如何书写高中语法课教学过程——以同位语从句为例英语教师资格考试大纲

来源：互联网发布时间：2017-02-05 12:14:21

语法课程的教学设计，难就难在语法知识点的理解上。如果这一点弄清楚了，那么对于语法课程的教学过程设计，对于科班出生的学生来讲，也就是十分容易的事情。说具体一点，就是要明白对于这个语法点，教学过程中要该讲些什么内容，不该讲什么内容。比如，在讲到形容词最高级的时候，在授课过程中我们首先要明白，形容词的最高级会涉及到什么内容，有形容词最高级如何变化，变化规律如何，以及最高级的功能是什么，怎么使用等这么几个版块儿。其次，我们要从这些语法点中去筛选，哪些应该讲，哪些不应该讲。毕竟我们的面试时间基本都在10分钟左右，所以我们是讲不了太多的知识点的。与其求全，倒不如求专，这应该是我们在语法课程的设计中可以借鉴的原则。所以就拿形容词最高级的这些考点，我们只能选择其中的部分知识点去讲解。

那么我们再来思考一下，对于这么几个版块儿的形容词最高级语法点，我们讲解变化规则还是讲解它的功能和使用方法呢?其实这两者都可以，但是有两点，首先我们要根据不同的考试形式来选择，如果是教师资格考试，那么，两个角度人选其一都可以;因为教师资格考试试题上面不会提供太多信息，那这个内容就可以根据学生自己擅长的部分去设计。如果是教师招聘考试，那么我们还是建议大家讲解功能和使用方法。首先课本当中的内容大部分都是练习题目，所以重点在于强调使用方法;其次，如果讲最高级的变化规则，再去将课本上的内容，时间太短，内容太多，不一定能讲完，讲细致;最后，如果讲了规则，有可能会出现讲解不到位，反而出现问题，给考试带来不利。所以，大家在做语法课程的教学设计的时候，就应该认真去分析，我们应该要讲的具体的内容是什么，然后根据内容再做教学设计。

接下来我们就举一个实际的，也是我们语法考试中经常出现的比较难的语法点同位语从句为例，来看看语法课程的教学设计应该如何做。

同位语从句的语法点首先会设计到如下内容：什么是同位语从句?同位语从句的功能是什么?同位语从句的引导词有哪些?同位语从句和定语从句之间的区别是什么?这些基本就是在设计到同位语从句的时候，会设计到的重点的语法知识，那么我们就应做好判断，如果要在十分钟内讲完这么多知识是不可能，所以我们就要做好取舍，要么去讲同位语从句的基本知识，包括定义，功能和用法;要么去讲更深的知识，比如它的引导词，或者去讲定语从句和同位语从句之间的区别。那么下面就是一个讲解基本知识为主的教案设计，希望通过实例，能启发大家理解对语法课程的教学过程设计。

Step 1 Warming-up

Ask students to read the following tongue twister firstly, and then ask them what kind of grammatical phenomenon they can find.

Now the question comes to their minds, How many sheets could a sheet slitter slit if a sheet slitter could slit sheets?

I will lead them to think about the relation between the words question and the sentence in the quotation marks. Then come to the conclusion: the sentence in the question mark is appositive of the word question . And today we re going to learn the appositive clause.

Step 2 Presentation

1. Show some sentences on the PPT, and ask students to discuss the function of the underlined part in groups of 4.

We heard the news that our team had won.

They were worried over the fact that you were sick.

The news that we are having a holiday tomorrow is not true.

I can understand their eagerness that you should be the main speaker.

After they finished, I will invite group leaders to share their views. And come to the conclusion that the function of appositive clause is a supplementary specification to a noun, this kind of clause equals to a noun. This clause always appears after the related noun closely.

Step 3 Practice

Ask students to make sentences by using appositive clause.

Step 4 Production

Read the following sentences and identify what kind of clause it is.

I have no idea when they will come.

I ll never forget the days when I lived there.

I have a dream that one day all roads will be made plain.

We hold this truth to be self-evident that all men are created equal.

Some people hold the opinion that the Internet is a curse.

Step 5 Summary and homework

Ask students to make a summary and ask them to use appositive clause to write their diary as much as possible.

Blackboard Design: