状语从句
一、语法知识分析
1. 形式：
Ø 时间状语从句常用引导词：when, as, while, before, after, since , not...until，until/till等和特殊引导词the minute, the moment, the second, every time, the day，the instant, immediately , directly, no sooner…than, hardly…when , scarcely…when, as soon as 。
Ø 地点状语从句常用引导词where和特殊引导词wherever，anywhere，everywhere。
Ø 原因状语从句常用引导词because，since，as和特殊引导词seeing that, now that, in that, considering that, given that。
Ø 目的状语从句常用引导词so that, in order that和特殊引导词in case, for fear that。
Ø 结果状语从句常用引导词so…that, such…that, so that和特殊引导词such that。
Ø 条件状语从句常用引导词if, unless,whether (whether...or not)和特殊引导词as/so long as, only if, providing/provided that, supposing that, in case, on condition that。
Ø 让步状语从句常用引导词：though, although, even if, even though和特殊引导词as ，while ，no matter…，whatever, whoever, wherever, whenever, however, whichever。
Ø 比较状语从句常用引导词：as , than 和特殊引导词the more…the more…，just as…，so…; A is to B what/as X is to Y; no… more than; not so much A as B, the+比较级, the+比较级。
Ø 方式状语从句常用引导词：as, as if和特殊引导词the way。
2. 意义：
3. 使用：
① 必修：
在语篇中理解和使用简单的状语从句中的省略。
② 选择性必修：
在语篇理解中借助五类句子成分（动词短语、名词短语、形容词短语、副词短语、介词短语）有选择地对长句和难句进行分析，理解主从复合句中的状语从句。
③ 状语从句：状语从句在历年高考卷中出现在听力、阅读理解、七选五、完型填空和语法填空以及读后续写原文中，考查范围较广，知识涵盖面较大。本课例基于历年高考真题，采用了一种以语言实践为中心的“形式-意义-语境”三维互动语法视角：在具体语境下展示语法规则，引导学生在情境中洞察语法结构的应用环境、表现形态、核心意涵及其交际效用。通过深度解析高考实际试题，学生能够进一步强化对语法知识的掌握，并在实际语境中熟练运用定语和状语从句，以实现精准的理解和表达。
二、学情分析
授课对象为某四星级高中高三（12）班，共有47名学生。该班学生的语法基础尚可，能够理解状语从句的形式和意义，具备基本的语用能力，但是在引导词的选择和长难句的分析方面缺乏综合能力。此外，多数同学在写作中易于混淆其它从句。为了深化状语从句语法功能的理解和提升学生熟练使用状语从句的能力，需要进一步加强在不同语境下的实践训练。
三、迁移目标
通过呈现和分析学生相关专题训练和书面表达的错误，结合《普通高中英语课程标准》对语法知识教授的相关要求和学生学情，采用不同类型的学习实践活动，引导学生发展和提升英语语法意识的能力。本课迁移重点为让学生能够掌握状语从句在语篇长难句的分析和写作中的运用。
在本课学习结束时，学生能够
1. 利用状语从句语法知识，准确分析语篇长难句。
2. 在书面表达中灵活应用状语从句。
四、迁移实施过程
步骤一：提出问题
1. 向学生呈现图片展示部分学生模考应用文（志愿服务话题）中出现的状语从句句式的单一现象以及未能恰当使用状语从句使作文表达更连贯，更高级的普遍问题。
2. 教师向学生提出以下问题：
Q：How many other forms of adverbial clause in your mind? And what are they?
3. 呈现本节课的教学目标
1）利用状语从句语法知识，准确分析语篇长难句。
2）在书面表达中灵活应用状语从句。
[设计意图]
呈现学生平时写作产出的简单状语从句并让他们意识到状语从句在写作中的作用，可以激发学生学习兴趣，提高学生探究写作中使用高级状语从句的积极性。通过提出的问题，学生能够复盘状语从句的相关知识，最后展现本堂课的迁移目标，明确学习方向，便于学生进行评估和反馈。
步骤二：分析问题
1. 第一次进阶（形式+意义）：状语从句在语法填空中的运用
1） 给出高考真题，让学生进行限时训练并提炼出语法填空状语从句的常用考点。
Activity 1: Find out the adverbial clause and tell the types of adverbial clause in the sentence
1）(2021年高考真题——全国乙卷) Ecotourism has its origin with the environmental movement of the 1970s. It was not widely accepted as a travel concept until the late 1980s.
2）(2020年高考真题——全国I卷) The far side of the moon is of particular interest to scientists because it has a lot of deep craters, more so than the familiar near side.
3）(2020年高考真题——全国III卷) When/ As he asked the villagers on the banks of the river where he could find the legendary artist, the smiled and pointed down the river.
4）(2020年高考真题——浙江卷) Farming produced more food per person than hunting and gathering, so people were able to raise more children.
Conclusion: ____________________________________________________________
2）列举状语从句中表示时间的引导词、以及常见的比较状语从句的引导词。
Activity 2: list as many guide words to express time and comparison as possible
Guide words (time) :
_______________________________________________________________________
Guide words (comparison):
_______________________________________________________________________
3） 分小组讨论状语从句中时间状语从句和比较状语从句的常用用法。
1) The Common Usage of Adverbial Clause in Adverbial Clause of Time：
a. Over time, as/ when the population grew, people began cutting food into small pieces so it would cook more quickly.
b. The little boy wouldn’t leave the shop until he bought what he wanted.
c. Every time you make coffee, dry the leftover coffee grounds, and keep them in small bowls.
d. It won’t be long before we work out a way to overcome the difficulties.
Conclusion: ____________________________________________________________
2）The Common Usage of Adverbial Clause in Adverbial Clause of Comparison：
a. The far side of the moon is of particular interest to scientists because it has a lot of deep craters, more so than the familiar near side.
b. Farming produced more food per person than hunting and gathering, so people were able to raise more children.
c. He woke up as suddenly as he had fallen asleep.
d. It’s no more than a mile to the shops.
Conclusion: ____________________________________________________________
[设计意图]
通过讨论、探究等环节，让学生掌握状语从句在语法填空中的常用考点，从而掌握时间状语从句和比较状语从句常见的引导词以及不同使用意义和功能。
2. 第二次进阶（在听力和阅读理解中的使用）：时间状语从句和比较状语从句在听力和阅读理解中的运用
1） 给出高考听力真题，让学生进行限时训练并提炼出听力中时间状语从句的使用情况。
Activity 4: finish the following task and conclude rules
Listening comprehension
1）（2023年全国甲&乙卷）Text 1: Turn left when you walk out of this register office. Pass the bookstore and you’ll see it.
1. Where does the conversation probably take place?
A. In the book store.
B. In the register office.
C. In the dorm building.
2） （2021年新高考全国I卷）Text 6：I go to the stadium whenever there’s a good game, and if I can’t get a ticket, I watch the game on TV. That way, they are less exciting, though.
6. When does Gomez watch a football game on TV?
A. When he fails to get a ticket.
B. When the stadium is crowded.
C. When his friends are too busy.
3）（2023年新高考全国I卷）Text 10 If you’ve ever felt that there is more to life than boring jobs, then why not subscribe to it? The Idler is a cheering read that makes you feel better about life.
19. What do we know about the content of The Idler?
A. It’s old-fashioned. B. It’s wide-ranging. C. It’s student-targeted.
Conclusion: ____________________________________________________________
2）给出高考阅读理解真题，让学生进行限时训练并提炼出阅读理解中时间状语从句和比较状语从句常见的使用情况。
Reading comprehension
1) (2023年新高考全国I卷D篇) The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion, the averages from these groups were more accurate than those from an equal number of independent individuals. For instance, the average obtained from the estimates of four discussion groups of five was significantly more accurate than the average obtained from 20 independent individuals.
( )33. Navajas’ study found that the average accuracy could increase even if ________.
A. the crowds were relatively small B. there were occasional underestimates
C. individuals did not communicate D. estimates were not fully independent
2) （2022年6月浙江卷阅读B篇）As he went on to share his concept with others, the idea soon took off in India and other countries before eventually reaching Europe.
24. What do we know about the Tiny Forest Movement?
A. It has achieved notable success.
B. It is led by a number of schools.
C. It began in Europe in the 1970s.
D. It will spread to the countryside.
3) (2023年全国1卷B篇)When John Todd was a child, he loved to explore the woods around his house, observing how nature solved problems.
When he got older, John started to wonder if this process could be used to clean up the messes people were making.
24. What can be learned about John from the first two paragraphs?
A. He was fond of travelling. B. He enjoyed being alone.
C . He had an inquiring mind. D. He longed to be a doctor.
4) (2023年全国1卷D篇) The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion, the averages from these groups were more accurate than those from an equal number of independent individuals.
33. Navajas’s study found that the average accuracy could increase even if______
A. The crowds were relatively small. B. there were occasional underestimates
C individuals did not communicate D. estimates were not fully independent
Conclusion: ____________________________________________________________
[设计意图]
通过提炼总结听力和阅读中时间状语从句和比较状语从句常用考查形式，学生能更加理解状语从句在细节题理解方面的使用情况。
3） 讨论并总结除了上述真题以外，练习中常见的时间状语从句和比较状语的引导词及其用法。
Activity 5: summarize other guide words in adverbial clause of time and comparison
Summary1(adverbial clause of time): ___________________________________________________________
(the key:when; while; as; since; before; till; until; not…until; as soon as; immediately; the moment/minute/second; once; directly; the instant; instantly; hardly/scarcely….when…; no sooner…than…;each/every time; next time)
Summary 2(adverbial clause of comparison): ____________________________________________________
(the key: than; as...as; the same as; the... the...;“A is to B what C is to D”)
[设计意图]
学生自由讨论探索，可以进一步全面掌握时间状语从句和比较状语从句及其多种引导词，加强对其的理解。
3. 第三次进阶（赏析与使用）： 赏析与运用状语从句
1） 教师让学生赏析所给句式，并模仿运用。
Activity 6: appreciate the sentences and translate according to the requirements
S1: The harder you are, the greater progress you will make.
(Translate): 学生越早深入了解社会问题并积极参与解决问题的过程，对他们的未来就越好。
_________________________________________________________________________________________
S2: As the sun rises, so does the intensity of my love for you.
(Translate): 随着志愿服务活动在学生中扮演着越来越重要的角色，越来越多的学校开始通过志愿服务活动这一重要的手段去培养学生的社会责任感和良好的道德观念。
__________________________________________________________________________________________
[设计意图]
通过赏析和翻译句子，培养学生状语从句的语感和语法运用能力。
2）教师让学生通过完成语篇填词，完成对状语从句的全面理解与运用。
Activity 7: use some guide words in adverbial clause to complete an article!
My classmate Michael studied very hard 1. ______he went to senior high school. Every day he worked 2. ________ everyone else in my class left the classroom. He said he wouldn’t stop trying 3. _____________he got satisfying scores in his studies. Hard 4. ___________he tried, he made little progress. But he didn’t lose heart at all 5. _______ he believed as long as he persisted he would succeed one day. 6. ________ time went by, he made improvements in his studies and was dedicated to voluntary service, eventually, he was admitted to a university in Beijing at last. We had a get-together 7. ________ we started our new life in university. Everyone had got offers from universities, 8. _______ we had a very good time. When we stood 9. _______ we used to study and voluntary service, we couldn’t help thinking of our happy old days. We believed we would never forget each other, 10. _______we would go or whatever we would do.
[设计意图]
以短文填空的形式进行状语从句连接词的考察，能够提高学生状语从句的运用能力。
步骤三：解决问题
教师让学生完成一篇应用文写作，并尽可能使用状语从句。
假如你是红星中学高三（12）班李华，暑假期间你和同学们参加了志愿服务活动。请根据以下四幅图的先后顺序，给校刊“英语角”写一篇英语稿件，介绍你们去阳光福利院陪伴儿童的经历。
要求：1.你的志愿服务经历 2.你的感悟
注意：1.词数80左右 2.可以适当增加细节，以使行文连贯
[设计意图]
学生通过进一步训练类似志愿服务活动话题相关的应用文状语从句写作，能进一步让学生提高状语从句句型的升格水平，增强学生的语言表达能力和写作技巧。
步骤四：评估问题
Finish the evaluation form
Items |
Scores |
I can conclude forms and rules of adverbial clause of time and comparison and employ them in the rational cloze |
|
I can summarize types of adverbial clause and the functions in reading and listening comprehension and apply them in the exercise |
|
I can make sentences by using adverbial clause of time and comparison |
|
I will use adverbial clause in writing |
|
1=improvement 2=not bad 3=satisfactory 4=good 5=excellent |
|
[设计意图]
通过完成自我评价量表，学生能够巩固课堂所学内容并反思学习中的优点和不足，从而培养学生的自主学习能力和良好的学习习惯。
步骤五：布置作业
1. 课后完成以下句子的中英互译
(2023新课标I卷)几天后，当我快要忘记这个比赛的时候，传来好消息了。(when)
(2023新课标I卷)当我把获奖证书呈现给我的老师时，他伸出手紧紧抱着我。(when)
(2022全国甲卷) 当提及海洋的时候，它的污染越来越严重。(when)
（2020年浙江6月卷）Farming produced more food per person than hunting and gathering，so people were able to raise more children.
（2018年全国I卷）While running regularly can’t make you live forever, the review says it is more effective at lengthening life than walking, cycling or swimming.
（2018年全国I卷）While running regularly can’t make you live forever, the review says it is more effective at lengthening life than walking, cycling or swimming.
2. 对本周模考的应用文作文句式进行状语从句的升格练习，进一步巩固状语从句。
[设计意图]
通过中英互译以及应用文状语从句的语言升格练习，学生能够巩固课堂所学，进一步树立学以致用的意识。
五、循证说明
本次课例是基于前一次课堂观察的进阶版。
第一次本人设置了语法课的主题语境，以《寻梦环游记》为情景导入，融合了高考真题，在具体语境中复习九大状语从句。但“讲述语法知识点太多太杂，且学生觉得话题离自己生活太远并且有些状语从句早已经掌握了（学生观察组）”，因此本人在第二次教案设计中从学生模考作文中状语从句使用案例着手，不再对状语从句语法点面面俱到，而是以“学生需求及高考真题”为导向，通过分析高考真题以及调查学生需求，确定了状语从句在高考中经常是语法填空中对时间状语从句和比较状语从句考察，听力和阅读中是对状语从句所涉及的细节题的考察，而教学重点是帮助学生意识到在作文中使用状语从句的普遍性和重要性。
除了语法教学目标的更改，本人在第二次教案设计中加入了许多学生活动，主要是由于第一次“输出方式主要以学生口头形式，学生活动较为单一（学生观察组）”的原因。本人删除了一稿中的教学目标“掌握多种状语从句以及在写作中的应用”，是因为“对于该泛化的教学目标的达成情况无法在一节课中彻底实现”。鉴于此，第二次教案设计本人将教学目标定位“提升在语篇中正确使用状语从句的意识（时间状语从句和比较状语从句）以及利用状语从句升格书面表达”。