基于話(huà)題訓(xùn)練特定句型的高三英語(yǔ)寫(xiě)作課

楊貝貝

一、引言

高中英語(yǔ)教學(xué)的最終目的是培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)四個(gè)方面的能力。而寫(xiě)作是最能體現(xiàn)出學(xué)生的綜合能力，檢驗(yàn)學(xué)生真實(shí)的學(xué)習(xí)情況，考察學(xué)生遣詞造句、謀篇布局以及思維方式和解決問(wèn)題的能力。普通高考考試大綱要求學(xué)生能夠“準(zhǔn)確使用語(yǔ)法和詞匯”并“使用一定的句型、詞匯，清楚、連貫地表達(dá)自己的意思”。而高考書(shū)面表達(dá)要求學(xué)生在30分鐘內(nèi)寫(xiě)出100-120詞左右的作文，其內(nèi)容和范圍都基于以限定的話(huà)題，具有特殊性，是一種控制思維模式的英語(yǔ)寫(xiě)作。而狀語(yǔ)從句是寫(xiě)作中常用且種類(lèi)較多的句型，寫(xiě)作中能合理、正確地使用狀語(yǔ)從句，不但能地道的表達(dá)英文習(xí)慣，而且還能使文體結(jié)構(gòu)更加嚴(yán)謹(jǐn)、美觀。綜上，該課在設(shè)定話(huà)題的基礎(chǔ)上重點(diǎn)培養(yǎng)學(xué)生在寫(xiě)作中使用狀語(yǔ)從句的能力。

二、教學(xué)分析

1.教學(xué)內(nèi)容分析。

該課選擇“Talk about our Classmates”作為話(huà)題，與同學(xué)們生活息息相關(guān)，讓學(xué)生有話(huà)可說(shuō)，同時(shí)也加深了生生和師生之間的感情。在該話(huà)題的基礎(chǔ)上通過(guò)教師的引導(dǎo)，學(xué)生學(xué)會(huì)使用狀語(yǔ)從句去談?wù)撟约旱耐瑢W(xué)，并完成書(shū)面表達(dá)。由于該課為高三的課程，學(xué)生對(duì)于狀語(yǔ)從句已有所掌握，因此在狀語(yǔ)從句的使用方面重點(diǎn)培養(yǎng)學(xué)生融會(huì)貫通所學(xué)知識(shí)，提升、美化句子的能力。

2.學(xué)生分析。

本節(jié)課的學(xué)生來(lái)自中衛(wèi)中學(xué)高三（3）班，英語(yǔ)基礎(chǔ)中等，相比較之下，女生更好一些。該班級(jí)是理科班，學(xué)生較為活躍，思維敏捷且理解力強(qiáng)，詞匯及語(yǔ)法知識(shí)掌握較好，但綜合表達(dá)能力欠佳。對(duì)該話(huà)題熟悉程度很高，平時(shí)學(xué)習(xí)生活中積累較多，因此選取了平時(shí)拍攝的照片以便學(xué)生回憶。

3.教學(xué)目標(biāo)。

本節(jié)課就高考書(shū)面表達(dá)限定話(huà)題及范圍的要求，基于“Talk about our Classmates”的話(huà)題，學(xué)生能夠積極談?wù)撟约旱耐瑢W(xué)，并綜合運(yùn)用所學(xué)知識(shí)，使用狀語(yǔ)從句完成寫(xiě)作任務(wù)，并提升美化所寫(xiě)內(nèi)容。同時(shí)也加深了同學(xué)之間互相了解和關(guān)愛(ài)。

4.教學(xué)設(shè)計(jì)思路。

本科選擇的教學(xué)材料是教師根據(jù)教學(xué)目標(biāo)及話(huà)題自行編寫(xiě)的，照片是平時(shí)進(jìn)行教學(xué)活動(dòng)時(shí)拍攝的。備課之初，想要在學(xué)生熟悉的話(huà)題下進(jìn)行教學(xué)，并且配有學(xué)生的照片，提高學(xué)生的學(xué)習(xí)興趣，且學(xué)生看到被老師了解和重視，以增強(qiáng)自信心，同時(shí)也有利于教學(xué)的實(shí)施。由于狀語(yǔ)從句種類(lèi)較多，而根據(jù)學(xué)生平時(shí)的寫(xiě)作總結(jié)，強(qiáng)化了常用的狀語(yǔ)從句的使用，并重點(diǎn)訓(xùn)練一句多譯，提升、美化句子的能力。

教學(xué)環(huán)節(jié)主要分為四個(gè)部分，分別是導(dǎo)入、寫(xiě)作前、寫(xiě)作中和寫(xiě)作后。寫(xiě)作前有四個(gè)練習(xí)，分別是判斷狀語(yǔ)從句類(lèi)型、擴(kuò)展句子、翻譯句子和改錯(cuò)練習(xí)。寫(xiě)作中即學(xué)生完成寫(xiě)作任務(wù)。寫(xiě)作后為個(gè)別學(xué)生作品的展示和評(píng)價(jià)。其中包括教師評(píng)價(jià)和學(xué)生評(píng)價(jià)。教學(xué)過(guò)程中，教師主要使用電子白板進(jìn)行展示，教學(xué)活動(dòng)為師生問(wèn)答、學(xué)生討論及獨(dú)立作業(yè)的模式。

教學(xué)環(huán)節(jié)流程圖如下：

三、教學(xué)過(guò)程

Step Ⅰ Greeting and Leading-in

T： Class begins！

Ss： Good morning， Miss. Yang！

T： Good morning， everyone. Sit down， please！

Ss： Thank you.

T： Welcome to my class！ Today， lets talk about our classmates. First of all， please look at the picture. （Show a picture of Tian Xueqiang， one of the students in this class.） Who is the boy？

Ss： Tian Xueqiang.

T： Please describe Tian Xueqiang.

S1： Tian Xueqiang is kind and brave.

S2： He likes reading.

T： Good answers！ All your sentences are simple ones. Can we just use simple sentences while writing？

Ss： No！

T： So we should beautify and enhance simple sentences to make them clear， vivid and full of varieties. Do you know “beautify” and “enhance”？

Ss： No.

T： （Write the two words on the blackboard.） Beautify means to make something more beautiful and better. Enhance equals to improve. How to do it？ Let me give you an example. （Show it on the screen. ）

Tian Xueqiang is reading.

Tian Xueqiang， a seventeen-year-old boy， is reading an English poem.

Tian Xueqiang， a seventeen-year-old boy， is reading an English poem while other students are doing their homework.

T： We have added appositive， object， and adverbial clause. During this class， we just focus on adverbial clause and learn how to use it while writing.

（設(shè)計(jì)意圖：緊扣本課話(huà)題，用一個(gè)最活潑，大家最喜歡談?wù)摰膶W(xué)生，引起學(xué)生興趣，讓學(xué)生迅速進(jìn)入學(xué)習(xí)狀態(tài)。通過(guò)對(duì)于一個(gè)簡(jiǎn)單句的拓展，讓學(xué)生了解如何拓展句子并引入狀語(yǔ)從句。）

Step Ⅱ Pre-writing

Exercise 1. What adverbial clause is the sentence？

T： Please read the following sentences and tell me what adverbial clause each sentence is. The first one， read together.

Ss： Tian Xueqiang dreamed about becoming a poet when he was a little boy. 時(shí)間狀語(yǔ)從句

T： Number 2， start.

Ss： He believes that where there is a poem， there is beauty. 地點(diǎn)狀語(yǔ)從句

T： Number 3， start.

Ss： He writes poems every day because he thinks practice makes perfect. 原因狀語(yǔ)從句

T： Number 4， start.

Ss： He spends so much time writing poems that he has no time to play with his friends. 結(jié)果狀語(yǔ)從句

T： Number 5， start.

Ss： He studies hard in order that he can realize his dream. 目的狀語(yǔ)從句

T： Number 6， start.

Ss： He wants to publish his works if it is possible. 條件狀語(yǔ)從句

T： Number 7， start.

Ss： He will never give up even though he meets many difficulties. 讓步狀語(yǔ)從句

T： Number 8， start.

Ss： The busier he is， the happier he feels. 比較級(jí)，越什么就越什么…

T： What adverbial clause is it？

Ss： 比較狀語(yǔ)從句

T：Yes， right. The last one， read.

Ss： He always speaks as if he were a poet. 讓步狀語(yǔ)從句

T：Are you sure？ I dont agree.

Ss： 方式狀語(yǔ)從句

T：Good.

（設(shè)計(jì)意圖：與引入內(nèi)容相承接，用九句子復(fù)習(xí)所學(xué)狀語(yǔ)從句，并且這九個(gè)句子都是關(guān)于同一個(gè)學(xué)生，句與句之間有邏輯上的關(guān)聯(lián)，整體介紹了該學(xué)生想成為一名詩(shī)人的夢(mèng)想以及如何為之努力的詳細(xì)內(nèi)容，為學(xué)生搭建語(yǔ)法相關(guān)支架，為后面寫(xiě)作任務(wù)做鋪墊。）

Exercise 2. Enhance sentences by using adverbial clause.

T： Lets talk about more classmates. Since we know so many adverbial clauses， please enhance each sentence by using adverbial clause. （Show a picture for each sentence.）

時(shí)間狀語(yǔ)從句引導(dǎo)詞： when， as， while， as soon as， while， before， after， since ， till， until 拓展the minute， the moment， the second， the instant， instantly， immediately， directly， the first time， the day， every time， no sooner … than， hardly …when， scarcely … when（位于句首主句部分倒裝）

Wan Jiaqi has studied hard _________________.

S1： Wan Jiaqi has studied hard when she， er…

T： Pay attention to “has studied”. Lets change another lead word.

S1： Wan Jiaqi has studied hard since she became a student.

T： Good. My answer is： Wan Jiaqi has studied hard since she came into our class. Look at next one.

S2： Wan Jiaqi was attracted by the painting the first time she saw it.

T： Wow， your answer is the same as mine.

讓步狀語(yǔ)從句引導(dǎo)詞： though， although， even if， even though， 拓展： as（用在讓步狀語(yǔ)從句中要倒裝），no matter …， wh-ever， no matter wh-

S3：Wu Han often helps his friend to solve problems although they are difficult.

T： Great！ Look at my answer： Wu Han often helps his friend to solve problems no matter how busy he is. Of course， we can also say： Wu Han often helps his friend to solve problems in spite of the fact that he is very busy. Many students like to use although. If you use this one， your writing can be made better.

原因狀語(yǔ)從句引導(dǎo)詞： because， as， since…

S4： They are very excited because they have got the first prize.

T： Excellent！ My answer is： They are very excited because they saw beautiful girls.

Ss： Ha-ha…

條件狀語(yǔ)從句引導(dǎo)詞： if， unless， as/so long as， only if（位于句首主句部分倒裝）， 拓展：providing/provided that， suppose that， in case that， on condition that

S5：They can read it better if they can read together.

T： Good answer. Look at mine. They can read it better only if they practice more. If we put “only if” at the beginning， how to say the sentence？

Ss： Only if they practice more can they read it better.

T： Great！ Only if 加狀語(yǔ)放在句首——

Ss： 句子部分倒裝

目的狀語(yǔ)從句引導(dǎo)詞：in order that， so that，特殊用法：for the purpose that

S6： They study hard in order that they can get into their dream colleges.

T： Beautiful sentence！ We can also change it into： They study hard for the purpose that the can get into their dream colleges.

結(jié)果狀語(yǔ)從句引導(dǎo)詞： so that， so…that， such…that…

S7：Wang Xu likes the house so much that he wants to live in it.

T： Good！ My answer is： Wang Xu likes the house so much that he makes more money to buy it.

（設(shè)計(jì)意圖：該部分仍然以談?wù)摫景鄬W(xué)生為基礎(chǔ)，圍繞話(huà)題進(jìn)行。照片及提示也是一種限定，符合高考寫(xiě)作對(duì)學(xué)生的要求。給出簡(jiǎn)單句并且讓學(xué)生在限定條件下拓展，旨在訓(xùn)練學(xué)生使用狀語(yǔ)從句和拓展句子的能力。）

Exercise 3. Translate the following sentences.

T： Lets focus on more difficult ones. Please translate the following sentences.

1.黃勇剛要玩電腦游戲，突然老師來(lái)了。

S1： Huang Yong was about to play computer games when the teacher came.

T： Good！ Who can say it in another way？

S2： Huang Yong was on the point of playing computer games when the teacher came.

S3： Huang Yong was just going to play computer games when the teacher came.

T： Excellent！ Look at the second one.

2.如果我是楊斌，我也會(huì)幫助那個(gè)陌生人。

S4： If I were Yang Bin， I would also help that stranger.

T： Youre right！ 這是if引導(dǎo)的什么從句？

Ss：虛擬條件句！

T： So we can also say——

Ss： Were I Yang Bin， I would also help that stranger.

T： Good job！

3.直到媽媽回來(lái)姬霞才開(kāi)始做作業(yè)。

S5： Ji Xia didnt begin to do her homework until his mother came back.

T： His mother？

S5： Oh， sorry， her mother

T： Good！ We can also say——

S6： Not until her mother came back did Ji Xia begin to do her homework.

T： 倒裝句！那改為強(qiáng)調(diào)句呢？

S7：It was not until her mother came back that Ji Xia began to do her homework.

T：Wow， you have a good command of it.

4.盡管累，但馬立成很開(kāi)心。

S8： Although/Though he is tired， Ma Licheng is very happy.

T： 可以改成省略句嗎？

Ss： Although/Though tired， Ma Licheng is very happy.

T： 什么時(shí)候可以省？

Ss： 當(dāng)主句和從句主語(yǔ)一致，并且從句主語(yǔ)后有be動(dòng)詞時(shí)

T：注意如果be動(dòng)詞后面是名詞的話(huà)就不可以省了。還可以改為倒裝句嗎？

S9： Tired though/as he is， Ma Licheng is very happy.

T： Great！

5.劉奇家是如此誠(chéng)實(shí)聰明的學(xué)生以至于他的老師都喜歡他。

S10： Liu Qijia is so honest and clever a student that his teachers all like him.

T： Can we use “such”？

Ss： Yes！

T： Say it together.

Ss： Liu Qijia is such an honest and clever student that his teachers all like him.

T： Who can use “so that” to rewrite it？

S11： Liu Qijia is an honest and clever student so that his teachers all like him.

T： Excellent！ If we put “so” at the beginning， how can we say it？

S12： So honest and clever is Liu Qijia that his teachers all like him.

T： Great！ Look at the last one.

6.汪靈一離開(kāi)家就下雨了。

S13： It rained as soon as Wang Ling left home.

T： Besides “as soon as”， we can also use the minute， the moment， the second， the instant， instantly， immediately， directly or we can change it into： Wang Ling had no sooner left home than it rained. This one is a little difficult for you， so I just give you the answer. 如果改為倒裝句呢？

S14：No sooner had Wang Ling left home than it rained.

T： There are other two structures. What are they？

Ss： …

T： Its hard for you. You can discuss with your classmates.

S15： Hardly had Wang Ling left home when it rained.

S16： Scarcely had Wang Ling left home when it rained.

T： All of you did a good job.

（設(shè)計(jì)意圖：這六個(gè)翻譯句子與之前比較難度再一次提升，涵蓋了狀語(yǔ)從句中非常重要且又運(yùn)用靈活的知識(shí)點(diǎn)，訓(xùn)練學(xué)生融會(huì)貫通所學(xué)知識(shí)，提高學(xué)生一句多譯的能力。在寫(xiě)作中，同一句話(huà)可用不同詞匯、句型表達(dá)，能夠使用高級(jí)詞匯和句型的學(xué)生會(huì)更容易拿高分。因此這一訓(xùn)練是十分必要的。）

Exercise 4. Correct the following sentences.

1. Ill never give up. Because my mother told me where there is a will， there is a way.

Ss： 去掉第一個(gè)句號(hào)because小寫(xiě)

T： 同學(xué)們?cè)谧魑闹凶钊菀追高@個(gè)錯(cuò)誤，只有從句，沒(méi)有主句。以后寫(xiě)作時(shí)一定要注意這個(gè)問(wèn)題！

2. He works so hard that can pass all exams.

Ss： can前面加he

T： 對(duì)，缺少主語(yǔ)！

3. Only we keep optimistic can we succeed.

Ss： Only 后面加if或者when

T： 對(duì)，缺少引導(dǎo)詞！Only位于句首加狀語(yǔ)句子部分倒裝，狀語(yǔ)都有哪幾種？

Ss： 副詞，介詞短語(yǔ)，狀語(yǔ)從句。

4. Not until did he come back he knew the truth.

Ss： Not until he came back did he know the truth.

T： 一定要注意！倒裝句都是在主句倒，從句不變。

5. Although he meets many difficulties， but he will never give up.

Ss： 去掉but

T： 是的，although不與but連用

（設(shè)計(jì)意圖：這五個(gè)句子涵蓋了學(xué)生在寫(xiě)狀語(yǔ)從句中經(jīng)常犯的錯(cuò)誤，以改錯(cuò)的形式讓學(xué)生自己發(fā)現(xiàn)錯(cuò)誤并改正，能夠牢固地掌握并避免再犯同樣的錯(cuò)誤，這對(duì)于寫(xiě)作訓(xùn)練有極大的實(shí)際意義。）

Step Ⅲ While-writing

T： As we all know， what we have learned should be used finally. （Show the picture of Gao Feng.） Write a short passage to introduce Gao Feng. Try to use adverbial clauses as possible as you can.

Name： Gao Feng

Age： 17 years old

Personality： brave & warm-hearted

Hobby： basketball

Dream： a basketball player in NBA

T： Four or five sentences is ok.

（The teacher goes around the students to help them if they need.）

（設(shè)計(jì)意圖：通過(guò)前面的練習(xí)、對(duì)所學(xué)知識(shí)的回顧和整合，從語(yǔ)法知識(shí)上、拓展技巧上搭建支架，并且最終通過(guò)寫(xiě)作來(lái)檢驗(yàn)學(xué)習(xí)成果。而該寫(xiě)作要求緊扣本課話(huà)題和知識(shí)點(diǎn)，同時(shí)也符合高考寫(xiě)作要求，給出一部分信息，學(xué)生適當(dāng)增加細(xì)節(jié)使行文連貫。）

Step Ⅳ Post-writing

T： Since you have finished writing， who would like to show your work？ （Choose one work to send it on the screen by using Seewo Assistant. Then read it and evaluate how many adverbial clauses are used， whether there are grammar mistakes and whether the hand writing is good. ）

Well， during this class， we have learned how to use adverbial clause while writing. I hope it can help you to improve your writing. Homework today is to rewrite the passage longer and hand in the final draft.

Class is over. Thank you for your cooperation. Good-bye！

Ss： Bye！

（設(shè)計(jì)意圖：先讓學(xué)生自己評(píng)價(jià)并且改正文章中的錯(cuò)誤，培養(yǎng)學(xué)生修改作文的能力，因?yàn)楹梦恼虏皇且货矶蛯?xiě)出來(lái)的，而是日積月累改出來(lái)的。學(xué)生不僅學(xué)會(huì)修改錯(cuò)誤，而且還學(xué)會(huì)如何提升、美化句子，如何使自己的作文拿高分。讓學(xué)生讀而且還將書(shū)寫(xiě)稿傳到屏幕上，不僅能夠評(píng)價(jià)其文章內(nèi)容，還評(píng)價(jià)其書(shū)寫(xiě)。有利于讓學(xué)生重視書(shū)寫(xiě)規(guī)范美觀，以提高寫(xiě)作質(zhì)量。）

四、教學(xué)反思

本節(jié)課的獨(dú)特之處在于設(shè)定話(huà)題和句型的基礎(chǔ)上訓(xùn)練學(xué)生寫(xiě)作，而且教學(xué)材料根據(jù)該班學(xué)生生活實(shí)際編寫(xiě)，有該班級(jí)和該教師的獨(dú)特性。而教學(xué)環(huán)節(jié)設(shè)置上有明顯的由易到難，由淺入深的梯度，符合學(xué)生認(rèn)知習(xí)慣。在實(shí)際授課過(guò)程中，雖然設(shè)計(jì)到了枯燥的語(yǔ)法點(diǎn)，但學(xué)生看到自己的照片，都興奮不已，對(duì)課堂學(xué)習(xí)仍然積極熱情，同時(shí)，教師語(yǔ)言流利豐富，也將自己置身于學(xué)生之中，時(shí)而與學(xué)生一起開(kāi)懷大笑，以朋友的角度去與學(xué)生交流，引導(dǎo)學(xué)生進(jìn)入每一個(gè)教學(xué)環(huán)節(jié)，現(xiàn)場(chǎng)課堂氣氛輕松活躍。當(dāng)學(xué)生說(shuō)錯(cuò)的時(shí)候，教師不直接改正，而是利用重復(fù)錯(cuò)誤詞或聲調(diào)來(lái)提示學(xué)生自己改正錯(cuò)誤。

當(dāng)然授課過(guò)程中也有所不足：1. 在拓展句子部分，第一張照片設(shè)置了兩個(gè)句子，應(yīng)該把這兩個(gè)句子順序調(diào)整一下，從學(xué)生的反應(yīng)來(lái)看，第一個(gè)相對(duì)比第二個(gè)稍難，應(yīng)該由易到難來(lái)設(shè)置問(wèn)題。2.在講解過(guò)程中，應(yīng)給學(xué)生講清楚in spite of the fact，for the purpose作狀語(yǔ)，而不是狀語(yǔ)從句，后面that引導(dǎo)同位語(yǔ)從句。3.拓展句子部分耗時(shí)過(guò)多，教師把握時(shí)間不夠準(zhǔn)確，導(dǎo)致后面時(shí)間太緊。

整體設(shè)計(jì)上，也有所不足。寫(xiě)作前的四個(gè)環(huán)節(jié)都太過(guò)注重語(yǔ)法，而限制了學(xué)生不能夠自由發(fā)揮、暢所欲言。雖然圍繞話(huà)題且緊密貼近學(xué)生實(shí)際生活，但語(yǔ)境設(shè)置上仍需要進(jìn)一步提高，要利用語(yǔ)境引導(dǎo)學(xué)生自發(fā)地說(shuō)和寫(xiě)，而不是教師要求那樣去做。

參考文獻(xiàn)：

[1]戴軍熔.高中英語(yǔ)寫(xiě)作教學(xué)的一個(gè)基本視角[J]. 中小學(xué)英語(yǔ)教學(xué)與研究，2014. （5）.

[2]賈愛(ài)武.英語(yǔ)寫(xiě)作教學(xué)法的改進(jìn)：從成稿寫(xiě)作法到過(guò)程寫(xiě)作法[J]. 外語(yǔ)與外語(yǔ)教學(xué)，2003 （6）.

[3]教育部.普通高等學(xué)校招生全國(guó)統(tǒng)一考試大綱. 2017.

[4]余江濤.狀語(yǔ)從句考點(diǎn)精析[J]. 高中生學(xué)習(xí)（學(xué)法指導(dǎo)），2016（03）.