春骥同学的课程学习报告

定语从句复习：餐厅描述

课堂推进：复习用 that 引导的定语从句修饰名词，先确定主干再添修饰。

老师处理：带学生回顾上一题，确认名词后接 that 从句的结构。

学生原始输出：delicious interest... dinner... entrees... the dinner

老师示范 / 修改方向：the dinner that opened last week

复习抓手：名词后可接 that 引导的定语从句；先定主干，再添修饰

书店场景：stop by + in stock

课堂推进：练习用定语从句描述书店，学习 stop by 和 have something in stock 两个地道搭配。

老师处理：纠正学生连续介词错误，讲解 stop by 与 have something in stock 的含义。

学生原始输出：The bookstore had stopped. had stopped stocking the stocking uh, stocked the novel, novel on on on in on in buy.

老师示范 / 修改方向：I stopped by the bookstore yesterday. The bookstore had the novel in stock.

复习抓手：stop by 表示“顺便经过、停留”；have something in stock 表示“有库存”；定语从句中的 that 作宾语时可省略

后置定语：地点先行

课堂推进：学习回答 where 问句时先把地点放在句首，再用后置定语补充说明。

老师处理：解释 where 问句要先回答地点，并把 I visited the shop 倒装为 the shop I visited。

学生原始输出：I visited the the shop

老师示范 / 修改方向：the shop I visited

复习抓手：where 问句先直接回答地点；I visited the shop 可倒为 the shop (that) I visited，作后置定语

时间定语从句：when 用法

课堂推进：练习用 when 引导时间定语从句，先回答 why 问句的核心内容再补充细节。

老师处理：引导学生完成 It was moved to a time when everyone could attend。

学生原始输出：it was moved to a time when everyone could attend

老师示范 / 修改方向：It was moved to a time when everyone could attend.

复习抓手：when 可引导时间定语从句修饰 time；回答提问时先给出直接答案

地点定语从句：where 用法

课堂推进：学习用 where 引导地点定语从句，修饰 the one / the coffee shop。

老师处理：纠正翻译问题，确认 where 引导的定语从句结构。

学生原始输出：Is that the one where you can watch football matches on screen?

老师示范 / 修改方向：Is that the one where you can watch football matches on screen?

复习抓手：where 引导地点定语从句修饰 one / place

疑问词 where 作宾语：find out + wh- clause

课堂推进：学习在 find out 后用 where 引导完整句子作宾语。

老师处理：解释 find out 后接疑问词 + 完整主谓结构，构成名词性从句。

学生原始输出：Some colleagues wanted to find out about nobody... The conference... where they can... register

老师示范 / 修改方向：Some colleagues wanted to find out where they can register for the conference.

复习抓手：find out 后可接疑问词引导的完整句子；疑问词 + 主语 + 谓语构成名词性从句

if 宾语从句 + find something + 形容词

课堂推进：学习用 if 引导宾语从句，并掌握 find something + 形容词结构。

老师处理：纠正 exhibited inspiration 的表达，解释 find something + 形容词。

学生原始输出：She was wondering if I found the exhibited inspiration

老师示范 / 修改方向：She was wondering if I found the exhibit inspiring.

复习抓手：if / whether 可引导宾语从句；find something + 形容词 表示“觉得某物……”

节奏调整与鼓励

课堂推进：老师调整节奏，鼓励学生完成剩余练习。

老师处理：指出学生对这些句型尚不熟练，安排继续完成剩余五句练习。

学生原始输出：太累了

疑问词 how 作宾语：Could you tell me...

课堂推进：学习在 Could you tell me 后用 how 引导完整句子作宾语。

老师处理：解释 Could you tell me 后接疑问词 + 完整句子，强调主谓完整。

学生原始输出：Could you tell me... how you are feeling about it

老师示范 / 修改方向：Could you tell me how you are feeling about it?

复习抓手：Could you tell me 后接疑问词 + 完整句子；how 可引导名词性从句作宾语

疑问词名词结构作宾语

课堂推进：理解疑问词引导的名词结构可以出现在宾语位置。

老师处理：讲解 I really enjoyed the documentary we watched yesterday 语境下，疑问词名词结构作宾语的用法。

学生原始输出：How you...

老师示范 / 修改方向：疑问词引导的名词结构放在宾语位置

复习抓手：疑问词可引导名词结构作宾语

疑问词 why 作宾语

课堂推进：练习用 why 引导宾语从句，注意现在完成时 have not tried。

老师处理：引导学生补全 why we have not tried the new coffee。

学生原始输出：why we why we uh why why we... have no tried the new coffee

老师示范 / 修改方向：She wanted to know why we have not tried the new coffee.

复习抓手：why 可引导宾语从句；现在完成时用 have not tried

疑问词 + to do 结构

课堂推进：学习用 when to do 结构作 know 的宾语。

老师处理：给出 when to start planting some flowers 的正确形式。

学生原始输出：She wanted to know when to start planting some flowers.

老师示范 / 修改方向：She wanted to know when to start planting some flowers.

复习抓手：疑问词 + to do 可构成名词性结构

原因表达与比较级

课堂推进：练习回答 why 问句，用 because / 原因从句 + taste better than 表达偏好。

老师处理：引导学生补全原因，纠正 better than 搭配。

学生原始输出：Why do you prefer? ... Better... olive... taste better than all of the other brands I've tried

老师示范 / 修改方向：The coffee tastes better than all of the other brands I've tried.

复习抓手：taste better than... 表示“尝起来比……好”；回答 why 要给出原因