Learning about Language课堂实录

M11U2 Detective Stories Grammar: Adverbial Clause教学设计

浙江省绍兴市高级中学

丁燕

一、教材分析

本课时教学内容是选修11第二单元

Detective Stories

Learning about language 部分Grammar: the Adverbial Clause之四种状语从句：时间状语从句，原因状语从句，目的状语从句，条件状语从句。语法学习一直被学生误认为枯燥乏味，因此，我结合该单元主题——detective设计任务，运用归纳法教学，引导学生观察、比较、归纳状语从句，并运用所学语法于写作中。

英语教学结合智慧课堂，平板的有效利用使教师随时全面地了解学生对状语从句掌握的情况。抢答、随机提问、小组讨论、拍照上传不仅提高了学生课堂的积极性和活跃性，也使教师灵活把握学生知识内化和运用情况，提高了课堂效率。

二、学情分析

该班属于普通班，学生学习英语积极活跃，但英语基础一般，运用能力有限，需要教师合理设计教学活动，帮助学生有效、高效地掌握和运用知识点。

三、教学目标

根据英语学科核心素养的要求，从语言能力、学习能力、思维品质和文化意识等方面对该阅读文本的教学目标进行设计，力求在有所侧重的情况下达成平衡。

1.语言学习：学生能够理解与主题相关的核心词汇：detective, assistant, adventure, favour, crime, fascinating, pressure, deductive, impress 等，并运用上述核心词汇，在课后作业中能以该文本作为写结尾。

2.策略掌握：能够运用归纳法、迁移法。

3.思维训练：总结概括能力、批判性思维能力、发散性思维能力和创造性思维能力。

4. 文化意识：学生通过该文本的学习了解侦探小说方面的知识。

四、教学重难点

掌握和运用时间状语从句、条件状语从句、原因状语从句、目的状语从句。

五、教学过程

Step 1:Lead-in: （1）

watch a clip of Sherlock （2）

answer the questions about the clip and learn to combine two sentences into one by using conjunction. a.

What is he? What makes him happy? b.

Who is she? Why does she give Sherlock a special deal? c.

What is he? What is the relationship between John and Sherlock? d.

Where does the fourth suicide happen? What makes the fourth one different from the former one? Step 2: Analyze the grammar pattern （1）教师引导学生从the type of adverbial clause, main clause, conjunction, other conjunctions四方面分析上一环节的四个例句。

a.

Sherlock Holmes is a detective and becomes happy when four impossible suicides happen.

b.

The landlady of 221B department gives Sherlock a special deal because she owes him a favour. c.

John Watson, an Army doctor, works as Sherlock’s assistant if he is also interested in solving the crime.

d.

The fourth suicide leaves notes so that it is different from the former three.

(2)利用平板呈现选择题，了解学生是否能够识别状语从句。

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a.

TV series is based on the famous detective novel and took the background from the 19C to the 21C so that the talented and fashion detective attracts a lot of audience. A. adverbial clause of time

B. adverbial clause of cause C. adverbial clause of purpose

D. adverbial clause of condition b. John has strong moral principles because he has a history of military service as a doctor. A. adverbial clause of time

B. adverbial clause of cause C. adverbial clause of purpose

D. adverbial clause of condition

c. . When you walk with Sherlock Holmes, you can see the battlefield. A. adverbial clause of time

B. adverbial clause of cause C. adverbial clause of purpose

D. adverbial clause of condition

d. Anderson, face the other way, because you are putting me off(你妨碍我）. A. adverbial clause of time

B. adverbial clause of cause C. adverbial clause of purpose

D. adverbial clause of condition (3)在判断第五句话类型前，引导学生回忆和总结时间状语从句、条件状语从句、原因状语从句、目的状语从句；同时，也引导学生印象sherlock的个性，利用平板抢答的功能，调动学生课堂的积极性。

Step 3: Generalize the rules

归纳总结时间状语从句、条件状语从句、原因状语从句、目的状语从句

Step 4: Apply the four kinds of adverbial clause into writing

(1)

要求学生分成六组，然后brainstorm运用了状语从句连词和本单元主题词汇的句子，组长记录并用平板拍照上传。

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连词：because, since, now that, as , as long as, considering that…

when, as, while, as soon as, whenever, since, before, after, every

time,

if, unless, only if, providing, in case, on condition that, as far as…

so that, in order that, in the hope that, for the purpose that 词汇：fascinating/wonderful full of adventures be amazed at/by relieve one’s pressure

ease one’s tiredness

have a better understanding of…

solve the crime deductive reasoning defend for the safety of the society use deductive method演绎法

impress…with/by

(2)

把所给的中文翻译成英语，其中e----i要求学生讨论和输入平板，并推测谁是凶手？

a.

几个孩子报了警，当他们发现一个女士死在这个公寓里。

b.

我和警察立刻到达现场，为了寻找可以指向杀人犯的证据。

c.

我认为她来自于外地因为她的外套是湿的，且由于天气预报的结果。

d.

如果她来自于外地和右脚踝处有一些泥，她应该还带着一个装有手机或笔记本电脑的行李箱。但我没有找到行李箱。

e.

凶手一定是开车把她带到劳瑞斯顿花园。

f.

如果箱子意外留在车里，他会保管她的箱子。

g.

但因为男人带着粉色箱子太容易引起别人的注意；

h.

明显地，他不得不处理这个箱子。

i.

我找遍了所有距离劳瑞斯顿花园五分钟车程的后巷为了找到行李箱。

（3）

结合语境，Sherlock要求John给凶手发短信，教师可以引导学生思考故事接下来的走向。

Step 5: Homework 给故事写一个结尾，注意运用单元主题词汇和状语从句。

六、板书设计

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