Unit 2 Bridging Cultures Discovering useful structures教学设计人教版（2019）选择性必修第二册

Teaching and Learning Design
选择性必修Book2 Unit2 Bridging Cultures
教学设计
Teaching and learning contents: Learning About Language—Discovering useful structures
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Revise and learn about how to identify and the analyse the usages of noun clauses;
2) Practise using noun clauses correctly in context to complete the grammar exercises.
Teaching and learning important points:
1) Revising and learning about how to identify and the analyse the usages of noun clauses;
2) Practising using noun clauses correctly in context.
Teaching and learning difficult points:
1) Revising and learning about how to identify and the analyse the usages of noun clauses;
2) Practising using noun clauses correctly in context.
Teaching and learning procedure:
Step 1 Leading in and revision
Activity 1 Leading in and revision
1. Lead in the teaching and learning topic by introducing the learning objectives of this period.
2. Revise what have been learned about noun clauses. (Including functions, categories—subject clause, object clause, predictive clause, appositive clause, the structures, and so on.)
Step 2 Discovering useful structures
Activity 2 Discovering the usages of noun clauses
1. Study the sentences below and mark the noun clauses, and then identify the function of each noun clause in the sentences.
1) What seemed strange before now appears quite normal to Xie Lei.
(used as the subject of the main clause)
2) What surprised Xie Lei was that she found herself speaking up in class after just a few weeks.
(used as the subject and predicative of the main clause)
3) It’s important that Xie Lei keeps a balance between her studies and her social life.
(used as the subject of the main clause)
Step 3 Learning about the structures
Activity 3 Learning about the structures—noun clauses
(Get the students to read the grammar explanations in RB or Appendix by themselves and complete the exercises in RB in advance.)
I. 名词性从句的功能、分类和引导词(Function, categories and conjunctions of noun clauses)
1. 名词性从句在句子中的作用相当于名词，主要有主语从句、宾语从句、表语从句和同位语从句。
2. 名词性从句常用的引导词如下：
连词：that, whether，if
连接代词：what，which，who，whom，whose，whatever，whichever，whoever，whomever
连接副词：when，where，why，how，whenever，wherever，however
II主语从句(Subject clause)
主语从句就是在复合句中起主语作用的从句。
1. that引导的主语从句
(1) that在主语从句中不充当成分，也没有含义，但通常不能省略。
e.g. That they could get material benefits from her never entered their minds.
(that引导主语从句，在从句中不充当成分，且无意义)
他们从来没有想到她会给他们带来物质利益。
(2) that从句作主语时，为避免头重脚轻，使句子平衡，常用it作形式主语，而将主语从句后置。常用it作形式主语代替that从句的句型有以下几种：
①It＋be＋形容词(obvious，true，natural，wonderful，likely，possible，certain，etc.)＋that...
e.g. It’s very likely that you’ll want to have volunteers to help with the organization’s activities.
你很可能希望有志愿者帮助组织的活动。(it为形式主语，that引导主语从句)
②It＋be＋名词(词组)(no wonder，the case，an honour，a pity，a good thing，no surprise，a fact，a shame，etc.)＋that...
e.g. It is no wonder that it ranks as the world’s most body-conscious country.
难怪它被列为世界上最具身体意识的国家。(it为形式主语，that引导主语从句)
③It＋be＋过去分词(said，believed，reported，thought，expected，decided，etc.)＋that...
e.g. It was assumed that those people for whom the role of volunteer was most part of their personal identity would also be most likely to continue volunteer work.(it为形式主语，that引导主语从句)
据推测，志愿者的角色是其个人身份的重要组成部分的那些人也最有可能继续从事志愿者工作。
2. whether/if引导的主语从句
whether/if在从句中不充当句子成分，仅起连接作用，意为“是否”。whether引导的主语从句可以位于复合句的句首，也可位于句尾；而if引导的主语从句只能放在句尾，前面用it作形式主语。
e.g. Whether those people would turn into customers was another question.
这些人是否会成为客户是另一个问题。
(whether引导主语从句，在从句中不充当成分，意为“是否”)
It was not certain whether/if he passed the exam.
他是否通过了考试还不确定。(it为形式主语，whether/if引导主语从句)
注意：whether与if引导主语从句： (1)置于句首时，只能用whether；与or或or not连用时，只能用whether。 (2)it充当形式主语的句型中，whether与if可以互换。
3. 连接代词引导的主语从句
连接代词引导主语从句时，在句中既起连接作用，又在从句中充当主语、宾语、表语、定语等成分。
e.g. What angered me most was his total lack of regret.
最使我生气的是他居然毫无悔意。(what引导主语从句，且在从句中作主语)
What he says suggests that he cares little about others’ pain or trouble, even if they’re his friends.
他说的话表明，他很少关心别人的痛苦或麻烦，即使他们是他的朋友。
(what引导主语从句，且在从句中作宾语)
Which plan is better should be discussed.
应该讨论哪一个计划更好。(which引导主语从句，which在从句中作定语修饰plan)
4. 连接副词引导的主语从句
连接副词引导主语从句时，在句中既是连接词，又在从句中作状语。where在主语从句中作地点状语，when作时间状语，why作原因状语，how作方式状语。连接副词引导的主语从句，也常用it作形式主语。
e.g. Where Li Bai, a great Chinese poet, was born is known to the public, but some won’t accept it.
中国的伟大诗人李白的出生地众所周知，但有些人还不认可。
(where引导主语从句，且在从句中作地点状语)
Exactly when the potato was introduced into Europe is uncertain, but it was probably around 1565.
土豆被引进欧洲的确切时间不确定，但可能是在1565年左右。
(when引导主语从句，且在从句中作时间状语)
It’s astonishing how beautiful things sound when you can really listen.
令人惊讶的是，当你真正能倾听的时候，事物听起来多么美妙。
(it为形式主语，how引导主语从句)
注意： (1)从句的语序：在任何情况下，主语从句都用陈述语序。(2)主谓一致：单个从句作主语时，主句的谓语动词一般用单数形式；但当what引导主语从句时，若主句的表语为复数形式，主句的谓语动词通常也用复数形式。
e.g. What really matters is whether it comes from your inner heart.
真正重要的是它是否来自你的内心。(what引导主语从句，且在从句中作主语；陈述语序)
What interests me most are literary books, especially those by famous writers.
我最感兴趣的是文学书籍，尤其是那些著名作家的作品。
(what引导主语从句，且在从句中作主语；主句谓语动词的形式取决于表语)
What they need is patience. 他们需要的是耐心。
(what引导主语从句，且在从句中作宾语；主句谓语动词的形式取决于表语)
III 宾语从句
1. 作及物动词和介词的宾语
e.g. If we agree (that) the function of education is to prepare us for life, then there is very little time to waste. 如果我们同意教育的功能是为我们的生活做好准备，那么就没有什么时间可以浪费了。
(that在引导宾语从句时不充当任何成分，也没有含义，且通常可以省略)
The way we hold our heads can indicate to others whether/if we are happy or sad.
我们抱头的方式可以向别人表明我们是高兴还是悲伤。
(whether/if引导宾语从句，不充当成分，意为“是否”)
I will do what/whatever I can (do) to help him. 我会尽我所能去帮助他。
(what/whatever引导宾语从句，且在从句中作宾语)
She asked me whose handwriting was the best in the class. 她问我谁的书法是班上最好的。
(whose引导宾语从句，且在从句中作定语，修饰handwriting)
The question of whether leaders should apologize publicly has never been more urgent.
领导是否应该公开道歉的问题从未如此紧迫。
(whether引导宾语从句，不充当成分，意为“是否”)
It depends on how we solve the problem. 这取决于我们如何解决这个问题。
(how引导宾语从句，且在从句中作方式状语)
2. it作形式宾语
常见结构有：(1) find，consider，think，feel，believe，make＋it＋adj./n.＋宾语从句；(2) enjoy，love，like，hate，appreciate，see to，insist on，depend on，rely on＋it＋宾语从句。
e.g. I have made it clear that I will not accept this job. 我已经表明我不会接受这份工作。
We find it necessary that we practise spoken English every day.
我们发现每天练习英语口语是有必要的。
I hate it when people ask me for money. 我不喜欢别人向我要钱。
I would appreciate it if you could consider my application. 如果您能考虑我的申请，我将不胜感激。
3. 在“主语(人)＋be＋形容词(表示“相信、推测、怀疑、判断、盼望、认识到”等意义)＋that...”结构中，that从句为宾语从句。这类形容词常见的有：sure，certain，confident，afraid，anxious，eager，aware等。
e.g. I was certain that love was quite enough to conquer our difference. 我确信爱足以消除我们的分歧。
4. 宾语从句的特殊用法
(1)当and 连接两个或者两个以上that引导的宾语从句时，只有第一个宾语从句可省略that，后面的宾语从句中的that不能省略。
e.g. He told me (that) he had two sons and that they both had gone to college.
他告诉我他有两个儿子，他们都去上大学了。
(2)在表示坚持、命令、建议、要求等意义的动词后，that引导的宾语从句要用虚拟语气，即从句谓语用“(should＋)动词原形”。这类动词有：一坚持(insist)；二命令(order，command)；三要求(demand，require，request)；四建议(suggest，propose，advise，recommend)等。
e.g. Thus, Papa insisted that we (should) learn at least one new thing each day.
因此，爸爸坚持我们每天至少学习一件新事物。
(从句谓语用“should ＋动词原形”，should可省略)
Carol Harvey suggests that cyclists (should) be asked to ride on their own lanes.
卡罗尔 哈维建议应该要求骑车人在自己的车道上骑车。
(从句谓语用“should＋动词原形”，should可省略)
(3) whether/if引导宾语从句作及物动词的宾语时，whether与if可互换；作介词宾语、与or或or not连用时，只用whether不用if。
e.g. She caught herself wondering whether/if she had made a mistake. 她发觉自己在怀疑是否犯了错误。
I’m thinking of whether we should go to see the film. 我正在考虑我们是否应该去看电影。
I can’t say whether or not they can come tomorrow. 我不敢说他们明天是否能来。
IV表语从句
在复合句中作表语，位于系动词之后。(用法详解见Unit 1)
e.g. The trouble is that I have lost his address. 麻烦是我把他的地址弄丢了。
I was very angry. That was because he didn’t come. 我很生气，那是因为他没来。(强调原因)
He didn’t come. That was why I was very angry. 他没来，那就是为什么我很生气。(强调结果)
The reason why I was very angry was that he didn’t come. 我很生气的原因是他没来。
The question is whether he can make it. 问题是他能否成功。
V同位语从句
同位语从句在句中作某一名词的同位语，位于该名词之后，用以说明该名词的具体内容。
1. 常见的后跟同位语从句的名词有：advice建议；conclusion 结论；demand要求；doubt 怀疑；fact 事实；hope 希望；idea 主意；information 信息；message 消息；news 消息；order 命令；possibility 可能性；promise 诺言；question 问题；request 请求；suggestion 建议；thought 想法；plan计划
e.g. I made a promise to myself that this year，my first year in high school，would be different.
我对自己承诺：今年，我高中的第一年，会有所不同。
Is there any possibility that you could pick me up at the airport 你有可能到机场接我吗？
2. 引导同位语从句的连接词有：that，whether，what，who，how，where，when，why等。
e.g. Evidence has been found through years of study that children’s early sleeping problems are likely to continue when they grow up.
通过多年的研究发现：有证据表明，孩子的早期睡眠问题很有可能会随着他们的成长继续下去。
She asked a question why there was a delay. 她问了发生延误的原因。
I have no idea when he will come back home. 我不知道他什么时候回家。
The question who should do the job requires consideration. 谁应该做这项工作的问题需要考虑。
3. 同位语从句和定语从句的区别：(1)从意义上看，同位语从句是对一个名词的具体内容加以解释说明；定语从句是对名词进行修饰限定。(2)从结构上看，that引导同位语从句时，不作成分；that引导定语从句时作成分。
e.g. He told me the news that our team won.(同位语从句)
He told me the news that was announced yesterday. (定语从句)
Step 4 Using the structures
Activity 4 Using the structures (exercises in the textbook)
1. Combine each pair of sentences using the words in brackets. And then learn about the new words.
Answers:
1) What the advisor talked about maintaining reasonable expectations when studying abroad was quite helpful to May.
2) That students have to write countless research papers as part of their coursework was not something that Chen Hao was ready for.
3) The question is who will be the successful applicant for the summer job at the law firm.
4) An advantage of studying abroad is that exposure to another culture and its people can give exchange students great insights into the world.
5) It impressed Liu Yang that schools in the States are quite multicultural, with students and teachers from many different ethnic backgrounds.
6) Her confusion is whether she should stick to her own way of life or follow the American way.
New words:
1) expectation n.期望；预期；期待
expect v.预料；期望
live up to/meet one’s expectation(s) 不负某人的期望
beyond (one’s) expectation(s) 出乎(某人的)意料
expect (sb./sth.) to do sth 期待(某人/物)做某事
expect＋(that)从句 期望……
e.g. I believe in the near future, we will live up to/meet your expectations.
我相信在不久的将来，我们将不辜负您的期望。
Although we didn’t want to sleep in the tent, we had to agree with Mom’s idea because we all expected to go camping in nature.
I look forward to the upcoming class and expect that we can all improve our oral skills together.
我期待着即将到来的课程，并期望我们能一起提高我们的口语技能。
2) applicant n.申请人
apply vi.申请 vt. 运用；适用于；涂；敷
apply (to sb.) for sth(向某人)申请某物
apply to do sth. 申请做某事
apply A to B 把A应用于/涂抹于B
apply to sb./sth. 适用于某人/某物
apply oneself to (doing) sth专注于(做)某事；集中精力于(做)某事
application n.申请；申请表；申请书；运用；使用
fill in/out an application填写申请表
e.g. You should apply in person/by letter. 你应该当面/写信申请。
They may apply to join the organization. 他们可以申请加入该组织。
The new technology was applied to farming. 这项新技术已应用于农业。
Full details will be sent to you once your application has been accepted.
一旦您的申请被接受，我们将向您发送完整的详细信息。
Equally importantly, I previously served as a volunteer several times, which is also an advantage over other applicants. 同样重要的是，我之前做过几次志愿者，这也是我相对于其他申请者的一个优势。
3) firm n. 商号；公司
adj. 坚固的；稳固的；强有力的；坚定的；忠实的
e.g. The firm’s employees were expecting large bonuses. 这家公司的雇员期待着发放大笔奖金。
firm beliefs/conclusions/convictions/principles 坚定不移的信仰；定论；坚定的信念 / 原则
She is a firm favourite with the children. 孩子们着实喜欢她。
We have no firm evidence to support the case. 我们没有确凿的证据支持这个论点。
This book will give your students a firm grasp of English grammar.
这本书将使学生牢固地掌握英语语法。
4) exposure n.接触；体验；暴露；揭露
expose vt.使接触；使体验；显露；使暴露于(险境)
expose...to... 使……暴露于……；使……体验……
be exposed to 暴露于；接触
e.g. He exposed his sharp teeth, glaring at us as he ran forward.
他(北极熊)露出锋利的牙齿，向前跑时瞪着我们。
When you come to China, you can be exposed to the Chinese language and the Chinese culture.
当你来到中国，你可以接触到中文和中国文化。
She was exposed as a liar. 她被揭露为骗子。
Both teachers and students expect to have more exposure to elegant art in the future.
教师和学生都希望在未来有更多接触高雅艺术的机会。
5) insight n. 洞察力；领悟；了解
e.g. With a flash of insight, I realized what the dream meant. 我突然明白了这个梦意味着什么。
The book gives us fascinating insights into life in Mexico. 这本书生动地表现了墨西哥的生活。
6) departure n. 离开，启程；离开的飞机（或火车等）；离职；违背
depart vi. vt. 离开，出发；去世；离职
e.g. Flights for Rome depart from Terminal 3. 飞往罗马的班机从3号航站楼出发。
She waited until the last of the guests had departed. 她一直等到最后一个客人离开。
The train departed Amritsar at 6.15 p.m. 火车在下午6点15分离开了阿姆利则。
He departed his job on December 16. 他于12月16日离职。
His sudden departure threw the office into chaos. 他的突然离去使这个部门陷入一片混乱。
Flights should be confirmed 48 hours before departure. 航班应在起飞前48小时予以确认。
2. Complete the passage with A – D from the box. Read the passage to reconstruct the text and then think about what other things might attract international students to China.
Answers: CDBA
What other things do you think might attract international students to China
Suggested answer: There are many other things that may attract international students to come to China to study. For example, many will be interested in learning more about traditional Chinese medicine and how it can be beneficial to people today, experiencing the technology boom there and all the fast and convenient ways via apps on your smartphone, seeing important historical monuments such as the Great Wall and the Terracotta Warriors Museum.
3. Take turns to talk about Xie Lei’s experience by completing the following sentences with your own words.
Suggested answers:
1) That people in London speak fast and use unfamiliar words made Xie Lei confused at first.
2) It surprised Xie Lei that her host family are so keen to learn about China.
3) What Xie Lei’s tutor wanted to say was that she must acknowledge what other people had said if she cited their ideas.
4) The motivation for Xie Lei to study abroad was that she wanted to learn about global business and improve her English so that she could set up a business in China after graduation.
Activity 5 Using the structures (exercises in the workbook)
Practise using noun clauses correctly to complete the exercises in workbook.
Suggested answers:
Exercise 1:
1. It is strange to me that students have to change classrooms for each lesson, because in my country teachers move around.
2. Whether a J-l visa or an F-l visa is needed is not known to many exchange students.
3. That a host family has received training in hosting exchange students is clear from how they support their guests.
4. A little advice for exchange students is that they should learn how to report cases of crimes to the police.
Exercise 2:
1. ... abroad is that they might ...
2. It is true that ...
3. That students have to ...
4. ... That is why they feel ...
5. ... the question is which school ...
Exercise 3:
When, because, what, who, whatever, What, when, that
Step 5 Evaluation and summary
Activity 6 Self-evaluation
Guide the students to reflect on their learning of this period by considering the following aspects.
1. How is your mastery of the usages of noun clauses (Good/Fairly good/Moderate/Just so so/Poor)
2. What are your problems with the usages of noun clauses
3. What are you going to do to consolidate the usages of noun clauses
Activity 7 Summary
(The teacher) Summarize the function, structures and the usages of noun clauses.
Homework:
1. Read the grammar explanations in RB to understand the function, structure and the usages of noun clauses better.
2. Complete the (grammar) exercises in RB.