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视频标签：Noun Clauses,Comprehensio,名词性从句
所属栏目：高中英语优质课视频
视频课题：人教版高中英语语法与词汇Noun Clauses and Reading Comprehension名词性从句与阅读-山东
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人教版高中英语语法与词汇Noun Clauses and Reading Comprehension名词性从句与阅读-山东师范大学附属中学
Noun Clauses and Reading Comprehension
名词性从句与阅读教学
【教学目标】
1、引导学生复习名词性从句相关知识，并加深理解与运用。引导学生领会、掌握“名词性从句做信息焦点”这一理念；
2、引介并引导学生掌握阅读理解题目的基本解题思维与步骤，并运用到实际解题过程中。提升学生快速阅读获取关键信息的能力；
3、启发学生学会探究与合作；
4、通过文本的选取与阅读，隐性地引导学生体会异域文化就某些共同问题的理念与看法。
【教学方法】
1、启发式教学; 2、探究式教学； 3、小组合作活动教学。
【教材分析】
名词性从句是高中英语重点语法项目，在高考试卷中，名词性从句也是核心考察项目之一。不同版本的高中英语教材都将其列为重点语法板块和内容。本堂课依据人教版《普通高中课程标准实验教科书英语》必修2中第3、4、5单元有关名词性从句的教材内容。
有关名词性从句，教材主要是从其功能的角度进行呈现的，即探究
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名词性从句在一个句子中做主语、宾语、表语和同位语的使用情况。而就名词性从句的“来龙去脉”，尤其是一个句子如何依照表达需要改造成相应的名词性从句的问题，教材涉及不深，而此一点恰恰是学生理解和学习的难点。
阅读能力是《课程标准》中规定的主要语言能力之一。《课程标准》附录1“英语学科核心素养水平划分”部分中就语言能力划分了三个等级，就理解多模态语篇传递的要义和具体信息提出了具体要求。篇章阅读能力的培养和提升是高中英语课程的主要目标之一。人教版教材针对篇章阅读能力的要求与培养有十分具体和明确的体现。在高考英语试卷中直接针对考生阅读能力考察的阅读理解题目总分达40分，占比达27%。基于以上所述，本堂课在复习名词性从句基础性知识的基础上，将课堂重点放在了探究如何应用语法知识解决阅读问题上。
【学生分析】
本堂课的目标对象是高三学生。
高三学生经过高一、高二两学年的英语学习与训练，基础性语言知识体系已初步建构，大多数学生的篇章阅读能力基本能够达到《普通高中英语课程标准（2017年版）》“英语学科核心素养水平划分”部分中的语言能力第二级标准，即在常见语境中，较为熟练地综合运用已有的英语语言知识，理解多模态语篇传递的要义和具体信息。
但目前学生对名词性从句的相关知识有所遗忘，且头脑中就该知识模块的内部逻辑出现了模糊不清的情况，尤其是对“一个句子是如何改
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造成名词性从句的？”这一问题理解不透，导致在语境中实际运用名词性从句的过程中出现语法性错误，比如名词性从句的语序问题、引导词的错用问题等。
学生现阶段的阅读能力已达到一定的水平，但在限定主题、限定时间的情况下，通过阅读篇章，快速获取关键信息的能力不足。针对高考阅读理解题目的解题策略不科学，甚至有些学生的解题毫无章法，且课堂上未就阅读理解题目的解题步骤有一个明确的解析或指导，因此整体上看目前学生就阅读理解题目的应对有些混乱，缺乏明晰的思路和科学的思维，在解题过程中时常出现信心不足的状况。
【教学辅助】
1、PPT；
2、An instructive paper for students.
【课前准备】
以作业形式要求学生温习教科书必修2中第3、4、5单元有关名词性从句的教材内容，并参考相关参考书，对名词性从句进行系统复习。
【教学步骤】 Step One: Introduction 教师提问：
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. 教师解读：
Sentence 1 becomes a part of Sentence 2. We name it a noun clause. (设计说明：从学生身边的事情说起，尤其是涉及到寄宿学生非常熟悉的晚休纪律问题，以“问-答”的形式导入，并融入幽默的会话，旨在活跃课堂氛围，让学生放松心态，自然融入到课堂中，旨在将学生注意力自然引到名词性从句上。) Step Two: 合句练习与拆句练习 内容一：
三组合句练习
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?
_________________________________________________________________
内容二：
总结名词性从句生成过程中的重点与难点，即引导词问题和语序问题。 内容三：
两组拆句练习
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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_________________________
__________________________________________________________________
(设计说明：通过针对名词性从句的合句与拆句练习，并结合着教师有关名词性从句生成规则的引导与总结，引导学生们温习和加深有关名词性从句生成规则，以及相关语法知识的理解，并进一步体会并实践名词性从句在模拟语境中的具体运用。)
Step Three: Information Focus (信息焦点)理念的导入 内容：
针对上述拆句练习第二句，展示Part I和Part II，并设置课堂问题：Which part provides more information，从而引出“信息焦点（Information Focus）”这一概念，更重要的是引导出结论：
Information focus may lie in a noun clause.
(设计说明：本环节的设计主要基于导入信息焦点等相关术语的考虑。通过环节设计，以及课堂实际操作，引导学生接受并理解新概念，自然地得出相关结论。)
Step Four: 阅读理解解题思路引介 内容一：
课堂任务：限时2分钟阅读Text 1，完成Question 1。 内容二：
学生解题步骤表述展示 内容三：
教师引导，引介术语体系，并使用该体系表述阅读理解的基本解题思路
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(设计说明：通过引导学生从具体的题目出发，在独立思考和小组交流的基础上，思考出并表述出某一具体题目的解题思路和步骤，此过程可有效地锻炼学生们的思维能力，引导他们体验小组合作探究。而后，教师进行总结修正，引入术语体系，进一步表述该题的解题步骤。最后，对阅读理解题目的基本解题步骤再进行抽象与总结，提炼出概括性更强的解题思路。在整个过程中，尤其需要强调的是名词性从句依然在Question 1的解题过程中充作了“信息焦点”的功能。由此可引导学生加深对名词性从句在阅读理解过程中所起作用的理解，帮助学生树立一种意识，即阅读过程中聚焦名词性从句的意识。) Step Five: 练习与总结 内容：
阅读理解解题思路的具体运用。采用多种方式，或是学生独立完成，或是小组合作，或是师生共同合作，依次阅读Text 2-Text 5，并完成学案上Question 2-Question 5练习及补全学案上相应的解题步骤信息。 (设计说明：引导学生具体运用阅读理解题目的基本解题思路，在解决具体问题的过程中加深理解。在整个解题过程中，仍然突出强调了名词性从句解题过程中的“信息焦点”的功能。由此可引导学生进一步加深对名词性从句在阅读理解过程中信息聚焦作用的理解，帮助学生强化聚焦名词性从句的意识。) Step Six: 结论 内容一：
引介并展示阅读理解基本题目类型
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内容二：
引导学生分析上述5个题目的题目类型 内容三：
得出结论：名词性从句在阅读理解解题过程中应给予相当关注，尤其是解答细节理解型题目时。
(设计说明：引介阅读理解题目类型，引导学生认识到本堂课所提到的阅读理解解题策略和思路的局限性，也就是要引导学生意识到本堂课的结论仅是看待问题、解决问题的一个角度、一种思维，因此要避免“教条主义”，树立具体问题具体分析的意识。) Step Seven: 课堂自评 内容：
引导学生按先后顺序总结梳理本堂课之所得。
(设计说明：引导学生从整体上梳理本堂课之所学，这是一种有效的学生自评方式。)
Step Eight: 教师补充说明 内容：
针对本堂课内容，教师做补充说明，主要有三点：1、仅掌握语法是不够的，同样仅有阅读技巧也是不够的；2、应多读多练；3、尝试将语法与阅读结合起来。
(设计说明：通过本环节，由教师主导进行相关阐述，引导学生全面的认识和看待问题，引导他们意识到阅读能力的提升是多角度、多方面集成的结果，从而避免走向极端。)
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Step Nine: 课后作业 内容：
给学生们留两个课后作业，一是系统梳理复习本堂课所涉及之内容；二是完成课后练习阅读理解A&B（见附录）。
(设计说明：课后作业是课堂的延续和巩固。相关的练习与课堂练习保持在形式上保持一致，以让学生通过更多的训练，更稳固的掌握课堂知识，并达到熟练运用的效果。)
【附录】
Reading Comprehension
A
Given the tradition of students bringing apples to their teachers, it somehow seems fitting that an old apple barn(谷仓)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（重装）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(痴迷)．
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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