Learning about Language名师教学设计2

教学设计

Module8 Unit1 Learning about language 名词性从句在写作中的应用

象山中学

刘晓蕾

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设计背景

名词性从句是重要的语法项目之一，也是写作中常用的高级表达之一。在写作中准确并灵活地使用名词性从句，能让文章表达更加准确、地道，而了解并正确使用关联词是写好名词性从句的关键，因此该堂课在回顾巩固名词性从句的基础上，从句子到语篇，引导学生在写作中加以运用。

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教学目标

通过复习，学生能：

1.

巩固名词性从句的定义和特点

2.

能赏析名词性从句在语境中的语言效果

3.

能在特定的语境中，正确使用恰当的名词性从句

4.

产生英语写作的兴趣，在写作中准确并灵活的使用名词性从句

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教学重点：

1. 名词性从句的分类及名词性从句的连接词

2. it在句中充当形式主语、形式宾语的名词性从句

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教学难点：

学生能在写作中灵活、有效地应用名词性从句。

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教学过程：

一、

歌曲导入，轻松有趣

由学生感兴趣的音乐导入，让学生在听歌的同时找出歌词中的名词性从句，并在ppt上展示。

If only you saw what I can see

You'll understand why I want you so desperately Right now I'm looking at you and I can't believe

You don't know oh oh

You don't know you're beautiful

Oh oh That's what makes you beautiful 设计意图：以音乐话题导入，激起学生学习的兴趣，缓解语法学习的枯燥。

二、

复习回顾，扎实基础

1.

名词性从句的分类

2.

名词性从句的连接词

3.

it作形式主语、形式宾语的句型

It is a good idea / a pleasure / a pity

that ... It is certain / possible / likely / important / necessary that ... It is said / thought / believed / considered / reported that .... sb think it important / necessary / unbelievable that…

设计意图：回顾复习名词性从句的分类、连接词及相关句型，采取归纳总结的教学方法，由简单的例句着手，引导学生回忆相关的语法知识。

三、

真题练习，感受用法

1.

填写适当连接词，掌握that、if和whether的用法

that First, I think 1. _____ the lyric of this song is very romantic. The second reason is 2.____its soft melody makes me relaxed when I listen to it. Last but not least, the fact 3. ____ it is the ending song of my favourite movie makes me more willing to listen to it. I`m sure 4. ____ this song brings you good mood even though we are learning grammar. I guess 5. ____ even the teachers sitting at back of the classroom are fond of it and 6. ___ all of you are looking forward to watching the movie. Is it a good idea 7.____ I combine English grammar with songs? if/whether ⑴

I wonder __________ I will leave you. ⑵

I wonder __________ I will have the courage to leave you ⑶

I don’t know _______ or not I will leave you. ⑷

I don’t know __________ I will leave you or not. ⑸

I don’t know ________ to leave you this time. ⑹

I am not sure________ I have the courage to leave you. ⑺

I am thinking about _______ I will leave you this time.

⑻

_______ I can leave you is still unknown. ⑼

The question is _______ I will leave you. ⑽

I haven`t made the decision ________ I will leave you. 2.

填写适当连接代词和连接副词

I wonder (what / which) song you prefer. Personally, I love both of them. You may want to know (whether / why) I am fond of both. Here are my reasons:

As for the first song, (that / what) impresses me most is the singer`s voice. I think it fully expresses her emotions. I’m quite amazed (when/ how) she could sing in such a special way. As for the second one, it`s an old song from Backstreet boys. I can`t remember (whether / when) I listened to it the first time. But the lyric and rhythm were so cheerful that I remembered it at once. My favorite line is "I don`t care _____ you are, _____ you are from, don`t care _____ you did, as long as you love me." 四、

改写翻译，演练句子

1.

名词性从句改写

⑴主语：

用名词：Your words hurt me so. （你的话语如此伤害我）

用从句：What you said hurt me so.

⑵宾语：

用名词：I don't know the reason. （我不知你为何那么说）

用从句：I don’t know why you said that.

⑶表语：

用名词：I'm no longer your love. （我不再是你爱的人）

用从句：I'm no longer whom you love.

⑷.同位语：

用名词：I told you a lie to leave. （我说谎我要离开）

用从句：I told you a lie that I want to leave. 2.

名词性从句翻译

⑴

他没有通过考试令他的妈妈很失望。

That he didn't pass the examination disappointed his mother. ⑵

问题是谁会被选举为该国的总统。

The question is who will be elected president of the country. ⑶

你可以把它送给你喜欢的任何人。

You can give it to whomever you like. ⑷

我不记得在哪儿读到过这篇文章。

I can't remember where I have read this article. ⑸

科学的运用有有利的方面也有不利的方面，这种想法从某种程度上说是危险的。

The idea that science can be used for good as well as for bad is to some extent dangerous. 设计意图：让学生自己去练习，把课堂还给学生，让学生在句子的层面很好地掌握名词性从句，为写作中真正地灵活运用名词性从句做准备。

五、

写作操练，延伸篇章

布置课后作业

1．

按以下内容要点写一篇有关Andy的英语短文，尽量使用名词性从句。

2．

小组内部互评写作，找出写作巾的错误。

内容要点：

1.

大家都知道Andy是位有名的作家，但没有人知道她来自何处，而且她是否出生于1961年仍然是个谜；

2.

大家对她了解的是穷人都喜欢她，因为她总是帮助那些急需钱的人；

3.

Andy很慷慨而且乐于助人，但有些人认为她想出名；

4.

Andy说她不明白为什么他们那么心胸狭窄，但别人怎么想对她无所谓，她只是想做自己认为正确的事；

5.

我认为那就是生命意义之所在。

设计意图：将课堂延伸至课外，通过实际操练，让学生在篇章中使用名词性从句。小组内部互评的形式，能让学生在评价他人的同时，也进一步反思所学知识。

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教学反思

通过名词性从句的复习和回顾，学生对名词性从句有了更多的理解；通过句子的改写和翻译，学生能在语法和句子层面上准确使用名词性从句；在前两步的基础上，最后经过文章的操练，学生对名词性从句更加熟悉和亲切，能灵活并自信地在作文中加以运用。