1、1Unit 3 Robots第四课时 Grammar目标导航类别 课时要点重点单词 unsure adj.不确定,没把握重点短语make breakfast 做早饭all kinds of 各种各样的take care of 照顾go on a business trip to.去出差have a serious heart problem 有严重的心脏病take medicine 吃药have a poor memory 记忆力差remind sb to do sth 提醒某人做某事feel lonely 感到寂寞go up and down 上上下下take a walk with sb
2、和某人一起散步重点句型1.He saw that the robot was making breakfast.他看见机器人正在做早餐。 2.The robot no longer knew when it should cook breakfast.机器人不再知道它应该什么时候做早餐。3.Sometimes I took a walk with it so that I could have a better sleep.有时我与它一起散步以便我能有一个更好的睡眠。教学重点1.让学生掌握基本的四会单词、短语及句型。2.让学生学生运用“宾语+宾语补足语”将宾语从句转换成简单句。3.让学生学生运
3、用“疑问词+动词不定式”将宾语从句转换成简单句。4.让学生学生运用动词不定式将目的状语从句或结果状语从句转换成简单句。教学难点1.让学生了解 wh-疑问词引导的宾语从句与 wh-疑问词加动词不定式的用法。2.让学生了解动词不定式与结果状语从句和目的状语从句之间的转换。教学过程预习指导一、方法指导分析 Page 4244 的例句,熟悉复合句改为简单句的方法,并尝试完成 Page 4244 的练习。二、预习检测英汉互泽1.不确定,没把握 unsure 2.make breakfast 做早饭 3.各种各样的 all kinds of 4.take care of 照顾 5.去出差 go on a
4、business trip to. 6.have a serious heart problem 有严重的心脏病 7.吃药 take medicine 8.have a poor memory 记忆力差 29.提醒某人做某事 remind sb to do sth 10.感到寂寞 feel lonely 11.go up and down 上上下下 12.和某人一起散步 take a walk with sb 课堂教学Step 1 情景导入1.通过观看有关真实机器人的新闻视频,引出本单元话题。2.自由交谈,引出宾语从句的句子。Step 2 教授 Part A 的语法知识1.分析“宾语+宾语补足
5、语”的结构。2.阅读 Page 42 中 Part A 的语法规则和例句。3.总结归纳用于“动词+宾语+宾语补足语”结构的动词。4.小组合作,完成 Page 42 的练习。5.请几位学生分享答案,之后全班核对答案。限时训练将下列复合句改为简单句1.Daniel heard that the e-dog was singing.Daniel heard the e-dog singing. 2.Kitty thought that it was difficult to solve this problem.Kitty thought it difficult to solve this pro
6、blem. 3.Mrs Huang saw that a car was running towards the building.Mrs Huang saw a car running towards the building. 4.I find that this book is very interesting.I find this book very interesting. 5.Amy considers that it is uncomfortable to go to school by bus.Amy considers it uncomfortable to go to s
7、chool by bus. Step 3 教授 Part B 的语法知识1.分析“疑问词+动词不定式”的结构。2.阅读 Page 43 中 Part B 的语法规则和例句。3.总结归纳用于“疑问词+动词不定式”结构的动词。4.小组合作,完成 Page 43 的练习。5.请几位学生分享答案,之后全班核对答案。限时训练将下列复合句改为简单句,每空一词1.He cant decide where he should stay for the night.3He cant decide where to stay for the night. 2.Please tell me how I can pl
8、ay golf well.Please tell me how to play golf well. 3.I dont know when I will see you again.I dont know when to see you again. 4.Mr Smith wondered what he should do next.Mr Smith wondered what to do next. Step 4 教授 Part C 的语法知识1.分析几种“动词不定式”的结构。2.阅读 Page 44 中 Part C 的语法规则和例句。3.总结归纳能用“动词不定式”结构的几种句式。4.小
9、组合作,完成 Page 44 的练习。5.请几名学生分享答案,之后全班核对答案。限时训练将下列复合句改为简单句1.The policemen ran so fast that they caught the thief.The policemen ran fast enough to catch the thief. 2.Wendy has saved a lot of money so that she can buy a new computer.Wendy has saved a lot of money in order to buy a new computer. 3.He was
10、so tired that he did not watch TV yesterday evening.He was too tired to watch TV yesterday evening. Step 5 小结1.总结如何把复合句改为简单句。2.补充一些将简单句改为复合句的练习。限时训练单项填空(B)1.Look!A lot of famous doctors are gathering there save the boy. A.so that B.in order toC.in order that D.as a result(C)2.Theres so many kinds of
11、 mobile phones in the shop.We cant decide . A.how to buy B.to buy howC.which to buy D.to buy which(B)3.David,could you tell me ? Every four years.A.when the 2022 World Cup will finishB.how often the World Cup takes placeC.how many teams take part in the World CupD.who may score the most goals in the
12、 2022 World Cup4(C)4.Sometimes,Jim feels stressed,but he doesnt know about it. He can get help from his teachers.A.who to talk B.when to talkC.who to talk to D.when to talk to(B)5.Simon,I hear youre going abroad for further study.Have you decided ? Next September.A.when going B.when to goC.how going
13、 D.how to go板书设计如何把复合句变成简单句1.可以用“宾语+宾语补足语”将宾语从句变成简单句。注意:和 find,notice 有相同用法的动词还有 hear,see,think,watch 等。2.可以用“疑问词+动词不定式”将宾语从句变成简单句。注意:why 不能和动词不定式连用,用“疑问词+动词不定式”将宾语从句转换成简单句的前提是宾语从句的主语和主句的主语一致,且主语的谓语动词通常是 know,remember,forget,learn 等。3.可以用“动词不定式”将结果状语从句或目的状语从句转成简单句。注意:用“动词不定式”将结果状语从句或目的状语从句转成简单句的前提是从句的主语和主句的主语一致。结果状语从句so.that.的结构可以用 too.to.或(not).enough to.来转换,目的状语从句可以用 in order to 来转换。教学反思本课时通过深入浅出的讲解和练习让学生掌握如何把复合句变成简单句。在正式进入新课之前,老师非常注重调动课堂气氛,通过观看视频激发学生的兴趣。老师的讲解条理清晰,浅显易懂,并引导学生积极造句,充分锻炼学生的英语口语,让学生将所学知识及时运用于实践中来。
