張乙婷
摘 要:微課是在互聯(lián)網(wǎng)迅速發(fā)展之下衍生出的新型授課方式,利用信息技術,以教學視頻為載體,向學生傳遞單個知識點的教學,其特點為教學時長短,教學容量小,適合學生認知水平,易于接受和消化。在此基礎之下,我利用PPT及錄屏軟件,錄制了一堂約8分鐘的微課。我的微課選用的主題是高考靠頻極高的定語從句,定語從句在高考中屬于難點也是重點。
關鍵詞:微課 定語從句 高考英語 關系代詞 關系副詞
定語從句貫穿高中三年全部教材,且一直都是英語教學中的重難點。英語高考大綱的語法項目表中明確規(guī)定了學生必須掌握定語從句。分析歷年高考真題,不難發(fā)現(xiàn),對于定語從句的考查已經(jīng)成了必考項目。這不僅體現(xiàn)在閱讀理解中對于句子大意的準確理解,還體現(xiàn)在語法填空和短文改錯中對于定語從句的判定以及關系詞的正確使用,甚至還體現(xiàn)在書面表達中的實際應用。總之,掌握好定語從句是高考英語取得高分的必要條件。
本課適合的對象為高三復習階段的學生,通過兩年多的高中英語學習,學生對于定語從句已經(jīng)有了基本的認識,但是由于學生水平參差不齊,對于部分同學來講,定語從句還是一個較為模糊的概念,所以非常有必要再次進行梳理與總結。本堂課的語法知識與高考緊密相關,學生的熱情度和參與度都很高。
本堂課的教學目標為:1.知識目標:復習定語從句的定義、類型及特征;掌握關系代詞及關系副詞的正確使用;2.能力目標:能夠判定一個定語從句;能夠準確使用關系代詞及關系副詞;3.情感態(tài)度目標:在復習中培養(yǎng)總結歸納的能力;在復習中培養(yǎng)獨立思考的能力。
本堂課的重難點為:1.教學重點:區(qū)分限制性定語從句及非限制性定語從句;關系代詞及關系副詞的用法。2.教學難點:判斷一個句子是否為定語從句;正確使用關系代詞及關系副詞。
本堂課的教學過程為:第一步:由2017年高考真題文章導入, 引起學生注意,進入本課主題。第二步:講解定語從句的定義時,1. Campers, in my eyes, were people who enjoyed insect bites, ill-cooked meals, and uncomfortable sleeping bags. 2. The friends who introduced me to camping thought that it meant to be a pioneer.3. The trip they took me on was a rough one. Definition: An attributive clause modifies a noun or pronoun right before it.給出例子,學生自己找出規(guī)律并總結定義,培養(yǎng)學生歸納能力。第三步:1. My brother who lives in New York has a baby. 2. My brother, who lives in New York, has a baby. Types: Defining attributive clauses限制性定語從句Non-defining attributive clauses非限制性定語從句Pay attention: we only use commas in non-defining attributive clauses and THAT is never allowed in this kind of clauses. Correct the sentence:In their spare time, they are interested in planting vegetables in their garden, that is on the rooftop of their house. 講解定語從句的類型時,先給出例句,讓學生自主歸納,熟悉定語從句的類型并能夠進行區(qū)分;高考原題再現(xiàn),活學活用。第四步:The friends who introduced me to camping thought that it meant to be a pioneer. Features: 1. Antecedent(先行詞 n./pron.) 2. Relative word(關系詞)3.Relative word acts as a sentence constituent in the clause. (關系詞在從句中作成份)
1.The trip they took me on was a rough one.
2.The trip (that/which)they took me on was a rough one.
3.The trip on which they took me was a rough one.
4.The trip on that they took me was a rough one. ×
Pay attention: In an attributive clause, THAT can never be put behind a preposition, neither can WHO.
1.The news that came from the front was true.(定語從句)
2.The news that he won the game was true.(同位語從句)
講解定語從句的特征時,分析句子結構,總結其特征;利用例子說明關系代詞可省略的情況;運用定語從句三特征,判斷其是否為定語從句。第五步:Relative words(關系詞)1.Relative pronouns(關系代詞)who, whom, which, that, whose,as; 2. Relative adverbs(關系副詞) When = prep.(in,at,on,during...)+which. Where =prep.(in,at,on,under...)+which. Why = prep.(for)+which利用表格的形式,展示關系代詞以及關系副詞的用法。第六步:應試策略How does the College Entrance Examination test us on the attributive clause? Generally, it tests us on the usage of relative words. Test-taking Tips: Step 1: To recognize an attributive clause. Step 2: To find the antecedent(a thing or a person). Step 3: To find the missing element in the clause. No subject/object/attributive→relative pronoun; No adverbial→relative adverb分析高考考點,支招解題步驟,以便學以致用。
本堂課的教學反思:1.本堂課緊扣考點,課堂素材均選自高考真題,具有一定代表性;2.本堂課主要采用任務型教學法,學生參與積極,體現(xiàn)了以學生為中心,充分發(fā)展了學生的自主探究能力;3.本堂課沒有完全包含定語從句的考點,如that與which的區(qū)別,as的用法等;4.本堂課尚未體現(xiàn)定語從句在書面表達的實際應用的考查。