高一英语语言知识点课型报告<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />

                                           魏 巍

英语语言知识点教学对学生英语基础知识的积累以及英语语言能力的提高有举足轻重的作用。随着英语新课程教学改革的不断深入,我校的英语教师在语言知识点教学中以新课程理念为指导，反思以往的语言知识点教学，觉得主要存在以下问题：①在知识点的突破上比较肤浅，围绕考点对重难点的把握不准，讲解就事论事。②教学手段单一，容量偏小。③仍是以老师讲、学生记的方式进行教学，学生缺乏自主思考空间。④缺乏配套的分层设计的巩固性练习，语言能力发展效果不理想。

针对上述问题，我校英语老师就语言知识点教学实践重新进行了思考，提出如下对策：一、把握重点，突破难点

在语言知识点的处理上，原先总是引导学生从开头翻译到结尾，于是造成句句皆重要，句句讲不透的局面。为此，我们把学生在研学过程中错误比较集中的地方先汇总出来，重点讲解相关的句型结构和重要单词和短语在句子中的应用，同时通过一些生活化的例句来活跃课堂气氛。例如在Module3unitReadin中这句话：Once out in the street, she walked quickly towards her usual bus stop。 一出来到大街上，她就很快地朝她往常乘车的汽车站走去。Once out in the street 相当于 Once she was out in the street 引导时间状语从句。在从句主语与主句主语一致时，从句可省略主语。通过知新温故的模式把在Module 1,2中所学的状语从句省略的同学们熟悉的课文中的句子重新复习，并进行归纳、拓展和巩固。以引导学生正确把握重点，突破难点，并通过复习和自我归纳，达到熟练掌握的目的。

二、分析比较，建构知识

 在语言知识点的讲解上，可以头头是道，却不必面面俱到。注重学生疑点的讲解，已经掌握的内容可以少讲或不讲。例如在Module3unit1reading课文中，其中的同位语从句和第一模块学过的定语从句很多学生产生混淆，所以在讲解时必须结合定语从句一起讲，否则在引导词的选择上就会出现问题。如As Polly observed the passengers on the train, she had a feeling that she was being watched by a tall man.句中的that就是引导的同位语从句，不可省略。在讲解时可先告知学生它们的区别，也可通过这两个句子The news ___________we heard on the radio was not true.和 The news _____ our football team won the match was encouraging. 让学生归纳总结它们之间的差异。之后可通过练习让学生说出下列句子分别是同位语从句还是定语从句。

三、围绕重点，结合考点

知识不是孤立存在的，教师在教学过程中可围绕重点，结合考点，让学生在把握重点中体验考点，让学生对考点知识进一步消化、吸收。例如Module3unit1reading课文中有这样一句话：Outside, wherever she looked, the fog lay like a thick, grey cloud.此处不仅仅要告诉学生wherever和no matter where的用法，而且还要同时配上whoever,whatever,however，whenever的用法讲解，并配以相关的练习。如：__________ __________ (无论多么困难)the problem may be, we must work it out this evening.

__________ _________ （无论什么原因）you have, you should carry out your promise.

四、设置教学情景，体现新课程理念

随着新课程理念的贯彻落实，自主学习、合作学习和探究学习，给学生留下消化、吸收、反思的空间，鼓励学生多去思考、多联系，敢于质疑，敢于提出创新的观点。根据知识点间的相互联系，设置教学情景，最后让学生编写一个简短的故事应用课堂所学内容。这样既能学以致用，又能强化记忆，对高考中占分较多的写作也能得到很好的训练。 

Teaching aims:

By the end of the class the students are able to grasp the usage of some expressions,sentence structures and then use them to write a story.

Teaching difficulties:

Language point: 1,3,5,6,8,9

Teaching procedures:

Step one: Revision(Gap filling)

Last period we read a story together, now I’d like to see how much you’ve learned.Now I’ll give you 2mins to finish it

_____ out in the street, Polly went to her _______bus stop, only to be told that the bus could not run ______ far. Then Polly decided to take an underground, where she had a feeling ______she was being watched by a tall man. Outside the station entrance, the fog lay like a thick, grey cloud ___________ she looked. With no one in sight, she _____  _____towards Park street and  on her way there, she heard the sound of footsteps _____________and felt a man’s rough hand ______ her cheek. she wanted to run, but fear ______her still. Luckily, she found herself _______  up at the face of an old man, ______ offered to lead her all the way to King Street. Much to her ________, the old man was blind.

Step two:Introduction

Since you’ve a good understanding of the story.Let’s learn the language items together. Here they are read them together.

1.Once out in the street, Polly walked quickly towards her usual stop.

2. The truth is that the fog is too thick for the bus to run that far.

3. she had a feeling that she was being watched by a tall man in a dark overcoat.

4. Outside, wherever she looked, the fog lay like a thick, grey cloud. 

5. Polly set off towards Park Street.

6. Now she wanted to run, but fear held her still.

7. Polly found herself staring up at the face of an old man with a beard.

Step three：Discussion

Work in group, and discuss with the partners to solve the common mistakes.

Step four：Explanation and Consolidation

Step five：A summary of the language items

Step six：Presentation

Use what we’ve learned to rewrite the reading passage.

Step seven: Practice

Make up a story, using at least 8 words, phrases or sentence structures you learn in this period of class.

Step eight: Homework

Write down the story you make up, using the language points in this class.

M3 U1  Language points in Reading （高一英语备课组）

研学目标：

1. To get familiar with the reading passage by reading and analyzing the important and difficult sentences in the article.

2. To learn some important language points in the text and put them into practice.

研学任务：

Task: Further study of the following language points:

1. Blind people can read by touching letters in raised dots called Braille. (P1)

被称作盲文的凸起来的点

点拨：called Braille是过去分词短语，作raised dots的_____________。当被修饰的名词与分词短语为_______关系且表示动作已完成时，用过去分词短语，其作用相当于定语从句。

此处raised dots called Braille= raised dots ___________ ____________ called Braille

练一练：What is the language ___________ in that area? 那个地区讲的是什么语言？

       = What is the language __________ ____________ ____________ in that area?

       一个穿绿衣服的年轻妇女 a young woman _________ ________ _________

2. However, even if we have good senses, they can still confuse us.（P1）

  sense相关短语归纳：

1) 常识 ______________________

2) the sense of taste/smell/touch/hearing/sight  ____________________________

3) 幽默/方向/责任感 ______________________/____________/_______________

4) sth make sense  有道理，有意义，讲得通      make sense of  理解…

练一练：  他所说的话一点意义都没有。

What he said _______ _______ ________.

= What he said didn’t _______ _______ _______.

I can’t ______ _____ _____ what he said.

3. Once out in the street, she walked quickly towards her usual bus stop.(L7)

  此句中的黑体部分是状语从句的省略形式，使用时应具备以下条件：

（1） 主从句的___________必须一致；（2）从句中的_______和_______省略

练一练：

1） Once _______ ________ out in the street, she walked quickly towards her usual bus stop.

2） When ____________(walk) across the road, you can’t be careful enough.

3） If (_________ ___________) invited, I will be glad to go to his party.

4)  Once (_________ ___________) seen, it will never be forgotten.

5)  If (_________ ___________) necessary, I’ll take an umbrella.     

 

4. The truth is that the fog is too thick for the bus to run that far.(L10)

  You see, a fog this bad is rare. (L53)

 点拨: 斜体字that意为“那样，那么”，this 意为“这样，这么”，两词都是作副词用,

相当于so.

 练一练: The problem isn’t that easy. ___________________________________

         那件衣服那么贵，因此我决定不买了。

________________________________________________________

 

5. As Polly observed the passengers on the train, she had a feeling that she was being watched by a tall man in a dark overcoat.（L14-15）

  点拨：①句中as用作连词，意为________，引导_____________从句。 

②句中that引导的是_____________从句，对feeling的内容加以解释说明。出现在同位语从句前的名词多为抽象名词，如news, information, truth, doubt, reason, suggestion, fact, idea, hope, promise,等，连接词常用that。

练一练：He made a promise ___________ he would come back in a few weeks.

I have no doubt ________ he is suitable for the job.

6. Outside, wherever she looked, the fog lay like a thick, grey cloud. (L 19)

 练一练：句型转换

 1) _____________ he says, we don’t believe him.

   =________ _________ ___________ he says, we don’t believe him.

2）___________ breaks the law will be punished.

  = ____________ ___________ breaks the law will be punished.

 3) I will forgive you __________ the reason is.

   = I will forgive you ________ ___________ __________ the reason is.

 4) __________ great the difficulty is, you should face it.

   = _________ __________ _________ great the difficulty is, you should face it.

 

7. Polly set off towards Park Street.(L20)

含set 的常用词组小结：

set sb an example__________________   set sb free_________________________;

set off/out for____________________    set up___________________________;  

set sail for_______________________    set about doing/set out to do _____________________

take sth as an example= take sth for example ____________________________________

 

8. Now she wanted to run, but fear held her still.(L27)

  点拨：①这里held的原形为hold，意为“使…保持某种状态”

  练一练：I’ll hold the door open for you. __________________________________

  他的发言使他们沉默不语。___________________________________________

②still在这里是一个形容词，意为“静止的，不动的”

eg. ______________ (站着别动) while I take a photo of you.

有关hold 的词组归纳：

举行一次会议_______________ 捏住鼻子_________________ 屏住呼吸_______________

坚持，（电话）不挂断_______________  hold back one’s tears _________________  

 

9. Polly found herself staring up at the face of an old man with a beard.(L31)

点拨：find oneself…意为“发现自己（处于某种状态），不自觉地……”,表示一种“意外”或“不知不觉”，后常跟doing, done 或介词短语作宾补。

练一练：When he came to himself, he found himself in hospital._____________________

      He woke up to ______________________________________(发现自己盖着一件衣服)。

      当我苏醒过来时，我发现自己躺在草地上。

  __________________________________________________________

 

10. It doesn’t make any difference if I am in the street or at my house. (P5)  

对我来说，在街上或者在家里没什么区别。

 点拨： make a / no / some difference to sb (对某人) 有/没有/有些作用/关系/影响

  练一练

1) Changing schools ________________________________________(对我一生有着重大影响)

2). ----Shall we leave on Friday or Saturday?   ----- ________________________(我无所谓).

  difference  n.  adj. _____________ v. _____________   

  和----不同；不同于---- A differ from B = A be different from B            

eg. 他所想的和他所做的不一样。____________________________________________.

 

用以下单词及短语编写一个故事：

in sight    reach out      stare at    wish for       puzzle      recognize