Learning about Language课件配套优秀获奖教案

教学基本信息

姓名

课题

学科

英语

梁秋华

学校

梧州市第八中学

高三语法复习：状语从句

学段：

高三

任教

年级

高三

电话

13878402215 指导思想与理论依据

新高考命题的总体方向是以“立德树人”为引领，坚持不懈培育和弘扬社会主义核心价值观，传承和发扬中华优秀传统文化。可以看出，中国优秀传统文化仍为2018年高考英语命题的热点。新课程改革中提出，在英语学科教学中突出综合语言运用能力考查，促进学科素养养成。英语学习是一项综合性的实践活动，高考中每一道题的背后都需要综合的能力，因此，高三的教学更应该把各类语言知识和语言技能进行综合的训练，避免碎片化的专项复习。

教学背景分析

教学背景： 本课例的教学内容是高三状语从句语法复习，状语从句是高中语法三大从句之一，高考各大题中均会出现状语从句这一语言现象，因此状语从句的复习应是高考语法复习的重点。结合中国传统文化为2018年高考英语命题这一热点，本课例把中国传统文化中的相关核心知识融合到状语从句复习中，并把该语法知识的复习延续到长句理解和写作中，培养学生综合语言运用能力。 学生情况分析：

对于本班多数学生而言，对较常使用的状语从句有一定的了解，如时间状语从句、原因状语从句、条件状语从句等，即大部分学生能分辨出常用的状语从句类型。而对于整个状语从句语法板块学生并未进行系统复习，另外，对于常用的状语从句中较为相似的连接词仍缺少正确辨析的能力，因而对阅读理解中长难句的理解有一定的影响。在写作中，多数学生的书面表达仍以简单句为主，并未很好的把握把简单句整合为复合句这一写作技巧。针对学生中出现的这些问题，教师把中国传统文化话题作为语言背景，帮助学生在相关语境中复习该知识，提高高三复习的质量。中国传统文化这一话题对于多数高三的学生而言会比较熟悉，但某些中国传统文化的英文表达对于本班学生来说不算太熟悉，需要教师进行必要的输入，因此在这节课上教师所选的中国传统文化都是学生较为熟悉的，如中国长城、兵马俑、剪纸等。

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教学方式和教学手段：

本课通过自下而上的语法教学方法、合作法、任务型教学法让学生通过小组合作的方式自主归纳各类状语从句的连接词，并设计出相关的练习让学生完成语句理解和写作任务。在教学过程中，主要的辅助教学手段有多媒体课件、视频、黑板及学案等。

教学内容

本节课的教学内容包括中国传统文化相关知识的输入与高三语法知识状语从句复习。状语从句复习包括三个部分，第一部分是对引导各类状语从句的连词进行自主归纳，第二部分是对相似连词进行辨析及分析该连词在语句中的意义，第三部分是呈现历年高考书面表达中使用状语从句的句子，通过半开放的形式让学生完成句子并学会如何运用连词对简单句进行有效的衔接。通过本节课的学习，学生能对状语从句知识应有一个整体及系统的复习。

教学目标

By the end of this lesson, the students will be able to Knowledge:

1. sum up the conjunctives of the adverbial clauses efficiently by group discussion. 2. know some English expressions about Chinese traditional culture.

Ability:

1. use suitable conjunctives to make beautiful sentences through practice. 2. distinguish some similar conjunctives by completing some sentences. Affect and Attitudes: 1.

be active in the activities in the class through cooperating with other classmates.

2.

improve self-learning ability by self-observation.

3.

be involved in the pride for the country in learning the Chinese traditional culture.

教学重难点

Important points：

1. Review the conjunctives of the adverbial clauses

2. Learn how to use suitable conjunctives to make beautiful sentences. 3. Understand the relationship between sentences and make combination. Ways out:

1. Activate students’ prior knowledge and lead in the revision of adverbial clauses and their conjunctives through group discussion. 2.

Make the sentences easier to finish by giving some words of them.. Difficult points: 1. Learn how to use suitable conjunctives to make beautiful sentences in writing. 2.

Learn how to distinguish some similar conjunctives and their meanings in sentences. Ways out:

1. Provide some exercises to help them know how to make beautiful sentences under the

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guidance of the teacher. 2.

Remind the Ss to take notes when listening to the teacher.

教学流程示意

Step 1: Lead in

Input Step 3:

Revision 2—

the differences of some similar conjunctives

Output Step 5:

Practice 2—

write a passage about Chinese traditional culture using suitable adverbial clauses

Step 4:

Practice 1—

use suitable conjunctives to make beautiful sentences

Chinese

traditional culture Step 2:

Revision 1—

the conjunctives of the adverbial clauses 教学过程

Teaching steps Step 1 Stage 1: Lead in

(5 mins) Students’ activities

Teacher’ s activities

Teaching purposes Enjoy a short video Ask the Ss to Enjoy To make the Ss to find out what a short video to find experience the kinds of Chinese out what kinds of Chinese traditional traditional culture Chinese traditional culture and lead in. are are mentioned in the culture video. mentioned in the video.

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Step 2 Collect the examples Ask the Ss to speak To check if the Ss of traditional Chinese out some examples can find out some culture of traditional Chinese examples of Chinese culture traditional culture from the video. after watching the from the video. video Step 3 Read the sentence Give a sentence to To make a summary given by the teacher conclude what is from the video and mentioned in the lead in the adverbial video. Step 4 Read another Give clause. another To make the Ss to there is sentence with the sentences with the realize same meaning given same meaning to the another way to write by the teacher Ss , using “so…that” this sentence. to combine the sentence Step 5 Compare the two Ask the Ss to decide To lead in of the the sentences and decide which sentence is revision which one is better. better. adverbial clause and make the Ss to realize importance combining sentences. the of 设计说明：在导入环节中，教师选取了一个关于以“中国”为主题的小视频，视频中提及了多种中国传统文化，教师让学生在观看该视频的过程中找出该视频中提及到的中国传统文化，如丝绸、陶瓷、京剧、中国功夫等。同时，也让学生领略到祖国丰富的传统文化并以此为豪。教师抓住此契机，展示了一句话进行总结，同时激发学生的爱国

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情怀。

句1 ：China created many wonders, so we are very proud of it. 教师用“so that”重写句1并展示句2：China created so many wonders that we are very proud of it. 在两句的比较中，学生一致认为句2 写得更好，因为句2用了“so… that …”来衔接两个简单句。通过句式比较，让学生意识到句子衔接的重要性，并通过“so…that…”引导的结果状语从句来导入本节课状语从句的复习。

Teaching steps Step 1 Stage 2 Input

(25 mins) Students’ activities

Teacher’ s activities

Teaching purposes Speak out nine kinds Ask the Ss to speak To activate the Ss’ of the adverbial out nine kinds of the prior knowledge. adverbial clause. the Divide the Ss into To review the of clause.

Step 2 Collect conjunctives of the groups of 4-6 to conjunctives adverbial clauses in collect groups of 4-6. conjunctives different clauses Step 3 the different of clauses. adverbial adverbial Give as many as Ask the Ss to give as To check how many conjunctives of the many different clauses teacher. as conjunctives the Ss adverbial conjunctives of the have collected. to the different adverbial clauses and show them on the screen. Step 4 Make a conclusion Ask the Ss which To lead in the from the collection kind of the adverbial difficult points of of conjunctives. clauses has the most this lesson. conjunctives. Step 5 Choose suitable Ask the Ss to choose To make the Ss conjunctives

and suitable conjunctives know the differences translate sentences

the from the following of into sentences 5 some similar and and conjunctives

Chinese. translate them into their meaning in Chinese.

Ask the Ss to take notes necessary. when sentences.

设计说明：通过导入，教师自然地引导学生说出9种不同的状语从句，并以表格的形式，让学生通过4-6人的小组讨论，收集引导这9种状语从句的连词，这个环节教师并没有立刻将所有的连词都展现出来，而是让学生通过自主归纳、探究和总结来对连词进行收集，这有利于激发学生已有的背景知识。教师通过课堂观察，了解学生对状语从句连词的掌握情况，并在之后的教学环节中对常用的连词进行展示。随后，通过观察，教师引导学生得出结论：时间状语从句的连词是最多的，其中有很多用法较为相似的连词。为此，教师设计了相关的句子，让学生在句子中选出适当的连词并进行翻译，突破本节课的难点。句子的设计均以中国传统文化为语境，所设计的句子如下：

1.

The foreigners were enjoying the Chinese traditional art show _________ (when/while/as) they were attracted by Chinese paper-cutting.

2.

Hardly had the Chinese knots（中国结）

appeared abroad _____________ (than/when) they were welcomed by most foreigners. No sooner had the Chinese knots appeared abroad _____________ (than/when) they were welcomed by most foreigners. 3.

It will be many years ____________(since/before) we find out the mystery of the Terracotta Warriors（兵马俑）. It is about 40 years _____________ (since/before) Chinese discovered the Terracotta Warriors（兵马俑）. It will not be long _________(before/since) Chinese traditional culture affects the whole world.

在展示答案的过程中，教师也展示了该难点，并提醒学生做必要的笔记。

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Teaching steps Step 1 Stage 3 Output（10 mins ）

Students’ activities

Teacher’ s activities

Teaching purposes Answer the teacher’s Ask the Ss where we To lead in the next question can also use part—writing. clauses what is adverbial besides mentioned above. Step 2 Translate sentences the Ask the Ss to To make the Ss learn the to use the adverbial into clauses when into translate English using the sentences adverbial clauses. Chinese using the writing. adverbial clauses. Step 3 Write the sentences Ask the students to To check the Ss’ on the blackboard. write the sentences writing. on the blackboard. Step 4 Write passage a short Ask the Ss to write a To check if the Ss as short passage as can use suitable homework.

homework. adverbial clauses. 设计说明：本阶段作为输出阶段，主要设计了句子翻译和短文写作两种形式作为输出手段。教师先引导学生意识到状语从句除了在平时阅读长句、语法填空等题型中出现之外，还应用于书面表达中。教师选取了历年的书面表达中需要使用状语从句的句子，并通过半开放的形式，让学生使用适当的连词来进行翻译，同样，句子的选取与设计均以中国传统文化为语境。学生在此环节中可意识到在写作中句子衔接的重要性，掌握使用连词进行简单句有效衔接的写作技巧。其中，前5句均来自历年高考题，并以中国传统文化为语言背景。第6句是教师自己设计，考虑到高三年级的学生学业压力大，任务重，通过完成第6句，可以起到为高三学生鼓劲的作用，课堂气氛再掀起高潮。

所设计的句子如下：

1. (2013新课标II）如果有人想更多地了解中国结，请让他们写信给我。

__________________________________________________，let them write to me. （条件状语从句）

2. （2016全国III卷）如果你方便的话，我们就八点半在校门外面见面。

_____________________________________________, let’s meet at 8:30 outside the school gate. （条件状语从句）

3. （2016全国III卷）我们可以早点出发，以便我们有更多的时间阅读和挑选图书。

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We can set out early _______________________________________________________. （目的状语从句）

4.

（2015北京）我想参加龙舟训练营，因为龙舟赛(dragon boat racing) 是端午节的传统活动。

I want to join a Dragon Boat Training Camp _____________________________________ in the Dragon Boat Festival. （原因状语从句）

5. （2006 重庆）当你有机会来中国的时候，我将会教你如何讲中文并带你逛逛一些名胜古迹。

_______________________________________, I will teach you how to speak Chinese and show you around some famous historical places of interest. （时间状语从句）

6.

信念是如此重要以至于它可以改变一个人的命运（fate）。（结果状语从句）

Belief is __________________________________________________________________.

因为课堂时间不足的问题，教师把另一项属于输出的写作任务安排在课后的作业上，要求学生写一篇短文，在写作过程中注意适当使用状语从句对句子进行衔接。写作话题也与中国传统文化有关联。教师也设计了写作的框架，让学生掌握书面表达篇章结构的写作技巧。

所设计的篇章写作如下：

假定你是李华，外教Mary即将离任回国，想带些具有中国特色的小礼物送给在美国的家人，可不知带什么好，她来邮件向你征求意见。请你回邮件，感谢其教学工作，提出一些建议，并说明理由。

注意：1. 词数100左右

2. 可以适当增加细节，以使行文连贯。

写前审题

1. 确定文体

2. 写作意图

3. 内容要点

4. 人称、时态

5. 分段

内容要点

Para. 1

Para. 2 Para.3

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学习效果评价设计

评价内容：本课的学习效果评价内容分为课堂学案评价和课后作业两部分

1.

课堂学案

在本节课中，教师设计学案给学生，让学生在教师的引导下完成学案上的相关练习通过小组活动、个人活动等形式对状语从句语法知识进行复习。

2.

课后作业

本节课的课后作业是通过与中国传统文化相关的写作话题进行写作练习的巩固。

评价方法：在课堂上通过教师提问，小组讨论或个人训练展示成果和教师的监控进行评价。

课后反思

在这节课中，我依据高考命题的核心思想之一—弘扬中国传统文化，在整节课中以中国传统文化作为话题依托，设计了一系列的与中国传统文化为语境的教学内容来进行状语从句知识的复习。这节课的亮点在于把语法知识与中国传统文化相结合进行教学，同时，让学生自行归纳语法知识，充分挖掘学生原有的知识水平，在这过程中也是呈现他们自主思维和体现自主学习能力的过程。在高中英语教学中，教师应为学生的语言输出和语言发展提供多个机会，整个教学过程中，教师并没有一开始就告知答案，而是充分尊重学生原有的知识和学***，鼓励学生通过观察、参与和探究的方式完成。对于语法知识复习，教师更倾向于把单纯的语法知识复习延伸到该语法知识在高考各种题型的考查中。但是，在这节课中，对学生知识水平的预设不够，在最后的完成句子环节中，我精心挑选了全国卷书面表达中的一些句子，设计成半开放式的形式让学生去翻译，我认为通过之前一系列的教学后学生应该不难完成，但是学生并没有完成全部的句子，在此方面应得到改进。

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