名词性从句的教学设计
陆丰林启恩纪念中学 蔡少燕
一、学情分析
教学对象为高中二年级学生。学生已经进行了高中英语一年的学习，渐渐习惯了我的教法。他们会对课堂内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。
二、教材分析
这是名词性从句语法课的第一次系统的学习，尽管之前在课本中已经让学生对名词性从句有了初步的理解，可是如何将已学的知识进行总结、归纳，找出其内在联系，找出其规律，并在此基础上去扩展知识、指导实践，从而使学生对知识掌握得更加牢固更加深刻是我这节课的重点。我的目标是根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。
三、教学目标
Enable the students grasp the definition, kinds and use of noun clauses.
四、教学难点重点
1. How to distinguish the noun clauses.
2. How to tell the appositive clause from the attributive clause.
五、教具
Multi—media，a test paper
六、教学策略
环环相扣，设计紧凑。首先从简单句和名词性从句的对比入手，引出名词性从句的含义。并通过不同从句的基本特点让学生分辨属于哪一种名词性从句。接着，引导学生理解不同引导词的由来，并总结规律。然后，集中精力对付名词性从句的语序、时态及单复数概念的问题，让学生明白在运用名词性从句时要注意的一些问题。最后是名词性从句中.whether与if，同位语从句和定语从句的辨用。
在教学过程中，教师的基本任务是“导”，即起组织和引导的作用。教师应注意和研究如何启发诱导学生积极主动地参与教学活动。教师在教学中应指导学生自学，掌握自学方法，培养分析问题和解决问题的能力。
七、教学过程
Step1. Task I. 什么叫“名词性从句”？
名词性从句在功能上相当于名词
1.His job is important.
What he does is important
2.This is his job
This is what he does every day
3.I don’t like his job
I don’t like what he does every day
4.I don’t know about the man, Mr. White
I don’t know about the fact that he is a teacher.
（这个部分主要是通过简单句中的一个单词让学生明白名词性从句就相当于一个名词的作用，不过就是由不同的引导词引导的一些句子放在不同词的位置上。这个部分我设计是让学
生进行讨论分析，然后说出它们的不同。最后进行总结名词性从句的定义。）
名词性从句的定义
在复合句中起名词作用的从句叫名词性从句 (Noun Clauses）。名词从句的功能相当于名词词组, 它在复合句中能担任主语、宾语、表语、同位语、介词宾语等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。
（定义总结后，我让学生做第一个练习，要求他们单独完成。）
Practice time：指出下列各名词性从句的种类
1.At lunchtime, the radio weatherman reported that the mist would become a thick fog in the afternoon.
2. She wondered if the buses would still be running.
3. The truth is that the fog is too thick for the bus to run that far.
4. She sensed that she was being watched by a tall man ina dark coat.
5. When we will start is not clear.
6. I had no idea that you were her friend.
Step2. Task II.引导词的由来
句型转换
1.They are good doctors. He told us. →
2. He hadn’t said anything at the meeting. The fact surprised us.→
总结：当从句原来是陈述句时，变成名词性从句用that引导。
3.Does your sister get up early? Do you know? →
4.Do animals have the same senses as humans? I often wonder. →
总结：当从句原来是一般疑问句时，变成名词性从句用if或whether引导。
5.When did he buy this new bike? Could you tell me? →
6.My question is this: where will the lecture be given? →
总结：当从句原来是特殊疑问句时，变成名词性从句还用原来的特殊疑问词来引导
（这一次，我给学生10分钟的时间进行讨论，并且总结。期间我会观察他们的进行情况，也会给予一些指导，但整个环节还是学生为主。最后的答案在PPT上展示。有个别学生会提出一些问题，如语序等，而这些问题刚好让我进入第三个任务。）
Step3. Task III.名词性从句的语序、时态及单复数概念
1.That I can pay back the help people give me makes me happy.
2.It was good news that everybody got back safely.
3.She sensed that she was being watched.
4.The truth is that the fog is too thick for the bus to run that far.
5.Whether he will come or not is unimportant to me.
总结：名词性从句必须用陈述句语序。宾语从句的时态必须与主句保持一致。另外，一般情况下，名词性从句均看作单数概念。
Practice time.单句改错
1.That the earth turns around the sun are known to all.
2.When the meeting will be held haven’t been known yet.
3.I didn’t know that you will come.
4.He said that he is writing a story.
5.Could you tell me when will he arrive?
6.You can begin to see why does English have such strange rules.
（有了上一个步骤的铺垫，我顺利的完成了这个环节，学生也比较容易的记住了这些在写作中容易犯的错误。）
Step4. Task IV. whether与if的辨用
表“是否”时，在下列情况下用whether。
a. 主语从句b. 表语从句c. 同位语从句e. 介词后的宾语从句f.后接动词不定式 (whether to do sth.) g .whether or not 连在一起引导宾语从句时不用if
Practice time
if / whether
1. I asked her __________ she had a bike.
2.______ we will hold a party in the open air tomorrow depends on the weather.
3. We’re worried about ________ he is safe.
4. I don’t know ___________ he is well or not.
5. I don’t know ________ or not he is well.
6. The question is _________ he should do it.
7.The doctor can hardly answer the question ______ the old man will recover soon.
8. I don’t know _______ to go.
9.______ you are not free tomorrow, I’ll go without you.
（whether与if的辨用我还是让学生通过小组讨论的方式进行，并且他们也很快就解决我给他们的练习了。这一点学生几乎是自主完成的，感觉他们的理解能力还是可以的，个别学生有疑问的也在其他同学的帮助下很快解决。）
Step5. Task V.同位语从句PK定语从句
1.We heard the news that our team had won the game.
2.The news that you told us yesterday was really disappointing.
Practice :判断下列各句是同位语从句还是定语从句
1.They expressed the hope that they would come to visit China again.
2. The hope that she expressed is that they would come to visit China again.
3.The fact that she works hard is well known to us all.
4. I can't stand the terrible noise that she is crying loudly.
（到这个环节的时候时剩下的不多，所以，我选择了只让学生初步了解它们之间的不同，打 算在下一节课中再让学生进行巩固练习，并且运用。）
反思：通过这节课的学习，学生初步掌握了名词性从句的概念，知道不同从句的区分；能够分辨在使用名词性从句时候的一些区别。最值得高兴的是：这些概念和区别是他们自己通过老师的展示和与同学的讨论自己总结出来的。唯一不足的地方就是由于时间的关系没有来得及详细区分同位语从句和定语从句，但是学生已经对此有一定的概念，相信通过下节课的巩固学习，他们可以完全理解这个概念！
名词性从句的教学设计
陆丰林启恩纪念中学 蔡少燕
一、学情分析
教学对象为高中二年级学生。学生已经进行了高中英语一年的学习，渐渐习惯了我的教法。他们会对课堂内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。
二、教材分析
这是名词性从句语法课的第一次系统的学习，尽管之前在课本中已经让学生对名词性从句有了初步的理解，可是如何将已学的知识进行总结、归纳，找出其内在联系，找出其规律，并在此基础上去扩展知识、指导实践，从而使学生对知识掌握得更加牢固更加深刻是我这节课的重点。我的目标是根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。
三、教学目标
Enable the students grasp the definition, kinds and use of noun clauses.
四、教学难点重点
1. How to distinguish the noun clauses.
2. How to tell the appositive clause from the attributive clause.
五、教具
Multi—media，a test paper
六、教学策略
环环相扣，设计紧凑。首先从简单句和名词性从句的对比入手，引出名词性从句的含义。并通过不同从句的基本特点让学生分辨属于哪一种名词性从句。接着，引导学生理解不同引导词的由来，并总结规律。然后，集中精力对付名词性从句的语序、时态及单复数概念的问题，让学生明白在运用名词性从句时要注意的一些问题。最后是名词性从句中.whether与if，同位语从句和定语从句的辨用。
在教学过程中，教师的基本任务是“导”，即起组织和引导的作用。教师应注意和研究如何启发诱导学生积极主动地参与教学活动。教师在教学中应指导学生自学，掌握自学方法，培养分析问题和解决问题的能力。
七、教学过程
Step1. Task I. 什么叫“名词性从句”？
名词性从句在功能上相当于名词
1.His job is important.
What he does is important
2.This is his job
This is what he does every day
3.I don’t like his job
I don’t like what he does every day
4.I don’t know about the man, Mr. White
I don’t know about the fact that he is a teacher.
（这个部分主要是通过简单句中的一个单词让学生明白名词性从句就相当于一个名词的作用，不过就是由不同的引导词引导的一些句子放在不同词的位置上。这个部分我设计是让学
生进行讨论分析，然后说出它们的不同。最后进行总结名词性从句的定义。）
名词性从句的定义
在复合句中起名词作用的从句叫名词性从句 (Noun Clauses）。名词从句的功能相当于名词词组, 它在复合句中能担任主语、宾语、表语、同位语、介词宾语等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。
（定义总结后，我让学生做第一个练习，要求他们单独完成。）
Practice time：指出下列各名词性从句的种类
1.At lunchtime, the radio weatherman reported that the mist would become a thick fog in the afternoon.
2. She wondered if the buses would still be running.
3. The truth is that the fog is too thick for the bus to run that far.
4. She sensed that she was being watched by a tall man ina dark coat.
5. When we will start is not clear.
6. I had no idea that you were her friend.
Step2. Task II.引导词的由来
句型转换
1.They are good doctors. He told us. →
2. He hadn’t said anything at the meeting. The fact surprised us.→
总结：当从句原来是陈述句时，变成名词性从句用that引导。
3.Does your sister get up early? Do you know? →
4.Do animals have the same senses as humans? I often wonder. →
总结：当从句原来是一般疑问句时，变成名词性从句用if或whether引导。
5.When did he buy this new bike? Could you tell me? →
6.My question is this: where will the lecture be given? →
总结：当从句原来是特殊疑问句时，变成名词性从句还用原来的特殊疑问词来引导
（这一次，我给学生10分钟的时间进行讨论，并且总结。期间我会观察他们的进行情况，也会给予一些指导，但整个环节还是学生为主。最后的答案在PPT上展示。有个别学生会提出一些问题，如语序等，而这些问题刚好让我进入第三个任务。）
Step3. Task III.名词性从句的语序、时态及单复数概念
1.That I can pay back the help people give me makes me happy.
2.It was good news that everybody got back safely.
3.She sensed that she was being watched.
4.The truth is that the fog is too thick for the bus to run that far.
5.Whether he will come or not is unimportant to me.
总结：名词性从句必须用陈述句语序。宾语从句的时态必须与主句保持一致。另外，一般情况下，名词性从句均看作单数概念。
Practice time.单句改错
1.That the earth turns around the sun are known to all.
2.When the meeting will be held haven’t been known yet.
3.I didn’t know that you will come.
4.He said that he is writing a story.
5.Could you tell me when will he arrive?
6.You can begin to see why does English have such strange rules.
（有了上一个步骤的铺垫，我顺利的完成了这个环节，学生也比较容易的记住了这些在写作中容易犯的错误。）
Step4. Task IV. whether与if的辨用
表“是否”时，在下列情况下用whether。
a. 主语从句b. 表语从句c. 同位语从句e. 介词后的宾语从句f.后接动词不定式 (whether to do sth.) g .whether or not 连在一起引导宾语从句时不用if
Practice time
if / whether
1. I asked her __________ she had a bike.
2.______ we will hold a party in the open air tomorrow depends on the weather.
3. We’re worried about ________ he is safe.
4. I don’t know ___________ he is well or not.
5. I don’t know ________ or not he is well.
6. The question is _________ he should do it.
7.The doctor can hardly answer the question ______ the old man will recover soon.
8. I don’t know _______ to go.
9.______ you are not free tomorrow, I’ll go without you.
（whether与if的辨用我还是让学生通过小组讨论的方式进行，并且他们也很快就解决我给他们的练习了。这一点学生几乎是自主完成的，感觉他们的理解能力还是可以的，个别学生有疑问的也在其他同学的帮助下很快解决。）
Step5. Task V.同位语从句PK定语从句
1.We heard the news that our team had won the game.
2.The news that you told us yesterday was really disappointing.
Practice :判断下列各句是同位语从句还是定语从句
1.They expressed the hope that they would come to visit China again.
2. The hope that she expressed is that they would come to visit China again.
3.The fact that she works hard is well known to us all.
4. I can't stand the terrible noise that she is crying loudly.
（到这个环节的时候时剩下的不多，所以，我选择了只让学生初步了解它们之间的不同，打 算在下一节课中再让学生进行巩固练习，并且运用。）
反思：通过这节课的学习，学生初步掌握了名词性从句的概念，知道不同从句的区分；能够分辨在使用名词性从句时候的一些区别。最值得高兴的是：这些概念和区别是他们自己通过老师的展示和与同学的讨论自己总结出来的。唯一不足的地方就是由于时间的关系没有来得及详细区分同位语从句和定语从句，但是学生已经对此有一定的概念，相信通过下节课的巩固学习，他们可以完全理解这个概念！