人教版（2019）选择性必修第二册Unit 2 Bridging Cultures Discover Useful Structures 教学设计
文档属性
| 名称 | 人教版（2019）选择性必修第二册Unit 2 Bridging Cultures Discover Useful Structures 教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 23.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-04-14 17:30:54 | ||
图片预览
文档简介
UNIT 2 BRIDGING CULTURES 单元整体教学设计
人教版必修二Unit 2 Bridging Cultures 第三课时
Discover useful structures教学设计
I ．教学内容
Student Book : Learning About Language ( Discover useful structures ) Workbook : Using Structures
II ．课时目标
学生通过本课时的学习，能够：
1．识别名词性从句的类别，并通过分析例句归纳其结构特点。
2．在教师的引导下探究名词性从句的用法。
3．通过改写句子、中英文互译体会名词性从句的表达效果。
4．通过实践运用巩固名词性从句的用法，学会在口头和笔头表达中恰当运用名词性从句。
III ．教学思路
教师首先让学生使用本单元阅读板块学习的长难句分析策略分析教材活动1中的名词性从句，了解名词性从句的概念和类别。
接下来让学生阅读第105页语法附录中的例句，引导他们梳理三类名词性从句（主语从句、表语从句、宾语从句）的结构特点，并归纳名词性从句中引导词的类别和作用、连词 that 的省略情况、 it 作形式主语和形式宾语的句式特点等。
此后为名词性从句的巩固和运用阶段。教师首先通过教材活动2培养学生用名词性从句整合句子的能力，并增加双向互译的环节以巩固对名词性从句的语义理解与运用实践，引导学生对比中英文句子的不同特点，提升使用名词性从句的准确性。接下来，教师通过教材活动3引导学生在篇章语境中运用名词性从句，理解其语用功能以及在篇章中黏合信息的作用。然后通过教材活动4鼓励学生运用定向半开放句式来讲述 Xie Lei 的经历，学会使用较复杂的英语句子来表达。最后引导学生使用名词性从句修改作文，培养学生在书面表达中应用名词性从句的意识，从而提升语言表达效果。
IV ．教学过程
Activity 1: Understand the sentences and mark the noun clauses .
Study the sentences below ( based on Activity 1 on page 17). Analyse them using the skill you learnt in Reading and Thinking section .
● What seemed strange before now appears quite normal to Xie Lei .
● What surprised Xie Lei was that she found herself speaking up in class after just a few weeks .
● It ' s important that Xie Lei keeps a balance between her studies and her social life .
● Laura says that she always feels hungry seeing Xie Lei ' s stir - fried tomatoes and eggs .
Discuss the function of each clause above . Understand what noun clauses are.
设计说明：以教材活动1导人，在此基础上补充一个宾语从句，引导学生使用本单元学过的长句分析方法找到从句所在的位置，并分析这些从句在整句话中的成分，引导学生理解名词性从句的概念以及三种常见的名词性从句类型。
Activity 2: Study the features of noun clauses .
1.Study the sentences on page 105. Underline the noun clauses and circle the conjunction before each noun clause .
2. Go through the sentences on page 105 and answer the questions . Then look at the table below .
● How many types of noun clauses have you just read
● What are some typical conjunctions used before these noun clauses
that , whether , if 连词
what / whatever , who / whoever , which / whichever 连接代词
when , where , how , why 连接副词
Look at these examples and analyse the function of each conjunction in the noun clause . Answer the question : How do that , if , and whether differ from other conjunctions
●What seemed strange before now appears quite normal to Xie Lei.( what 在从句中作宾语）
●What we want is a pay rise .（what在从句中作宾语）
●You can watch some movies and study how people speak .( how 在从句中作状语）
● That he was forgetting his mother tongue worried him a bit .( that不作成分 )
●It remains to be seen whether my research paper will be well received .( whether 不作成分 )
● I don ' t know if you can help me .( if 不作成分）
Study these noun clauses with the conjunction that . Answer the question : Do you know when you can omit that from a noun clause
●That he was forgetting his mother tongue worried him a bit .
● One theory was that bad air caused the disease .
● Her tutor explained that she was supposed to read lots of information to help form a wise opinion of her own .
Read these noun clauses and analyse the structures .
● It ' simportant that Xie Lei keeps a balance between her studies and her social life .
● It remains to be seen whether my research paper will be well received .
● He made it quite clear that he preferred to study English .
Complete the table to summarise what you have learnt about noun clauses .
名词性从句
类型 功能 语序 it 引导词 that 省略
主语从句 充当主语 陈述语序 作形式主语 连词 连接代词连接副词 不可省
表语从句 充当表语 一般不省
宾语从句 充当宾语 作形式宾语 可省
设计说明：本节课复习名词性从句，复习要点包括：类型判断、引导词的种类和作用、引导词 that 的省略问题、 it 作形式主语和形式宾语的名词性从句句式。通过启发学生梳理、归纳、总结，加深学生对名词性从句的认识，培养学生的探究精神和长难句结构分析的能力。
Activity 3: Rewrite the sentences using noun clauses .
Combine the sentences in Activity 2 on page 17. Discuss the answers with a partner and then check them with the whole class .
Compare the sentences in Activity 2 and the sentences you just rewrote with noun clauses . Talk about the differences with a partner .
Read the sentences you just rewrote and then translate them into Chinese .
Read the Chinese translation and translate the sentences back into English .
Compare your English translation with the sentences you rewrote just now . Correct the mistakes in using noun clauses if there is any .
设计说明：基于上一环节的梳理，学生在此活动中对名词性从句的功能结构进行实践和巩固。完成句子整合后，让他们与同桌讨论改写前后的区别，并口译改后的名词性从句。接下来，让学生对比中英文，讨论有什么区别。再让学生看着屏幕上的中文翻译，在练习本上将其再翻译成英文。在双向互译的过程中，学生能体会中英文句式的差异，对名词性从句有更深人的认识。
Activity 4: Complete a passage using noun clauses .
Complete the passage in Activity 3 on page 17 using the sentences A - D from the box .
Discuss the answers with a partner and then check them with the whole class .
Read the passage aloud and understand the function of noun clauses in this passage .
Answer the question to understand the main idea of the passage : What are the things that attract Leon to China
设计说明：本活动让学生在语篇中运用名词性从句，引导学生关注整体语境对选用不同从句的意义，以此强化语境对于语法表意功能的重要性，同时帮助学生理解名词性从句对篇章语义建构所起到的衔接和连贯作用。最后让学生通过回答问题整体理解语篇，感受名词性从句在语篇中的语义建构功能。
Activity 5: Make sentences about Xie Lei ' s experience in London .
Study the sentence structures in Activity 4 on page 17.
● That ... made Xie Lei confused at first .
● It surprised Xie Lei that ...
● What Xie Lei ' s tutor wanted to say was that ...
● The motivation for Xie Lei to study abroad was that ...
Work in pairs and take turns to talk about Xie Lei ' s experience by completing the sentences in Activity 4 with your own words .
设计说明：本环节用四个半开放性名词性从句引导学生描述 Xie Lei 的留学生活。该训练基于本单元课文，为学生提供了信息和主题语境，让学生借助名词性从句结构框架，学习使用较复杂的句式进行表达。
Activity 6: Revise Xie Lei ' s letter of application .
Read Xie Lei ' s letter of application and answer the questions .
● Is the main idea clear enough
● Is there anything about the language that could be improved
Work with a partner and revise the letter with what you have learnt about noun clauses .
Work together as a whole class to revise the letter .
Read the revised version and understand how the letter is improved by using noun clauses .
Dear Sir / Madam ,
I ' m Xie Lei , an exchange student from China . I learmt that volunteer students are wanted for a Chinese painting exhibition to be held in the local art gallery . I ' m so delighted . So now I ' m writing to apply for the position .
The reasons for my application are as follows . Firstly , my good command of English makes me stand out . I acquired this skill from my exposure to English from an early age . What ' s more , years of being a school monitor has made me a brilliant organiser . It will really help to keep the exhibition in order . It ' s worth mentioning . My related knowledge will undoubtedly help your visitors learn more about Chinese art . This is perhaps the most important factor .
In addition , my sense of responsibility will make me a very reliable volunteer . I believe that . I ' d appreciate it if you could take my application into consideration .
Yours ,
Xie Lei
Possible revised version :
Dear Sir / Madam ,
I ' m Xie Lei , an exchange student from China . I ' m delighted to learn that volunteer students are wanted for a Chinese painting exhibition to be held in the local art gallery . So now I ' m writing to apply for the position .
The reasons for my application are as follows . Firstly , what makes me stand out is my good command of English , which I acquired from my exposure to English from an early age . What ' s more , it ' s worth mentioning that years of being a school monitor has made me a brilliant organiser , which will really help to keep the exhibition in order . The most important factor is perhaps that my related knowledge will undoubtedly help your visitors learn more about Chinese art .
In addition , I believe my sense of responsibility will make me a very reliable volunteer . I ' d appreciate it if you could take my application into consideration .
Yours ,
Xie Lei
设计说明：基于以上各环节的练习，本活动引导学生完成一个更具挑战性的任务﹣﹣使用名词性从句修改和完善作文，该活动体现了本单元语法学习的真正意义。语句松散是学生习作中的常见问题，而名词性从句能使上下文意思更为紧凑，逻辑更为严密。该活动启发学生学以致用，使用名词性从句丰富写作句式、提升表达能力。同时教师也需要提醒学生，这里只是为了突出运用从句的可能性，实际写作中可能并不需要这样高密度地使用名词性从句。至此，本节课实现了该语法项目从形式梳理、结构操练到语篇应用、口头交际与书面应用层层推进的目标。
Assignment
Finish the three exercises on page 69 in the Workbook .
Write a short passage about Xie Lei ' s experience in London using the sentences you made in Activity 4. Pay attention to the logic between the sentences and add more sentences where required . Then improve your writing using what you have learnt in this class .
设计说明：第一项作业的目的是使用教材所给练习巩固本单元的语法学习效果。第二项作业让学生将活动4的语句以书面形式呈现，这既是对课堂效果的检验，也是对名词性从句语篇功能的巩固。教师应提示学生：名词性从句在书面语中更为常见，学生在尽量多地使用名词性从句的同时，也要考虑篇章的连贯与过渡，避免一味堆砌；此外，除名词性从句外，学生在平时写作中还应多使用其他句型，使表达丰富、自然。
人教版必修二Unit 2 Bridging Cultures 第三课时
Discover useful structures教学设计
I ．教学内容
Student Book : Learning About Language ( Discover useful structures ) Workbook : Using Structures
II ．课时目标
学生通过本课时的学习，能够：
1．识别名词性从句的类别，并通过分析例句归纳其结构特点。
2．在教师的引导下探究名词性从句的用法。
3．通过改写句子、中英文互译体会名词性从句的表达效果。
4．通过实践运用巩固名词性从句的用法，学会在口头和笔头表达中恰当运用名词性从句。
III ．教学思路
教师首先让学生使用本单元阅读板块学习的长难句分析策略分析教材活动1中的名词性从句，了解名词性从句的概念和类别。
接下来让学生阅读第105页语法附录中的例句，引导他们梳理三类名词性从句（主语从句、表语从句、宾语从句）的结构特点，并归纳名词性从句中引导词的类别和作用、连词 that 的省略情况、 it 作形式主语和形式宾语的句式特点等。
此后为名词性从句的巩固和运用阶段。教师首先通过教材活动2培养学生用名词性从句整合句子的能力，并增加双向互译的环节以巩固对名词性从句的语义理解与运用实践，引导学生对比中英文句子的不同特点，提升使用名词性从句的准确性。接下来，教师通过教材活动3引导学生在篇章语境中运用名词性从句，理解其语用功能以及在篇章中黏合信息的作用。然后通过教材活动4鼓励学生运用定向半开放句式来讲述 Xie Lei 的经历，学会使用较复杂的英语句子来表达。最后引导学生使用名词性从句修改作文，培养学生在书面表达中应用名词性从句的意识，从而提升语言表达效果。
IV ．教学过程
Activity 1: Understand the sentences and mark the noun clauses .
Study the sentences below ( based on Activity 1 on page 17). Analyse them using the skill you learnt in Reading and Thinking section .
● What seemed strange before now appears quite normal to Xie Lei .
● What surprised Xie Lei was that she found herself speaking up in class after just a few weeks .
● It ' s important that Xie Lei keeps a balance between her studies and her social life .
● Laura says that she always feels hungry seeing Xie Lei ' s stir - fried tomatoes and eggs .
Discuss the function of each clause above . Understand what noun clauses are.
设计说明：以教材活动1导人，在此基础上补充一个宾语从句，引导学生使用本单元学过的长句分析方法找到从句所在的位置，并分析这些从句在整句话中的成分，引导学生理解名词性从句的概念以及三种常见的名词性从句类型。
Activity 2: Study the features of noun clauses .
1.Study the sentences on page 105. Underline the noun clauses and circle the conjunction before each noun clause .
2. Go through the sentences on page 105 and answer the questions . Then look at the table below .
● How many types of noun clauses have you just read
● What are some typical conjunctions used before these noun clauses
that , whether , if 连词
what / whatever , who / whoever , which / whichever 连接代词
when , where , how , why 连接副词
Look at these examples and analyse the function of each conjunction in the noun clause . Answer the question : How do that , if , and whether differ from other conjunctions
●What seemed strange before now appears quite normal to Xie Lei.( what 在从句中作宾语）
●What we want is a pay rise .（what在从句中作宾语）
●You can watch some movies and study how people speak .( how 在从句中作状语）
● That he was forgetting his mother tongue worried him a bit .( that不作成分 )
●It remains to be seen whether my research paper will be well received .( whether 不作成分 )
● I don ' t know if you can help me .( if 不作成分）
Study these noun clauses with the conjunction that . Answer the question : Do you know when you can omit that from a noun clause
●That he was forgetting his mother tongue worried him a bit .
● One theory was that bad air caused the disease .
● Her tutor explained that she was supposed to read lots of information to help form a wise opinion of her own .
Read these noun clauses and analyse the structures .
● It ' simportant that Xie Lei keeps a balance between her studies and her social life .
● It remains to be seen whether my research paper will be well received .
● He made it quite clear that he preferred to study English .
Complete the table to summarise what you have learnt about noun clauses .
名词性从句
类型 功能 语序 it 引导词 that 省略
主语从句 充当主语 陈述语序 作形式主语 连词 连接代词连接副词 不可省
表语从句 充当表语 一般不省
宾语从句 充当宾语 作形式宾语 可省
设计说明：本节课复习名词性从句，复习要点包括：类型判断、引导词的种类和作用、引导词 that 的省略问题、 it 作形式主语和形式宾语的名词性从句句式。通过启发学生梳理、归纳、总结，加深学生对名词性从句的认识，培养学生的探究精神和长难句结构分析的能力。
Activity 3: Rewrite the sentences using noun clauses .
Combine the sentences in Activity 2 on page 17. Discuss the answers with a partner and then check them with the whole class .
Compare the sentences in Activity 2 and the sentences you just rewrote with noun clauses . Talk about the differences with a partner .
Read the sentences you just rewrote and then translate them into Chinese .
Read the Chinese translation and translate the sentences back into English .
Compare your English translation with the sentences you rewrote just now . Correct the mistakes in using noun clauses if there is any .
设计说明：基于上一环节的梳理，学生在此活动中对名词性从句的功能结构进行实践和巩固。完成句子整合后，让他们与同桌讨论改写前后的区别，并口译改后的名词性从句。接下来，让学生对比中英文，讨论有什么区别。再让学生看着屏幕上的中文翻译，在练习本上将其再翻译成英文。在双向互译的过程中，学生能体会中英文句式的差异，对名词性从句有更深人的认识。
Activity 4: Complete a passage using noun clauses .
Complete the passage in Activity 3 on page 17 using the sentences A - D from the box .
Discuss the answers with a partner and then check them with the whole class .
Read the passage aloud and understand the function of noun clauses in this passage .
Answer the question to understand the main idea of the passage : What are the things that attract Leon to China
设计说明：本活动让学生在语篇中运用名词性从句，引导学生关注整体语境对选用不同从句的意义，以此强化语境对于语法表意功能的重要性，同时帮助学生理解名词性从句对篇章语义建构所起到的衔接和连贯作用。最后让学生通过回答问题整体理解语篇，感受名词性从句在语篇中的语义建构功能。
Activity 5: Make sentences about Xie Lei ' s experience in London .
Study the sentence structures in Activity 4 on page 17.
● That ... made Xie Lei confused at first .
● It surprised Xie Lei that ...
● What Xie Lei ' s tutor wanted to say was that ...
● The motivation for Xie Lei to study abroad was that ...
Work in pairs and take turns to talk about Xie Lei ' s experience by completing the sentences in Activity 4 with your own words .
设计说明：本环节用四个半开放性名词性从句引导学生描述 Xie Lei 的留学生活。该训练基于本单元课文，为学生提供了信息和主题语境，让学生借助名词性从句结构框架，学习使用较复杂的句式进行表达。
Activity 6: Revise Xie Lei ' s letter of application .
Read Xie Lei ' s letter of application and answer the questions .
● Is the main idea clear enough
● Is there anything about the language that could be improved
Work with a partner and revise the letter with what you have learnt about noun clauses .
Work together as a whole class to revise the letter .
Read the revised version and understand how the letter is improved by using noun clauses .
Dear Sir / Madam ,
I ' m Xie Lei , an exchange student from China . I learmt that volunteer students are wanted for a Chinese painting exhibition to be held in the local art gallery . I ' m so delighted . So now I ' m writing to apply for the position .
The reasons for my application are as follows . Firstly , my good command of English makes me stand out . I acquired this skill from my exposure to English from an early age . What ' s more , years of being a school monitor has made me a brilliant organiser . It will really help to keep the exhibition in order . It ' s worth mentioning . My related knowledge will undoubtedly help your visitors learn more about Chinese art . This is perhaps the most important factor .
In addition , my sense of responsibility will make me a very reliable volunteer . I believe that . I ' d appreciate it if you could take my application into consideration .
Yours ,
Xie Lei
Possible revised version :
Dear Sir / Madam ,
I ' m Xie Lei , an exchange student from China . I ' m delighted to learn that volunteer students are wanted for a Chinese painting exhibition to be held in the local art gallery . So now I ' m writing to apply for the position .
The reasons for my application are as follows . Firstly , what makes me stand out is my good command of English , which I acquired from my exposure to English from an early age . What ' s more , it ' s worth mentioning that years of being a school monitor has made me a brilliant organiser , which will really help to keep the exhibition in order . The most important factor is perhaps that my related knowledge will undoubtedly help your visitors learn more about Chinese art .
In addition , I believe my sense of responsibility will make me a very reliable volunteer . I ' d appreciate it if you could take my application into consideration .
Yours ,
Xie Lei
设计说明：基于以上各环节的练习，本活动引导学生完成一个更具挑战性的任务﹣﹣使用名词性从句修改和完善作文，该活动体现了本单元语法学习的真正意义。语句松散是学生习作中的常见问题，而名词性从句能使上下文意思更为紧凑，逻辑更为严密。该活动启发学生学以致用，使用名词性从句丰富写作句式、提升表达能力。同时教师也需要提醒学生，这里只是为了突出运用从句的可能性，实际写作中可能并不需要这样高密度地使用名词性从句。至此，本节课实现了该语法项目从形式梳理、结构操练到语篇应用、口头交际与书面应用层层推进的目标。
Assignment
Finish the three exercises on page 69 in the Workbook .
Write a short passage about Xie Lei ' s experience in London using the sentences you made in Activity 4. Pay attention to the logic between the sentences and add more sentences where required . Then improve your writing using what you have learnt in this class .
设计说明：第一项作业的目的是使用教材所给练习巩固本单元的语法学习效果。第二项作业让学生将活动4的语句以书面形式呈现，这既是对课堂效果的检验，也是对名词性从句语篇功能的巩固。教师应提示学生：名词性从句在书面语中更为常见，学生在尽量多地使用名词性从句的同时，也要考虑篇章的连贯与过渡，避免一味堆砌；此外，除名词性从句外，学生在平时写作中还应多使用其他句型，使表达丰富、自然。