【教案】Unit 2 Discover useful structures 名詞性從句教案人教版（2019）選擇性必修第二冊

1、Unit2 Bridging cultures 教案背景1：教材：人教版 高中英語 選擇性必修 第二冊 Unit 2 Bridging cultures2：課程類型：語法復(fù)習(xí)課-名詞性從句3：課時(shí)：一課時(shí)（45min）4：學(xué)情分析：學(xué)情分析Analysis of students本節(jié)課面向高中學(xué)生，以名詞性從句語法教學(xué)為主要目的，旨在幫助同學(xué)們對名詞性從句有個(gè)系統(tǒng)性的學(xué)習(xí)，從而形成自己的語法的理解。名詞性從句又分為主語從句、賓語從句、表語從句和同位語從句。賓語從句是初中階段要求掌握的內(nèi)容，此外，本套教材選擇性必修一第五單元學(xué)習(xí)了主語從句，本冊第一單元學(xué)習(xí)了表語從句，本單元在此基礎(chǔ)上復(fù)習(xí)這三種從

2、句。同位語從句在選擇性必修階段不要求掌握，因此本節(jié)課不涉及同位語從句。二、教學(xué)目標(biāo)Teaching aims1、知識(shí)目標(biāo)：認(rèn)識(shí)名詞性從句的定義、分類；能夠確認(rèn)名詞性從句在句子的成分；了解名詞性從句引導(dǎo)詞的語法規(guī)則；能夠正確分析名詞性從句語法現(xiàn)象。2、語言技能目標(biāo)：在已經(jīng)掌握的主語從句、表語從句、賓語從句的基礎(chǔ)之上，歸納總結(jié)名詞性從句的語法規(guī)則，通過輸出練習(xí)來加強(qiáng)對于名詞性從句的認(rèn)知以及形成良好的語法學(xué)習(xí)思維習(xí)慣、培養(yǎng)同學(xué)們自主學(xué)習(xí)的能力。三、教材內(nèi)容分析語法結(jié)構(gòu)：在句子中起名詞作用的句子叫作名詞性從句（noun clauses）。名詞性從句在復(fù)合句中能充當(dāng)主語、賓語、表語、同位語等成分，根據(jù)上

3、述不同的語法功能，名詞性從句又分為主語從句、賓語從句、表語從句和同位語從句。名詞性從句的引導(dǎo)詞可分為三類。連接代詞:what/whatever、who/whoever/whom/whose、which/whichever,在從句中作成分(如:主語或賓語)。連接副詞:when/whenever、where/wherever、how/however、why。在從句中分別作時(shí)間狀語、地點(diǎn)狀語、方式狀語和原因狀語。連詞:that、whether/if、as if/as though、because。不充當(dāng)從句的任何成分，即它們引導(dǎo)的從句是完整的。主語從句、賓語從句、表語從句所使用的引導(dǎo)詞大體相同?；顒?dòng)

4、1呈現(xiàn)了課文中已出現(xiàn)的幾種名詞性從句的例子，啟發(fā)學(xué)生在此基礎(chǔ)上回顧所學(xué)知識(shí)，系統(tǒng)梳理名詞性從句的功能和用法?；顒?dòng)2給出引導(dǎo)詞，讓學(xué)生分別將兩個(gè)簡單的句子連成一個(gè)含有名詞性從句的復(fù)雜句子從而體會(huì)句子中信息層級的變化，通過對比感受名詞性從句的表達(dá)效果。活動(dòng)3的短文講述了外國留學(xué)生Leon在中國的跨文化體驗(yàn)，吸引他的不僅是中國美食、豐富的中國傳統(tǒng)文化、便捷的生活方式，還有善良友好的中國人。該活動(dòng)要求學(xué)生利用語境線索還原四個(gè)名詞性從句，構(gòu)建完整的語篇意義。與上個(gè)活動(dòng)相比，該活動(dòng)更關(guān)注名詞性從句的意義而非結(jié)構(gòu)?；顒?dòng)4為學(xué)生提供了四個(gè)含有名詞性從句的典型句式，讓他們套用這些句式描述前面課文中XieLei的

5、留學(xué)經(jīng)歷，促使他們創(chuàng)造性地運(yùn)用這些結(jié)構(gòu)進(jìn)行表達(dá)，鞏固名詞性從句的用法。重點(diǎn)： 引導(dǎo)詞的劃分、作用難點(diǎn)： 名詞性從句的成分確認(rèn)四、教學(xué)策略Teaching & Learning Methods（1）任務(wù)型教學(xué)途徑（2）啟發(fā)式教學(xué)法五、教學(xué)過程Teaching Steps教學(xué)步驟設(shè)計(jì)意圖Step 1 Lead-in1、列舉出八個(gè)句子成分（sentence constituents）來詢問學(xué)生名詞可以在句子中充當(dāng)哪些成分。T：What sentence constituents can a NOUN serve as?2、通過三組簡單句與復(fù)雜句對比，劃分三類從句。I believe the trut

6、h.I believe that you will win.The question is difficult.The question is what you have done.The reason is unknown.When the class began is unknown.3、Summary名詞或名詞短語可以在句中充當(dāng)主語、表語、賓語、同位語。當(dāng)這些名詞或名詞短語由一個(gè)句子替代時(shí)，就是名詞性從句。名詞性從句(Noun Clauses)是在句子中起名詞作用的句子。根據(jù)在句中不同的語法功能，可以把名詞性從句分別稱為主語從句、賓語從句、表語從句和同位語從句。5min通過名詞在句子中充

7、當(dāng)?shù)某煞诸愅频矫~性從句的分類，讓學(xué)生不再懼怕名詞性從句、能夠理解名詞性從句只是在名詞的基礎(chǔ)上采用的句子的形式來體現(xiàn)同樣的作用。Step 2 Activity 11. 了解名詞性從句的定義和類別(1) 讓學(xué)生觀察活動(dòng)1中的三個(gè)句子，并回顧Reading and Thinking部分學(xué)習(xí)的句子結(jié)構(gòu)分析的方法，判斷句子類型。學(xué)生判斷出這些句子是復(fù)合句后，讓他們畫出其中的從句，確定從句在句子中的成分。1、What seemed strange before now appears quite normal to Xie Lei.2、What surprised Xie Lei was that sh

8、e found herself speaking up in class after just a few weeks.3、Its important that Xie Lei keeps a 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.)3min學(xué)生

9、在更為復(fù)雜的句子中分析確認(rèn)名詞性從句的成分，引出step3對于引導(dǎo)詞的講解。Step 3 引導(dǎo)詞講解1、連接代詞what/whatever、who/whoever、whom、whose、which/whichever在從句中充當(dāng)成分(如:主語或賓語)。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、連接副詞when/whenever、where/wherever、how/howev

10、er、why在從句中分別作時(shí)間狀語、地點(diǎn)狀語、方式狀語和原因狀語。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 cant go with you.3、連詞that、whether/if 不充當(dāng)從句的任何成分，即它們引導(dǎo)的從句是完整的That she was chosen as one of the nurses to go to Wuhan to help in the

11、fight against COVID-19 made her parents both worried and proud.The fact is that he is old enough to go to school.He is hesitating about whether he should tell her the truth.4、It 作形式主語、形式賓語It作形式主語： It be + 形容詞+thatIt be + 名詞（詞組）+thatIt be + 過去分詞+thatIt +不及物動(dòng)詞（短語）+that It作形式賓語：We have madethat a forei

12、gn language is useful weapon in the struggle of lifeclear.=We havemade it clear thata foreign language is useful weapon in the struggle of life.consider、find、think、feel、make、take等動(dòng)詞5、語序、時(shí)態(tài)語序：陳述語序時(shí)態(tài)：主現(xiàn)從不限、主過從必過、客觀真理永一現(xiàn)6、Summary15min對于引導(dǎo)詞詳細(xì)地講解為下面activity 2作理論準(zhǔn)備。讓學(xué)生對于學(xué)習(xí)名詞性從句更加有把握。Step4 Activity 21、The

13、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.（主語從句）2、Students have to write countless research papers as part o

14、f 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. （主語從句）3、Who will be the successful applicant for the summer job at the law firm?This is the qu

15、estion. (who)The question is who will be the successful applicant for the summer job at the law firm. （表語從句）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 exp

16、osure to another culture and its people can give exchange students great insights into the world. （表語從句）5、Schools in the States are quite multicultural, with students and teachers from many different ethnic backgrounds.This impressed Liu Yang. (Itthat)It impressed Liu Yang that schools in the States

17、 are quite multicultural. with students and teachers from many different ethnic backgrounds. （主語從句）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. （表語從句）12min教師將學(xué)生翻

18、譯出來的英文句子與原句對照，讓學(xué)生對比兩者的差別。英文和中文在句式上有一定差異，中英文互譯練習(xí)有助于學(xué)生發(fā)現(xiàn)并對比這些差異。深人理解英文句式的特點(diǎn)，并思考語言背后思維習(xí)慣的差異。上述中英文互譯練習(xí)能有效提升學(xué)生的語言表達(dá)質(zhì)量，讓他們找到自己的不足，學(xué)習(xí)地道的英語表達(dá)法。Step5 Activity 3、41、Complete the passage with A-D from the box. 先快速閱讀短文，了解短文大意;然后熟悉方框中的四個(gè)句子，并逐句閱讀短文根據(jù)上下文判斷空白處所缺信息，從方框中選擇正確的句子補(bǔ)全短文。(CDBA)2、Answer the following questions.What does Leon like about his life in Chi