Unit 2 Discover useful structures 名词性从句（教案）-高中英语人教版（2019）选择性必修第二册.docx

Unit2 Bridging cultures一、教案背景1：教材：人教版高中英语选择性必修第二册Unit 2 Bridging cultures2：课程类型：语法复习课一名词性从句3：课时：一课时(45min)4：学情分析：学情分析 Analysis of students本节课面向高中学生，以名词性从句语法教学为主要目的，旨在帮助同学们对名 词性从句有个系统性的学习，从而形成自己的语法的理解。名词性从句又分为主语从 句、宾语从句、表语从句和同位语从句。宾语从句是初中阶段要求掌握的内容，止匕外, 本套教材选择性必修一第五单元学习了主语从句，本册第一单元学习了表语从句，本 单元在此基础上复习这三种从句。同位语从句在选择性必修阶段不要求掌握，因此本 节课不涉及同位语从句。二、教学目标 Teaching aims1、知识目标：认识名词性从句的定义、分类；能够确认名词性从句在句子的成分； 了解名词性从句引导词的语法规那么；能够正确分析名词性从句语法现象。2、语言技能目标：在已经掌握的主语从句、表语从句、宾语从句的基础之上，归纳总 结名词性从句的语法规那么，通过输出练习来加强对于名词性从句的认知以及形成良好 的语法学习思维习惯、培养同学们自主学习的能力。三、教材内容分析语法结构：在句子中起名词作用的句子叫作名词性从句(noun clauses)。名词性从 句在复合句中能充当主语、宾语、表语、同位语等成分，根据上述不同的语法功能， 名词性从句又分为主语从句、宾语从句、表语从句和同位语从句。名词性从句的引导词可分为三类。连接代词:what/whatever> who/whoever/whom/whose、which/whichever,在从句中 作成分(如:主语或宾语)。连接副词:when/whenever、where/wherever> how/however> why。在从句中分另U 作时间状语、地点状语、方式状语和原因状语。连词:that、whether/if> as if/as though> because。不充当从句的任何成分，即它们 引导的从句是完整的。主语从句、宾语从句、表语从句所使用的引导词大体相同。活动1呈现了课文中已出现的几种名词性从句的例子，启发学生在此基础上回顾所 学知识，系统梳理名词性从句的功能和用法。活动2给出引导词，让学生分别将两个 简单的句子连成一个含有名词性从句的复杂句子从而体会句子中信息层级的变化，通 过比照感受名词性从句的表达效果。活动3的短文讲述了外国留学生Leon在中国的跨 文化体验，吸引他的不仅是中国美食、丰富的中国传统文化、便捷的生活方式，还有 善良友好的中国人。该活动要求学生利用语境线索还原四个名词性从句，构建完整的 语篇意义。与上个活动相比，该活动更关注名词性从句的意义而非结构。活动4为学 生提供了四个含有名词性从句的典型句式，让他们套用这些句式描述前面课文中XieLei 的留学经历，促使他们创造性地运用这些结构进行表达，巩固名词性从句的用法。重点：引导词的划分、作用难点：名词性从句的成分确认四、教学策略 Teaching & Learning Methods(1)任务型教学途径(2)启发式教学法五、教学过程Teaching Steps教学步骤设计意图Step 1 Lead-in1、列举出八个句子成分(sentence constituents)来询问学生名 词可以在句子中充当哪些成分。T： What sentence constituents can a NOUN serve as?2、通过三组简单句与复杂句比照，划分三类从句。1 believe the truth.1 believe that you will win.The question is difficult.The question is what you have done.The reason is unknown.the class began is unknown.3、Summary名词或名词短语可以在句中充当主语、表语、宾语、同位语。当 这些名词或名词短语由一个句子替代时，就是名词性从句。名词性从 句(Noun Clauses)是在句子中起名词作用的句子。根据在句中不同的语 法功能，可以把名词性从句分别称为主语从句、宾语从句、表语从句 和同位语从句。5min通过 名词在句 子中充当 的成分类 推到名词 性从句的 分类，让学 生不再惧 怕名词性 从句、能够 理解名词 性从句只 是在名词 的基础上 采用的句 子的形式 来表达同 样的作用。Step 2 Activity 11. 了解名词性从句的定义和类别3min学生(1)让学生观察活动1中的三个句子，并回顾Reading and Thinking 局部学习的句子结构分析的方法，判断句子类型。学生判断出这些句子是复合句后，让他们画出其中的从句，确定 从句在句子中的成分。1> What seemed strange before now appears quite normal to Xie Lei.2> What surprised Xie Lei was that she found herself speaking up in class after just a few weeks.3、It's important that Xie Lei keeps n balance between her studies and her social life.T： How did you decide which is the main clause and which is the subordinate clause?(By finding words like who, when, where, etc.in front of a clause.)Step 3引导词讲解1、连接代词what/whatever> who/whoever> whom> whose、which/whichever在从句中充当成分(如:主语或宾语)。Who will go to the party is still unknown.The question is what we can do to protect the environment.You can ask whoever you trust.2、连接副词when/whenever> where/wherever> how/however> why在从句中分别作时间状语、地点状语、方式状语和原因状语。When the train is going to arrive is not informed.Scientists are trying hard to find out where the coronavirus comes from.That is why I can't go with you.3、连词that、whether/if不充当从句的任何成分，即它们引导的从句是完整的That she was chosen as one of the nurses to go to Wuhan to help in the在更为复 杂的句子 中分析确 认名词性 从句的成 分，引出 step3对于 引导词的 讲解。15min对于 引导词详 细地讲解 为下面 activity 2 作 理论准备。 让学生对 于学习名 词性从句 更加有把 握。fight against COVID-19 made her parents both worried and proud.The fact is that he is old enough to eo to school.He is hesitating about whether he should tell her the truth.4、It作形式主语、形式宾语It作形式主语：It be +形容词+thatIt be +名词（词组）+thatIt be +过去分词+thatIt +不及物动词（短语）+thatIt作形式宾语：We have made that a foreign language is useful weapon in the struggle of life clear.=We have made it clear that a foreign language is useful weapon in the struggle of life.consider> find> think、 feel > make> take 等动词5、语序、时态语序：陈述语序时态：主现从不限、主过从必过、客观真理永一现6、Summary不充当成分充当主语或宾语充当状语12min教师 将学生翻 译出来的 英文句子 与原句对 照，让学生 比照两者Step4 Activity 21、The advisor talked about maintaining reasonable expectations when studying abroad.His words were quite helpful to May. （what）What the advisor talked about maintaining reasonable expectations when studying abroad was quite helpful to May.（主语从句）2、Students have to write countless research papers as part of their coursework.This was not something that Chen Hao was ready for. （that）That students have to write countless research papers as part of their coursework was not something that Chen Hao was ready for. （主语从 句）3、Who will be the successful applicant for the summer job at the law firm?This is the question, （who）The question is who will be the successful applicant for the summer job at the law firm.（表语从句）4、Exposure to another culture and its people can give exchange students great insights into the world.This is an advantage of studying abroad. （that）An advantage of studying abroad is that exposure to another culture and its people can give exchange students great insights into the world.（表 语从句）5、 Schools in the States are quite multicultural, with students and teachers from many different ethnic backgrounds.This impressed Liu Yang. （It.that）It impressed Liu Yang that schools in the States are quite multicultural, with students and teachers from many different ethnic backgrounds. （主语从句）6、Should she stick to her own way of life or follow the American way? This is her confusion.Her confusion is whether she should stick to her own way of life or follow the American way. （表语从句）的差异。英文 和中文在 句式上有 一定差异， 中英文互 译练习有 助于学生 发现并对 比这些差 异。深人理 解英文句 式的特点， 并思考语 言背后思 维习惯的 差异。上述 中英文互 译练习能 有效提升 学生的语 言表达质 量，让他们 找至IJ自己 的缺乏，学 习地道的 英语表达 法。的差异。英文 和中文在 句式上有 一定差异， 中英文互 译练习有 助于学生 发现并对 比这些差 异。深人理 解英文句 式的特点， 并思考语 言背后思 维习惯的 差异。上述 中英文互 译练习能 有效提升 学生的语 言表达质 量，让他们 找至IJ自己 的缺乏，学 习地道的 英语表达 法。Step5 Activity 3> 41> Complete the passage with A-D from the box.8min并引 导学生在 整篇文章 的语境中先快速阅读短文，了解短文大意;然后熟悉方框中的四个句子，并逐句 阅读短文根据上下文判断空白处所缺信息，从方框中选择正确的句子 补全短文。(CDBA)2、 Answer the following questions.What does Leon like about his life in China?What other things do you think might attract international students to China?What does Leon's account make you feel about China?3、Focus on these four sentences patterns which are typical sentence structures of noun clauses. KII give your 2minutes to fill each one with your idea and try to link the four sentences together.1 That .made Xie Lei confused at first.2 It surprised Xie Lei that.3 What Xie Lei's tutor wanted to say was that.4 The motivation for Xie Lei to study abroad was that.理解所填 的四个名 词性从句。 教师提出 问题，引导 学生挖掘 该短文传 达的主题 意义。让学 生思考每 个句子需 要补充的 信息试着 基于课文 内容补全 每一句话。 提醒学生 此处答案 是开放性 的，鼓励学 生大胆表 达。板书设计:不充当成分充当主语或宾语充当状语