聯系本站客服加+微信號15139388181 或QQ：983228566 |
視頻標簽：Revision of,Noun Clauses
所屬欄目：高中英語優質課視頻
視頻課題：人教版高中英語語法與詞匯《Revision of Noun Clauses》優課教學-廣東省優課
本視頻配套資料的教學設計、課件 /課堂實錄及教案下載可聯本站系客服
人教版高中英語語法與詞匯《Revision of Noun Clauses》優課教學-廣東省優課
《Revision of Noun Clauses》優課教學附件
Teacher: Brayne Lee李曉君 From Dongguan No.1 Senior High School
教學設計
Teaching Aims
To guide students to summarize the rules of Noun Clauses.
To make students clear about what kind of Noun Clause it is and how to choose the right conjunction when doing the relevant exercises.
To clarify different pairs of conjunctions that confuse students most, especially under what circumstance we should choose this conjunction instead of that one .
To polish students’ writing by using noun clauses .
To guide students to appreciate some inspirational sentences that cheer them up during the process of chasing their college dreams so as to build up their confidence and strong will when faced with the approaching College Entrance Examination. Teaching Important Points
The grammatical rules of Noun Clauses How to choose the right conjunction How to use Noun Clauses in writing Teaching Difficult Points
How to guide students to conclude the grammatical rules before showing them the summary of Noun Clauses.
How to guide students to clarify different conjunctions that confuse them most and choose the right one when doing the relevant exercises.
How to guide students to beautify their articles by using Noun Clauses properly. Analysis of the Students
Students in Senior Three have learned Noun Clauses before,but many of them fail to choose the right conjunctions when doing the relevant exercises. They get confused of the grammatical rules and make various mistakes when they come across noun clauses. Or rather, they find it challenging to clarify the difference between attributive clauses and noun clauses as well as the difference between appositive clauses and noun clauses, let alone use Noun Clauses to beautify their articles.
More importantly, with the College Entrance Examination drawing near, students must have suffered from great pressure and lost their nerve to chase their dreams. They get accustomed to the routines of study but meanwhile they are bored by the seemingly fixed school life, or even worse, depressed by the constant failures and little progress in every test. It is high time that they should be reminded of the positive parts and the very initial goal so as to remove the negative feelings haunting them and build up their confidence and strong will to persevere in the process of chasing the ideal university. Teaching Procedures Step 1
Play a game to guess who is the hero and heroine around them, guiding students to pay attention to the classmates and teachers who accompany them to chase their dreams together with several noun clauses.
2
【設計思路：從簡單的對話問候入手，發現隨著高考的趨近，越來越多的學生感覺到壓力，消極地面對常規的學習生活，因此引入一個簡單的猜人游戲，去關注陪同他們一起砥礪前行，勇敢追夢的身邊人，并且用一系列名詞性從句引起學生的注意。】 Step 2 Review the grammatical rules of Noun Clauses
Listen to some inspirational sentences that can cheer students up and guide students to figure out what kind of noun clause it is and analyze the structure of the inspiring sentences. Hence students may learn to summarize the grammatical rules of noun clauses. The sentences relevant to noun clauses are shown as follows:
What motivates us is the approaching of the College Entrance Examination V:__________ What kind of Noun Clause:___________________ The reason is that we hope to be admitted to an ideal college
V:__________ What kind of Noun Clause:___________________ We are wondering how we can work more efficiently
V:__________ What kind of Noun Clause:___________________ You have to know where you’re going before you set off
V:__________ What kind of Noun Clause:___________________ We hold the belief that we will eventually achieve our dream.
N:__________ What kind of Noun Clause:___________________ 【設計思路：名詞性從句是高考的一個重難點，學生首先在判斷名詞性從句就存在困惑，所以通過5句激勵學生堅定信心的心靈雞湯（分別代表主句從句，表語從句，賓語從句和同位語從句）來分析句子結構，找出謂語動詞，找出從句，判斷從句缺何種成分，根據分析，選擇恰當的連詞，再總結連接詞that,whether, if；連接代詞what(ever), who(ever), whose, whom which(ever) ；連接副詞where(ver),when(ever), how(ever),why 來捋清名詞性從句的連接詞。】 Step 3 A competition for students into groups by doing various exercises to clarify the confusing pairs of conjunction about noun clauses.
Students are divided into groups and compete to do exercises about noun clauses. In this part, 9 pictures of renowned universities are listed here. Each ideal university represents a kind of exercise to clarify some confusing parts when choosing corresponding conjunction after students figure out the kind of noun clauses. All the sentences are inspirational sentences to inspire students to stay focused and stay determined.
1. Fill in the blank:
The fact ______ we students seem to stay focused during the class was encouraging.
_____ we should bear in mind is that we must focus to see the light though it is during our darkest night.
Confusing pair 1 : that Vs what
3
2. Correction
As the headteacher, I have no doubt whether all of my students will harvest a better future than I expected
The monitor was once at a loss that he can handle the pressure before the test but he eventually made it.
Confusing pair 2 : that Vs whether 3. Multiple Choice
___we will succeed remains to be seen. A what B that C whether D if
While pursuing my dream, I am just uncertain about __________ it will be of use if I do it repeatedly.
A what B that C whether D if Confusing pair 3 : whether Vs what 4. Fill in the blank
__________comes will not change our determination to fight for our future.
_______ we need to know is that life is not a rehearsal—there is no replay button. Confusing pair 4 : whatever Vs what 5. Lucky Card 6. Fill in the blank
The suggestion _______ the best thing comes when you least expect them to (come) is of great value .
The suggestion _______he made is of great value.
Confusing pair 5 : Appositive Clause Vs Attributive Clause 7. Fill in the blank
_____ has become our belief that the best preparation for tomorrow is doing your best today.
_______ has become our belief is that the best preparation for tomorrow is doing your best today.
Confusing pair 5 : it Vs what 8. Fill in the blank
The chair on _____she sat is made of wood
When asked ______they needed most, the kids said they wanted to feel important and loved.
Confusing pair 6 : attributive clause Vs (Object clause)noun clause 9. Combine the sentences into one by using Object Clause:
The diligent boy checked the doors were closed. The diligent boy checked all the lights were off.
Confusing pair 7: the ellipsis of that
【設計思路：緊扣主題，為激勵學生在高三追夢之路中砥礪前行，將九所理想大學的圖片設置為游戲，學生分組選擇對應的理想大學進行做題，不同大學對應不同的題型去甄別易混淆的名詞性從句連詞的選擇，總結出名詞性從句中的8個易混淆的重難點考點，that 和what, it 和what, whatever和what, what 和whether, that和whether, 定語從句同位語從句的區別，定語從句和賓語從句的區別，that的省略等。 同時，所有的句子都是起到激勵學生前行的心靈雞湯美句。】
Step 4 Applying Noun Clauses into a whole passage.
Guide students to apply noun clauses into a whole article, which is also related to the topic
4
about what we get through during the process of chasing our college dream.
_____worries us a lot these days is ___we put on too much weight and we are frequently anxious. We have some doubts ________ we lack regular exercise. Also, with the college entrance examination approaching, we become more stressed and we couldn’t sleep well these days. Maybe this is also the reason why we become fatter these days. ____ we can become slimmer and healthier has been our main concern. So we want to consult some experts and gain some instructions. But______will give us better advice also puzzles us. Could you figure out our problems?
【設計思路：經過前面一系列的練習，學生捋清楚了名詞性從句常考的幾個易錯易混淆的重難點考點，在此基礎上，學生在篇章中對名詞性從句的考點和連詞的選擇進行一個系統綜合的練習和把握。同時，該文章還是緊扣話題，與高三畢業生面對高考壓力山大的一些困惑。】
Step 5 Applying Noun Clauses into writing
After clarify the difficult points of noun clauses, ask students to imagine having finished the College Entrance Examination and becoming a graduate who needs to apply for an ideal university abroad. Focus on the writing assignment and think out the possible noun clauses to beautify the article according to the examples. 假設你是李華，高中畢業后你要申請一所外國名校就讀，請你寫一封大學申請信，要點如下：1寫作目的 2展示個人優勢和經歷 3希望收到獎學金申請表
1. I may obtain an opportunity to further my study in Foreign literature for Bachelor’s Degree in your university (我寫信希望……)
2. My solid academic background will meet your general entrance requirements for college students (我堅信……)
3. I have such a good command of writing (讓我出類拔萃的是……)
4. I am considerate, accessible and ready to help others in a team(同學一致同意……) 5. You could send me the Application Form for scholarship(我將……如果……)
【設計思路：經過前面一系列的練習，學生對名詞性從句有了一個系統綜合的和把握。這個時候，通過假想學生已經畢業，需要申請國外理想大學，亮出寫作任務，讓學生根據所給的句子提示，使用名詞性從句形成自己的亮點句子。】 Step 6 Consolidation and homework
After applying noun clauses into practical use, students are reminded to read three sentences that are carefully selected to share my wishes for them. They are supposed to hold a positive attitude towards the approaching examination and they are shown a story about their senior classmates who finally achieves his dream to be admitted into an ideal university. Hopefully, they can understand it should become our belief that the best preparation for tomorrow is doing your best today. As for the homework, accomplish the writing assignment in 25minutes .
【設計思路：升華主題，通過這節課里面三個激勵學生的名詞性從句和舉了之前師兄努力奮斗，堅定信心被北外錄取的故事來回到最開始希望學生上完這節課能夠繼續勇敢追夢，不忘初心的主題。】
5
教學反思
新課標要求教師在教學中鼓勵學生通過體驗，實踐，討論，合作和探究等方式，自主嘗試，通過聯想，推理，歸納等思維活動分析、解決問題，使學生在自主學習、合作交流中形成有效的學習策略，培養語言能力(language application),學習能力(learning abilities),文化意識(cultural awareness)和思維品質(thinking quality)。因此在課堂教學中，這節課試圖采用新課標提倡的“六要素”（主題，語篇，語言知識，文化知識，學習策略和語言技能）和活動觀，將名詞性從句這一個高中階段學生接觸的比較重要的語法點，也是英語教學的重點，更是學生學習的難點，同時又是高考考查的熱點進行一定的語境學習，考查學生的實際綜合運用能力。
教學內容方面，首先，從簡單的對話問候入手，發現隨著高考的趨近，越來越多的學生感覺到壓力，消極地面對常規的學習生活，因此引入一個簡單的猜人游戲，去關注陪同他們一起砥礪前行，勇敢追夢的身邊人，并且用一系列名詞性從句引起學生的注意，其次，聽取一些激勵學生的心靈雞湯句子，總結名詞性從句的語法規律，然后，將名詞性從句八個常混淆的重難點設置成為學生考取八個理想名校所必須經過的關卡，小組競賽的形式進行攻關做題考取理想大學，總結易混淆點。緊接著在篇章和寫作中運用名詞性從句，最后，借用本次課中三個心靈雞湯美句和上屆師兄考取北外的故事升華主題，鼓勵學生不忘初心，懷抱勇敢的心追夢。從始至終，激勵高三學生這個主題貫穿這一個教學設計， 促進學生在思維品質方面有所感觸。
教學環節方面，比較符合學生現有的經驗和知識水平，在步驟安排上，環節之間的跨度小，從單句到篇章到應用到升華，注意環節之間的相互鋪墊、搭配，在知識和能力要求上，逐層提高，因而學生能夠通過自己體驗、觀察分析句子結構，總結歸納名詞性從句的運用規律，捋清常混淆點，在篇章和寫作中能夠合理運用，基本達成了預定的教學目標。
教學效果方面，通過小組競賽，頭腦風暴，總結歸納的互動形式讓學生自主把握名詞性從句規則，學生較好地完成了任務。
這堂課的不足：學生練習和閱讀的機會不夠充分，應該知道學生在課堂上進行朗讀，哪怕是一個句子，一個單詞，應該把更多的總結規律的人物交給學生，這是一個提高的過程，我只能起到補充的作用。另外，根據新課標提出的四大能力的培養中，本次課在文化意識方面還有改進的空間，主題自我與自我的深度還可以進一步拓展，所以今后的教學過程中我將不斷的提高自己的教學技能和應用現代教學手段的技術，做一個新型的綜合能力強的老師。
6
專家點評
2018年1月，教育部發布剛剛修訂完成的《普通高中課程方案和語文等學科課程標準（2017年版）》。其中提到重要一條，就是在新課標下，英語學科要求重視“核心素養”。學科核心素養就是學科育人價值的集中體現，是學生通過學科學習而逐步形成的正確價值觀念，必備品格和關鍵能力。英語學科核心素養主要包括語言能力、文化意識、思維品質和學習能力。
李曉君老師這節課拿名詞性從句這一個語法點和高三學生參加高考，勇敢追夢這個主題緊密結合，把語言知識和語言能力的培養在真實的語境中完成。創設課堂為目標大學的攻關環節，學生是追夢人，在攻關名詞性從句這個高考門檻的過程中捋清名詞性從句的規則、易混淆點就是本單元的教學目標，同時，在攻關過程中適時引導學生，要砥礪前行，不忘初心，堅定追夢，培養學生形成正確的價值觀。
此外，對于信息量很大但時間非常有限的一節復習課上，李老師選了學生平時易錯的知識點，采用游戲競賽的方式進行了復習活動，形式多樣，難易兼施，有讓學生進行語言結構的辨認，錯句的澄清及寫作中從句的運用，在讓學生歸納體驗語法規則的過程中調動了學生的學習熱情，摒棄了傳統的填鴨式復習，讓一節枯燥的語法課變得生動有趣。
整體上，該節語法課教學設計科學、選材合理、目標明確，結合高考考試能力要求，針對學生名詞性從句中存在的問題有目的的訓練，重難點突出，充分體現高中英語學科特點。教學過程重視師生之間互動，學生參與度較高。亮點有：1.以話題為主線；2.人文情懷巧妙滲透在課堂教學中。3.該課體現了“以學生為主體”的教學思想，充分調動學生課堂學習的主動性和積極性。教學效果良好。該課例對語法課教學有一定的示范作用。
7
作品類型 （如優課或微課） 優課
作品名稱 Revision of Noun Clauses
視頻來源：優質課網 www.jixiangsibao.com
