人教版（2019）选择性必修 第二册Unit 2 Bringing Culture Discover useful structures 教学设计（表格式）
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| 名称 | 人教版（2019）选择性必修 第二册Unit 2 Bringing Culture Discover useful structures 教学设计（表格式） |  | |
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| 文件大小 | 26.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-12-16 15:00:59 | ||
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教学设计
课题 选择性必修二U2 Bringing Culture (Discover useful structures)
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析 本节课是对名词性从句重点知识的归纳总结课。围绕主体语境设计了三个活动：第一部分是复习回顾名词性从句的分类及引导词的分类和功能；第二部分是通过完成习题，引导学生总结引导词的重点用法；第三部分是通过语法填空练习与句子翻译，使学生能正确使用名词性从句的引导词以及用不同句型结构进行写作。
学情分析 本课的授课对象是高二年级理科班学生，学生对于名词性从句的引导词及句型结构有一定的学习，但是在不同的语境中正确分析句子，填出适当的引导词对他们有一定的难度，同时在写作中不能正确使用名词性从句。
学习目标 1.通过复习名词性从句基础规则，完成相关练习，学生能够总结引导词的重要用法。 2.通过综合练习和翻译句子，学生能够在语篇写作中正确使用主语从句。
重难点 1.通过复习名词性从句基础规则，完成相关练习，学生能够总结引导词的重要用法。 2.通过综合练习和翻译句子，学生能够在语篇写作中正确使用主语从句。
评价任务 1.学生能够分析典例，总结语法规则并完成相关练习。 2.学生能够完成语篇翻译练习。
教学评活动过程 教师活动学生活动StepⅠ: Lead in教师活动 Review the basic knowledge of noun clause 学生活动 Ss review the basic knowledge by themselves. 设计意图 课堂由复习名词性从句基础语法规则入手，旨在让学生回顾名词性从句引导词的基本用法，为之后连接词重点用法总结做准备。Step2 Practice and conclude.教师活动 T Let students finish exercise and conclude the key points. Give students guidance when they finish the exercises. Ask students to present their answers 学生活动 Ss do exercise and then conclude key usage Task 3 she was chosen as one of the nurse to go to Wuhan to help in the fight against COVID 19 made her parents both worried and proud. (2)The fact is he is old enough to go to school. (3)The teacher told the students they should hand in their homework the next day and the homework must be signed by their parents. (4)It's reported seven people have been seriously injured in the accident. (5)He made it clear he will not give in. 思考：以上5个句子填入的引导词是 ，它在什么情况下可以省略？在什么情况下不能省略？(4)(5)句中的it充当什么成分？ Task 4 there is life on the moon is an interesting question. (2)The question is the book is worth reading. (3)We are interested in you will attend the meeting. (4)I doubt I can adapt to the new environment as soon as possible. (5)This decision will have an effect on or not he will succeed. 思考：以上5个句子填入的引导词是什么？它们有区别吗？ Task 5 (1)It is hard to say______ fault it is. (2)There are so many useful reference books. I don’t know one I can choose from. (3)Some of the key issues that scientists face are calculations they do and how they analyse their data to draw conclusions. 思考：以上3个句子填入的引导词在从句中充当 Task 6 选词填空：what、whatever、who、whoever、 which、 whichever (1)I will just say comes into my mind. (2) breaks the rules will be punished. (3) of you comes first will receive a price. 思考：以上连接代词有何区别？ Task 7 (1)The news our football team won the mach was encouraging. (2)The news we heard on the radio was not true. 思考：以上2个句子填入的引导词是 ，它们表达的意思一样吗？若不一样， 区别是什么？ Task 8 用what、 as、 it 、that填空 1. is known to all, exposure to another culture and its people can give exchange students great insight into the world. 2. is known to all exposure to another culture and its people can give exchange students great insight into the world. 3. is known to all is exposure to another culture and its people can give exchange students great insight into the world. 思考：以上3个句子分别属于哪种复合句？ 设计意图 通过完成习题，小组讨论，学生能自己总结连接词的重点用法。Step3 Practice and Translate . 教师活动 1.Let students review what they have learned today and finish the exercises . 2.T choose two students to write down their answers on the blackboard. 学生活动 1. Ss can finish the exercise by themselves 2. Ss can translate the passage by themselves设计意图 在前一环节的基础上，通过完成练习，学生能巩固名词性从句的基本用法。Step4 Summary.教师活动 Let students review the key usage of linking words.学生活动 Ss are given 5 minutes to go through the key usage of linking words 设计意图 回顾本节课重难点，为理解和运用做准备。Step5 HomeworkFinish exercises on book P17.设计意图 通过带领学生进行总结本节课所学的知识点，让学生得到一遍落实，真正地掌握名词性从句用法
板书设计 选择性必修二U2 Bringing Culture (Discover useful structures) Learning objectives ... students present their answers 2….
作业与拓展学习设计 Write a passage using Noun Clause. 人们公认高二（30）班是一个团结、友善、充满正能量的班集体。（it is widely acknowledged that 主从） 。令大家印象深刻的是班长韩鹏博总是全心全意为同学们服务。（what 引导主从；that引导表从）。班里这群坚定勇敢的男生们一直好奇他们怎样才能学好英语。（how引导宾从）而大部分女生的问题是为什么物理那么难学。（why引导表从）不管碰到怎样的困难，他们都坚信在共同的努力下，30班会越来越好。（hold the firm belief that +同位语从句）
特色学习资源分析、技术手段应用说明 教材，多媒体课件，导学案，黑板和粉笔
教学反思与改进 本节课以复习旧知引出新知为主，先让学生回顾名词性从句的基本规则，然后通过练习与归纳的方法，总结引导词的重难点用法。最后在具体语境中对名词性从句引导词进行运用并通过小语篇来检测学生对名词性从句的掌握程度 优点：1. 以提问的方式检测学生对名词性从句基本用法的回顾，同时引出课堂内容；2.课程设计上环环相扣、连贯、逻辑性强，并有体现学生深度思考；3.语言连贯性强，没有过多的啰嗦的语言，语速适中，语言目标指向性强；4.教师教态上较有亲和力，用语言、手势、和眼神肯定并尊重学生的表达和学习过程；5.解释和总结到位，引导学生思考总结引导词的重点用法，并用练习的方式巩固其用法，为学生在语篇中正确使用名词性从句做好铺垫。 改进之处：1.在教学过程中，让学生回答问题的环节之中，应该增加学生互评环节，让学生进行补充和归纳。2. 板书不够工整，连笔多，有点混乱，没有一目了然的感觉，还需多加练习。3.在引导学生方面还有待加强，比如：学生回答不上来的时候，不应该直接说出答案，而应该循序渐进的引导学生从而得出答案。4.教学中的各个环节不够衔接密切，过于生硬，应该加一些承上启下的语言来自然而然地引出下一个环节。5. 课堂内容过多，可适当删减，突出重难点。
课题 选择性必修二U2 Bringing Culture (Discover useful structures)
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析 本节课是对名词性从句重点知识的归纳总结课。围绕主体语境设计了三个活动：第一部分是复习回顾名词性从句的分类及引导词的分类和功能；第二部分是通过完成习题，引导学生总结引导词的重点用法；第三部分是通过语法填空练习与句子翻译，使学生能正确使用名词性从句的引导词以及用不同句型结构进行写作。
学情分析 本课的授课对象是高二年级理科班学生，学生对于名词性从句的引导词及句型结构有一定的学习，但是在不同的语境中正确分析句子，填出适当的引导词对他们有一定的难度，同时在写作中不能正确使用名词性从句。
学习目标 1.通过复习名词性从句基础规则，完成相关练习，学生能够总结引导词的重要用法。 2.通过综合练习和翻译句子，学生能够在语篇写作中正确使用主语从句。
重难点 1.通过复习名词性从句基础规则，完成相关练习，学生能够总结引导词的重要用法。 2.通过综合练习和翻译句子，学生能够在语篇写作中正确使用主语从句。
评价任务 1.学生能够分析典例，总结语法规则并完成相关练习。 2.学生能够完成语篇翻译练习。
教学评活动过程 教师活动学生活动StepⅠ: Lead in教师活动 Review the basic knowledge of noun clause 学生活动 Ss review the basic knowledge by themselves. 设计意图 课堂由复习名词性从句基础语法规则入手，旨在让学生回顾名词性从句引导词的基本用法，为之后连接词重点用法总结做准备。Step2 Practice and conclude.教师活动 T Let students finish exercise and conclude the key points. Give students guidance when they finish the exercises. Ask students to present their answers 学生活动 Ss do exercise and then conclude key usage Task 3 she was chosen as one of the nurse to go to Wuhan to help in the fight against COVID 19 made her parents both worried and proud. (2)The fact is he is old enough to go to school. (3)The teacher told the students they should hand in their homework the next day and the homework must be signed by their parents. (4)It's reported seven people have been seriously injured in the accident. (5)He made it clear he will not give in. 思考：以上5个句子填入的引导词是 ，它在什么情况下可以省略？在什么情况下不能省略？(4)(5)句中的it充当什么成分？ Task 4 there is life on the moon is an interesting question. (2)The question is the book is worth reading. (3)We are interested in you will attend the meeting. (4)I doubt I can adapt to the new environment as soon as possible. (5)This decision will have an effect on or not he will succeed. 思考：以上5个句子填入的引导词是什么？它们有区别吗？ Task 5 (1)It is hard to say______ fault it is. (2)There are so many useful reference books. I don’t know one I can choose from. (3)Some of the key issues that scientists face are calculations they do and how they analyse their data to draw conclusions. 思考：以上3个句子填入的引导词在从句中充当 Task 6 选词填空：what、whatever、who、whoever、 which、 whichever (1)I will just say comes into my mind. (2) breaks the rules will be punished. (3) of you comes first will receive a price. 思考：以上连接代词有何区别？ Task 7 (1)The news our football team won the mach was encouraging. (2)The news we heard on the radio was not true. 思考：以上2个句子填入的引导词是 ，它们表达的意思一样吗？若不一样， 区别是什么？ Task 8 用what、 as、 it 、that填空 1. is known to all, exposure to another culture and its people can give exchange students great insight into the world. 2. is known to all exposure to another culture and its people can give exchange students great insight into the world. 3. is known to all is exposure to another culture and its people can give exchange students great insight into the world. 思考：以上3个句子分别属于哪种复合句？ 设计意图 通过完成习题，小组讨论，学生能自己总结连接词的重点用法。Step3 Practice and Translate . 教师活动 1.Let students review what they have learned today and finish the exercises . 2.T choose two students to write down their answers on the blackboard. 学生活动 1. Ss can finish the exercise by themselves 2. Ss can translate the passage by themselves设计意图 在前一环节的基础上，通过完成练习，学生能巩固名词性从句的基本用法。Step4 Summary.教师活动 Let students review the key usage of linking words.学生活动 Ss are given 5 minutes to go through the key usage of linking words 设计意图 回顾本节课重难点，为理解和运用做准备。Step5 HomeworkFinish exercises on book P17.设计意图 通过带领学生进行总结本节课所学的知识点，让学生得到一遍落实，真正地掌握名词性从句用法
板书设计 选择性必修二U2 Bringing Culture (Discover useful structures) Learning objectives ... students present their answers 2….
作业与拓展学习设计 Write a passage using Noun Clause. 人们公认高二（30）班是一个团结、友善、充满正能量的班集体。（it is widely acknowledged that 主从） 。令大家印象深刻的是班长韩鹏博总是全心全意为同学们服务。（what 引导主从；that引导表从）。班里这群坚定勇敢的男生们一直好奇他们怎样才能学好英语。（how引导宾从）而大部分女生的问题是为什么物理那么难学。（why引导表从）不管碰到怎样的困难，他们都坚信在共同的努力下，30班会越来越好。（hold the firm belief that +同位语从句）
特色学习资源分析、技术手段应用说明 教材，多媒体课件，导学案，黑板和粉笔
教学反思与改进 本节课以复习旧知引出新知为主，先让学生回顾名词性从句的基本规则，然后通过练习与归纳的方法，总结引导词的重难点用法。最后在具体语境中对名词性从句引导词进行运用并通过小语篇来检测学生对名词性从句的掌握程度 优点：1. 以提问的方式检测学生对名词性从句基本用法的回顾，同时引出课堂内容；2.课程设计上环环相扣、连贯、逻辑性强，并有体现学生深度思考；3.语言连贯性强，没有过多的啰嗦的语言，语速适中，语言目标指向性强；4.教师教态上较有亲和力，用语言、手势、和眼神肯定并尊重学生的表达和学习过程；5.解释和总结到位，引导学生思考总结引导词的重点用法，并用练习的方式巩固其用法，为学生在语篇中正确使用名词性从句做好铺垫。 改进之处：1.在教学过程中，让学生回答问题的环节之中，应该增加学生互评环节，让学生进行补充和归纳。2. 板书不够工整，连笔多，有点混乱，没有一目了然的感觉，还需多加练习。3.在引导学生方面还有待加强，比如：学生回答不上来的时候，不应该直接说出答案，而应该循序渐进的引导学生从而得出答案。4.教学中的各个环节不够衔接密切，过于生硬，应该加一些承上启下的语言来自然而然地引出下一个环节。5. 课堂内容过多，可适当删减，突出重难点。