【教案】Unit 2 Discover useful structures 名词性从句教案人教版（2019）选择性必修第二册

1、Unit2 Bridging cultures 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-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，此外，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

2、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则；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则，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

3、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。在从句中分别作时间状语、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

4、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，通过对比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

5、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对比，划分三类从句。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

7、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体现同样的作用。Step 2 Activity 11. 了解名词性从句的定义和类别(1) 让学生观察活动1中的三个句子，并回顾Reading and Thinking部分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 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学生

9、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。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/howev

10、er、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 cant 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

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）+that It作形式宾语：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、Summary15min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。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.（主语从句）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. （主语从句）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 exp

16、osure 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. (Itthat)It impressed Liu Yang that schools in the States

17、 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）12min教师将学生翻

18、译出来的英文句子与原句对照，让学生对比两者的差别。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，让他们找到自己的不足，学习地道的英语表达法。Step5 Activity 3、41、Complete the passage with A-D from the box. 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 Chi