Unit 2 Period 2 Learning about Language（教学设计）英语人教版2019选择性必修第二册

该高中英语教学设计聚焦名词性从句（主语、宾语、表语、同位语从句）的结构、功能及引导词用法，以歌曲《As Long As You Love Me》导入，引导学生从歌词中识别从句，结合学生已学的宾语和表语从句基础，通过识别、辨析、应用三层次任务搭建学习支架，系统构建语法网络。 该资料以“文化桥梁”主题语境为引领，融合歌曲、高考真题、语篇填空等多模态资源，通过对比归纳从句用法，提升学生语言应用能力与逻辑思维品质。分层作业设计满足不同学情，高考真题演练对接应试需求，既助力学生精准掌握语法规则，也为教师提供系统高效的教学方案，增强课堂实效。

Unit 2 Bridging Cultures Period 2 Learning about Language教学设计 教学基本信息 单元名称 选择性必修第二册Unit 2 Bridging Cultures 学科 英语 学段 高中 年级 高二第二学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：人民教育出版社 出版日期：2019年11月 课时安排 1课时(40min) 课型 语法探究课 教学设计理念 主题语境引领：围绕“文化桥梁”主题，将语法学习融入跨文化交际情境。 情境建构理念：通过对比四种名词性从句的结构与功能，帮助学生构建系统语法网络。 对比迁移理念：结合歌曲、高考真题、语篇填空等多模态资源，增强学习体验。 任务驱动理念：设计层次分明练习任务，从识别、辨析到应用，逐步提升语言能力。 教材分析 What：本课重点学习名词性从句（主语从句、宾语从句、表语从句、同位语从句）的结构、功能及引导词用法。 How：通过例句分析、高考真题演练、语篇填空等方式，引导学生在语境中理解并应用语法规则。 Why：名词性从句是英语复合句的核心结构之一，掌握其用法有助于提升学生阅读理解与写作表达的准确性与复杂性。 学情分析 1.What I know 学生已初步接触过宾语从句和表语从句，具备基本复合句分析能力。 2.What I want to know 需系统区分四类名词性从句，掌握引导词的选择与语序规则。 3.What I learned 能准确识别、辨析并运用名词性从句完成句子和语篇输出。 教学目标 语言能力：能识别并运用四类名词性从句，掌握常见引导词的用法。 学习能力：通过对比归纳、真题演练等方式，形成语法学习策略。 思维品质：在语篇中分析句子结构，提升逻辑思维与语言分析能力。 文化意识：通过跨文化语料，理解名词性从句在表达观点、传递信息中的作用。 教学重难点 教学重点 四类名词性从句的结构与功能；引导词 that, what, whether, if, who, how 等的用法。 教学难点 引导词的准确选择；主语从句与同位语从句的区分；语序与时态一致性。 教学资源 课件PPT，黑板，学案、歌曲《As Long As You Love Me》音频片段。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 1. Lead in 播放歌曲《As Long As You Love Me》，引导学生找出歌词中的名词性从句。 ●激发兴趣，直观感知名词性从句在真实语境中的使用。 5min 2. The functions of Noun Clause · 在句子中起名词作用的各种从句，统称为名词性从句。根据它们在句中所起的语法作用，这类从句可分为： 判断下列标红部分属于哪种名词性从句。 1. What I want to do is taking a bath. 2. The news that they won the game spread the whole school. 3. I don’t think he is an honest boy. 4. The fact is that he stole the car. 5. Do you know the fact that he stole the car? 6. It is said that they won the game. 答案： 1.主语从句 2. 同位语从句 3. 宾语从句 4. 表语从句 5. 同位语从句 6. 主语从句 · 分类 ●构建语言系统框架，奠定精准表达基础; 提升语言运用准确性，增强交际有效性. 15min 3. The use of Noun Clause ③易错点 1.名词性从句的语序:陈述语序 · How he was successful is still a puzzle.   · Can you tell me where he lives? 2.that和what的区别that和what都可引导名词性从句。 that在名词性从句中不充当任何成分，只起连接作用；what除了起连接作用外，还在名词性从句中充当主语或表语。 1.What he wants is a book. 2. That he wants to go there is obvious. 3. The result is that we won the game. 4. This is what we want to know. 5. Is what he told us true ? 3.Whether和if的区别不能使用if的情况:  ①主语从句 ②表语从句 ③同位语从句 ④介词后的宾语从句 ⑤whether to do her or not连在一起引导宾语从句时不用if.  · I asked her if /whether she had a bike. · Whether we will hold a party in the open air tomorrow depends on the  weather. · We're worried about whether he is safe.  · I don't know whether or not he is well.  4.引导词that的省略 that可省略的情况: ①单个宾语从句中的that可省略； ②and连接两个宾语从句时，第一个宾语从句中的that可省略。 that不可省略的情况: ① 主语从句; ② 宾语从句中的后几个从句的引导词that不能省略。 · I don't think (that) she is coming. · It is a pity that he has made such a mistake. · The reason is that he is careless. · The news that our team won the match inspired us. 应用实践 4. Practice 高考链接 1. It is not a problem _______ we can win the battle; it’s just a matter of time. (2020江苏) A. whether B. why C. when D. where 2. This actor often has the first two tricks planned before performing, and then goes for _______. (2020江苏) A. whichever B. whenever C. wherever D. whatever 3. The student completed this experiment to make come true _______Professor Joseph had said. (2020天津) A. that B. what C. when D. where 4. Some time after 10,000BC, people made the first real attempt to control the world they lived in, through agriculture. Over thousands of years, they began to depend less on _______ could be hunted or gathered from the wild, and more on animals they had raised and crops they had sown. (2020浙江) 5. Scientists have obtained more evidence _______ plastic is finding its way into the human body. (2019江苏) 6. What students do at college seems to matter much more than _______ they go. (2019北京) 7. This is _________ my father has taught me — to always face difficulties and hope for the best. (2018 北京) 8. Without his support, we wouldn’t be _______ we are now. (2018 北京) 9. The gold medal will be awarded to ___________ wins the first place in the bicycle race. (2018 天津) 10. By boat is the only way to get here, which is _______ we arrived. (2018 江苏) 11. He studied hard and later became a well-known writer, which was ________ his father had expected. (2018 天津) 答案： 1. A 2. D 3. B 4. what 5. that 6. where 7. what 8. where 9. whoever 10. how 11. what ●让学生从 “形式记忆” 到 “意义建构”，在实际句子语境中应用；同时对接高考真题句子，实现应试与素养的统一。 10min Summary It is widely believed that 1. ____ we develop good study habits matters a lot for our academic growth. Many students often wonder 2. ____ they can improve their learning efficiency without feeling stressed. In fact, the answer is not as complicated as they think. The first step is 3. ____ we should set clear goals. Without clear goals, we may easily get lost in daily tasks. Some students hold the idea 4. ____ they can finish all homework in one evening, but this is usually impossible. What really helps is 5. ____ we make a balanced schedule—dividing tasks into small parts and finishing them step by step. Teachers often tell us 6. ____ consistency is more important than speed. For example, if we keep reviewing notes for 20 minutes every day, we will remember knowledge better than cramming (突击学习) for hours once a week. This explains 7. ____ many top students rarely stay up late to study. We should also accept the fact 8. ____ everyone learns at a different pace. Some students may worry 9. _______ they are falling behind others, but comparing themselves with others is not helpful. Instead, they should focus on 10. ____ they have improved each week. With these habits, we will not only get better grades but also enjoy the process of learning. 答案： 1. what 2. how 3. that 4. that 5. that 6. that 7. why 8. that 9. whether 10. what ●通过篇章填空给学生归纳语法知识，系统理解记忆。 5min 6. Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。评价表内容包括：是否能够理解名词性从句；是否掌握了相关的语法规则；是否能够运用语法规则正确分析和理解句子；是否积极参与课堂活动等。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 5min 迁移创新 作业内容 作业设计意图 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 1. Basic Task 根据提示，补全下列句子中的名词性从句，注意语序一致和时态一致。 1. ________________________________________________________________  (主语从句，it作形式主语,意为“努力学习很重要”) is important for students. 2. He told me ________________________________________(宾语从句，时态一致，意为“他昨天没去学校是因为生病”). 3. The reason why she cried is __________________________ (表语从句，意为“她丢了新买的钢笔”). 4. We have no doubt __________________________________ (同位语从句，意为“我们的班级会赢得比赛”). 5. Could you tell me __________________________________ (宾语从句，语序正确，意为“学校图书馆明天几点开门”)? 6. _________________________________________________ (主语从句，意为“他是否能按时完成任务”)is still  unknown. 7.The suggestion _____________________________________ (同位语从句，意为“我们每周举办一次英语角”) was accepted by the class. 答案： 1. It is important that students study hard. 2. that he didn't go to school yesterday because he was ill. 3. that she lost her new pen. 4. that our class will win the match. 5. when the school library will open tomorrow. 6. Whether he can finish the task on time. 7. whether I had had dinner. 8. that we should hold an English corner once a week. 2. Advanced Task （80词） 以“An Unforgettable Class”为题，写一段话，要求至少包含3种不同类型的名词性从句。（主语从句、宾语从句、表语从句、同位语从句任选3种） 参考答案： It is true that last week’s English class was unforgettable（主语从句）. Before the class, I thought that we would only do grammar exercises（宾语从句）, but our teacher brought a short English play. She asked us whether we wanted to act it out（宾语从句）. Everyone was excited, and I got the role of a reporter. The best part was that we all felt confident to speak English in front of the class（表语从句）. This class taught me that English can be fun, not just hard work（宾语从句）. I will always remember it. ●实现因材施教，让不同层次的学生都能在作业中有所收获，进一步掌握名词性从句的相关知识并提升语言应用能力。 板书设计 教学反思 优点：结合歌曲、真题、语篇等多元素材，激发学生兴趣；讲练结合，注重应用；作业分层，体现差异化教学。 缺点：内容较多，时间可能紧张；部分学生可能对引导词辨析仍有困难。 改进：可增加小组讨论环节，促进合作学习；提供更多典型例句对比，强化记忆。 ( 9 / 10 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $