Grammar: Noun Clauses
Underline the noun clauses and identify whether they are subject clauses (S), object clauses (O), predicative clauses (P) or appositive clauses (A)
1. The boy knew what I was doing.
2. Long ago, the idea that the world is round shocked many people.
3. That is why I did not write to you.
4. It was obvious that this was their last concert.
5. What I can’t understand is why she wants to change her mind.
Analyze the sentence:
However, what the parents of children in this age group know is that such offers are relatively rare and that many liberal-arts students (文科生) graduate with the belief that the prospective (预期的) work place may not have a place for them.
____________________________________________________________
____________________________________________________________
____________________________________________________________
Correct the mistakes in the following sentences.
This is what he was often late for school.
That you have done might do harm to other people
The sun rises in the east every morning is known to us all.
It is obvious he enjoys his family life very much.
It remains a question that we can get so much money in such a short time.
They lost their way in the forest and that made matters worse was night began to fall.
Read the passage below and choose the suitable clause for each blank.
Before Einstein, __1__was that light travelled through space in a straight line. But after years of research, Einstein suggested __2__. His suggestion was so new; it was said __3__. The difficulty was __4__. The fact__5__ did not upset Einstein. He stuck to his opinion and went on with his research. By 1919, with the astronomers’ support, he had succeeded in convincing them of his theory. He quickly became world-famous. Now it is generally accepted that __6__.
how he could prove his ideas to other scientists
that light coming from the stars was bent as it passed the sun.
that only three people in the world could understand it at that time
Einstein was the leading scientist of the 20th century
that many of the scientists did not accept his ideas
what scientists believed
Complete the story using noun clauses
I am going to tell you an unbelievable story. This afternoon a poorly dressed gentleman came into my restaurant. Nobody knew __________________________. After sitting down, he ordered a lot of food. He stared at it and then ate it up very quickly. It seemed ________________________________. We wondered why he was so hungry. What surprised us was___________________________________. To be honest, there was some doubt_____________________________________. When he was asked to pay the bill, we were shocked to see ___________________________________________. Unfortunately, we could not change the bank note as it was too large. So I gave this strange but very rich man a free dinner, in the hope that _________________________________.
天上的街市
教学目标:
1.学习朗读,培养诗歌的爱好。
2.体会诗歌中美好的形象，以及运用联想和想象的作用。
3.理解诗中表现的追求光明和理想的思想感情。
教学重点、难点：
品析诗歌语言，体会美好的形象及作者的思想感情。
有感情地朗诵并背诵。
教学过程：
导入新课
看幻灯片上的星空图片。师：在一个宁静的夏夜遥望星空，你会想到什么，有什么感受？
师：但有一个人他用眼睛眺望繁星，更用心灵感受星星，让心灵与宇宙直接对话，借那幽幽闪星寄托自己的忧愁。我们就来感受诗人与宇宙的私语。《天上的街市》
请学生大声朗读题目，再读题目，要求读出感情。
师：学习诗歌我们首先要读，读出情感来。
朗诵诗歌
学生自由朗读诗歌，说说这首诗该用怎样的语气语调读？
学生讨论：轻松、愉快、舒缓
划分诗歌节奏，重音、停顿
出示幻灯片明确节奏划分
教师示范朗读（配乐《梁祝》）
学生练习朗诵，老师读得好的地方学一学，读得不好的地方改一改。
四位学生分节表演朗诵
学生配乐齐读
师：刚才同学们通过多次的朗读已经初步感受了诗歌的情感，对郭沫若的这首诗评论家给予高度的评价，昨天我看到了这句话与大家共享。
崇高的境界来自于形象，美好的形象来自于想象。
品味探究
1.师：境界，也就是诗歌的意境，你觉得诗人营造了一个怎样的境界？
生：恬静、静谧、美好、缥缈、奇幻……
2.师：这种恬静、静谧、美好、缥缈、奇幻的意境来源于美好的形象，诗歌中描绘了哪些形象？
生：街灯、明星、流星、牛郎织女、珍奇
（引导学生找出了“意象”，接着就是如何“泡开意象”的问题）
3.师：我们说诗歌的语言是凝练的，哪些词或句体现了这些形象的美好？
学生思考
师：这众多的形象，最主要的是什么？它的美好体现在哪里？
（引导学生回顾古代民间故事概要，抓住修饰这些意象的关键词语来分析，深入体会意象）
生：“来往”、“闲游”，牛郎织女是自由自在、无忧无虑、闲适安宁的。民间故事中的牛郎织女是被王母娘娘压迫、迫害的，诗人笔下的牛郎织女故事全然没有了民间故事的悲凉、痛苦的感觉，给人温馨、向往的感觉。
师：牛郎织女的新编故事的温馨、浪漫、美好的感觉还通过哪些词体现？
生：天河是“浅浅”的，是“不甚”宽广的。
师：“浅浅”、“不甚”，如果换成“茫茫”和“甚”有什么不一样？
生：美好就失去了。
生：流星是一朵的，很美！
师：为什么不用“颗”？（朵与颗的比较）
（学生各抒己见）
师小结： “朵”是用于花，花是美好的，用朵更让人觉得流星的美好和浪漫；“朵”更富有诗意……
师：“珍奇”，学生想象：天上的街市是一个怎样的场景？美好、富足、繁荣……
师：街灯和明星的美好体现在哪？做一个换词游戏。
“闪”与“点”互换：星星是“闪”的，像人的眼睛一样，富有美感，也有一种若隐若现的感觉。
“明”与“现”互换：明星是由暗到亮的过程，也有一种若隐若现的感觉。
（老师引导学生体会联想）
4．诗人眺望星空，产生了联想和想象，给我们营造了一个平和洁净、缥缈美好的世界。诗人为什么要营造这样的一个世界？
学生思考（不少学生会讲出当时的黑暗，表达诗人对自由美好生活的向往）
师出示幻灯片写作背景：
本诗写于1921年，这时，“五四”运动高潮已过，中国正处于北洋军阀混战时期。此时的郭沫若，面对半殖民地半封建社会那“冷酷如铁！黑暗如漆！腥秽如血！”的黑暗现实感到极大的愤怒和伤感，但他并没有绝望，仍执着的寻求光明和理想。
师：“冷酷如铁！黑暗如漆！腥秽如血！”的黑暗现实让诗人幻想天上美好温馨的生活，表达了诗人对黑暗现实的不满，对自由美好生活的追求和向往。而且这种信念是坚定的吗？你从哪里看出来？（升华诗人的情感）
四个“定然”，一个“定”
学生齐读：
“定然有/ 美丽的/ 街市。”
定然是/ 世上没有的/ 珍奇。
定然是/ 不甚/ 宽广。
定能够/ 骑着牛儿/ 来往。
定然/ 在天街/ 闲游。
师：同学们读得坚定不移，铿锵有力，但诗人对理想生活的到来真的如你们一样坚定？他有没有些许的迷茫呢？
预设：
1.诗行的停顿：两个“我想”，“我想，那缥缈的空中，定然有美丽的街市”，“我想，他们此刻，定然在天街闲游”，造成诗情表达上的停顿，“不信，请看那朵流星”“你看，那浅浅的天河”中的“不信”和“你看”。诗人无法彻底进入幻想世界的焦灼。
2.“流星”这个意象虽美丽，但稍纵即逝，用于比喻幸福有天然的危险性。
3.街灯是“远远的”，远的不是天上的明星，而是现实生活中的街灯，“天上的明星”反而是近在眼前如现实生活中无处不见的街灯。诗人的矛盾心情显而易见，现实世界是远的，梦幻世界是近的。
4.“缥缈”一词，意为虚幻不存在的事物。诗歌的第一小节所营造的意境美轮美奂，天上人间交相辉映融为一体，诗人的一句“缥缈”的空中让人清醒。
师：诗人对理想世界是执著追求的，但也透露出诗人对未来的彷徨，对现实的无助。清醒者的艰难挣扎。
配乐表演朗诵（《梁祝》）
画外音：
我经常在海边彷徨，祖国的黑暗现实使我感到极大的愤怒和伤感，对理想未来的迷茫刺激着我的心。在一个夜晚，我走在海边，仰望美丽的天空，点点明星散缀在天幕上，那遥远的世界引起我无限的遐想。
女生和男生轮流读，四个“定然”，一个“定”全班齐读。
画外音：
我似乎找到了自己的理想——那似乎是天国乐园的景象，《天上的街市》，但天上的街市你究竟在哪里呢？
Background information:
Content
Unit 19 Lesson 1 Grammar: Noun Clauses
Grade
Senior 2
Teaching objectives
By the end of the lesson, students will be able to:
identify different kinds of noun clauses
work out the proper words that introduce different kinds of noun clauses;
practice using noun clauses properly
develop their awareness of the contributions the study of noun clauses make to reading and writing
Teaching aids
computer, handouts, blackboard
Teaching procedures:
Steps
Activities
Intentions
IP&Time
Lead-in
Step 1
Ss answer what the most difficult problem is when they read a passage.
Involve Ss into the topic of this period.
IW 2’
Grammar study (1)
Step 2
Ss observe the noun clauses in the reading passage and try to point out what component the noun clauses act as
Ss get to know the fun_ction and the types of noun clauses
CW 3’
Step 3
Ss discuss how to point out what component the noun clauses act as
Summary
CW 2’
Practice
Step 4
Ss underline the noun clauses and identify the kinds of noun clauses
Feedback
IW 3’
Noun clauses & reading
Step 5
Ss learn to analyze a long and difficult sentence with noun clauses with the help of T
Help Ss to realize the study of noun clauses will contribute to reading
CW 4’
Step 6
Ss analyze another long and difficult sentence with noun clauses by themselves
Feedback
PW 4’
Step 7
Ss try to summarize the noun clauses study used in reading
Summary
CW 1’
Grammar study (2)
Step 8
Ss find out and summarize how to determine the proper words to introduce noun clauses with the help of T
Help Ss learn how to work out the proper words that can introduce noun clauses
CW 5’
Practice
Step 10
Ss find out the mistakes in some noun clauses and correct them
Feedback
IW&PW 3’
Grammar & Writing
Step 11
Ss read a passage and choose the suitable clause for each blank
Help Ss to realize the study of noun clauses will contribute to writing
PW 4’
Step 12
Ss complete a story using noun clauses
GW 8’
Step 13
Ss try to summarize the noun clauses study used in reading and writing
Summary
CW 1’
Assignment
Step 14
Complete the story after class
Consolidate what Ss have learnt in this period
天上的街市
教学目标:
1.学习朗读,培养诗歌的爱好。
2.体会诗歌中美好的形象，以及运用联想和想象的作用。
3.理解诗中表现的追求光明和理想的思想感情。
教学重点、难点：
品析诗歌语言，体会美好的形象及作者的思想感情。
有感情地朗诵并背诵。
教学过程：
导入新课
看幻灯片上的星空图片。师：在一个宁静的夏夜遥望星空，你会想到什么，有什么感受？
师：但有一个人他用眼睛眺望繁星，更用心灵感受星星，让心灵与宇宙直接对话，借那幽幽闪星寄托自己的忧愁。我们就来感受诗人与宇宙的私语。《天上的街市》
请学生大声朗读题目，再读题目，要求读出感情。
师：学习诗歌我们首先要读，读出情感来。
朗诵诗歌
学生自由朗读诗歌，说说这首诗该用怎样的语气语调读？
学生讨论：轻松、愉快、舒缓
划分诗歌节奏，重音、停顿
出示幻灯片明确节奏划分
教师示范朗读（配乐《梁祝》）
学生练习朗诵，老师读得好的地方学一学，读得不好的地方改一改。
四位学生分节表演朗诵
学生配乐齐读
师：刚才同学们通过多次的朗读已经初步感受了诗歌的情感，对郭沫若的这首诗评论家给予高度的评价，昨天我看到了这句话与大家共享。
崇高的境界来自于形象，美好的形象来自于想象。
品味探究
1.师：境界，也就是诗歌的意境，你觉得诗人营造了一个怎样的境界？
生：恬静、静谧、美好、缥缈、奇幻……
2.师：这种恬静、静谧、美好、缥缈、奇幻的意境来源于美好的形象，诗歌中描绘了哪些形象？
生：街灯、明星、流星、牛郎织女、珍奇
（引导学生找出了“意象”，接着就是如何“泡开意象”的问题）
3.师：我们说诗歌的语言是凝练的，哪些词或句体现了这些形象的美好？
学生思考
师：这众多的形象，最主要的是什么？它的美好体现在哪里？
（引导学生回顾古代民间故事概要，抓住修饰这些意象的关键词语来分析，深入体会意象）
生：“来往”、“闲游”，牛郎织女是自由自在、无忧无虑、闲适安宁的。民间故事中的牛郎织女是被王母娘娘压迫、迫害的，诗人笔下的牛郎织女故事全然没有了民间故事的悲凉、痛苦的感觉，给人温馨、向往的感觉。
师：牛郎织女的新编故事的温馨、浪漫、美好的感觉还通过哪些词体现？
生：天河是“浅浅”的，是“不甚”宽广的。
师：“浅浅”、“不甚”，如果换成“茫茫”和“甚”有什么不一样？
生：美好就失去了。
生：流星是一朵的，很美！
师：为什么不用“颗”？（朵与颗的比较）
（学生各抒己见）
师小结： “朵”是用于花，花是美好的，用朵更让人觉得流星的美好和浪漫；“朵”更富有诗意……
师：“珍奇”，学生想象：天上的街市是一个怎样的场景？美好、富足、繁荣……
师：街灯和明星的美好体现在哪？做一个换词游戏。
“闪”与“点”互换：星星是“闪”的，像人的眼睛一样，富有美感，也有一种若隐若现的感觉。
“明”与“现”互换：明星是由暗到亮的过程，也有一种若隐若现的感觉。
（老师引导学生体会联想）
4．诗人眺望星空，产生了联想和想象，给我们营造了一个平和洁净、缥缈美好的世界。诗人为什么要营造这样的一个世界？
学生思考（不少学生会讲出当时的黑暗，表达诗人对自由美好生活的向往）
师出示幻灯片写作背景：
本诗写于1921年，这时，“五四”运动高潮已过，中国正处于北洋军阀混战时期。此时的郭沫若，面对半殖民地半封建社会那“冷酷如铁！黑暗如漆！腥秽如血！”的黑暗现实感到极大的愤怒和伤感，但他并没有绝望，仍执着的寻求光明和理想。
师：“冷酷如铁！黑暗如漆！腥秽如血！”的黑暗现实让诗人幻想天上美好温馨的生活，表达了诗人对黑暗现实的不满，对自由美好生活的追求和向往。而且这种信念是坚定的吗？你从哪里看出来？（升华诗人的情感）
四个“定然”，一个“定”
学生齐读：
“定然有/ 美丽的/ 街市。”
定然是/ 世上没有的/ 珍奇。
定然是/ 不甚/ 宽广。
定能够/ 骑着牛儿/ 来往。
定然/ 在天街/ 闲游。
师：同学们读得坚定不移，铿锵有力，但诗人对理想生活的到来真的如你们一样坚定？他有没有些许的迷茫呢？
预设：
1.诗行的停顿：两个“我想”，“我想，那缥缈的空中，定然有美丽的街市”，“我想，他们此刻，定然在天街闲游”，造成诗情表达上的停顿，“不信，请看那朵流星”“你看，那浅浅的天河”中的“不信”和“你看”。诗人无法彻底进入幻想世界的焦灼。
2.“流星”这个意象虽美丽，但稍纵即逝，用于比喻幸福有天然的危险性。
3.街灯是“远远的”，远的不是天上的明星，而是现实生活中的街灯，“天上的明星”反而是近在眼前如现实生活中无处不见的街灯。诗人的矛盾心情显而易见，现实世界是远的，梦幻世界是近的。
4.“缥缈”一词，意为虚幻不存在的事物。诗歌的第一小节所营造的意境美轮美奂，天上人间交相辉映融为一体，诗人的一句“缥缈”的空中让人清醒。
师：诗人对理想世界是执著追求的，但也透露出诗人对未来的彷徨，对现实的无助。清醒者的艰难挣扎。
配乐表演朗诵（《梁祝》）
画外音：
我经常在海边彷徨，祖国的黑暗现实使我感到极大的愤怒和伤感，对理想未来的迷茫刺激着我的心。在一个夜晚，我走在海边，仰望美丽的天空，点点明星散缀在天幕上，那遥远的世界引起我无限的遐想。
女生和男生轮流读，四个“定然”，一个“定”全班齐读。
画外音：
我似乎找到了自己的理想——那似乎是天国乐园的景象，《天上的街市》，但天上的街市你究竟在哪里呢？
课件19张PPT。Noun Clauses Unit 19 Lesson 1 What is the most difficult problem when you read a passage?IdentifyUnknown wordsLong and complicated sentences1. Being able to speak English is how you stand out and get ahead.
2. They need to make sure that there is an adequate amount of input in English, conveyed through various mediums.
3. What extra work you can do outside of the classroom is to set achievable targets, listen to English songs, and reward yourself.
4. The chances that we will all have the opportunity to live in an English-speaking country are small.
Noun Clauses（名词性从句）A noun clause is a group of words that fun_ction together as a noun.1. Being able to speak English is how you stand out and get ahead.
2. They need to make sure that there is an adequate amount of input in English, conveyed through various mediums.
3. What extra work you can do outside of the classroom is to set achievable targets, listen to English songs, and reward yourself.
4. The chances that we will all have the opportunity to live in an English-speaking country are small.
Point out what component（成分） the noun clauses act as.appositivepredicativeobjectsubjectHow to figure out what component the noun clauses act as? In general, according to the position and the fun_ction of the clause in the sentence.
Summary 1:SubjectPredicativeAppositiveObjectPractice:Underline the noun clauses and identify whether they are subject clauses (S), object clauses (O), predicative clauses (P) or appositive clauses (A)OA1. The boy knew what I was doing.2. Long ago, the idea that the world is round shocked many people.P3. That is why I did not write to you.5. What I can’t understand is why she wants to change her mind.SS/P4. It was obvious that this was their last concert.Example:What Winter knows of the 19-year-old boy is only that he died in a car accident and that this family was willing to honor his wishes that he would donate （捐献） his organs（器官） for transplantation（移植）. Example:What Winter knows of the 19-year-old boy is only that he died in a car accident and that this family was willing to honor his wishes that he would donate (捐献) his organs (器官） for transplantation（移植）. Winter only knows something about the boy.
He knows the boy died in a car accident.
He knows his family was willing to honor his wishes.
The boy wished to donate his organs for transplantation.
WhatSthatthatthatPAPPractice:However, what the parents of children in this age group know is that such offers are relatively rare and that many liberal-arts students (文科生) graduate with the belief that the prospective (预期的) work place may not have a place for them.The parents know such offers are relatively rare.
The parents know many liberal-arts students graduate with the belief.
The students believe the prospective work place may not have a place for them.
AwhatSthatPPthatthatObserve and match:1. I don’t know who broke the glass yesterday.
2. What he wanted was a good rest.
3. The problem is how Polly is going to find us in the crowd.
4. I have no idea when he will come back.
5. That the baby could speak made his parents very happy.
6. The news that our team won the match inspired us.从句中缺少某项语法成分（主、宾、表……）
从句中不缺语法成分，但语意不完整
从句中不缺语法成分，并且语意完整aabbccSummary 2:如何判断引导词的使用？从句中是否缺某项语法成分？判断引导词从句的语意是否完整？判断引导词判断引导词为that YNYNCorrect the mistakes.This is what he was often late for school.
That you have done might do harm to other people.
3. The sun rises in the east every morning is known to us all.
Practice:Whatwhy4. It is obvious he enjoys his family life very much.
5. It remains a question that we can get so much money in such a short time.
6. They lost their way in the forest and that made matters worse was night began to fall.Practice:howthatwhatCorrect the mistakes.Practice:Before Einstein, _1_was that light travelled through space in a straight line. But after years of research, Einstein suggested _2_. His suggestion was so new; it was said _3_. The difficulty was _4_. The fact_5_ did not upset Einstein. He stuck to his opinion and went on with his research. By 1919, with the astronomers’ support, he had succeeded in convincing them of his theory. He quickly became world-famous. Now it is generally accepted that _6_. Read the passage below and choose the suitable clause for each blank.fbcaedf. what scientists believedb. that light coming from the stars was bent as it passed the sunc. that only three people in the world could understand it at that timea. how he could prove his ideas to other scientistse. that many of the scientists did not accept his ideasd. Einstein was the leading scientist of the 20th centuryPractice:Complete this story using noun clauses. I am going to tell you an unbelievable story. This afternoon a poorly dressed gentleman came into my restaurant. Nobody knew _(1)_. After sitting down, he ordered a lot of food. He stared at it and then ate it up very quickly. It seemed _(2)_. We wondered why he was so hungry. What surprised us was_(3)_. To be honest, there was some doubt_(4)_. When he was asked to pay the bill, we were shocked to see _(5)_. Unfortunately, we could not change the bank note as it was too large. So I gave this strange but very rich man a free dinner, in the hope _(6)_. A logical story
Proper use of the words that introduce
noun clausesPractice:Complete this story using noun clauses. I am going to tell you an unbelievable story. This afternoon a poorly dressed gentleman came into my restaurant. Nobody knew _(1)_. After sitting down, he ordered a lot of food. He stared at it and then ate it up very quickly. It seemed _(2)_. We wondered why he was so hungry. What surprised us was_(3)_. To be honest, there was some doubt_(4)_. When he was asked to pay the bill, we were shocked to see _(5)_. Unfortunately, we could not change the bank note as it was too large. So I gave this strange but very rich man a free dinner, in the hope _(6)_.Grammar & Reading
Better understand some long and difficult sentences
Grammar & Writing
Improve our writing (diversify sentence patterns)Summary:Assignments:Complete the story after class.
