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视频标签：Detective,stories Stud
所属栏目：高中英语优质课视频
视频课题：高三英语Unit 2 Module 11 Detective stories Studying and Exploring Language The Review and Usage of Adverbial Clause福建
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高中英语人教版高三英语Unit 2 Module 11 Detective stories Studying and Exploring Language The Review and Usage of Adverbial Clause福建省漳州第一中学
Unit 2 Module 11 Detective stories
Studying and Exploring Language: The Review
and Usage of Adverbial Clause
教材：人教2003课标版《英语》 适用年级：高三
一、教学对象分析
本校是一级达标校，学生有一定的英语基础和较好的学习氛围，学习英语的积极性较高。本节课教学对象是高三上学期学生，经过两年的英语学习，学生的智力发展趋于成熟，初步具备综合概括、推理演绎等能高阶思维能力，也已经有一定的词汇、语法知识和阅读技能储备，但考虑到有部分同学英语基础相对薄弱，听说读写看的能力有待提高，另教学内容决定部分学生产生先入之见，觉得学习枯燥，提不起兴趣。鉴于此，整堂课都试图用活动教学法，关注学生语言能力、学习能力、文化意识、思维品质英语核心素养的培养。
二、教材内容分析
人教2003课标版《英语》选修十一第二单元Detective Stories话题为“犯罪与惩罚”“用科学的方法来侦破犯罪案件”“遵守社会法规”等，是大多数学生感兴趣的话题。学生们已经在之前的课时里完成了Warming-up，Pre-reading，Reading和Comprehending四个部分的学习任务，进行了阅读技能的训练，对犯罪与社会问题的关系，警方如何利用科学手段收集线索，运用缜密的概括、推理、演绎、分析、判断能力破案有了初步了解。
本节课是语法复习课，教学重难点是复习状语从句的引导词及其在语言输出中的恰当运用。Studying and Exploring Language第二部分的Grammar由两个练习组成，大致能达到大范围复习状语从句的目的，但有几个不足：一是缺乏与单元话题的关联性；二是缺乏语篇语境的依托；三是缺乏语言输出的拓展性；四是缺乏一定的趣味性。如果要让学生始终保持学习热情，在连贯的语篇中，针对目标话题反复接触话题词汇及语法知识，以已知为垫脚石拓展输出，势必要对教学内容进行改造整合。鉴于此，在充分了解学生学习情况的基础上，本人对该课练习大胆改造，进行提炼，以适应学生的学习，增加教学形式，加大输出，寓教于乐。
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三、教学目标
1、能在真实的语境和任务中理解和运用状语从句，正确使用各种连接词。
2、能用英语获取、处理信息，能在合作中分析、解决问题，逐步形成用英语状语从句进行思维和表达的能力。
3、能在模拟探案的情境中培养概括、推理、演绎、分析、判断等高阶思维能力。 4、能通过了解、对比中西方侦探形象，欣赏西方文化同时也为自己的文化感到自豪。
四、教学过程
Step 1 Warming-up and Lead-in（5 min）
1. 导入（Individual work）
教师课前布置学生构思含状语从句的“最短恐怖故事”，因此上课时先请两名学生到黑板上写下他们的故事，同时教师在PPT上分享自己的故事；等学生写完故事后，请另外的同学点评。了解学生对状语从句的熟悉程度，以此导入本课课题。
T: Good afternoon, class. We’ll go on with our journey through different detective stories. But in this lesson we’ll focus on adverbial clause. We’ll review and learn how to use it properly, but first let’s share our stories. While waiting for them to write down their stories, we can see my story first. I woke up, feeling relief that piles of my students' homework needing to be graded was merely a bad dream, only to be woken up and reminded to continue grading the homework.
2. 揭题
教师借助自己和两名学生的故事中的状语从句，在PPT中指出状语从句的功能及其重要性。
［意图说明］本环节通过学生自己编撰的小故事呈现状语从句，激发学生对本课教学内容的兴趣，为下一步寻找状语从句的规律和用法奠定基础。
Step 2 Review of the Adverbial Clause（15 min）
1. 让全班学生快速头脑风暴状语从句的种类和常见引导词。（Class work）
2. 将全班分为两个组，分别派一个代表到讲台进行判断状语从句引导词使用正误的趣味比赛，小组成员可以一起判断。（Group work）
供判断正误的八句话如下：
（1）They worked so hard that they finally brought the criminals to court. （2）The detective kept looking into the case until he collected enough evidence.
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（3）Many Americans believe they will be safe from crimes though they carry weapons with them.
（4）The lawyer put in great efforts as if he could win the case.
（5）He got away with a light sentence even though he caused great pain to his victim. （6）Unless the door to the house was unlocked, the man broke in easily. （7）The policeman was questioning the suspect as the expert taught him. （8）The criminals stole things wherever they went. Suggested Answers:
（1）√；（2）√；（3）×；（4）×；（5）√；（6）×；（7）√；（8）√ 3. 比赛完后请学生更正使用错误的连接词。（Individual work）
［意图说明］以上环节旨在利用趣味游戏，带动课堂气氛，帮助已经具备一定状语从句知识的学生快速激活图式，为后续活动做好语言上的准备。
4. 利用选择题，让学生注意when和where这两个连接词的使用易错点。（Group work） 这些选择题如下：
（1）Holmes was about to close the window ____ his attention was caught by a footprint.
A. when
B. if
C. and
D. until
（2）I was walking in the street _____ the man robbed me.
A. in case
B. when
C. even if
D. unless
（3）There were different fingerprints in the place ____ Mr Bahmad was murdered.
A. when
B. until
C. where
D. before
（4）There were different fingerprints ____ Mr Bahmad was murdered.
A. as
B. which
C. that
D. where
Suggested Answers:
（1）A；（2）B；（3）C；（4）D
［意图说明］通过对比，让学生更深刻体会when和where这两个连接词的不同使用场合，以实现学习难点的突破。
5. 在复习完各种状语从句及其连接词后，教师结合一个电影片段，设计一个语篇填空，让学生根据电影故事，填出语篇中缺失的连接词，重点突出when和where。（Individual work）
T: It’s a bit difficult, but don’t worry, I have designed another activity to help you consolidate what you’ve just learned. We’ll see a video clip. It is about a famous Chinese detective, who lived in the Tang Dynasty. Do you know who he was?
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语篇填空短文如下:
A brief introduction of Detective Dee and the Mystery of the Phantom Flame.
The detective story happened ______ Wu Ze Tian ruled China. Several people were cruelly murdered ______ her statue stood. At that time Detective Dee was in prison _________ he was considered disloyal to the country. He was about to be executed (处死) _____ Wu Ze Tian pardoned (赦免) him and ordered him to work out the case. She promised him that he would be a free man ______________ he could bring back justice. Detective Dee decided to help the queen ______________ he was once unfairly treated.
Suggested Answers:
when; where; because/since/as; when; if/as long as; though/although/even if/even though ［意图说明］在强调完学习难点后，利用视听材料，生动活泼地展现目标知识，强化所学。另一方面，在学生都熟悉柯南，福尔摩斯这样的外国侦探形象背景下，通过介绍中国古代侦探狄仁杰，培养学生进行中西文化对比的意识，在一定程度上激起学生的文化自豪感。
Step 3 Use of the Adverbial Clause（23 min）
1. 根据故事造句：把30名学生分为六人小组，共五组，小组内再以两人为一个活动单位。在复习完状语从句后，教师继续设计任务，让学生阅读一个福尔摩斯短篇故事——The Mystery of the Red-headed Club的故事框架，然后两人一组，根据框架中的信息，造一个包含状语从句的复合句，在连接词部分留空，再在六人小组内交换句子填空。完成后，使用希沃授课助手软件拍摄学生作品，在屏幕上与全班分享，师生共同点评，更正错误等。(Pair work; Class work)
T: You seem to be fairly good at using linking words. Now it’s your turn to make up your own sentences with proper linking words in them. I’ll show you a story of another detective. Please read the framework of the story and with your neighbor make up a sentence containing an adverbial clause. Remember to leave a blank where the linking word is. After you’ve made up your sentence, switch it with the pair next to you and see if they can fill out the missing word you’ve designed.
故事框架如下：
The Mystery of the Red-headed Club
（1）Mr Wilson ran a small shop behind the Bank of England. （2）Mr Wilson had red hair as bright as flames.
（3）One day he was hired by a strange red-headed club, which seemed to value men's red hair
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-- the redder, the better.
（4）Mr Wilson was paid to sit in an office, doing nothing, for 2 hours every day. （5）Two thieves tricked Mr Wilson into leaving his shop in this way.
（6）While Mr Wilson was away, the two thieves dug a tunnel under his shop toward the bank. （7）Holmes saw through their trick.
（8）Holmes, as well as Watson and the police, waited at the bank that night. （9）They caught on the spot the two thieves coming out of the tunnel.
［意图说明］本环节通过提供文本让学生根据情境造句完成语法知识从输入到输出的转化，让学生学会合作探究，提升自己理解、分析、提取、整合信息的思维能力，同时也培养学生自主学习的意识，学会评价纠错和再提升。
2. 角色扮演：教师在PPT上呈现一个谋杀现场，并介绍不同角色，要求学生六人为一组，每组扮演一个角色，根据该角色所掌握的信息，讨论商定如何回答负责破案的探长的询问。要求学生尽量使用状语从句，并在每组一张的色纸上写下一句含有状语从句的句子，以供活动后的评价。每组不得将自己掌握的信息透露给其他组。讨论完毕后，由一位学生扮演探长，由各组推一位学生扮演不同角色，探长依次询问不同角色问题，最后由探长做出破案结论。（Group work; Individual work）
T: You’ve all done a good job in the activity, though you’ve made some mistakes. Don’t be upset. You’re making progress by trial and error. Just work harder next time. Now would you like to challenge yourselves and move on to a more difficult activity?
谋杀现场及角色介绍如下：
Mary, a rich famous actress, was found dead. Staying with her that night were Jim, her current boyfriend, Tommy, her ex-boyfriend, Mike, her cousin and Lily, her maid. It seems that she was poisoned.
［意图说明］本环节通过有趣的角色扮演，给学生创建逼真的，带有一定的难度的学习情境，使枯燥的语法变得生动，极大地调动了学生参与的积极性，加深了学生对状语从句的理解并能学以致用，同时让学生在生生、师生互动中，培养学生概括、推理、演绎、分析、判断等高阶思维，将课堂气氛推向高潮。
Step 4 Homework（1 min）
1. Attach your sentences on the board in your classroom for everyone else to appreciate. 2. Write a short summary (around 100 words) of the detective story you played in today, using
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at least 4 adverbial clauses.
3. Create your own detective story using various adverbial clauses.
［意图说明］课后作业是教学内容的巩固、延伸和拓展，布置的作业应体现课堂教学整体内容，同时为学生的进一步学习指引方向。运用所复习的状语从句规则去完成相应的练习，温故而知新，让学生在记忆和理解的过程中进一步巩固和掌握所学的语法知识。
五、板书设计
U2B11 Detective Stories The Review and Usage of Adverbial Clause Student A’s story
Student B’s story
六、教学反思
这堂语法复习课，本人没有过多地强调语法规则，而是扣紧各类状语从句在日常交际中的使用，摈弃了书本中的练习，围绕单元主题，另外设计了较多由易到难，以学生为活动中心的任务，扮演好教师在课堂引导、帮助、鼓励的角色，把更多课堂时间留给学生在合作、探究中去观察、习得语言知识，获取、处理信息，培养高阶思维，在生生、师生互动中学会自我反思与评价，一方面在模拟破案的学习活动中获得愉悦感，提高学习兴趣，另一方面提高了文化意识，强化文化认同，因此，基本上这堂课实现了它的教学目标，还算有效。
然而这堂课也存在几个问题，一方面活动解释不清楚，导致个别学生不明白活动规则，造成讨论时间的浪费，也使得教师一直在课上催促学生，造成负面影响。另一方面，给学生互相评价学习成果的时间还是不够。因此，在今后的教学中，我还要在课堂用语及放手让学生学习等方面加以改进。
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