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Unit 3 Back to the past
Grammar and usage（教學(xué)設(shè)計(jì)）
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.
【設(shè)計(jì)意圖：用一個(gè)開放式的問題（歷史是什么？）激發(fā)學(xué)生的興趣，學(xué)生可以給出任何不同的定義，然后引導(dǎo)學(xué)生觀察教師給出的兩個(gè)句子，引出表語(yǔ)從句的概念。】
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.
【設(shè)計(jì)意圖: 通過閱讀關(guān)于中國(guó)著名史學(xué)家司馬遷的文章，學(xué)生從語(yǔ)境中接觸句法現(xiàn)象，理解表語(yǔ)從句的特征。】
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 (我們能否準(zhǔn)時(shí)到那里).
2) The question is who is responsible for the accident (誰(shuí)為這個(gè)事故負(fù)責(zé)).
3) The problem is how we can raise enough money for the project (我們?cè)鯓硬拍転檫@個(gè)項(xiàng)目籌集到足夠的資金).
4) That was where we camped last time (我們上次野營(yíng)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 (他們已為旅行做了充分準(zhǔn)備).
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.
聽上去好像有人在敲門。
2) At that time, it seemed as though I couldn’t think of the right word.
當(dāng)時(shí)，我似乎怎么也想不出一個(gè)恰當(dāng)?shù)淖盅蹃怼?br/>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.（與事實(shí)相符。)
4) It looks as if she were drunk.（與事實(shí)相反，事實(shí)是她未醉。)
5) It appears as if he hadn’t met her.（與事實(shí)相反，事實(shí)是他見過她。)
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.
我的建議就是你做出決定之前仔細(xì)考慮一下。
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 ______________.
【設(shè)計(jì)意圖: 首先利用語(yǔ)篇中的三個(gè)句子講解表語(yǔ)從句的特征以及連接詞的選用。然后讓學(xué)生通過觀察和思考，區(qū)分一些易混淆的連接詞，理解并熟記某些特定句型和特殊規(guī)則。同時(shí)通過一些半結(jié)構(gòu)化、半開放式的語(yǔ)言練習(xí)，鞏固和運(yùn)用表語(yǔ)從句的相關(guān)知識(shí)，為最后寫作任務(wù)打下基礎(chǔ)。】
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.
【設(shè)計(jì)意圖：這個(gè)步驟是語(yǔ)法知識(shí)在句子層面、語(yǔ)篇層面和新語(yǔ)境中的運(yùn)用。語(yǔ)法教學(xué)的最終目的是為運(yùn)用。層層深入的活動(dòng)設(shè)計(jì)體現(xiàn)“學(xué)習(xí)理解——應(yīng)用實(shí)踐——遷移創(chuàng)新”英語(yǔ)學(xué)習(xí)活動(dòng)觀。】
V. Homework
Polish your paragraph after class and exchange your paragraph with other classmates.

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