1、Unit 2 I think that mooncakes are delicious!Section A（GF-4c）Teaching Aims1.语言能力：能够正确使用“that, if,whether”引导的宾语从句。2.文化意识：了解美国的父亲节和母亲节。3.思维品质：概括语篇的关键信息，知道父亲节和母亲节在什么时候以及怎样表达我们对父母的爱。4.学习能力：介绍自己最喜欢的节日，描述自己的想法。Teaching Difficulties辨析“whether, if”引导的宾语从句的异同Teaching Aidsmultimedia courseware or other realia
2、that the T needs for teaching Teaching ProceduresTipsStep 1 Warming upSection A中学生学习了中国传统节日，故语法部分仍用传统节日作为话题导入。warm up部分只对清明节做简要介绍，目的在于给学生提供语言素材，为练习宾语从句作铺垫，而非让学生学习清明节的相关内容。 The T shows three pictures of Qing Ming Festival to Ss and asks Ss to tell what this festival is. The T briefly introduces Qing
3、Ming Festival to Ss. The T asks Ss to do the activity and explains the steps to Ss. “Objective clauses with that” will be practiced in this activity.(Tip: T can use the chart in PPT P9 to explain the steps if Ss are confused.) The T can ask a few Ss to share their answers and write their answers on
4、the board. T can tell Ss that they are going to learn the objective clauses in this class.Step 2 Presentation & PracticeGrammar Focus The T asks Ss to read the following sentences and find out the common features among them:I know that the Water Festival is really fun.I wonder if theyll have the rac
5、es again next year.I wonder whether June is a good time to visit Hong Kong.I believe that April is the hottest month in Thailand.主语+谓语+that/if/whether+宾语从句 The T explains the definition of the objective clauses to Ss. (PPT P11) T asks Ss to find out more sentences that contain the objective clauses
6、from the conversations or passage that theyve learned in Section A. T explains the rules for using the objective clauses with that/if/whether. (PPT P13-P21)由that引导的宾语从句a.当宾语从句是陈述句时, 用that引导。that无词义, 在从句中不充当成分, 在口语和非正式文体中常常省略。b. 当主句的主语是第一人称（I / we）, 并且谓语动词是think, guess, believe, suppose等时, 如果宾语从句要表达否
7、定意思, 一般将否定转移到主句上来, 即“否定前移”。that在宾语从句中的省略与保留a. 在主语+谓语+it(形式宾语)+宾补+that从句(真正宾语)的句 型中不省略。b. 由连词and连接的两个由that引导的宾语从句中,第二个that 不省略。c.当that作介词except, in等的宾语时不省略。由if / whether引导的宾语从句当宾语从句的语义相当于一个一般疑问句时, 常用if / whether引导, 表示 “是否” 。if / whether在句中不充当句子成分, 但不能省略。一般情况下二者没有区别, 可以互换。但是以下情况不可互换：a. whether之后紧跟or n
8、ot时不可与if互换。b. 在介词后只能用whether不能用if。c. 与动词不定式连用时, 只能用whether不能用if。宾语从句的语序无论主句是陈述句还是疑问句,宾语从句都用陈述句的语序,即“主语在前,谓语在后”的顺序。宾语从句的时态a. 当主句是一般现在时，宾语从句的时态不作限制，我们可以根据句子的意思来使用需要的任何一种时态。b. 当主句是一般过去时的时候，宾语从句必须运用相应的过去的某一种时态，从而达到主句和从句的相互一致。c.当宾语从句说明的是客观存在的事实或者是客观存在的真理时就不用受到主句时态的限制，仍是用一般现在时态。Grammar Focus The T asks Ss
9、 to read the following sentences and find out the common features among them:What fun the Water Festival is!How fantastic the dragon boat teams were!How pretty the dragon boats were!How delicious the food is in Hong Kong!What/How+名词/形容词/副词+主语+谓语+其他！ The T explains the definition of the exclamatory s
10、tatements. The T explains the rules for using exclamatory statements begin with “What” and “How” to Ss.What引导的感叹句What+a/an adj.+可数名词单数+陈述句！What+adj.+可数名词复数+陈述句！What+adj.+不可数名词+陈述句！How引导的感叹句How + adj./adv.+陈述句（主语+谓语）！How+主语+谓语！4a The T asks Ss to do the exercises in 4a.Answers: I think that the Lante
11、rn Festival is beautiful. I dont know whether he will come home for the festival.I believe that the Water Festival is the most fun.I wonder if the mooncakes are delicious.How exciting the races were!What an interesting city (Hong Kong is)!4b The T asks Ss to do the exercise in 4b.Answers will be sho
12、wn on PPT (P28-29).4c The T asks Ss to do the exercise in 4c.The T can divide Ss into several groups and ask Ss to interview each other. The T may wish to give Ss some guidelines, e.g.:1. What is your favorite festival?2. What does it celebrate?3. When is it celebrated?4. Why do you like this festiv
13、al?Tell Ss that they will have to answer these questions themselves first. Once they have their own answers, they should take turns interviewing others in the group. They will then share their findings with the class.Step 3 Summary & Homework Summary Ask Ss to do the exercises from PPT P31-32.Homewo
14、rk Preview Section B 1a-1d. Do the exercises in students book.Teaching ReflectionLearning grammar is an important task in this period.We always learn grammar when we have learned enough language. Students can practice grammar by using what they have learned. After they learn the structure of the objective clause and the exclamatory sentences in the grammar focus frame, we give the students opportunity to use the grammar knowledge in writing activities. So some written work is necessary after speaking and reading.6
