教學設計：唐春生

　　【版本信息】

　　本設計適合於廣東英語高考專項復習

　　【教學設計】

　　一、教學目標

　　1.復習歸納英語句子的種類。

　　2.探討並列句及主從複合句在語法填空題中的考查。

　　二、備用思維工具

　　AGO、聚焦、概念扇、CAF、APC、OPV

　　三、教學步驟：

　　(一) 限時訓練（8分鐘）

　　1.做題之前，先解讀語法填空的題目要求：閲讀下面短文，按照句子結構的語法性和上下文連貫的要求，在空格處填入一個適當的詞或使用括號中詞語的正確形式填空。

　　提問：如何運用聚焦思維工具解答語法填空題？

　　聚焦指的是“關注事物的焦點，包括目標聚焦和範圍聚焦”。做語法填空題，首先聚焦語篇（範圍聚焦）：通讀短文，掌握其大意。然後聚焦句子和空格（目標聚焦）：找出句子的主幹，看句子的空格缺什麽，就補充什麽。

　　參考提示（圖1）：

　　圖1語法填空的題目要求

　　2.學生運用聚焦工具獨立思考，做題。

　　As I walked home one freezing day, I stumbled (絆脚) on a wallet in the street. I picked it up and looked inside 16(find) some identification so I could call the owner. But 17wallet contained only three dollars and a letter that looked as if 18had been there for years. The envelope was 19(wear) and the only thing on it was the return address. I started to open the letter, hoping to find some clue. Then I saw the dateline— 1924. The letter had been written almost sixty years 20 (early). It was written in a beautiful handwriting, on blue writing paper21 a little flower in the left-hand corner. It was a “Dear John (絶交)” letter that told the receiver, Michael, 22 the writer could not see him any more 23her mother forbade it. Even so, she wrote that she would always love him. It was signed Hannah. 24(actual), I took great pains to find both Hannah and Michael, who still remained single. Then, after sixty years separation, they married each other in 25 late seventies. And I was invited to be their best man!

　　(二）解惑答疑（4分鐘）

　　1.學生展示答案，老師核對答案，並給出評分（1.5分/題）。

　　2.學生分小組，針對問題討論，並解决問題。討論之前，結合上述文章思考：高考語法填空的命題特點是什麽？究竟考什麽？(用CAF、APC和概念扇工具)。

　　參考提示（圖2）：

　　圖2語法填空的命題特點

　　3.老師答疑，側重解答22題，23題。

　　It(The letter) was a “Dear John(絶交) letter that told the reciever, Michael, 22 the writer could not see him any more 23 her mother forbade it.

　　以上句子的主幹是“It(The letter) was a “Dear John(絶交) letter”。“that told the reciever, Michael, 22 the writer could not see him any more 23 her mother forbade it.”是一個由that引導的定語從句，修飾先行詞“Dear John(絶交) letter”。定語從句中的“22 the writer could not see him any more 23 her mother forbade it”是間接賓語（that引導的賓語從句）。“23 her mother forbade it”是賓語從句中的一個原因狀語從句。（圖3）

　　圖3句子結構分析

　　(三）復習歸納：英語句子的種類（8分鐘）

　　從以上解題過程我們可以看出，並列句、主從複合句是語法填空題的重要考點。

　　1.小組合作並展示（分六組，運用CAF和APC工具）：

　　1）構建簡單句的知識導圖（分類，並舉例）

　　2）構建並列句的知識導圖（從分類，並列連詞的種類及例句等方面來構建）

　　3）構建狀語從句的知識導圖（從定義、分類、引導詞的角度來構建）；

　　4）構建定語從句的知識導圖（從定義、分類、引導詞的角度來構建）；

　　5）構建名詞性從句的知識導圖（從定義、分類、引導詞的角度來構建）。

　　6）英語句子的種類（運用CAF工具，對英語句子進行歸納）。

　　參考提示（圖4）：

　　圖4英語中的句子種類

　　(四）專項突破:探討並列句及主從複合句在語法填空題中的考查(12分鐘）

　　如果空格前後都是句子（一個主謂關係算一個句子），之間没有連詞，也没有分號或句號，則一定是填並列連詞或從屬連詞。

　　1．如果空格連接兩個功能對等、平行的句子時，應根據並列、條件、轉折、選擇等邏輯關係填並列連詞and，so, or , but , while，when等。

　　① He was very tired after doing this for a whole day, 37 he felt very happy since the crop did “grow” higher. (08廣東)

　　② “We love China and we love children,” Dorrity said, “25 we are happy to do this.” (2013廣一模）

　　③ Tony was just on the point of caching the butterfly  he suddenly felt a heavy hand laid upon his shoulder.

　　④ Prices keep  going up these days  our salary remains unchnaged.

　　2．如果判定從屬連詞所引導的從句起副詞的作用，則爲狀語從句。

　　① We understand this lesson best 40 we receive gifts of love from children.（2010廣東）

　　② My friends walked me to the bus stop and waited with me 17 the bus arrived. (2011廣東)

　　③ 20 he thought he could escape attention by sitting at the back, he was wrong. (2012廣東） 

　　④ In 2003, 18 Professor Dorrity and his wife retired, they came to Wuhan and started to work as volunteers at the Welfare Institute.(2013廣一模）

　　3．如果判定從屬連詞所引導的從句起形容詞的作用，則爲定語從句。

　　① Jane paused in front of a counter 35 some attractive ties were on display. （09廣東）

　　② He filled his leather container so that he could bring some back to an elder 32 had been his teacher. (2010廣東)

　　③ Of course whenever they turned to look at him, they had to look at Mary, 22 made her feel like a star.(2012廣東） 

　　④ They also bought a wheelchair for ten-year-old TanJun, 22 suffers from a brain problem.(2013廣一模)

　　歸納引導定語從句的關係代詞和關係副詞的用法（運用CAF和APC工具）。

　　參考提示：

　　先行詞引導詞引導詞在從句中充當的成分

　　人that,who,whom,whose主語、賓語或定語

　　物that,which,whose主語、賓語或定語

　　人和物that主語或賓語

　　時間when時間狀語

　　地點where地點狀語

　　原因why原因狀語

　　整個句子as,which主語或賓語

　　the waythat,in which主語或賓語

　　4）如果判定從屬連詞所引導的從句起名詞的作用(作主語、賓語、表語、同位語), 則爲名詞性從句.

　　① One day, he came up with an idea 35 he would pluck up all of his crop a few inches. (08廣東)

　　② The new boy looked at the teacher for a few seconds and all the other students wondered 24 the boy would do.(2012廣東）

　　③  well go camping tomorrow depends on the weather.

　　④ The reason why he was late is  his car broke down on the road.

　　(五）實戰訓練(8)

　　One day, about ten years ago, while working at the cash register in the gift shop at my University Museum of Natural History, I saw 16 elderly couple come in with a little girl in a wheelchair.As I looked 17 (close) at this girl, I found that she was fixed on her chair. I then realized she had no arms or legs, just a head, a neck and upper body,18 (dress) in a little white skirt.As the couple wheeled her up to me, I turned my head toward the girl. When I took the money from her grandparents, I looked back 19the girl, who was giving me the most optimistic, largest smile I had ever seen. All of a sudden, her handicap was gone and all I saw was this beautiful girl,20 smile just melted me 21 almost instantly gave me a completely new sense of 22 life is all about. She took me from a poor, unhappy college student and 23( bring ) me into her world, a world of smiles, love and 24( warm ). I’m a successful business man now and whenever I think about the troubles of the world, I think about that little girl and the remarkable lesson about life that she taught 25. 

　　18題:這裏單獨用dressed過去分詞做伴隨狀語。 be/get drssed in “穿着.. ..”,在句中做謂語。

　　對於18題，我們可以采用簡單句，並列句，定語從句、非謂語動詞、介詞短語等多種表達，一句多譯，讓學生以不變應萬變。（用CAF、OPV、APC工具）

　　參考提示（圖5）：

　　圖5一句多譯

　　All of a sudden, her handicap was gone and all I saw was this beautiful girl,20 smile just melt me 21 almost instantly gave me a completely new sense of 22 life is all about.

　　20題: whose引導定語從句，修飾先行詞this beautiful girl，該題考查主從複合句。

　　21題:and連接兩個句子，考查並列句。

　　22題:what 引導賓語從句，考查主從複合句。

　　【教學後記】

　　上課後，學生對英語中的句子有了比較清晰的瞭解。通過運用聚焦、概念扇、CAF、APC、OPV等思維工具，并且繪製思維導圖，學生對英語中的句子形成了完整的知識體系。更爲重要的是，學生掌握了並列句及主從複合句是如何在語法填空題中進行考查的。不過，有的學生對主從複合句的分層，有些凌亂，例如：把三類（名詞性從句、狀語從句、定語從句），分成了五類甚至七類（狀語從句、定語從句、主語從句、賓語從句、同位語從句、表語從句、主語從句）。還有些學生對於簡單句的五種基本類型，掌握還不牢固，這可以在以後的寫作教學中加以重點訓練。