【正文】 將已學(xué)的知識(shí)進(jìn)行總結(jié)、歸納，找出其內(nèi)在聯(lián)系，找出其規(guī)律，并在此基礎(chǔ)上去擴(kuò)展知識(shí)、指導(dǎo)實(shí)踐，從而使學(xué)生對(duì)知識(shí)掌握得更加牢固更加深刻是我這節(jié)課的重點(diǎn)。我的目標(biāo)是根據(jù)學(xué)生水平和教學(xué)設(shè)計(jì)進(jìn)行整合或增減，讓不同層次的學(xué)生在課堂上都有所收獲。三、教學(xué)目標(biāo)Enable the students grasp the definition, kinds and use of noun 、教學(xué)難點(diǎn)重點(diǎn) to distinguish the noun to tell the appositive clause from the attributive 、教具M(jìn)ulti—media，a test paper六、教學(xué)策略環(huán)環(huán)相扣，設(shè)計(jì)緊湊。首先從簡(jiǎn)單句和名詞性從句的對(duì)比入手，引出名詞性從句的含義。并通過(guò)不同從句的基本特點(diǎn)讓學(xué)生分辨屬于哪一種名詞性從句。接著，引導(dǎo)學(xué)生理解不同引導(dǎo)詞的由來(lái)，并總結(jié)規(guī)律。然后，集中精力對(duì)付名詞性從句的語(yǔ)序、時(shí)態(tài)及單復(fù)數(shù)概念的問(wèn)題，讓學(xué)生明白在運(yùn)用名詞性從句時(shí)要注意的一些問(wèn)題。，同位語(yǔ)從句和定語(yǔ)從句的辨用。在教學(xué)過(guò)程中，教師的基本任務(wù)是“導(dǎo)”，即起組織和引導(dǎo)的作用。教師應(yīng)注意和研究如何啟發(fā)誘導(dǎo)學(xué)生積極主動(dòng)地參與教學(xué)活動(dòng)。教師在教學(xué)中應(yīng)指導(dǎo)學(xué)生自學(xué)，掌握自學(xué)方法，培養(yǎng)分析問(wèn)題和解決問(wèn)題的能力。七、教學(xué)過(guò)程 “名詞性從句”？ 名詞性從句在功能上相當(dāng)于名詞 job is he does is important is his job This is what he does every day don’t like his jobI don’t like what he does every day don’t know about the man, I don’t know about the fact that he is a teacher.（這個(gè)部分主要是通過(guò)簡(jiǎn)單句中的一個(gè)單詞讓學(xué)生明白名詞性從句就相當(dāng)于一個(gè)名詞的作用，不過(guò)就是由不同的引導(dǎo)詞引導(dǎo)的一些句子放在不同詞的位置上。這個(gè)部分我設(shè)計(jì)是讓學(xué)生進(jìn)行討論分析，然后說(shuō)出它們的不同。最后進(jìn)行總結(jié)名詞性從句的定義。）名詞性從句的定義在復(fù)合句中起名詞作用的從句叫名詞性從句(Noun Clauses）。名詞從句的功能相當(dāng)于名詞詞組, 它在復(fù)合句中能擔(dān)任主語(yǔ)、賓語(yǔ)、表語(yǔ)、同位語(yǔ)、介詞賓語(yǔ)等，因此根據(jù)它在句中不同的語(yǔ)法功能，名詞從句又可分別稱為主語(yǔ)從句、賓語(yǔ)從句、表語(yǔ)從句和同位語(yǔ)從句。（定義總結(jié)后，我讓學(xué)生做第一個(gè)練習(xí)，要求他們單獨(dú)完成。）Practice time：指出下列各名詞性從句的種類 lunchtime, the radio weatherman reported that the mist would bee a thick fog in the wondered if the buses would still be truth is that the fog is too thick for the bus to run that sensed that she was being watched by a tall man ina dark we will start is not had no idea that you were her 句型轉(zhuǎn)換 are good told us.→ hadn’t said anything at the fact surprised us.→總結(jié)：當(dāng)從句原來(lái)是陳述句時(shí)，變成名詞性從句用that引導(dǎo)。 your sister get up early? Do you know? → animals have the same senses as humans? I often wonder.→總結(jié)：當(dāng)從句原來(lái)是一般疑問(wèn)句時(shí)，變成名詞性從句用if或whether引導(dǎo)。 did he buy this new bike? Could you tell me? → question is this: where will the lecture be given? →總結(jié)：當(dāng)從句原來(lái)是特殊疑問(wèn)句時(shí)，變成名詞性從句還用原來(lái)的特殊疑問(wèn)詞來(lái)引導(dǎo)（這一次，我給學(xué)生10分鐘的時(shí)間進(jìn)行討論，并且總結(jié)。期間我會(huì)觀察他們的進(jìn)行情況，也會(huì)給予一些指導(dǎo)，但整個(gè)環(huán)節(jié)還是學(xué)生為主。最后的答案在PPT上展示。有個(gè)別學(xué)生會(huì)提出一些問(wèn)題，如語(yǔ)序等，而這些問(wèn)題剛好讓我進(jìn)入第三個(gè)任務(wù)。） 、時(shí)態(tài)及單復(fù)數(shù)概念 I can pay back the help people give me makes me was good news that everybody got back sensed that she was being truth is that the fog is too thick for the bus to run that he will e or not is unimportant to ：名詞性從句必須用陳述句語(yǔ)序。賓語(yǔ)從句的時(shí)態(tài)必須與主句保持一致。另外，一般情況下，名詞性從句均看作單數(shù)概念。Practice the earth turns around the sun are known to the meeting will be held haven’t been known didn’t know that you will said that he is writing a you tell me when will he arrive? can begin to see why does English have such strange rules.（有了上一個(gè)步驟的鋪墊，我順利的完成了這個(gè)環(huán)節(jié)，學(xué)生也比較容易的記住了這些在寫作中容易犯的錯(cuò)誤。） 表“是否”時(shí)，在下列情況下用whether。(whether to do sth.) or not 連在一起引導(dǎo)賓語(yǔ)從句時(shí)不用ifPractice time if / whether asked her __________ she had a we will hold a party in the open air tomorrow depends on the ’re worried about ________ he is don’t know ___________ he is well or don’t know ________ or not he is question is _________ he should do doctor can hardly answer the question ______ the old man will recover don’t know _______ to you are not free tomorrow, I’ll go without you.（whether與if的辨用我還是讓學(xué)生通過(guò)小組討論的方式進(jìn)行，并且他們也很快就解決我給他們的練習(xí)了。這一點(diǎn)學(xué)生幾乎是自主完成的，感覺(jué)他們的理解能力還是可以的，個(gè)別學(xué)生有疑問(wèn)的也在其他同學(xué)的幫助下很快解決。） heard the news that our team had won the news that you told us yesterday was really :判斷下列各句是同位語(yǔ)從句還是定語(yǔ)從句 expressed the hope that they would e to visit China hope that she expressed is that they would e to visit China fact that she works hard is well known to us can39。t stand the terrible noise that she is crying loudly.（到這個(gè)環(huán)節(jié)的時(shí)候時(shí)剩下的不多，所以，我選擇了只讓學(xué)生初步了解它們之間的不同，打 算在下一節(jié)課中再讓學(xué)生進(jìn)行鞏固練習(xí)，并且運(yùn)用。）反思：通過(guò)這節(jié)課的學(xué)習(xí)，學(xué)生初步掌握了名詞性從句的概念，知道不同從句的區(qū)分；能夠分辨在使用名詞性從句時(shí)候的一些區(qū)別。最值得高興的是：這些概念和區(qū)別是他們自己通過(guò)老師的展示和與同學(xué)的討論自己總結(jié)出來(lái)的。唯一不足的地方就是由于時(shí)間的關(guān)系沒(méi)有來(lái)得及詳細(xì)區(qū)分同位語(yǔ)從句和定語(yǔ)從句，但是學(xué)生已經(jīng)對(duì)此有一定的概念，相信通過(guò)下節(jié)課的鞏固學(xué)習(xí)，他們可以完全理解這個(gè)概念！