江西省教師招聘考試高中英語學科備考指導

http://jiangxi.hteacher.net 2022-03-17 13:24 江西教師招聘 [您的教師考試網]

Step 2 Presentation

(1) The teacher continues to ask students to look at sentences that they found and notice the use of commas. And then, encourage students to think about the following questions:

①What are the differences between them?

②How to define non-restrictive clauses in your own words.

(2) The teacher will show some pairs of sentences and ask students to join the pairs of sentences using attributive clauses.

①Here are the farmers. They discovered the underground city last month.

②Hangzhou is a famous city in China. Many people come to buy tea in that city.

③She got so angry. I don’t know the reason.

④The old man saw some Germans taking apart the Amber Room and removing it. You are talking to an old man.

(3) Then the teacher leads the students to check the answers.

(4) The teacher makes a conclusion and explains the function and usage of the restrictive attributive clause and non-restrictive attributive clause.

【設計意圖】通過引導學生總結限定性定語從句和非限定性定語從句的異同，學生可以理解和應用兩種從句去表達，加深對定語從句這一語法點的理解。

Step 3 Practice

Divide the whole class into groups. Four students are in a group. They should look at the sentences below and complete them by adding the restrictive or non-restrictive attributive clauses. They can take the following sentence as an example.

EXAMPLE: The king had many beautiful art objects.

The king whose palace was decorated in gold and jewels had many beautiful art objects.

①The mother was very proud.

②The man was a farmer.

③The wooden box was made a long time ago.

④Celia loves to go to museums .

【設計意圖】通過造句練習，學生既可以回顧本節(jié)課的重要知識點，也可以進一步鞏固定語從句的掌握情況，提高學生的語法水平，鍛煉學生的思維能力。

Step 4 Consolidation

Do a discussion

Divide the whole class into groups. Three students are in a group. The members of each group should share one of the famous cultural relics they know. During the process, they should use attributive clauses. The leader of each group should write down their opinions. Then invite some groups to give a report in the class.

【設計意圖】在鞏固環(huán)節(jié)，向學生拋出一個話題，學生需運用定語從句進行討論。這樣既可以豐富學生的學識，也可以增加對定語從句的理解，培養(yǎng)了學生小組協作和英語口語表達技能。

Step 5 Summary

Students summarize the main grammar rules they have learnt according to the blackboard and the teacher makes supplements if necessary. At last, the teacher asks students to use the grammar correctly and fluently in daily communication.

【設計意圖】通過小結環(huán)節(jié)，引導學生回憶本課的重要語法點及其用法，針對學生總結不完整的方面，教師再加以補充和完善。最后，強調學生應在實際生活中正確使用語法來交流。

Step 6 Homework

Surf the Internet for more information about cultural relics. Choose the one that interests you the most and write a short passage using attributive clauses. Share the short passage with the whole class tomorrow.

【設計意圖】學習結束后，通過上網查找更多有關于文化遺產的信息來拓寬學生的視野。同時，學生需選取自己最感興趣的文化遺產，運用定語從句的語法點來寫一篇小短文。這樣既鞏固今日所學，也提高學生的寫作水平。

(4)板書設計

4.課型精析

上題為高中英語筆試教學設計中出現的語法課。這類題目的教學重點在于幫助學生在日常交際中恰當運用英語語法規(guī)則來提高英語表達準確性的能力。在教學過程中教師可以采取“呈現—歸納—練習”來進行設計。在呈現環(huán)節(jié)，可以采用實物、圖片、視頻、創(chuàng)設情境等多種方式呈現本節(jié)課的目標語法現象。之后，再引導學生觀察句子，嘗試自主歸納或者小組討論等多種方式總結語法規(guī)則，之后教師進行總結講解。最后，在練習環(huán)節(jié)，可以采用填空、轉換和選擇等形式練習或者翻譯、填空或選擇、配對、改錯和合并句子等形式的意義訓練進行練習。需要注意的是，整個過程需要以學生為主體，教師為主導，引導學生積極思考，主動歸納。

最后，圖圖老師預祝各位考生順利通過考試，相信沐浴在華圖的春風里，一定虎虎生威!