My Opera新课程下高中英语语法教学的新思路 教学实例
Monday, October 31, 2011 5:45:34 AM
NSEFC BOOK7 Unit5 Attributive & non-attributive clauses
语境感受与
初步认知 Task1.
1. To answer the following questions, please underline the relevant details/sentences in the reading passage;
①. How old is Xie Lei? What is she in England for? How long has she been in England?
②. What are some of the difficulties she faced when she first came to England?
③. What is the benefit of boarding with an English family?
④. What did the tutor expect from her essay?
2. 学生从结构形态、意义和功能的角度分析回答了上述问题的句子，并作尝试性的假设；
3. 教师在PPT上呈现参考答案，并对目标语法项目突出显示。
Suggested answers:
①. Xie Lei, who is 21 years old, has come to our university to study for a business qualification. She is halfway through the preparation year, which most foreign students complete before applying for a degree course.
②. “It’s not just study that’s difficult. You have to get used to a whole new way of life, which can take up all your concentration in the beginning,” explained Xie Lei, who had lived all her life in the same city in China.
③. Xie Lei lives with a host family who give her lots advice. … Living with host families,
in which there may be other college students, gives her the chance to learn more about the new culture. “When I hear an idiom that I don’t understand, I can ask my host family for help,” explains Xie Lei.
④. He wanted to know what I thought, which confused me because…
注：NSEFC BOOK7 Unit5的阅读课文有大量含目标语法项目的句式，笔者设置了上面的阅读任务。学生在完成读的任务同时，找出含目标语法项目的语句，进而通过教师的引导分析这几句话的句子结构，并按结构进行比较和分类。采用发现式的引导，让学生在语篇提供的情境中体会和领悟语法规则，并尝试性的总结限定性定语从句和非限定性定语从句的形式、意义和功能；学生有了体验和思考的过程后再师生合作归纳出的语法规则，学生就有相对深刻的理解，并为说或写的语言运用奠定了基础。
形式操练与
对比讲解 Task2.
Look at the following sentences, some of which needs commas. Insert them and try to give reasons.
1. Mark Twain who was a famous American author wrote The Million Pound Bank Note.
2. The birdcages some of which were in poor condition were sold by the shopkeeper at half price.
3. Joan passed her exam which surprised me a great deal.
4. The minibus which I usually take on the campus had an accident yesterday.
5. Shenzhou-V which was sent into space on October 15th, 2003 was China’s first manned spaceships.
6. The dogs all of which were small and white with long hair barked loudly.
7. The battery to which the robots were connected failed to work last night.
注：此练习选自NSEFC教材，略有改编，共7句话，每一句都有（模拟）生活内容的对应，涉及2个限定性定语从句和5个非限定性定语从句，注重两类定语从句在形式、意义和功能方面的比较。这5个非限定性定语从句涵盖了需要使用这种从句的典型情况，如先行词为专有名词、先行词为关系代词前的整个句子等；可见，此练习设计能体现认知性和应用性的双重特征，有利于深化对语法的理解，学生获得语法经验。
模拟情景与
运用语言 Task 3.
Please describe the pictures, using which/that/who/whose/when/where
Yushu, which, that, where, 14/4, whose, when
( ● 后所列部分学生的造句，有改动)
A major earthquake shook Yushu, which is a county in Qinghai province.
An earthquake which/that measured 7.1 degrees struck Yushu on April 14th.
Yushu, where live a lot of Zang minority people，was ruined by a 7.1 earthquake on April 14th.
April 14th was a nightmare for Yushu people, whose homes were destroyed by the earthquake.
People will never forget the day April 14th, when they lost their homes and relatives in the earthquake.
Soldiers, survivors, rescue, pray, who, whose
Soldiers, who are loyal to people, are always the first to rush the quake-hit area to carry out the rescue work.
A young man, who is probably a local resident, is helping with the rescue.
Soldiers are racing against time to search for survivors who/that are buried under the ruins.
A crying woman is holding a little boy, who is probably her grandson.
A heart-broken woman is praying for her family, who are still under the ruins.
A little boy whose eyes are full of tears looks sad and frightened.
Tents, which, that, where, students in Xuzhou, who
The government sent to Yushu a lot of tents, which provided shelter for the survivors.
People put up many tents, where they can stay in the night.
Donations like tents are rushed to the earthquake-hit area, which is a great comfort and help to the victims.
Some students who are holding candles stand in the form of a heart to express their concern for Yushu people.
注：六幅图片取材于网络，关联大家都熟悉的事件和人物，教师用多媒体一子把情境带进了课堂，教师无需过多的言语，在图片旁边打上关键词，让学生看着图片用定语从句说话。情境教学以其独特的优势把语法课堂一下子活跃了起来，学生发言积极，思维活跃。
朗读
与
背诵 Task4.
1. Based on picture-talking in Task3, in a group, write a short passage (6-8 sentences), including attributive and non-attributive clauses with who/that/which/whose/where/when.
2. Peer-editing and presentation on the projector
3. Recite the teacher-edited copy of the passage:
（下面是一小组的作文，已经教师加工，所用到的定语从句用斜体突显）
① On April 14th, when people began their day’s life at about 7:49 AM as usual, Yushu, a county in Qinghai Province, was shaken by a 7.1-magnitude earthquake, which came as a huge shock to people throughout the country. ② Almost all the buildings lay in ruins, but not all hope was lost. ③ PLA soldiers, who are always loyal to people and put people’s interests in the first place, reacted quickly and rushed to Yushu to carry out the rescue work. ④ Some local people who suffered the loss of home and relatives were so strong-willed as to help with the search, and it was a touching scene to see. ⑤ A lot of tents/shelters were put up for the survivors whose homes had been destroyed. ⑥ Medical supplies which/that were donated by many companies arrived just in time with doctors and other specialists. ⑦ People who cannot help on the site, like some students in Xuzhou, also expressed their concern and prayed for Yushu victims. ⑧ It is a great relief and inspiration for Yushu people that all the nationalities stick together and stand by them to face up to the major disaster..
注：有了学生在Task3说的准备，教师顺水推舟，引导学生“我手写我口”，把说的语句落实到书面，提高语言使用的准确性，继而把自己的得意之作背诵熟记于心，升华语言学习的过程，促就语感和语言运用自动化的形成。
语境感受与
初步认知 Task1.
1. To answer the following questions, please underline the relevant details/sentences in the reading passage;
①. How old is Xie Lei? What is she in England for? How long has she been in England?
②. What are some of the difficulties she faced when she first came to England?
③. What is the benefit of boarding with an English family?
④. What did the tutor expect from her essay?
2. 学生从结构形态、意义和功能的角度分析回答了上述问题的句子，并作尝试性的假设；
3. 教师在PPT上呈现参考答案，并对目标语法项目突出显示。
Suggested answers:
①. Xie Lei, who is 21 years old, has come to our university to study for a business qualification. She is halfway through the preparation year, which most foreign students complete before applying for a degree course.
②. “It’s not just study that’s difficult. You have to get used to a whole new way of life, which can take up all your concentration in the beginning,” explained Xie Lei, who had lived all her life in the same city in China.
③. Xie Lei lives with a host family who give her lots advice. … Living with host families,
in which there may be other college students, gives her the chance to learn more about the new culture. “When I hear an idiom that I don’t understand, I can ask my host family for help,” explains Xie Lei.
④. He wanted to know what I thought, which confused me because…
注：NSEFC BOOK7 Unit5的阅读课文有大量含目标语法项目的句式，笔者设置了上面的阅读任务。学生在完成读的任务同时，找出含目标语法项目的语句，进而通过教师的引导分析这几句话的句子结构，并按结构进行比较和分类。采用发现式的引导，让学生在语篇提供的情境中体会和领悟语法规则，并尝试性的总结限定性定语从句和非限定性定语从句的形式、意义和功能；学生有了体验和思考的过程后再师生合作归纳出的语法规则，学生就有相对深刻的理解，并为说或写的语言运用奠定了基础。
形式操练与
对比讲解 Task2.
Look at the following sentences, some of which needs commas. Insert them and try to give reasons.
1. Mark Twain who was a famous American author wrote The Million Pound Bank Note.
2. The birdcages some of which were in poor condition were sold by the shopkeeper at half price.
3. Joan passed her exam which surprised me a great deal.
4. The minibus which I usually take on the campus had an accident yesterday.
5. Shenzhou-V which was sent into space on October 15th, 2003 was China’s first manned spaceships.
6. The dogs all of which were small and white with long hair barked loudly.
7. The battery to which the robots were connected failed to work last night.
注：此练习选自NSEFC教材，略有改编，共7句话，每一句都有（模拟）生活内容的对应，涉及2个限定性定语从句和5个非限定性定语从句，注重两类定语从句在形式、意义和功能方面的比较。这5个非限定性定语从句涵盖了需要使用这种从句的典型情况，如先行词为专有名词、先行词为关系代词前的整个句子等；可见，此练习设计能体现认知性和应用性的双重特征，有利于深化对语法的理解，学生获得语法经验。
模拟情景与
运用语言 Task 3.
Please describe the pictures, using which/that/who/whose/when/where
Yushu, which, that, where, 14/4, whose, when
( ● 后所列部分学生的造句，有改动)
A major earthquake shook Yushu, which is a county in Qinghai province.
An earthquake which/that measured 7.1 degrees struck Yushu on April 14th.
Yushu, where live a lot of Zang minority people，was ruined by a 7.1 earthquake on April 14th.
April 14th was a nightmare for Yushu people, whose homes were destroyed by the earthquake.
People will never forget the day April 14th, when they lost their homes and relatives in the earthquake.
Soldiers, survivors, rescue, pray, who, whose
Soldiers, who are loyal to people, are always the first to rush the quake-hit area to carry out the rescue work.
A young man, who is probably a local resident, is helping with the rescue.
Soldiers are racing against time to search for survivors who/that are buried under the ruins.
A crying woman is holding a little boy, who is probably her grandson.
A heart-broken woman is praying for her family, who are still under the ruins.
A little boy whose eyes are full of tears looks sad and frightened.
Tents, which, that, where, students in Xuzhou, who
The government sent to Yushu a lot of tents, which provided shelter for the survivors.
People put up many tents, where they can stay in the night.
Donations like tents are rushed to the earthquake-hit area, which is a great comfort and help to the victims.
Some students who are holding candles stand in the form of a heart to express their concern for Yushu people.
注：六幅图片取材于网络，关联大家都熟悉的事件和人物，教师用多媒体一子把情境带进了课堂，教师无需过多的言语，在图片旁边打上关键词，让学生看着图片用定语从句说话。情境教学以其独特的优势把语法课堂一下子活跃了起来，学生发言积极，思维活跃。
朗读
与
背诵 Task4.
1. Based on picture-talking in Task3, in a group, write a short passage (6-8 sentences), including attributive and non-attributive clauses with who/that/which/whose/where/when.
2. Peer-editing and presentation on the projector
3. Recite the teacher-edited copy of the passage:
（下面是一小组的作文，已经教师加工，所用到的定语从句用斜体突显）
① On April 14th, when people began their day’s life at about 7:49 AM as usual, Yushu, a county in Qinghai Province, was shaken by a 7.1-magnitude earthquake, which came as a huge shock to people throughout the country. ② Almost all the buildings lay in ruins, but not all hope was lost. ③ PLA soldiers, who are always loyal to people and put people’s interests in the first place, reacted quickly and rushed to Yushu to carry out the rescue work. ④ Some local people who suffered the loss of home and relatives were so strong-willed as to help with the search, and it was a touching scene to see. ⑤ A lot of tents/shelters were put up for the survivors whose homes had been destroyed. ⑥ Medical supplies which/that were donated by many companies arrived just in time with doctors and other specialists. ⑦ People who cannot help on the site, like some students in Xuzhou, also expressed their concern and prayed for Yushu victims. ⑧ It is a great relief and inspiration for Yushu people that all the nationalities stick together and stand by them to face up to the major disaster..
注：有了学生在Task3说的准备，教师顺水推舟，引导学生“我手写我口”，把说的语句落实到书面，提高语言使用的准确性，继而把自己的得意之作背诵熟记于心，升华语言学习的过程，促就语感和语言运用自动化的形成。
