Learning about Language板书设计及意图

定语从句复习课

协和中学

郭灵丽

指导思想与设计思路：

Halliday提出的“语言功能理论”是指“从语言在我们生活中起某种作用，服务于几种普遍的需要这一角度出发来解释语言结构和语言现象”。韩礼德区分了语言具有三种“纯理功能”或“元功能”：即表达说话者经验的“概念功能”；表达说话者态度、评价以及交际角色之间的关系等因素的“人际功能”和组织语篇的“语篇功能”。这三种纯理功能相互关联，是构成语义层或者“意义潜势”的三大部分。

他指出，普通语言学如果能重视语言的意义而对语言进行系统和功能的描写，就能更有效地应用于语言教学中。他还提出所有的语言教学活动都应在“语境”的指导思想下设计。

定语从句是高中阶段重要语法项目之一，熟悉和掌握定从的用法，不仅利于提高学生在语篇阅读中的断句能力和篇章理解的准确性，还可以一定程度上丰富学生写作时应用的表达。在经过了必修一几个单元关于定语从句的分步学习，以及对限制性定从和非限制性定从（必修二第一单元）的学习后，对定从有了一个比较完整的了解，本课旨在通过设计一些情景，比如“感恩节将至，某英文报纸以‘感激有你’为主题开展征文活动，你想投稿”，把语言形式、意义和用法结合，给学生创造学以致用的机会，帮助学生在希望表达某种意义和功能的时候能够合理利用定语从句去完善表达。为了帮助学生顺利地完成该写作活动，设计了一些写作练习作为一个脚手架，细致地分步走，然后再过渡到最后的写作任务。为了让内容相对统一，所有的任务设计都基本学生比较熟悉的“人物”主题，作为一条明线贯穿始终。

学生学情分析：

高一6班是一个普通班，全班共48人，各项技能发展均衡、语言输出的准确性较高的学习尖子不多，班级的英语水平比较参差而且两极分化较为明显。部分学生对词性和句子基本结构未给予足够重视导致书面表达成为薄弱项目。对于语法，有些同学会有点畏难，现阶段试图通过几个方法来帮助他们：1. 一些关键的容易错的东西，尝试用简洁或直观的口诀或口令，或者把体现这些要点的典型例子编辑成小语篇，帮助他们减轻负担；2. 帮助学生学会如何学以致用，并提供一些实践，让学生体验到，在使用这些语法项目的相关知识后，自己在表达能力上确实有进步，让他们有成就感和信心，利于增加他们对英语学习的兴趣和投入到英语学习上的时间和耐心。

Teaching Aims:

Knowledge Aim: Help students review the rules about attributive clauses and share with them the way that we can make good use of attributive clauses, that is, in what situations or for what purposes we can use such clauses

Ability Aim: Develop students’

awareness and ability of making use of attributive clauses for different purposes

Emotional Aim: Have them express their gratitude to those who have helped them a lot, value and

cherish what they have got Important Points & Difficult Points:

Help students know how to make sure that they use attributive clauses both correctly and properly，

including conjunctions, completeness, correctness and appropriateness of the application of attributive clauses

Teaching facilities:

Multi-media and a blackboard

Teaching procedures: Step 1: Talking about classmates with attributive clauses, based on the information given 根据所给信息，运用定从知识，谈论同班同学

1. Lead-in: There are some people who mean a lot to us, including: classmates, family members, friends, teachers, neighbors, strangers who have made us think about something, learn something, or have helped us, etc.

2. Review some rules about how to use attributive clauses correctly by doing some exercises. 通过完成一组练习复习规则

1) ______ , ____________, earned many scores for our class in the sports meeting.

2) ______ , ____________, had known a lot about the school history before he began his study here.

3) ______, a romantic girl, likes autumn most, ____________.

A. when bright yellow fallen leaves can be seen everywhere

B. who is good at sports

C. whose mother studied in our campus as a college student over 15 years ago 3. Have students read the statements about different people in our class, and tell others who they are 根据班上同学的情况，填入恰当的人名和引导词，完成句子

1) ______ is the most hard-working person ___________ I have ever met. At weekends he/ she prefers to study at school, _____ he/she can learn without much noise around him/ her.

2) We all like ______, __________ ideas are extremely interesting. His/ Her generosity in helping others is another reason __________ he/ she is liked by all.

3) ______ is the person to __________ I'm most grateful for the encouragement _________ she/ he gave (me) when ......

Step 2: Talking about parents or friends with attributive clauses 运用定从知识，谈论父母亲或朋友

1. Students are supposed to make up sentences to define “a mother” or “a friend”

以下是对“勇气”所下的定义。请参考以下任一句式，给“母亲”或“朋友”下定义，描

述天下母亲或真朋挚友在你心目中的形象。：

What is courage?

1) Courage is the strength and power that we have when we face difficulty.

2) Courage is something that helps us most when we have to make a difficult decision. 2. After students share their own versions, have them listen to part of a song where the image of a mother is vividly described and have them repeat the clauses they’ve heard.

Step 3: Talking about the effect of something done by your parents or your classmates with attributive clauses

仿造以下句式，谈谈你的父母或同学所做的一件事，给你或他人带来的感受或影响

1. Mo Yan was awarded the Nobel Prize for Literature in 2012, which made one of the Chinese people's long-held dreams come true.

2. Jim passed the driving test, which surprised everybody in the office.

Step 4: Talking about the personality of people around them, including classmates, friends, parents, etc. with attributive clauses

仿造以下句式，说说一位身边的人突出的特质。

1. This is the biggest challenge that I have ever met.

2. Gone with the wind is one of the most powerful anti-war books that I have (ever) read.

Step 5: A writing task 写作任务

1. 感恩节期间，某英文报纸以“感激有你”为主题，开展征文活动，你想写一篇小短文投稿。

Now, please write a short paragraph to express thanks to a teacher, a parent or a friend based on the following requirements(要求):

1）内容：1) 你心目中对朋友/ 母亲/ 父亲/ 教师的定义是怎样的——他们的特质是什么; 2) 符合这一定义的人当中，你最感激的是谁？3）通过叙述一具体事例(2-3句话即可)，说明他/她的这种特质如何让你获益或如何助你成长？

2）表达：准确流畅，并且至少包含2个使用恰当的定从。

2. Have students read their deskmate's writing carefully to see whether he or she has paid enough attention to several items同桌之间根据标准互评作文

3. Provide students with a well-written passage as an example from which they can learn more about how to write and how to make proper use of attributive clauses in writing提供范文，让学生体会如何写作和如何把定从合理地应用于写作中

Step 6: Homework

Write 2-3 sentences about each topic.(要求:每个话题至少有一句含定从)

1. 你或者人们对朋友/英雄(hero)的定义是怎样的：什么样的人是朋友/英雄？为

什么？

2. 你喜欢什么类型的发明？(eg.大小，功能)

3. 谈谈发生在你身上或别人身上一件事，以及它所带来的或好或坏的影响。

4.

谈谈最让你....的人或事。(先行词被形容词最高级修饰)

教学反思：

在这一节定语从句复习课中，以人物为主线，希望通过提供一个写作任务，让学生体会到从熟悉定语从句的规则到切实地把定从用到写作实践中。为此，把与写作任务相关的语法知识和规律以及应用实例，在前几个环节中作为铺垫，从写身边的同学，再逐渐过渡到写身边的其它人，比如母亲、朋友等，激发学生写作的欲望以及让学生不至于过分焦虑而顺利地把定从的知识用到实践中。各个环节注意了衔接，训练的形式上也根据内容的特点作了不同的设计和处理，加上学生比较配合老师，所以环节之间的过渡比较顺畅和自然。听课的老师们对教学设计的肯定，让我倍受鼓舞。这节课中学生表现也比较配合，但是因为紧张有些同学没有平时那么活跃和积极，在完成任务的时候担心出错等原因，因此在点评学生生成的句子时候既指出可改进的地方也不忘肯定学生做得好的一面，另外，在第一个任务的练习前如果也能像后续的任务一样提供一个示范句，相信学生会更加快地进入状态，并且更自信。