Unit 2 Bridging Cultures Learning About Language 名词性从句课件+教学设计-2024-2025学年高中英语人教版（2019）选择性必修第二册

Unit 2 Bridging Cultures Discover useful structures Perceive That he finished writing the composition in such a short time surprised us all. What is not to our satisfaction is that the price of the meal is a little too high. 主语从句 主语从句是指在句中作主语的从句，位置与陈述句的主语相同。 Perceive The question is when he can arrive at the hotel. The fact remains that we are still not advanced enough. 表语从句 表语从句在复合句中作表语，出现在连系动词之后，一般结构为“主语＋连系动词＋表语从句”。 Perceive Everyone knows that the earth is made up of matter. I doubt whether he will be elected as chairman. 宾语从句 在主从复合句中作宾语的从句叫宾语从句。宾语从句在句中可以作及物动词、介词或一些形容词的宾语。 Perceive The news that he was admitted to Peking University is exciting. I have no idea that you have applied for the post. 同位语从句 在复合句中用作同位语的从句叫同位语从句。它一般跟在某个名词后面，用来说明前面名词的具体内容。 名词性从句 主语从句：在复合句中充当主语成分的句子 同位语从句：在复合句中充当同位语成分的句子，对前面的抽象名词进行解释说明 宾语从句：在复合句中充当宾语成分的句子 表语从句：在复合句中充当表语成分的句子 Summary Review 主语从句 That you will win the medal seems unlikely. 你想获得奖牌，这看起来是不可能的。 that引导主语从句，在从句中 (充当/不充当）任何成分，仅起连接作用，但不可省略。 不充当 主语从句 1. Whether the sports meeting will be held is not certain now. 现在尚未确定运动会是否举行。 2.Whether the work can be completed on time is doubtful. 这项工作能否按时完成还不确定。 =It is doubtful whether/if the work can be completed on time. whether引导的主语从句既可放在句首也可放在句尾，但if引导的主语从句只能放在 ，前面需要用it作形式主语。 句尾 主语从句 1. It is announced that our school is going to start an activity of “Crazy English” before daily morning exercises. 学校通知每日早操前将开展“疯狂英语”活动。 2. It is necessary that people should learn to face the reality. 人们应该学会面对现实，这是很有必要的。 若主语部分结构较长，可以使用形式主语 ，把真正的主语从句放于后面。 it 可引导表语从句，但 却通常不用于引导表语从句。 表语从句 His first question was whether Tom had arrived yet. 他的首要问题是汤姆是否已经到达。 whether if 引导表语从句的引导词还可用because, as if, as though, as。 表语从句 The sky is overcast with dark clouds. It seems as if it is going to rain soon. 天空乌云密布，似乎很快就要下雨了。 that引导宾语从句，既无语法功能，也无词汇意义，常被省略。但多个并列从句出现时，第一个that可以省略，其他的不能省略。 宾语从句 She said (that) she would come here and that I should wait for her till Monday. 她说她将会来这儿并让我等到星期一。 宾语从句的否定转移：think，believe，suppose，imagine等动词后的宾语从句中的否定词要转移到主句中，即主句的谓语动词用否定式，而从句的谓语动词用肯定式。 宾语从句 I don’t think we need to waste much time on it. 我想我们不必在这上面浪费太多时间。 What’s the difference? 同位语从句 VS 定语从句 The news that he was admitted to Peking University is exciting. 他被北京大学录取了，这消息真是令人激动。 The boy who was admitted to Peking University is the monitor of the class. What’s the difference? 同位语从句 VS 定语从句 Ⅰ. 单句语法填空 1. There is no doubt ______ he will succeed in time. 2. We can’t solve the problem ______ we can travel faster than light. 3. Pick yourself up. Courage is doing ______ you’re afraid to do. 4. Upon graduation he asked to be sent to ______ he was most needed. 5. It is reported ______ the government is going to close the factory. 6. What surprises me most is ______ he is too vain. 7. ______ Mike didn’t turn up at the meeting yesterday made the chairman of the meeting unhappy. 8. You may depend on it ______ I shall always help you. 9. The problem is ______ we can get in touch with her. 10. The message ______ responsibility it was is known to all. Practice that how what where that that That that whether whose Complete the passage with A – D from the box. What other things do you think might attract international students to China? A that he enjoys being with Chinese people B How he can learn to appreciate it more deeply C What impressed him first D that people can eat almost everything with chopsticks 喜欢和…待在一起 n.筷子 Production T: 对本单元的写作话题有用，积累短语。 18 After just a few months in China, Leon, an exchange student from Germany, says that he has fallen in love with Chinese culture. ______ was the Chinese food. He couldn’t believe how many different kinds of Chinese food there are! Something else he found impressive was ______. Then there’s China’s colourful culture, from art to music, and from calligraphy to literature. C C What impressed him first 逻辑纽带 多彩的文化 n.书法 D D that people can eat almost everything with chopsticks T: 对本单元的写作话题有用，积累短语。 19 ______ remains an important goal for him, as he is truly fascinated by it. Leon is also amazed by the convenience of cashless payments in China. He can go outside without any need for cash — all he needs is his mobile phone! The biggest reason why he loves China, however, is ______. He has made great friends here — friends that he will still remember long after his departure (离开). B A B How he can learn to appreciate it more deeply A that he enjoys being with Chinese people 被…吸引 对…感到惊讶 出门无需带现金 手机 在他离开很久之后 出门无需带现金 Thank you for watching $$ 清远崇文高中分课时教学设计 执教老师 班级 科目 英语 授课课题 普通高中英语（2019版）选修第二册 Unit 1 Bridging Cultures 教学设计Period 3 Discover useful structure 单元课时 共 5 课时 本节课时 第 3 课时 项目 内容 二次备课 教学 目标 教材 分析 教材分析： 在句子中起名词作用的句子叫做名词性从句。名词性从句在复合句中充当主语、宾语、表语、同位语等成分，根据上述不同的语法的语法功能，名词性从句又分为主语从句、宾语从句、表语从句和同位语从句。 教学目标： （1） 通过复习和归纳名词性从句的功能和用法，包括名词性从句所使用的常见引导词、句子结构特点和使用效果，能够正确使用名词性从句表达的意义，提升语言表达的丰富性和复杂性。 （2） 通过观察、比较、分析、推断等思维活动，培养学生的逻辑思维能力。 此环节预设时长： 课堂 导入 Perceive 此环节预设时长：5mins 学 生 活 动 学 生 活 动 学 生 思 考 1. Review 2. Learn more grammar rules. 此环节预设时长：6mins 出示评价量表学生 讨论 Draw a mind map. 学生 展示 此环节预设时长：5mins 教师 依据 评价 量表 点评 讲解 此环节预设时长：4mins 课堂 检测 （设计意图：通过练习，检测学生是否掌握主语从句的引导词选择规则。） 此环节预设时长：18mins 课堂 小结 Summary： Ask students a question to summarize the grammar? What did you learn from this lesson? （设计意图：通过回答老师的提问，学生回顾并反思本节课所学到的语法知识。） 此环节预设时长：2mins 课后 作业 优化方案 板书 设计 (设计意图：通过图示让学生了解本节课语法的主要内容。) 教学 反思 学科网（北京）股份有限公司 $$