中作主句的表语，对主语的内容加以补充，有时说明主语的状态，它位于主句的连系动词之后。判断表语的主要依据就是表语在系动词之后。系动词（Linking verbs）分三类，①状态类，如be动词，seem, appear, keep, remain, stay……；②感观类，如look, smell, taste, sound, feel……；③变化类，如become, get, turn, grow, fall, come, go……。
II. 主语从句的引导词/连接词的用法 (The usages of conjunctions in predicative clauses)
表语从句的引导词
从属连词 (在从句中不作成分）
That (无意义，标志词), whether (有意义：是否，不能用if)，as if/ though (好像), because (因为) …
连接代词（在从句中作主语、宾语、表语、定语）
What, who, whom, whose, which, wh+ever (同简单句中所作成分)
连接副词（在从句中作状语）
when, where, how, why(同简单句中所作成分)
1. that引导表语从句。用法：①无意义；②不充当句子成分；③不可省略。
e.g. The core of your relationship is that you will always be there to help each other.
你们关系的核心是你们总会去帮助对方。(that引导表语从句无意义，不充当句子成分)
The trouble is that I have lost his address. (that引导表语从句无意义，不充当句子成分)
2. whether引导表语从句。用法：①表“是否”的意思；②不充当句子成分；③不可省略。
e.g. The main question is whether you want your arms inside or outside the sleeping bag.
主要的问题是你想要你的手臂在睡袋里面还是外面。
(whether引导表语从句，不充当成分但有意义)
3. 连接代词who，whom，whose，what，which引导表语从句，且在从句中作主语、宾语、表语和定语。
e.g. My family persuaded me that a holiday might be just what the doctor ordered, so off I went.
我的家人说服我，假期可能正是医生要求的，所以我就去了。
(what引导表语从句，what在从句中充当宾语，意为：所……的)
The most important is who will be in charge of the evening party.
最重要的是谁将负责这次晚会。(who引导表语从句，who在从句中作主语，意为：谁)
4. 连接副词where，when，why，how引导表语从句，且在从句中充当地点、时间、原因、方式状语成分。
e.g. That is where you are wrong.
那就是你不对的地方。(where引导表语从句，在从句中作地点状语，意为“在那个地方”)
The problem is how we can find him.
问题是我们如何能找到他。(how引导表语从句，在从句中作方式状语，意为“如何，怎么”)
5. because, as if/as though等引导表语从句。
e.g. I know that it is because I don’t spend some time in memorizing them after class.
我知道这是因为我下课后没有花时间记住它们。
(句型it is because...“这是因为……”，because引导表语从句)
It seemed as if everyone but me had made friends and was having fun.
似乎除了我，每个人都交了朋友，玩得很开心。
(句型it seemed as if...“似乎……”，as if 引导表语从句)
III. 注意事项(Attention)
1. 在表语从句中，即使从句有疑问意义，从句的语序也要用陈述句语序。
e.g. That’s where I first met her.
那就是我第一次遇见她的地方。(陈述语序)
That is why we love our motherland so much.
这就是为什么我们那么热爱祖国的原因。(陈述语序)
2. reason作主语或主语中包含事件的起因时，后面的表语从句表示原因时，要用that来引导，而不是because。
e.g. The reason why I love Western music is that the piece of music named Fate Symphony by Beethoven has inspired me a lot to move on when I am in difficulty.
我之所以喜欢西方音乐，是因为贝多芬的一首名为《命运交响曲》的音乐激励了我很多，让我在困难中继续前进。(句型The reason why...is that...“……的理由是……”，that引导表语从句)
3. 表语从句中的虚拟语气。在表语从句中，表示间接的命令、要求、请求、建议、决定等，主句中的主语通常是：advice，suggestion，proposal，request，order，idea等，从句谓语形式是“should＋动词原形”(should可以省略，但不可换成would)。
e.g. Another suggestion is that you (should) give us more chances to practice speaking.
另一个建议是你应该给我们更多练习口语的机会。
4. 几组引导词使用辨析
1) why和because引导的表语从句的区别。(注意上下文语境及其与原因、结果状语之间的转换表达)
That’s why... 意为“那就是为什么……的原因”，强调结果
That’s because... 意为“那是因为……”，强调原因
e.g. That is mainly because at that time I will be occupied in taking care of my little sister.
那主要是因为那时我将忙于照顾我的妹妹。
That’s why I value it more than any other gift I received that day.
这就是为什么我把它看得比那天收到的任何礼物都重要的原因。
2) what与that引导表语从句的区别：what在表语从句中充当主语、宾语或表语，表示“什么，什么样子，或所……的(人或事)等”；that在从句中仅起连接作用，无实际意义，在句中不作任何成分，不能省略。
e.g. This is what the outstanding assistant has done for the astronomer.
这就是这位出色的助理为这位天文学家所做的事情。
(what引导表语从句，在从句中作宾语，意为“所……的”)
The difference between this kite and the ones they make during the lessons is that it is a two－string controllable kite.
这只风筝和他们在课程中制作的风筝的区别在于，它是一个双弦可控风筝。
Step 4 Using the structures
Activity 4 Using the structures (exercises in the textbook)
1. Answer the following questions using the information from the reading passage as well as the predicative clauses. And then check the answers and give explanations.
Answers:
1) Snow’s discovery in two particular streets in London was that the cholera outbreak was so severe that more than 500people died in ten days.
2) What Snow was determined to find out was why the outbreak of cholera had caused over 500 deaths within ten days.
3) The exact places Snow marked on the map were where all those who died had lived / all the dead people had lived.
4) Snow’s finding was that the water pump was to blame for the spread of cholera/ the pump water carried cholera germs/ water from the Broad Street pump had been infected by waste.
2. David is talking to Maria about their scientific research project. First complete David’s lines (A-E), using the words in the box. Then put David’s lines in the correct order and practise the conversation. And then read the conversation to reconstruct the text.
Answers: A: what B: as if, that C: whether, which/what/ whose D: which/what, how E. why
The order: CBED
New words:
1) finding n.发现；调查结果；(法律)判决
2) initial adj. 最初的；开始的；第一的
initially adv. 开始；最初
e.g. The initial reaction has been excellent. 初期的反应非常好。
Initially, the system worked well. 开始时系统运转良好。
3) vaccine n.疫苗
4) framework n.框架；结构 theoretical framework 理论框架
5) solid adj.可靠的；固体的；坚实的 n. 固体
e.g. She had refused all solid food. 所有的固体食物她都不肯吃。
Solids turn to liquids at certain temperatures. 固体在一定的温度下会变为液体。
Activity 5 Using the structures (exercises in the workbook and exercises on PPT)
1. Practise using subject clause to complete the exercises in workbook.
Suggested answers:
Exercise 1:
1. what 2. that 3. whoever 4. why 5. because 6. as though, as though
2. Exercises on PPT. Fill in the blanks using appropriate conjunctions and analyse their functions in the clauses.
1) The trouble is that I have lost his address.
2) The question is whether they will go by plane or by train.
3) It sounds as if / though someone is knocking at the door.
4) This is why/because the weather here is cold and wet.
5) That’s why/because Tony got angry with me.
6) He has become what he wanted to be ten years ago.
7) The question is how we can find the suitable man for the job.
Step 5 Evaluation and summary
Activity 6 Self-evaluation
Guide the students to reflect on their learning of this period by considering the following aspects.
1. How is your mastery of the usage of predicative clause? (Good/Fairly good/Moderate/Just so so/Poor)
2. What are your problems with predicative clause?
3. What are you going to do to consolidate the usage of predicative clauses?
Activity 7 Summary
(The teacher) Summarize the function, structure and usage of predicative clause.
Homework:
1. Read the grammar explanations in RB to understand the function, structure and usage of predicative clause better.
2. Complete the (grammar) exercises in RB.
选择性必修Book2 Unit1 Science And Scientists
教学设计
Teaching and learning contents: Learning About Language—Discovering useful structures
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Learn about the function, structure and use of predicative clause;
2) Practise using predicative clauses correctly in context to complete the grammar exercises.
Teaching and learning important points:
1) Learning about the function, structure and use of predicative clause;
2) Practising using predicative clauses correctly in context.
Teaching and learning difficult points:
1) Learning about the function, structure and use of predicative clause;
2) Practising using predicative clauses correctly in context.
Teaching and learning procedure:
Step 1 Leading in
Activity 1 Leading in
Lead in the teaching and learning topic by reading the quotes and introduce the learning objectives of this period.
1. Understanding science and pushing the boundaries of science is what makes me immensely satisfied. ― Bill Gates
2. The next major explosion is going to be when genetics and computers come together.― Alvin Toffler
3. The doctor has been taught to be interested not in health but in disease. What the public is taught is that health is the cure for disease.― Ashley Montagu
4. Research is what I’m doing when I don’t know what I’m doing.― Wernher von Braun
All the sentences above are predictive clauses.
Step 2 Discovering useful structures
Activity 2 Discovering the usage of predicative clauses
1. Revise subjective clause briefly and introduce what a predicative clause is.
Predicative clause is a kind of noun clause after linking verbs in a complex sentence.
2. Underline all the examples in the reading passage where noun clauses are used as the predicative. Then state their meaning and functions.
1) One theory was that bad air caused the disease.
2) Another was that cholera was caused by an infection from germs in food or water.
3) It seemed that the woman liked the water from the pump so much that she had it delivered to her house every day.
4) The truth was that the water from the Broad Street pump had been infected by waste.
Meaning: Predicative clause is a kind of noun clause after linking verbs used as predicate in a complex sentence.
Functions: Predicative clause is used as predicate in a complex sentence to provide descriptive details about the subject, follow linking verbs to give more information to complete a sentence’s meaning, or offer clarity and precision to a statement.
Step 3 Learning about the structures
Activity 3 Learning about the structures—predicative clause
(Get the students to read the grammar explanations in RB or Appendix by themselves and complete the exercises in RB in advance.)
I. 主语从句的用法(Concept and Function of predicative clause)
表语从句在复合句中作主句的表语，对主语的内容加以补充，有时说明主语的状态，它位于主句的连系动词之后。判断表语的主要依据就是表语在系动词之后。系动词（Linking verbs）分三类，①状态类，如be动词，seem, appear, keep, remain, stay……；②感观类，如look, smell, taste, sound, feel……；③变化类，如become, get, turn, grow, fall, come, go……。
II. 主语从句的引导词/连接词的用法 (The usages of conjunctions in predicative clauses)
表语从句的引导词
从属连词 (在从句中不作成分）
That (无意义，标志词), whether (有意义：是否，不能用if)，as if/ though (好像), because (因为) …
连接代词（在从句中作主语、宾语、表语、定语）
What, who, whom, whose, which, wh+ever (同简单句中所作成分)
连接副词（在从句中作状语）
when, where, how, why(同简单句中所作成分)
1. that引导表语从句。用法：①无意义；②不充当句子成分；③不可省略。
e.g. The core of your relationship is that you will always be there to help each other.
你们关系的核心是你们总会去帮助对方。(that引导表语从句无意义，不充当句子成分)
The trouble is that I have lost his address. (that引导表语从句无意义，不充当句子成分)
2. whether引导表语从句。用法：①表“是否”的意思；②不充当句子成分；③不可省略。
e.g. The main question is whether you want your arms inside or outside the sleeping bag.
主要的问题是你想要你的手臂在睡袋里面还是外面。
(whether引导表语从句，不充当成分但有意义)
3. 连接代词who，whom，whose，what，which引导表语从句，且在从句中作主语、宾语、表语和定语。
e.g. My family persuaded me that a holiday might be just what the doctor ordered, so off I went.
我的家人说服我，假期可能正是医生要求的，所以我就去了。
(what引导表语从句，what在从句中充当宾语，意为：所……的)
The most important is who will be in charge of the evening party.
最重要的是谁将负责这次晚会。(who引导表语从句，who在从句中作主语，意为：谁)
4. 连接副词where，when，why，how引导表语从句，且在从句中充当地点、时间、原因、方式状语成分。
e.g. That is where you are wrong.
那就是你不对的地方。(where引导表语从句，在从句中作地点状语，意为“在那个地方”)
The problem is how we can find him.
问题是我们如何能找到他。(how引导表语从句，在从句中作方式状语，意为“如何，怎么”)
5. because, as if/as though等引导表语从句。
e.g. I know that it is because I don’t spend some time in memorizing them after class.
我知道这是因为我下课后没有花时间记住它们。
(句型it is because...“这是因为……”，because引导表语从句)
It seemed as if everyone but me had made friends and was having fun.
似乎除了我，每个人都交了朋友，玩得很开心。
(句型it seemed as if...“似乎……”，as if 引导表语从句)
III. 注意事项(Attention)
1. 在表语从句中，即使从句有疑问意义，从句的语序也要用陈述句语序。
e.g. That’s where I first met her.
那就是我第一次遇见她的地方。(陈述语序)
That is why we love our motherland so much.
这就是为什么我们那么热爱祖国的原因。(陈述语序)
2. reason作主语或主语中包含事件的起因时，后面的表语从句表示原因时，要用that来引导，而不是because。
e.g. The reason why I love Western music is that the piece of music named Fate Symphony by Beethoven has inspired me a lot to move on when I am in difficulty.
我之所以喜欢西方音乐，是因为贝多芬的一首名为《命运交响曲》的音乐激励了我很多，让我在困难中继续前进。(句型The reason why...is that...“……的理由是……”，that引导表语从句)
3. 表语从句中的虚拟语气。在表语从句中，表示间接的命令、要求、请求、建议、决定等，主句中的主语通常是：advice，suggestion，proposal，request，order，idea等，从句谓语形式是“should＋动词原形”(should可以省略，但不可换成would)。
e.g. Another suggestion is that you (should) give us more chances to practice speaking.
另一个建议是你应该给我们更多练习口语的机会。
4. 几组引导词使用辨析
1) why和because引导的表语从句的区别。(注意上下文语境及其与原因、结果状语之间的转换表达)
That’s why... 意为“那就是为什么……的原因”，强调结果
That’s because... 意为“那是因为……”，强调原因
e.g. That is mainly because at that time I will be occupied in taking care of my little sister.
那主要是因为那时我将忙于照顾我的妹妹。
That’s why I value it more than any other gift I received that day.
这就是为什么我把它看得比那天收到的任何礼物都重要的原因。
2) what与that引导表语从句的区别：what在表语从句中充当主语、宾语或表语，表示“什么，什么样子，或所……的(人或事)等”；that在从句中仅起连接作用，无实际意义，在句中不作任何成分，不能省略。
e.g. This is what the outstanding assistant has done for the astronomer.
这就是这位出色的助理为这位天文学家所做的事情。
(what引导表语从句，在从句中作宾语，意为“所……的”)
The difference between this kite and the ones they make during the lessons is that it is a two－string controllable kite.
这只风筝和他们在课程中制作的风筝的区别在于，它是一个双弦可控风筝。
Step 4 Using the structures
Activity 4 Using the structures (exercises in the textbook)
1. Answer the following questions using the information from the reading passage as well as the predicative clauses. And then check the answers and give explanations.
Answers:
1) Snow’s discovery in two particular streets in London was that the cholera outbreak was so severe that more than 500people died in ten days.
2) What Snow was determined to find out was why the outbreak of cholera had caused over 500 deaths within ten days.
3) The exact places Snow marked on the map were where all those who died had lived / all the dead people had lived.
4) Snow’s finding was that the water pump was to blame for the spread of cholera/ the pump water carried cholera germs/ water from the Broad Street pump had been infected by waste.
2. David is talking to Maria about their scientific research project. First complete David’s lines (A-E), using the words in the box. Then put David’s lines in the correct order and practise the conversation. And then read the conversation to reconstruct the text.
Answers: A: what B: as if, that C: whether, which/what/ whose D: which/what, how E. why
The order: CBED
New words:
1) finding n.发现；调查结果；(法律)判决
2) initial adj. 最初的；开始的；第一的
initially adv. 开始；最初
e.g. The initial reaction has been excellent. 初期的反应非常好。
Initially, the system worked well. 开始时系统运转良好。
3) vaccine n.疫苗
4) framework n.框架；结构 theoretical framework 理论框架
5) solid adj.可靠的；固体的；坚实的 n. 固体
e.g. She had refused all solid food. 所有的固体食物她都不肯吃。
Solids turn to liquids at certain temperatures. 固体在一定的温度下会变为液体。
Activity 5 Using the structures (exercises in the workbook and exercises on PPT)
1. Practise using subject clause to complete the exercises in workbook.
Suggested answers:
Exercise 1:
1. what 2. that 3. whoever 4. why 5. because 6. as though, as though
2. Exercises on PPT. Fill in the blanks using appropriate conjunctions and analyse their functions in the clauses.
1) The trouble is that I have lost his address.
2) The question is whether they will go by plane or by train.
3) It sounds as if / though someone is knocking at the door.
4) This is why/because the weather here is cold and wet.
5) That’s why/because Tony got angry with me.
6) He has become what he wanted to be ten years ago.
7) The question is how we can find the suitable man for the job.
Step 5 Evaluation and summary
Activity 6 Self-evaluation
Guide the students to reflect on their learning of this period by considering the following aspects.
1. How is your mastery of the usage of predicative clause? (Good/Fairly good/Moderate/Just so so/Poor)
2. What are your problems with predicative clause?
3. What are you going to do to consolidate the usage of predicative clauses?
Activity 7 Summary
(The teacher) Summarize the function, structure and usage of predicative clause.
Homework:
1. Read the grammar explanations in RB to understand the function, structure and usage of predicative clause better.
2. Complete the (grammar) exercises in RB.