How to use Noun Clauses in the writing如何在写作中使用名词性从句

1、How to use Noun Clauses in the writing?公开课教案和反思伍丽秋（2011年3月31日）Teaching Aims:1. Review the grammar-Noun clauses2. Further master the usage of Noun Clauses,get the students to use Noun Clauses in the writing.Teaching important and difficult points:Get the students to master how to use Noun Clauses in

2、the writing.Teaching Methods:Listening,speaking,reading and writingTeaching Aids:The computer,the multi-media projector Teaching Procedures:Step1 Warming up T: As we know, in our daily life,writing is especially important for us.Because we have to use writing to express our feelings,thoughts,exchang

3、e ideas with others,communicate with others or to describe something ,somebody what we see in our daily life and so on. So you see a good writing in English can express our feelings,ideas and thoughts more freely. But in our writing ,we cant just use some simple sentences,sometimes we should try to

4、learn to use some complex clauses ,such as Attributive clause, noun clause and so on.T: Today well learn how to use Noun clauses in the writing. Weve already reviewed noun clauses.Can you tell me how many kinds of clauses there are? What are they?Subject clause （主语从句） Object clause （宾语从句） S: Predica

5、tive clause （表语从句） Appositive clause （同位语从句）Step2 Find out the Noun Clauses (What Clauses are they?)Read the passage carefully and tell me what kind of noun clauses they are.Did the Chinese discover America?Everyone learns at school that Columbus discovered America in 1492.But a retired British offi

6、cer said the honor should go to China. He found an old map dating from 1424. What interested him was that the world was mapped 70 years before Columbus. This gave him the idea that Chinese perhaps first discovered America. It is no wonder that his idea caused arguments. Some are willing to believe C

7、olumbus used maps from China. Others think differently. What is certain is this idea has made many people think about the contributions that Chinese people made to the world.Step3 Improve our writingT:Now we know the basic characteristic of the noun clauses.Lets see how we can use them to improve ou

8、r writing.1. When shall we meet? It depends on you.When we shall meet depends on you.2. We bring many things here. Those can be kept in the cabinet (橱柜 ).What we bring here can be kept in the cabinet.3. Her hair was turning grey. It worried her. That her hair was turning grey worried her.4. He said

9、something at the meeting. It shocked everybody.What he said at the meeting shocked everybody.Step 4 Competition Now lets see how well you use these noun clauses.Ill divide the class into three groups,have a competion. 字母Eplay music make happyThat they play music makes them happy.字母XThe cat,overturne

10、d the paint,made cry That the cat overturned the paint made the baby cry.字母eThe man,broke windows,brought troubleThat the man broke the windows brought him trouble.字母rWhere,he,go, unknownWhere he is going is unknown.字母cThe child doesnt know the answer.It makes the teacher angry.That the child doesnt

11、 know the answer makes the teacher angry.字母iWhat,talk about,the use of cell phoneWhat they are talking about is the use of cell phone.字母sTerribly sorry!Your team loses a score!字母eWhere is the woman?It is known to everybody.Where the woman is is known to everybody.Step5 Develop the paragraphT: ask st

12、udents to pay attention to the words underline,try to chang them into subject clause.1. Clearly, English is more and more important. Last Saturday we invited Professor Zhang to give us a report on how to learn English well. His report helps us a lot. Now many students spend one more hour in learning

13、 English. It is clear that English is more and more important. Last Saturday we invited Professor Zhang to give us a report on how to learn English well. What he said does help us a lot. Many students spend one more hour in learning English from now on.2.T: ask students to pay attention to the words

14、or sentences underline,try to chang them into predicative clause.It is three to five now. The football match is to begin. But there is a problem. Jack hasnt come yet. Everybody knows that Jack is a leading part of our team. Without him, we are difficult to win the game. So we worry about it.It is th

15、ree to five now. The football match is to begin. But the problem is that Jack hasnt turned up. The fact is that Jack is a leading part of our team. Without him, it is difficult for us to win the game. Thats why we are so worried.Step6 Writing TaskWriting Task1T: The 7-day National Day Holiday is goi

16、ng to be cancelled due to some reasons. Situation 1: The 7-day National Day Holiday is going to be cancelled due to some reasons. What happened? write down your prediction. Or State your ideas,feelings , solutions.Reference for writing task11. Travelling causes heavy traffic and more traffic acciden

17、ts.2. Travellers bad behaviors damage the environment.3. Travelling makes people too tired to work or study after holiday.Writing 新闻报道政府决定取消十一国庆长假，此消息一出引起了大家的强烈讨论：赞同决定者认为：出游者众多造成交通拥挤甚至交通事故游客破坏旅游景点，造成污染旅途劳累影响假期归来后的工作和学习反对决定者认为：有利于接近自然，修养身心有利于家人团聚、交流你的观点Step7Homework assignmentAccording to writing tas

18、k1 write a good essay after class.伍丽秋公开课反思一、 反思(一)普通高中英语课程标准（实验）强调：“着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语教学思维和表达的能力；为学生进一步学习和发展创造必要的条件。”其中提出的“用英语进行表达的能力”，既包括口语，也包括写作。根据这一精神，课程标准在语言技能部分对写的技能目标作了描述，要求比过去高了许多，而且更加具体，以期加强学生写作表达能力的训练和提高。尽管如此，英文写作仍是不少学校教学中的一个非常薄弱的环节。（二）学生写作的主要难题和传统结果写作教学法的利弊在日常生活中，人们写作的

19、动机多种多样，但无非是为了传递和交流信息，向别人用书面语表达思想感情，描述人物或事物，以达到某种交际的目的。例如:写日记，给朋友、笔友写信，给家人或老师写便条，描述事件，根据文章或图表谢报告，为求学或求职填写表格等。这些具有明确目的的写作任务在现实生活中屡见不鲜。毫无疑问，这种写作实用、真实、又很必要。然而，到了课堂上，写作往往被当作巩固知识，特别是巩固听说的一种手段，为了语言学习而写，并非为了特定的交际目的去写。教师命题，学生冥思苦想，甚至写别人所想，因为他们经常根据所读的别人的文章改写。自从书面表达成为英语笔试中不可缺少的一部分以来，英语写作越来越受到重视。限时写作成了课堂上一个重要的练习

20、，学生完成写作任务后，教师对作文评价侧重在语言文字的质量上，往往不太强调其内容，更无暇顾及其写作的过程。学生整个的写作过程都是在教师的完全支配下完成的,写作成了机械的输入(input)和输出(output)的过程,枯燥乏味。教师耗费大量时间和精力批改作文,而学生只关心分数的高低,对教师的评语和修改的部分往往不认真阅读,同样的错误在以后的作文中依然会出现。批改中还存在教师注重语言形式,忽视内容,和学生对评语理解出现偏差的弊端。这样的写作训练的不足之处还在于，不容易激发学生的写作动机和创作的灵感。学生常常感到“脑子空空”，不知该写什么，为什么而写。而且，只重视写的结果而忽视写的过程，则难以帮助学生

21、培养写作的技能，学生不明白怎样才能写出好文章来。这种结果写作教学法显然已不适应当前的英语写作教学。在高中阶段，学生已具备了良好的英语语法和词汇的基础，而且在必修课程中他们还会进一步提高这些方面的能力。但是，要写出一篇令人满意的英语文章绝非轻而易举之事。首先可能遇到许多困难主要难题不外有以下几个：1.不知道如何根据写作任务去写作：不知写什么，不会收集资料，不会选材2不会或不善于用英语思维，常受汉语影响，以至出现文化和语言上的错误3不知如何在不同的语境下选择合适的语言，如遣词造句，连句成段等。4不知如何理顺需要表达的思想或事物的逻辑顺序。二建议写作是一个复杂的过程,在此过程中,学生以英语为工具,去

22、发现和澄清意义,从而准确地表达他们的思想，因此，写作课就要求老师用过程写作法指导学生写作。过程写作指导法实现的是教师监控及师生间的充分交流。可以说,教师是否组织、如何组织学生进行小组讨论以及如何对学生的作文做出反馈是过程教学法能否成功的关键。三过程写作教学法的具体运用及注意事项指导学生学习范文，让学生进行适当的仿写练习。本人在给学生上写作课时，在输入阶段采用了示范教学法，结果取得了良好的效果。我认为写作课写作课应该以写作为主,教师应该教会学生如何写作、如何开发自己的思维能力和创新能力,应该教会学生如何构思素材、如何构建文章的结构、如何根据命题来选择正确与恰当的文体。其次,虽然英文写作与中文写作

23、一样,无刻板的模式,但仍然有理可依有规可循,这里的“理”和“规”即英文的写作理论和技巧。懂得一些英文的写作理论和技巧虽然可以帮助学生克服写作中的盲目性,使他们能更快地提高英语写作水平,但仅有纸上谈兵的理论是不够的。学生们需要更直接明了的示范来使他们真正悟到写作中的奥妙,因此教师的示范就尤其显得重要。写作课中的示范应覆盖这几个方面: (1)素材的寻找、整理与安排。教师应该示范给学生如何根据命题构思素材,将素材进行整理与合理安排。(2)立意与观点的形成。写文章往往是从感受开始的,心有所感才能行之于文。一篇好的文章应该有明确的观点,因此教师应教会学生如何进行思考,如何在感受的基础上去理解事物和事理。只有对事物有真正的理解,学生们才可能形成自己的观点、把握特点、抓住关键、得