结果状语从句.doc

Adverbial Clause of Result
Teaching objectives:
By the end of the class, students will be able to:
Tell the differences among so…that, such…that and so that by comparison;
Express the results by using adverbial clauses of result;
Develop the ability to tell and analyze the cause and effect relationship.
Teaching important points:
To master the differences among so…that, such…that and so that
Teaching difficult points:
To talk about results by using various adverbial clause of result.
Teaching methods:
Task-based language teaching, student-centered teaching
Teaching aids:
Learning paper, text book , multimedia player
Teaching procedures:
Step 1. Greetings and warm-up（so or such?）.
T: Good morning, everyone! Let’s begin our class with a story. Please listen carefully and pay attention to the red word,ok?
S: (Listen to the story)
T: Adam was so curious about drugs that he stated using them when he was 15. Crack cocaine was so addictive that he couldn't stop easily.But he was too poor to pay for it.As a result, he had to steal.One day, he was taken to the police and later was sent to the doctor's.The doctor was such a patient man that Adam decided to take his advice.Now, he works in a drug centre so that he can help more drug addicts. Are you familiar with the story?
S: yes.
T: Then how about the red words? Are there any differences and similarities among them? Do you know(yes)? Do you want to know(no)? then let’s begin our class with the help of the learning paper. Read the three sentences in task 2 together and think about the two questions:what kind of words follow so? And what about such?
S: (read together)
T: that means so is followed by adj and adverbs, while such is followed by nouns/noun phrases.
设计意图：句子导入，使学生迅速回忆起so 和such 两个单词的区别，为后面的学校做铺垫。
Step 2. so...that or such...that?
T: let’s move onto task 3. complete the sentence with so or such, then match the two parts, clear? If you can, think about the two questions on the next page. Go!
S: (do the exercise)
T: can you read the sentence? Crack cocaine is... easy for you,huh? How about the questions? what is the relationship between the two parts? Why do you connect no 4 with A?( Can i say crack cocaine is an addictive drug, so users steal to pay for it)(can i say because Adam was painful, he went to see a doctor)because or so, that means they are the relationship of ?in chinese, cause and effect. This part is about the results.
Then what about the differences between the two groups of sentences? they are short, we call them simple sentences, because they have only one subject and verb. The sentences here all have that, so they are complex sentences. Since they are about results, We can call them adverbial clauses of result. Understand?
设计意图：根据上一题的结论，让学生填空， 并匹配句子。在巩固练习已有知识的同时，让学生们感知结果状语从句，并培养学生对因果关系的判断和分析能力。
Step 4. so...that, such...that and so that
T: we have more sentences in task 4. study them and summarize the rules.think by yourself first then you can have a discussion in groups.
S: (do the exercise)
T: now, you can have a discussion.(explain to one group and then ask them to teach others)
S: (discuss and write on the blackboard)
T: please read the two sentences together. Both of them have so that, but the first one means 以至于，it talks about results. We can them ...yeah, adverbial clause of results. While the second one means 以便于, it talks about purpose. We call them adverbial clause of purpose. Clear? You did such a good job!
设计意图：通过让学生自己学习和小组讨论的方式，让学生自己总结出结果状语从句常见的结果。整个学习过程采用了有易到难，有已知带未知的方法，以学生为主体，学习相关知识点，培养学生的总结概括，推理演绎额能力。

对于文章当中的重要信息进行反复操练，以帮助学生掌握相关词汇，培养有关技能。
Step 4. exercises
T: Now , let’s have a check. Do task 5. only 2 minutes for you, go!
S: (do the exercise)
T: check your answers with your partner. Any questions? About no 9, let’s translate it together... such little children means 小， so we use such. No 10, so...
Then let’s have a summary. Before a noun, we should use such, before an adj or adv we should use so. When we want to mean 多and 少, we usually use so, much and little are used to talk about uncountable noun.many and few are used to talk about plural noun. Little is special ,it has two meanings. When ti means xiao we use such when it means shao we use so. Am i clear? Read it together! Then ,write it down and finish task 6.
S: (do the exercise)
T：OK。 你。 let’s read the answer together.
For the join part, we have the answers here. For most sentences, we have more than one way to join them together.
Here comes the last task. Introduce your teachers or friends to us. Let me give you an example: our headteacher is so easy-going that we all like him. Or the new teacher is such a wonderful person that i fall in love with her. Come on, i want to know more about you. So wonderful. From now on ,when you write a passage, try to use the adverbial clause of results, and you will get a higher score. And today’s homework, please tell Adam’s story to others by using what we have learned in this class.
Ok .so much for this class. Thanks for your listening.
设计意图：通过一系列由浅层到深层的问题，采用从填空， 合成句子到生成句子的形式，让学生进一步巩固本节课知识点。最后，让学生形成语篇意识，鼓励学生在写作中多应用结果状语从句。并通过课后作业的形式形成书面反馈。