高中英语《Book3 Unit4 Subject Clause》优质课教案、教学设计
人教高中英语 必修3 Unit4 Subject Clause(共41张PPT)
My classmates
My favorite subject
Our library
在复合句中充当主语成分的句子叫 主语从句。
① Our school is really beautiful. ② It makes the students proud .
That our school is really beautiful makes the students proud.
1.My son is always naughty. 2.It annoys me a lot.
Noun
to do
Subject
Pronoun
……
-ing form
① A new teacher from Guilin will come to our school. ② It makes us very happy and excited.
That a new teacher from Guilin will come to our school makes us very happy and excited.
BOOk 3 UNIt 4
Astronomy : the science of the stars Subject Clause
CONTENT
Approaching the topic Finding subjects Analyzing & Practising
Doing the tasks
friendly people delicious food
That my son is always naughty annoys me a lot.
Tip2
主语从句部分若是陈述句，用从属连词 that 引导，且that不能省略，谓语动 词常用单数。
高中英语《Unit 4 GrammarThe Subject Clause》优质课教案、教学设计
主语从句新授课课题名称主语从句新授课Subject Clause一、教材依据：普通高中课程标准试验教科书英语3（必修）人民教育出版社。
二、设计思路指导思想: 通过填表和写作活动，培养学生自主学习和探究的学习技巧；使知识与技能得以提高。
设计理念: 通过小组合作，探究互动，质疑解惑，培养学生问题、解决问题的能力以及团队合作精神。
教材分析：名词性从句之主语从句对高中英语是一个十分重要的，它在高考的比例中也是举足轻重的，无论单选完形还是阅读，改错，无所不在。
尤其是作文中，如果能漂亮地使用几个名词性从句，就能为你的文章大添光彩。
因此，我们要对它着重讲解。
学情分析：这是一个普通班，学生基础不很好，词汇量不足，但是有很多同学学习认真，求知欲强。
三、教学目标知识与能力：让学生在学会主语从句的基础上，提高学生的听说读写用等技能。
方法与途径：运用观察法和填表法等任务型教学法和综合运用型教学法，让学生自主观察归纳总结该语法的节本结构和基本规则，最后通过写作来记忆语法的基本形式完成这节教学。
情感与评价：让学生在轻松愉悦的气氛中学会主语从句，同时培养学生小组合作和竞争等意识。
现代教学手段的运用：使用多媒体辅助教学，呈现一些幽默搞笑的图画四、教学重点掌握主语从句的引导词的分析和确定，及主语从句的使用五、教学难点如何选用正确的引导词六、教学准备针对上述情况，我决定重新整合教材内容，进行优化教学设计和课件的制作，并提前进行分组分工等活动以便高效地进行课堂教学。
七、教学过程Step 1. Lead -inActivity 1: Sentence MakingChoose one group through the Fortune to make a complete sentence.【设计意图】开课伊始，用幸运转盘选出一组同学，分别拿着一个带有单词的卡片，迅速排列组成正确的句子，引出本节课的主题—主语从句。
Step 2:Reading and discoveringLet students read the following sentences and try to discover the subject of each sentence.Then ask some students to read them and tell others the subjects.1.Wang Peng sat in his empty restaurant feeling very frustrated.2.They began to talk about menus and balanced diets.3. T o see is to believe.4. H aving you sit here is a great honour.5. W hat is even more important is that as the earth cooled down, water began to appear on its surface.6. W hat many scientists believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas.【设计意图】让学生从观察例句找出主语入手，旨在让学生从充当词方面，明白了主语不仅仅可以由名词/代词/动名词/不定式还可以由句子充当。
人教高中英语必修3Unit4The Subject Clause课件(共20张PPT)
that+完整句=名词
Summary:
1. that 连接主句和从句；
2. 在从句中不充当成分；
3. 无含义；不可以省略。
whether 1. Whether she will agree with us
is not clear.
2. Whether you will succeed or
not is very important to me.
what,who,whom,whose,which
1. Who will take part in the meeting has not been decided.
2. What we need is more practice. 3. Whom we must study for is a question
2. Where she is from is mysetery. 3. How he became a great scientist is
known to us. 4. Why so many people prefer to live
in the city is beyond me.
总结：连接副词在主语从句中要作状语。
句子作主语,叫主语从句
指示代词作主语
This is a fact.
That smoking is harmful to our health is a fact.
句子作主语,叫主语从句
主语从句的引导词
类别 从属连词 连接代词 连接副词
连接词 that,whether,if who,whom,whose,which,what when,where,how,why
of great importance. 4. Which team will win the game is not
人教高中英语必修3Unit4Subject ClausePPT课堂课件(19页)
A. What
B. That C. This D. Which
解析：根据句意“国与国之间时尚的不同可以从某一 方面反映文化的不同”可以判断出本句话主句的谓 语是may reflect，之前的主语部分为主语从句且主 谓宾完整，故选that。
人教高中英语必修3Unit4Subject ClausePPT课堂课件(19页)（ -精精品品PP）T课 件
3）事实是_I_t’s_a__fa_c_t _th_a_t _ 4）碰巧是_It_h_a_p_pe_n_e_d_t_h_a_t _
it作形式主语的 结构中，后面可 以使用： 形容词
5）结果是_It_tu_r_n_e_d_o_u_t t_h_a_t _
名词
6）据报道_It’_s_r_ep_o_r_te_d_t_h_a_t _ 7）众所周知的是_I_t’_s_k_no_w_n__th_a_t 动词
last ought to turn off the lights. 5）__W__h_ic_h___ (which, whose)team will be the
champion is a hot issue. 6）__H_o_w____ (how, why) this happened is not clear to
任何句子成分，能省略吗？
不能，在主语从句前置时that不能省略。 4) 主语从句的谓语动词通常使用单数还是复数？ 单数
5)What they want is money. 和 what they want are
books. 都正确，你能尝试总结规律吗？ What引导的主语从句在表示内容时，在主系表结构
__th_a_t__（据说）we would keep the tradition. However, _it_h_a_d_n_’t_b_e_e_n__d_e_c_id_e_d__w_h_e_n_（还没有决定什么时候）we would go hiking. Finally, last Sunday, _w_h_a_t_m__a_d_e_m__e_h_a_p_p_y_ （让我 高兴的是）was that our dream came true. __It_h_a_p_p_e_n_e_d__th_a_t_ （碰巧） it was sunny. So, __w__h_e_th_e_r_w_e__s_h_o_u_ld__w_e_a_r_w_a_r_m___ __c_lo_t_h_e_s_（是否我们应该穿暖衣服） became the questions of most of students. _W__h_ic_h__c_o_a_t _w_o_u_ld__b_e_d_r_e_s_s_e_d_ （要穿我的 哪一件外套）had been not decided before gathering. Though ___it_w_a_s__a_p_i_ty__th_a_t___ （那是一种遗憾）we stayed in some place for a short time, ___i_t _tu_r_n_e_d_o_u_t_t_h_a_t __ （结果） we have so many good memories. __I_t_is__n_o_w__o_n_d_e_r _th_a_t_ （ 难怪） every new student want a hike like this.
人教课标版高中英语必修3Unit4_Grammar_名师教学设计(一)
Unit4 Grammar 名师教学设计（一）新课标人教版英语高一 BOOK 3课题: Unit 4 Astronomy: the science of the stars一、教学目标 (teaching aims):By the end of the class, students will be able to1. identify subject clauses;2. understand some rules in subject clauses;3. use subject clauses to tell stories.二、教学重点 (teaching important points):1. Distinguish different guide words of subject clauses;2. Master some rules in subject clauses.三、教学难点 (teaching difficult points):1. Use “it” in the position of the subject;2. Tell the difference between “whether” and “if”.四、教学辅助 (teaching aids):Multi-media.五、教学步骤 (teaching procedures)：Step1: Lead-in1. What are you talking about the most recently?What do you know about the World Cup?Show three sentences about the World Cup using subject clauses.Purpose: The World Cup is a popular topic among students, so this step is to arouse st udents’ interest.Step 2: Introduction to subject clauses1. Show six sentences with some underlined words.Question: What part do the underlined words serve as in the sentences?Purpose：Cultivate students’ ability to make definitions.2. Introduce guide words of subject clauses and some examples.(1) Conjunction: that, whether, if(2) Conjunctional pronoun: what, who, whom, which, whose, whatever, whoever, whi chever, whomever(3) Conjunctional adverb: when, where, how, whyPurpose：This is the key knowledge of this class, on which the final activity is based. Step 3: Some basic rules in subject clauses1. Show sentences with some words marked in red.2. Ask students to find the rules. (1) When a sentence is used as the subject, the verb is in singular form.Whatever he says is of no importance.Who will come to attend the meeting is not known．(2) When the subject clause is complete without anything missing, the conjunction “th at” can not be cut out.That our class is a united one is without question.That we finally won the match excited us a lot．(3) Subject clauses should be put in statement order.How he became a great scientist is known to all.Whether we will go to the park depends on the weather.Purpose: Let students find rules according to the marked parts in the sentences, which helps them memorize the important knowledge.Step 4: Music time1. Play an English song with some blanks for students to fill in.2. Explain two difficult points using two sentences in the song:(1) Use “it” in the position of the subject;(2) Tell the difference between “whether” and “if”.Purpose: Use an English song to make difficult grammar points more accessible to stu dents. Students will be more interested and will remember them more easily.Step 5: PracticeGet students to do four exercises about subject clause in class and give timely feedback.Purpose: Consolidate the knowledge students have just learned.Step 6: Story telling （group work）1. Show two cartoon pictures about the World Cup (drawn by two students). Students are divided into two parts, each chooses one picture. Then students talk about their pic ture in groups of six and form a story based on it. Each group member speaks out one sentence and finally there should be at least three subject clauses in a story.2. Some groups come to the platform to tell their stories.3. Other students listen carefully and try to figure out how many subject clauses in a st ory and what the guide words are.Purpose: 1. Create the contexts that students are familiar with for them to use what the y are taught to express their ideas.2. Teach students to listen to others, and identify subject clauses quickly.Step 7: Moral lessonThe true spirit of sports is teamwork, competition and friendship.Purpose: Teach students to learn to cooperate with others. Winning or losing is just a p art of competition; team spirit and friendship is more important.Homework:1. 完成课本“Discovering useful structures”部分的习题 ;2. 完成《新课程新练习》中“Grammar”部分。
[主语从句教案]主语从句教案全英1
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[主语从句教案] 主语从句教案全英Teaching plan民族中学陈应爱I．Teaching topic: Book3 unit4 Grammar: Subject clause.II．Teaching aims:1．Students can get a general understanding of this grammar item, including: the definition, position, characteristics, and structures of a subject clause.2．3．Students are able to use the connective words correctly. Students can use the grammar item to express themselves. III．Teaching important and difficult points:1 Students can get a general understanding of this grammar item, including: the definition, position, characteristics, and structures of a subject clause.2.Students can use the grammar item to express themselves.IV．Teaching aids: PPT; blackboard; self-made videoV. Teaching procedures:step1: Show students a video of micro-lecture (ask students to take notes while listening and watching.)step2: Question and discussion time.Students can ask the teacher any questions they can’t understand after watching and learning or discuss the questions with their partners. If they don’t have any questions, the teacher will ask something about themicro-lecture.step3: Checking time (ask students to do different exercises to check whether they have understood and known how to use this grammar item.)Exercises：I.判定以下句子哪一个是主语从句.II．运用主语从句引导词填空:(why,which,how,that,who) III. 把括号局部用英语翻译成主语从句.IV．(Competition: which group can make the most sentences can be the winner today.)生活充溢了不行预知性和可预见性.发挥想象力,用主语从句表述你10年后的生活.step4: Homework1. Write a short passage about your life in ten years, using at least five subject clauses.。
人教高中英语必修3Unit4 The Object Clause 课程教学设计
The Object ClauseGood morning, everyone, it’s my great honor to share my lesson here with you. I will talk about it from the following 7 parts: analysis of the teaching material, analysis of the students, teaching aims, teaching important and difficult points, teaching methods, teaching procedures, blackboard design. Now, I will analyze them one by one.Part1. Analysis of the teaching materialMy teaching content today is about grammar item: the Object Clause. Grammar is always difficult and abstract for the students, and they usually consider grammar as the most boring part in learning English. But the Object Clause is an important part in learning and using language, and if the students can master the clause, they may do better in the reading exercise, and they may get a good mark in their writing. So I must try my best to help them understand the grammar items and lead them to grasp the usage of the Object Clause.Part2. Analysis of the studentsMost of my students are from the countryside. Though they have been in senior school for nearly a year, they still can’t use English properly. And most of them are not interested in learning English, especially the grammar knowledge. So it’snecessary for me to simplify my teaching, and it’s also a challenge to stimulate their learning interest. I will do whatever I can to involve all the students in learning grammar.Part3. Teaching aimsFor knowledge aim, students are required to grasp some basic information about the Object Clause such as conjunctions, tense and order.Next part is ability aim. By learning this lesson, students can use the Object Clause properly, and they are expected to improve the ability of using language.Then the moral aims. After learning this class, students can form a sense of achievement and they can be confident in using language.Part4. Teaching important and difficult pointsThe most important part in my teaching is to get all the students to grasp the related knowledge about the Object Clause, and the most difficult part is to simplify my teaching so as to enable everyone to use the Object Clause properly.Part5. Teaching methodsAccording to the new curriculum standard, students are the master of the class, so I’ll make my class student-centered. For the teaching methods, I will mainly use Task-based LanguageTeaching, but it’s necessary to adjust my teaching to the students’learning. So PPP and Grammar-translation Approach are also chosen in this class. The students are required to finish the tasks in groups, and by individual.Part6. Teaching proceduresThe first step: Preparation.Present a few simple sentences, and ask the students to find out the object of each sentence. (Students can finish the task in groups.)1.I can understand the sentence.2.I am satisfied with your marks.3.I am glad to hear the news.Purpose: Give the students a few easy tasks so as to lead to the topic and to stimulate the students’ learning interest.The second step: Presentation.1.Change the object of each sentence into a clause and lead thestudents to grasp the basic information of the Object Clause.①I can understand what you said just now.②I am satisfied with what you did just now.③I am glad that you can be my students.Conclusion: The Object Clause is a clause that is used as an object in a sentence.Purpose: Try to lead the students to conclude the definition of the ObjectClause.2.Ask the students to make sentences as many as possible.(Students should finish the task by individual.)Lead the students to change the clause in each of the sentence, and encourage the students to change the verbs or the subjects in the sentence.E.g. I don’t know when we will have a holiday.Purpose: Enable the students to be involved in the learning, and also to check how much they have grasped the Object Clause.3.Emphasize some important points in learning the Object Clause. Conjunctions:A: that, whether/if (no constituent)B: what, which, who, whom, whose (used as the subject or object) C: when, where, why, how (used as the adverbial)Tense: (agreement)E.g. He asked when I would leave. (past---past)The teacher told us that the earth moves around the sun. (Exception: objective truth)Order: (statement: S—V—O)Purpose: Simplify the teaching of the Object Clause, and require them to memorize all the points mentioned here.The third step: Practice.Ask the students to find out the mistakes in their sentences, and try to correct them according to the main points above. (students can finish the task with their partners.)①I wondered when did they set up the organization. (order)②He was not satisfied with what you do. (tense)③I don’t know that he likes English or not. (conjunction) Purpose: By doing the task, students can consolidate the main points, and they can communicate with each other.Last step: Homework.1.Memorize all the important points about the Object Clause.2.Correct all the sentences they made in class.3.Make sentences including the Object Clause as many aspossible.Purpose: Ask the students to consolidate what they have learnt this class, and enable them to use the Object Clause properly.Part7. Blackboard designIn the middle of the blackboard, there is the title: the Object Clause. On the left, I’ll state 3 simple sentences, under the sentences, there will be the definition of the Object Clause. On the right of the blackboard, I will show the important points about the Object Clause, including conjunctions, tense and order. At the bottom, there are 3 sentences to correct.In a word, I will try my best to adjust my teaching to the students learning, and I must create some activities to stimulate students’ learning interest. To be a good teacher is my goal, and I know there is a long way to go. I hope you can give me some advice. Thank you.。
必修三Unit4Grammar[subjectclause]示范课教案
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Unit 4 Astronomy: the science of the starsLearning about language--Grammar :The Subject ClauseTeaching plan & design临泉田家炳实验中学周大磊Teaching analysis：This is the fourth teaching period of this unit.This teaching period mainly deals with the following: 1. Reviewing noun clauses as the object and as the predicative; 2. Learning the new grammar items: noun clauses as the subject. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can show some pictures about the topic of mother and ask them several questions .From these questions we know that noun clauses are used as the subject, . Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 29 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as the subject and let students make it clear how each noun clause is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 64 (the workbook exercises) and more additional exercises for consolidation.Teaching important points：Get students to understand and use noun clauses as the subject.Teaching difficult points：Enable students to learn how to use noun clauses as the subject correctly.Teaching goals：Knowledge aims：1. Get students to know more about noun clauses.2. Let students learn noun clauses as the subject.What I want to say is that . . .It was not clear ---Ability aim：Enable students to use noun clauses as the subject correctly and properly according to the context.Emotional aims：1. Get students to become interested in grammar learning.2. Develop students’ sense of group cooperation.Teaching methods：Task-based teaching and learningCooperative learning and practiceDiscovering and SummarizingTeaching aids：The multimedia and other normal teaching tools.Teaching procedures→Step 1 Lead-in 5’Good afternoon,everyoneThis class，let’s deal with the grammar part：The Subject Clause.Show the students some pictures about the topic of mother and ask them the following questiong .(Because the time is limited ,this part should be given brifely )1.What I want to say is that---2.What I want to apologize is that---3.It is necessary that ---(should)---4.It is a pity that---Ask students to complete the sentence on their exercise.Ask them to discuss with their partners in group and then choose one sentence that they all think is the best.If students have some difficulty, give them a hand. Questions ：(what are the connectors (连接词)? How do we use them correctly ?) Suggested answers:1 What I want to say is that I love my mother very much2 What I want to apologize is that I brought a lot of trouble to my mother when I was a little child.3 It is necessary that we should trust and respect our mothers .4 It is a pity that I forget my mother’s birthday date .→Step 2 Grammar learning 35’Summing up: noun clauses as the subject.主语从句作主语用的名词性从句, 因其在复合句中作主语, 又称主语从句。
人教版高中英语Book 3 Unit 4 Grammar ---subject clause教学课件 (共39张PPT)
10
Correct or not?
That is hard to decide when and where
we will hold our sports meeting. × It is hard to decide when and where we will hold our sports meeting.
Make a sentence
10
it
obvious
Mr.zeng
confident
It is obvious that Mr. zeng is confident.
20
Join two sentences into one noun clause
1.He has made progress in English study.
Why they suddenly disappeared still
6
remains a mystery.
So whether life will continue on 7 the earth for millions of years to
come will depend on whether
been known yet.
×
……………………………. be held hasn’t been known yet. Pay attention:主语从句的谓语用单数形式
Translate the sentence
30
他是不是我的孩子仍然是(remain)个问题。
Whether he is my child remains a question.
Book3Unit4Grammar—Subject Clause
Make sentences with subject clause :
It’s certain . we’ll be late.
Is he coming or not？
It’s certain that we will be late. That we’ll be late is certain. It is not know if he is coming or not . Whether he is coming is not
主语从句的连接词： 连接词 what和which的用法比较
LOGO
what与which引导名词性从句时都在从句中充当句子 的某一成份,如主语、表语、宾语或定语,其区别是: what表示泛指的事物,常译为"什么"或"所……的事物", whatever是它的强语势"无论什么"; which表示特定事物中的"哪一个(些)",一般情况下在从 句中充当定语,后接名词,在一定的语境中,它所修饰的名 单击此处编辑母版副标题样式 词可以省略,例如: I believe what (whatever) he says. 我相信他说的(不 管他说什么我都相信)。 I will give her which (whichever) book she likes on the shelf. 这个书架上的(任何一本)书,只要她喜欢,我都 会给她。
2.What you said is of great importance.
Pay attention！
LOGO
5) 用于 It is important / necessary / impossible+ that...句型中, 主语从句应使用虚拟语气, 用“should
高一英语必修3教案：Unit 4 LearningaboutLanguage：G
教学设计Learning about Language：Grammar—The subject clause设计思路语法是为培养学生语言运用能力服务的，引导学生在语境中了解和掌握语法的表意功能，改变过分强调语法的讲解与传授的倾向。
笔者力图在本课中充分运用任务型语法教学法和综合运用型语法教学法，让大部分学生熟悉掌握语法的基本结构和基本规则，通过背诵佳句格言来记忆语法的基本形式和结构，在“听、读、写、用”的各种活动中学语法，避免了为学语法而单纯地学语法的枯燥单一的教学模式；让学生通过观察法、自主探究、实践体验、展示自我，训练学生用语言做事的能力。
设计了巩固操练和实际运用两个环节的教学活动，使学生通过“观察－对比/讨论－归纳－巩固－运用”来真正掌握主语从句这一语法现象。
教学目标1．知识与技能：使大部分学生在熟悉了解主语从句这一语法现象的基础上，能在口头和书面的交流中正确使用目标语言结构，并能自主开展相关语言结构的探索和发现。
并通过任务拓展训练，达到灵活运用英语进行听、说、读、写的目的。
2．过程与方法：充分运用任务型语法教学法和综合运用型语法教学法，让学生在活动中熟练掌握语法的基本结构和基本规则，通过背诵佳句格言来记忆语法的基本形式和结构，在“读、写、用”中学语法。
自主探究、实践体验、展示自我，训练学生用语言做事的能力。
通过“观察－对比/讨论－归纳－巩固－运用”来真正掌握。
3．情感、态度与价值观：通过一系列任务的完成，培养学生小组合作意识，提高互相学习，互帮互助的意识。
教学重点和难点1．通过听说读写让学生掌握主语从句的基本语言规则，进而培养学生的综合语言运用能力。
2．教学过程中如何从运用的角度出发，把主语从句的形式、意义和用法有机地结合起来。
3．培养全体学生有效进行语言输入和语言输出转换的能力。
4．在训练学生语言能力的同时，注重激发学生的想象力，培养学生的创新思维，提升他们的整体素质。
教学准备1．组织全体学生以小组为单位进行课前预习。
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Book3 Unit4 Subject ClauseWords: 主语(subject [ˈsʌbdʒɪkt])、谓语(predicate [ˈpredɪˌkeɪt]、宾语(object ['ɒbdʒɪkt] )、表语(predicative [prɪ'dɪkətɪv])、定语(attribute [əˈtrɪbjuːt] )、状语(adverbial [əd'vɜːbɪəl])、补语(complement ['kɒmplɪm(ə)nt])、Teaching aims：1.Help students know what is Subject Clause.2.H elp students master the conjunctions(引导词) and the rules.3.Help students learn to use at least one Subject ClauseDifficult points:The applications of Subject Clause.Teaching procedures:Step1. RevisionTranslate and analyze（翻译并分析画线部分是什么从句）1.Show me what love is.2.They say nothing lasts forever.3.You never know what you can do till you try.4.Children are what the mothers are.设计意图：本课通过一首耳熟能详的歌曲《Take me to your heart》引入话题，取其中的两句带有从句的歌词加上两句谚语，首先对上一单元语法表语从句和宾语从句进行复习，进而引出此课主题主语从句。
教师以歌曲以及谚语的形式进行语法教学，旨在将枯燥无味的语法演化成学生乐于接受的方式，如此可以提高学生学习此语法的兴趣。
核心素养提升点：语言能力，较为熟练地整合性运用已有的英语知识。
Step2.Learning process主语(subject[ˈsʌbdʒɪkt])：句子说明的人或事物,一般位于。
Find out the subject of each sentence（找出主语）:1.Our headteacher (班主任) is a gentleman, who is also strict with us.2.He didn’t wake up until the teacher came.3.Playing basketball is our favorite sport.4.T o eat snacks(零食) this morning is unwise beacuse time is so limited.5.That you will be top students is certain.主语由、、、、等成分充当。
学情预设：学习主语从句之前，强化一下最基本的主语的概念，从主语定义中扩展出主语从句的定义。
主语从句定义：在句子中充当主语的从句。
Read the old sayings and find the Subject Clause（找出主语从句）What is learned in the cradle ['kreɪdl] （摇篮）is carried to the grave [greɪv]（墓穴）. 儿时所学，终生难忘。
What’s done cannot be undone. 覆水难收。
What’s lost is lost. 失者不可复得。
设计意图：古今中外，谚语的积累给语言的教学提供了丰富的资源。
此处，同样借助谚语让学生找出此中主语从句，明确他们对主语从句结构的认知，同时也给予其世界观、人生观和价值观的引导。
核心素养提升点：文化意识，加深对中国文化的理解，感悟中国优秀文化的精神内涵，坚定文化自信。
引导词(conjunctions [kən'dʒʌŋkʃn])1)从属连词(subordinating [sə'bɔ:dɪneɪtɪŋ] conjunction) 和：That we will win the game is certain.Whether we will win the game is uncertain.不做成分，无意义，不能省略(omit [əʊ'mɪt])。
whether 不做成分，表“”。
2)连接代词(conjunctional [kən'dʒʌŋkʃənəl] pronouns['prəʊnaʊn]) 、、Who will clean the blackboard makes no difference.What we can see is a sea of flowers, such as pear flowers 、peach folwers etc .Who you want to be is determined by yourself.Which book I shall choose hasn’t been decided.连接代词做句子中、、、等主干成分。
连接代词whoever, whatever, whicheverWhoever comes is welcome.Whatever I have is yours.Whichever you want is yours.3)连接副词(conjunctional [kən'dʒʌŋkʃənəl] adverbs ['ædvɜːb]) , , , .When we will leave hasn’t been decided.How she keeps healthy is a secret.Why he cries is not clear.Where the meeting will be held is not known.连接副词在从句中做、、、等状语(adverbial [əd'vɜːbɪəl])。
Summarize the conjunctions of Subject Clause(总结主语从句引导词)：从属连词连接代词连接副词设计意图：这一环节中，学生自主学习与合作探究结合。
目的是让学生激活已知宾语从句和表语从句相关内容；通过观察引导词，学习引导词在各类主语从句中的具体使用。
核心素养提升点：思维品质，通过对引导词的观察和总结，从具体信息中识别关键问题。
学习能力，自主学习、合作学习。
主语从句的规律1：找出下列句子中的错误，并总结规律Eg. When will he come is not known.Correct answer:Rule( 规律) ：主语从句一律用语序(declarative [dɪ'klærətɪv] sentence)，即主语在，谓语(predicate [ˈpredɪˌkeɪt])在。
主语从句的规律2：Eg. If the meeting will be put off has not been decided yet.Correct answer:Rule(规律)：可以引导主语从句, 放在句首，但不能。
主语从句的规律3：用be 的正确形式填空1.H ow she keeps healthy a secret.2.What he needs that book.3.What he needs some books.Rule(规律)：从句作主语时，谓语动词一般用。
what 引导的从句做主语时，谓语的单复数(singular ['sɪŋgjʊlə] and plural ['plʊərəl] forms)取决它的。
主语从句的规律4：That the earth turns around the sun is known to all.Rule(规律)：形式主语常用句型:It + be + 名词＋that 从句It is a pity that…很遗憾…It is a fact that…事实是…It + be + 过去分词＋that 从句It is said that... 据说...It is known that…众所周知…It + 不及物动词＋that 从句It seems/appears that... 似乎...It happened that…碰巧...It + be + 形容词＋that 从句It is obvious that……显然...It is important/natural/necessary/impossible that …(should) do...虚拟语气(subjunctive [səb'dʒʌŋktɪv] mood [muːd])设计意图：到此环节，学生已对主语从句的基础知识有了一定的了解，而主语从句中的应用规律是这一部分的主要学习内容。
通过语句的具体使用引导学生总结规律。
核心素养提升点：思维品质，根据所学主语从句的有关知识，归纳、概括内在形成的规律。
Step3 Consolidation(巩固练习)Task 1 Competition(抢答)1.W here he comes from are a mystery.2.they are most interested in is how they can produce more and better cars.A. ThatB. WhoC. WhatD. When3.the boy didn't take medicine made his mother angry.A. ThatB. WhatC. HowD. Which4.That is obvious that he didn't pass the exam.5.(他们需要帮助)is quite clear.6.我需要的就是休息。
is rest.7.据说，鹿晗来到了这个城市。
设计意图：语法知识是“形式—意义—使用”的统一体，抢答环节的设计，一是让学生学以致用，二是让学生迅速把所学形成一定知识框架，为下一步语篇中主语从句的使用打下基础。
此环节中，预设了翻译句子，为熟练掌握主语从句的学生提供了可以展示自我的平台，分层的设计兼顾了学生的个体差异。
核心素养提升点：语言能力，获取、概括信息。
思维品质，利用主语从句有关知识解决实际问题。
学习能力，积极争取和把握各种学习和表现机会。
Task 2 Writing(微写作)：我校组织了“研学旅行（Study Travelling）”，请你根据以下要点写一篇50 词左右的短文。