Learning about Language教学实录及点评

人教版Book8 Unit1 A land of diversity Revising useful structures 名词性从句（one period）

教学设计

高二年级

南康区第二中学

张铭辉一、The analysis of the textbook The grammar of this unit is about revising useful structures--- noun clauses. In senior high school English learning , noun clauses are very important .They are essential to the students’English learning. But in the teaching and learning process, it is difficult for the students to clearly master the usage of noun clauses. According to the grammar part of this unit, the students should not only clearly and accurately distinguish the four types of noun clauses, but also master the usage of the four types of noun clauses. 二、The analysis of the students 1. The students have already learnt some basic knowledge of the four types of noun clauses in the previous teaching and learning process. 2. The students’ English is not very good, so they have not completely master the usage of the four types of noun clauses. 3. Because the students’

English is not very good, they will not be able to behave very well for fear of making mistakes, especially in the group presentation and evaluating part. 4. Considering the students’ English, as their teacher, I will explain more details and key points of the four types of noun clauses to the students.

Present teaching aims according to the analysis of the textbook and the students 三、Teaching aims 1. Knowledge aim: To learn what is noun clauses and master the usage of the four types of noun clauses. 2. Ability aim：

To enable the students to clearly and accurately distinguish the four types of noun clauses and master the usage of the four types of noun clauses. 3. Emotion aim: (1).To motivate the students’ learning interest (2).To cultivate the students’ ability to overcome problems (3).To train the students’ spirit of cooperative learning. 三、Teaching important and difficult points 1. Teaching important points：

To clearly and accurately distinguish the four types of noun clauses and master the usage of the four types of noun clauses. 2. Teaching difficult points：

To clearly and accurately distinguish the four types of noun clauses and master the usage of the four types of noun clauses.

五、Teaching methods 1. Task-based teaching 2. Problem importing method 3. Interest excitation method 4. Group discussion 六、Teaching aids：

Multi-media Projector Blackboard 七、Teaching procedures Step1: Lead-in (designing purpose: present the topic of this class) Several questions for the students: As we all know, sentences are very important in our English learning, so can you figure out how many types of sentences there are in our English learning and what they are? Give the students some hints. Then according to the students’ responses present the diagram of sentence structures. Finally come to the topic of this class. Step2: Explain the definitions of the four types of noun clauses to the students. (designing purpose: attract the students’ interest in the topic ) Step3: Self-study (designing purpose: cultivate the students’

independently learning ability ) According to the learning materials to learn more about noun clauses Step4: Group discussion (designing purpose: cultivate the students’

cooperatively learning ability ) Discuss the conjunctions of the four types of noun clauses and their functions in their respective sentences. Step5: Group presentation (designing purpose: enhance the students’

application of some grammar points ) To ask four group members to write down the conjunctions of the four noun clauses and their functions in the respective sentences on the blackboard. Step6: Group evaluating (designing purpose: improve the students’

analytic and concluding ability ) To ask one group member to evaluate the above four students’

performances on the blackboard Step7: Draw a conclusion (designing purpose: point out the students’

shortcomings and give some learning guidances) Draw a conclusion according to the students’ performances. Step8: Present some key points (designing purpose: impress the key points upon the students ) 主语从句：

1、单个的主语从句作主语时，谓语动词用单数形式。如果是两个或两个以上的主语从句作主语，谓语动词则用复数形式。

2、有时为避免句子头重脚轻，常用it 代替主语从句作形式主语放句首，而把主语从句置句末。用it 作形式主语的结构

(1) It is ＋

名词

＋

从句

It is a good thing that…

It is a pity that…

It is an honor that …非常荣幸

It is common knowledge that…是常识

(2) It is ＋

形容词

＋

从句 (多用 should) It is natural/urgent/necessary/surprising/strange that…

(3) It ＋

不及物动词

＋

从句

It seems that… 似乎…

It happened that… 碰巧…

It appears that… 似乎…

(4) It is ＋

过去分词

＋

从句

It is reported that… 据报道…

It has been proved that…

已证实… It is said that… 据说… 宾语从句: 1、由从属连词 that引导宾语从句时，that在句中不充当任何成分，常可省去，但有两个或两个以上宾语从句时,从第二个宾语从句开始that不可省略。 2、当主句是I/ We think (suppose, expect, believe, guess, imagine) 时，其后的宾语从句如果是否定形式，常把否定词not从从句中转移到主句中成为否定前移。

3、whether和if均可引导动词后的宾语从句，常可互换。但从句中有or not时或介词后的宾语从句时只能用whether引导。其它名词性从句，如：主语从句、表语从句、同位语从句只用whether. 一句话，所有情况都可以用whether引导，只有vt后的宾语从句且没有or not时才可用if引导。

表语从句: 1、当主语是reason 时，表语从句要用that引导而不是because。 同位语从句: 1、同位语从句通常跟在news, idea, fact, truth, thought, belief，problem，doubt, question 等名词后面，用来解释说明该名词所表示的具体内容。 2、同位语从句和定语从句的区别：that作为关系代词，可以引导定语从句，充当句子成分，在从句中作宾语时可以省略; that引导同位语从句时，起连词的作用，没有实际意义，不充当句子成分，不能省略

Step9: Test yourselves (designing purpose: check out the students’

learning performances in class ) 1. A warm thought suddenly came to me _______I might use the pocket money to buy some flowers for my mother’s birthday .

A. if B. when C. that D. which 2. _______is certain is _______prevention is more important than treatment. A. It; that B. What; that C. As; what D. What; what 3. After three hours’ climbing , they reached _______ they thought was the place they’d been dreaming of .

A. what B. which C. where D. that 4. ____I accept the gift or refuse it is none of your business. A. If B. Whether C. Even if

D. When 5. The reason __I have to go is _______my mother is ill in bed. A. why, why

B. why, because C. why, that D. that, because 6. It suddenly occurred to him __he had left his keys in the office.

A. whether B. where C. which D. that Step10: Homework (designing purpose: deeply consolidate what we have learned in this class) Finish some exercises on page 116 八、板书设计 The designing of the blackboard To write down the conjunctions of the four noun clauses and their functions in the respective sentences on the blackboard. 1. the conjunctions of the subject clauses and their functions in the sentences 2. the conjunctions of the object clauses and their functions in the sentences 3. the conjunctions of the predicative clauses and their functions in the sentences 4. the conjunctions of the appositive clauses and their functions in the sentences 九、Teaching reflection In a word, this class is not bad. For one thing, the students made a good preparation for this class. For another, the students studied very earnestly in the self-study part and discussed heatly in the group discussion part. But there are still some shortcomings, especially in the group presentation and evaluating parts. Because the students’ English is not very good and they lack confidence, they did not behave well in this two parts. They were timid and had difficulty in expressing themselves. Therefore, in our future teaching and learning process, as their English teacher, I should encourage them more, give them more training like group presentation and evaluating, and give some reasonable hints when necessary in the group presentation and evaluating parts.