Language

Language

牛津高中英语教学设计
单　　元：unit 2 language
板　　块：grammar and usage 2

课堂设计指导思想：
万事皆有规律，规律是事物必然的、内在的、稳定的、固有的联系。语言学习中的规律则是语法。语法是枯燥的规律，但在这些规律指导下的语言是丰富多彩、生动活泼的。语法的教学既要讲透规律，更要帮助学生通过多种途径，加深对于规律的感性认识，从而帮助学生将规律内化为语言使用的范式，进而成为自觉的语言综合运用的能力。本节语法课从学生已有认知开始，带领学生温故知新，体验新的学习，并通过多种途径推动学生对语法规律的感性认识。
teaching aims:
1. to learn all noun clauses and help students judge different noun clauses;
2. to learn question words in noun clause;
3. to learn how to use it as an empty subject.
teaching procedures:
step 1  lead-in
i. go over the different noun clauses such as subject clause, object clause, predictive clause, and appositive clause.
1. you know that i am a teacher of english. (object clause)
2. that i am a teacher of english is known to you all. (subject clause)
3. it is known to you all that i am a teacher of english.(subject clause)
4. the fact that i am a teacher of english is known to you all. (appositive clause)
5. i am worried about whether you can do well in the exam. (object clause)
6. what i am worried about is whether you can do well in the exam.
  (subject clause)            (predictive clause)
ii. introduce all question words in noun clauses, such as what ,which, who ,whom, where, when, how, why, and whose. tell students to pay attention to the order of noun clauses and don’t leave out question words. 
conjunctions of noun clauses:
连接词：that, whether, if, as if(as though)
连接代词：what, whatever, who, whoever,
whom, whose, which （作主语/宾语）
连接副词：when, where, how, why（作状语）
【设计说明】 因为这是语法名词性从句的second period，所以一开始先对上一单元语法的first period进行简单复习与回顾――名词性从句的种类及语法成分，然后对名词性从句的连词进行归类，过渡到本课内容――由疑问词引导的名词性从句。the teacher starts the lesson with a short introduction of herself. a competition is held to guess different careers. and the topic of ‘director’ is introduced.

step 2  noun clauses introduced by question words：
1）what was he doing ? his father was surprised.
what he was doing surprised his father.
                  subject clause 主语从句
2）what’s your first impression of him? i want to know.
   i want to know what your first impression of him is.