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視頻標簽：Noun Clauses,Comprehensio,名詞性從句
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Noun Clauses and Reading Comprehension名詞性從句與閱讀-山東
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人教版高中英語語法與詞匯Noun Clauses and Reading Comprehension名詞性從句與閱讀-山東師范大學附屬中學
Noun Clauses and Reading Comprehension
名詞性從句與閱讀教學
【教學目標】
1、引導學生復習名詞性從句相關知識，并加深理解與運用。引導學生領會、掌握“名詞性從句做信息焦點”這一理念；
2、引介并引導學生掌握閱讀理解題目的基本解題思維與步驟，并運用到實際解題過程中。提升學生快速閱讀獲取關鍵信息的能力；
3、啟發學生學會探究與合作；
4、通過文本的選取與閱讀，隱性地引導學生體會異域文化就某些共同問題的理念與看法。
【教學方法】
1、啟發式教學; 2、探究式教學； 3、小組合作活動教學。
【教材分析】
名詞性從句是高中英語重點語法項目，在高考試卷中，名詞性從句也是核心考察項目之一。不同版本的高中英語教材都將其列為重點語法板塊和內容。本堂課依據人教版《普通高中課程標準實驗教科書英語》必修2中第3、4、5單元有關名詞性從句的教材內容。
有關名詞性從句，教材主要是從其功能的角度進行呈現的，即探究
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名詞性從句在一個句子中做主語、賓語、表語和同位語的使用情況。而就名詞性從句的“來龍去脈”，尤其是一個句子如何依照表達需要改造成相應的名詞性從句的問題，教材涉及不深，而此一點恰恰是學生理解和學習的難點。
閱讀能力是《課程標準》中規定的主要語言能力之一。《課程標準》附錄1“英語學科核心素養水平劃分”部分中就語言能力劃分了三個等級，就理解多模態語篇傳遞的要義和具體信息提出了具體要求。篇章閱讀能力的培養和提升是高中英語課程的主要目標之一。人教版教材針對篇章閱讀能力的要求與培養有十分具體和明確的體現。在高考英語試卷中直接針對考生閱讀能力考察的閱讀理解題目總分達40分，占比達27%。基于以上所述，本堂課在復習名詞性從句基礎性知識的基礎上，將課堂重點放在了探究如何應用語法知識解決閱讀問題上。
【學生分析】
本堂課的目標對象是高三學生。
高三學生經過高一、高二兩學年的英語學習與訓練，基礎性語言知識體系已初步建構，大多數學生的篇章閱讀能力基本能夠達到《普通高中英語課程標準（2017年版）》“英語學科核心素養水平劃分”部分中的語言能力第二級標準，即在常見語境中，較為熟練地綜合運用已有的英語語言知識，理解多模態語篇傳遞的要義和具體信息。
但目前學生對名詞性從句的相關知識有所遺忘，且頭腦中就該知識模塊的內部邏輯出現了模糊不清的情況，尤其是對“一個句子是如何改
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造成名詞性從句的？”這一問題理解不透，導致在語境中實際運用名詞性從句的過程中出現語法性錯誤，比如名詞性從句的語序問題、引導詞的錯用問題等。
學生現階段的閱讀能力已達到一定的水平，但在限定主題、限定時間的情況下，通過閱讀篇章，快速獲取關鍵信息的能力不足。針對高考閱讀理解題目的解題策略不科學，甚至有些學生的解題毫無章法，且課堂上未就閱讀理解題目的解題步驟有一個明確的解析或指導，因此整體上看目前學生就閱讀理解題目的應對有些混亂，缺乏明晰的思路和科學的思維，在解題過程中時常出現信心不足的狀況。
【教學輔助】
1、PPT；
2、An instructive paper for students.
【課前準備】
以作業形式要求學生溫習教科書必修2中第3、4、5單元有關名詞性從句的教材內容，并參考相關參考書，對名詞性從句進行系統復習。
【教學步驟】 Step One: Introduction 教師提問：
Question 1: Do you live in this school?
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Question 2: Which room do you live in?
Sentence 1: Room * talked till late into the night yesterday. Is it true? Sentence 2: It isn’t true that Room * talked till late into the night yesterday. 教師解讀：
Sentence 1 becomes a part of Sentence 2. We name it a noun clause. (設計說明：從學生身邊的事情說起，尤其是涉及到寄宿學生非常熟悉的晚休紀律問題，以“問-答”的形式導入，并融入幽默的會話，旨在活躍課堂氛圍，讓學生放松心態，自然融入到課堂中，旨在將學生注意力自然引到名詞性從句上。) Step Two: 合句練習與拆句練習 內容一：
三組合句練習
The review says it.
Running is more effective at lengthening life.
_________________________________________________________________
Has Eric decided to attend the lecture?
It is still unclear.
_________________________________________________________________
Everyone was silent, waiting to see it.
Who would Eric call upon to read the paragraph?
_________________________________________________________________
內容二：
總結名詞性從句生成過程中的重點與難點，即引導詞問題和語序問題。 內容三：
兩組拆句練習
The general rule is that mild zones have relatively few languages, while hot, wet zones have lots.
_________________________
__________________________________________________________________
Some language experts believe that 10,000 years ago they spoke perhaps 12,000 languages.
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_________________________
__________________________________________________________________
(設計說明：通過針對名詞性從句的合句與拆句練習，并結合著教師有關名詞性從句生成規則的引導與總結，引導學生們溫習和加深有關名詞性從句生成規則，以及相關語法知識的理解，并進一步體會并實踐名詞性從句在模擬語境中的具體運用。)
Step Three: Information Focus (信息焦點)理念的導入 內容：
針對上述拆句練習第二句，展示Part I和Part II，并設置課堂問題：Which part provides more information，從而引出“信息焦點（Information Focus）”這一概念，更重要的是引導出結論：
Information focus may lie in a noun clause.
(設計說明：本環節的設計主要基于導入信息焦點等相關術語的考慮。通過環節設計，以及課堂實際操作，引導學生接受并理解新概念，自然地得出相關結論。)
Step Four: 閱讀理解解題思路引介 內容一：
課堂任務：限時2分鐘閱讀Text 1，完成Question 1。 內容二：
學生解題步驟表述展示 內容三：
教師引導，引介術語體系，并使用該體系表述閱讀理解的基本解題思路
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(設計說明：通過引導學生從具體的題目出發，在獨立思考和小組交流的基礎上，思考出并表述出某一具體題目的解題思路和步驟，此過程可有效地鍛煉學生們的思維能力，引導他們體驗小組合作探究。而后，教師進行總結修正，引入術語體系，進一步表述該題的解題步驟。最后，對閱讀理解題目的基本解題步驟再進行抽象與總結，提煉出概括性更強的解題思路。在整個過程中，尤其需要強調的是名詞性從句依然在Question 1的解題過程中充作了“信息焦點”的功能。由此可引導學生加深對名詞性從句在閱讀理解過程中所起作用的理解，幫助學生樹立一種意識，即閱讀過程中聚焦名詞性從句的意識。) Step Five: 練習與總結 內容：
閱讀理解解題思路的具體運用。采用多種方式，或是學生獨立完成，或是小組合作，或是師生共同合作，依次閱讀Text 2-Text 5，并完成學案上Question 2-Question 5練習及補全學案上相應的解題步驟信息。 (設計說明：引導學生具體運用閱讀理解題目的基本解題思路，在解決具體問題的過程中加深理解。在整個解題過程中，仍然突出強調了名詞性從句解題過程中的“信息焦點”的功能。由此可引導學生進一步加深對名詞性從句在閱讀理解過程中信息聚焦作用的理解，幫助學生強化聚焦名詞性從句的意識。) Step Six: 結論 內容一：
引介并展示閱讀理解基本題目類型
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內容二：
引導學生分析上述5個題目的題目類型 內容三：
得出結論：名詞性從句在閱讀理解解題過程中應給予相當關注，尤其是解答細節理解型題目時。
(設計說明：引介閱讀理解題目類型，引導學生認識到本堂課所提到的閱讀理解解題策略和思路的局限性，也就是要引導學生意識到本堂課的結論僅是看待問題、解決問題的一個角度、一種思維，因此要避免“教條主義”，樹立具體問題具體分析的意識。) Step Seven: 課堂自評 內容：
引導學生按先后順序總結梳理本堂課之所得。
(設計說明：引導學生從整體上梳理本堂課之所學，這是一種有效的學生自評方式。)
Step Eight: 教師補充說明 內容：
針對本堂課內容，教師做補充說明，主要有三點：1、僅掌握語法是不夠的，同樣僅有閱讀技巧也是不夠的；2、應多讀多練；3、嘗試將語法與閱讀結合起來。
(設計說明：通過本環節，由教師主導進行相關闡述，引導學生全面的認識和看待問題，引導他們意識到閱讀能力的提升是多角度、多方面集成的結果，從而避免走向極端。)
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Step Nine: 課后作業 內容：
給學生們留兩個課后作業，一是系統梳理復習本堂課所涉及之內容；二是完成課后練習閱讀理解A&B（見附錄）。
(設計說明：課后作業是課堂的延續和鞏固。相關的練習與課堂練習保持在形式上保持一致，以讓學生通過更多的訓練，更穩固的掌握課堂知識，并達到熟練運用的效果。)
【附錄】
Reading Comprehension
A
Given the tradition of students bringing apples to their teachers, it somehow seems fitting that an old apple barn(谷倉)will find a new life as a one-room schoolhouse. And it is just as fitting that a retired schoolteacher will become the caretaker of that historic treasure.
My friend Velma, a teacher for more than 30 years, has been retiring for some time now, but that doesn’t stop her giving history lessons at the old Englewood School, located on her family’s California farm. The lovingly restored building was constructed around 1850 as a home for a woodsman and later was used as apple barn. Then, in 1870 it began a new life as a schoolhouse.
Originally located in the nearby Englewood meadow, it was now moved its current site in 1978 by Velma’s late husband and his brother, Robert and Richard, who thought it would help keep Velma busy in retirement. No nails had been used in the original construction, so each piece of wood had to be carefully marked and the building was reassembled（重裝）on its new site. The brothers worked with much care and hard work to ensure a perfect fit of mitered（斜接的）corners.
After the relocation, Velma and her family furnished the school with some of its original desks. They also added a collection of schoolbooks, the oldest dating back to 1845. Perhaps the school’s most cherished souvenir is the diploma of student Hettie Essig, who graduated on June 30, 1904. Hettie’s daughter, Flora, presented Velma with the precious keepsake.
Nowadays Velma gives tours to local schoolchildren and other groups, who learn what it was like to attend school back in the good old days. She has kids ring the school bell, recite the Pledge of Allegiance and sing “Good Morning to You” as they might have done in days gone by. Then, with twinkling eyes and much enthusiasm, she tells the history of the school, and gives a short sample lesson.
1. What was the Englewood School originally built as?
A. A man’ s house.
Source information:________________ Location:_________________________ Information Focus:_________________ Solution:_________________________
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B. A schoolhouse. C. A restroom. D. An apple barn.
2. Which word can best describe the school’s relocation? A. Inspiring. B. Refreshing. C. Fashionable. D. Challenging. 3. Why do tourists go to visit the Englewood School?
A. To get some cherished souvenir.
B. To collect the oldest schoolbooks.
C. To furnish the school with its original desks.
D. To learn more about school in the old days.
4. What can local schoolchildren not do in the Englewood School ? A. Say the Pledge of Allegiance aloud.
B. Sing “Good Morning to You”.
C. Have history lessons.
D. Ring the school bell.
B
Déjàvu—the strange feeling of having been to this very place or done this very thing before when you know you haven’t—happens to most people at some point in their lives．The expression comes from the French，meaning“already seen．”
My friend Shannon knew that she was going to marry her husband the day that they met．She had dated a lot of men following her divorce，but none of them felt right．Then，she met Bob．There was something about the way he smiled，his voice and the shape of his hands，that made her think that they had known each other before．After talking it was clear that their paths had never crossed，but after their first lunch date，they became inseparable．What Shannon and Bob immediately felt for each other was more than just physical chemistry．It was a natural understanding and a depth of closeness that usually arises after couples are together for many years．They were married two months after they met and have been together now for ten years．
I’m often asked how to tell the difference between a feeling of déjà vu when we first meet someone and all attraction stemming from an addictive obsession(癡迷)．
There is a strong tendency among addicts to try to“fix”themselves with love，rushing prematurely into relationships inspired only by strong physical attraction．They often have nothing to do with déjà vu，but stem rather from a basic emptiness that longs to be filled．There is no true bond between the people involved，they hardly know each other，and these partnership attempts fail miserably when the pink glow of newness wears off．However，mostly déjà vu experiences convey a quality that is quiet and solid．The possibility of having a déjà vu is existing in partnerships of all kinds，particularly the more intimate ones．It can occur in business，friendships and family，often leading to outcomes that can impact the direction of our life. Déjà vus can take place anywhere，at any time and with anyone．Don’t let these possibilities pass you by．Summoning the courage to take a chance and act，to have faith in what is not yet visible，will make the experience your own．
5. What is déjà vu? A. The feeling that one falls in love at first sight．
B. The fact that one is often cheated by his belief．
Source information:________________ Location:_________________________ Information Focus:_________________ Solution:_________________________ Source information:________________ Location:_________________________ Information Focus:_________________ Solution:_________________________ Source information:________________
Location:_________________________
Information Focus:_________________ Solution:_________________________ Source information:________________
Location:_________________________ Information Focus:_________________ Solution:_________________________
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C. The wrong idea that couples share everything in life． D. The false belief that one has experienced something before． 6. Why does the author mention his friend’s love story in Paragraph 2? A. To introduce the topic． B. To entertain the readers． C. To support the explanation． D. To analyze couple relationship． 7. In what way is déjà vu different from physical attraction? A. It occurs all the time． B. It’s stable and lasts long．
C. It involves a previous experience．
D. It appears only between couples．
8. What does the author suggest doing when déjà vu takes place?
A. Practicing before acting． B. Calming down and letting it go． C. Regarding it as nothing but imagination． D. Seizing the opportunity and taking action．
Source information:________________ Location:_________________________ Information Focus:_________________ Solution:_________________________ Source information:________________
Location:_________________________ Information Focus:_________________ Solution:_________________________ Source information:________________ Location:_________________________ Information Focus:_________________ Solution:___
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