江西省教师招聘考试高中英语学科备考指导

http://jiangxi.hteacher.net 2022-03-17 13:24 江西教师招聘 [您的教师考试网]

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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.

【设计意图】通过引导学生总结限定性定语从句和非限定性定语从句的异同，学生可以理解和应用两种从句去表达，加深对定语从句这一语法点的理解。

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 .

【设计意图】通过造句练习，学生既可以回顾本节课的重要知识点，也可以进一步巩固定语从句的掌握情况，提高学生的语法水平，锻炼学生的思维能力。

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.

【设计意图】在巩固环节，向学生抛出一个话题，学生需运用定语从句进行讨论。这样既可以丰富学生的学识，也可以增加对定语从句的理解，培养了学生小组协作和英语口语表达技能。

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.

【设计意图】通过小结环节，引导学生回忆本课的重要语法点及其用法，针对学生总结不完整的方面，教师再加以补充和完善。最后，强调学生应在实际生活中正确使用语法来交流。

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.

【设计意图】学习结束后，通过上网查找更多有关于文化遗产的信息来拓宽学生的视野。同时，学生需选取自己最感兴趣的文化遗产，运用定语从句的语法点来写一篇小短文。这样既巩固今日所学，也提高学生的写作水平。

(4)板书设计

4.课型精析

上题为高中英语笔试教学设计中出现的语法课。这类题目的教学重点在于帮助学生在日常交际中恰当运用英语语法规则来提高英语表达准确性的能力。在教学过程中教师可以采取“呈现—归纳—练习”来进行设计。在呈现环节，可以采用实物、图片、视频、创设情境等多种方式呈现本节课的目标语法现象。之后，再引导学生观察句子，尝试自主归纳或者小组讨论等多种方式总结语法规则，之后教师进行总结讲解。最后，在练习环节，可以采用填空、转换和选择等形式练习或者翻译、填空或选择、配对、改错和合并句子等形式的意义训练进行练习。需要注意的是，整个过程需要以学生为主体，教师为主导，引导学生积极思考，主动归纳。

最后，图图老师预祝各位考生顺利通过考试，相信沐浴在华图的春风里，一定虎虎生威!

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