定语从句教学设计

《定语从句》教学设计单位：滦县二中作者：武秀玲《定语从句》教学设计作者：武秀玲教学过程教学内容教师活动学生活动Step1Leadin教学导入播放歌曲TheOneYouLove，让学生听并且结合所给歌词，试着找出含有定语从句的句子。《TheOneYouLove》IknowyouneedafriendSomeoneyoucantalktoWhowillunderstandwhatyou'regoingthroughWhenitcomestoloveThere'snoeasyanswerOnlyyoucansaywhatyou'regonnadoIheardyouonthephoneYoutookhisnumberSaidyouwerealone,andyou'dcallhimsoonIsn'thetheguyTheguywholeftyoucrying'Isn'thetheonewhomadeyoublueWhenyourememberthosenightsinhisarmsYouknowyou'vegottamakeupyourmindAreyougonnastaywiththeonewholovesyou欣赏歌曲，分析查找定语从句。可以在小组内讨论，彼此相互启发，能更快的找出答案。课题定语从句课时第一课时教学内容分析定语从句是新课标高一英语中最基本也是最重要的语法知识之一,同时也是高考重要语法考点之一。在日常交际口语中,定语从句被经常使用，尤其对于初学者来说,它是理解和解释一些新概念或者复杂概念的有效工具。但是,学生们掌握定语从句的结构和功能却并不简单,尤其是从句中关系代词的选用及句型的构建，时常困扰着学生。学情分析在初中阶段,学生已经接触过了一些定语从句结构,但仍然很难将语法转化为“学用结合”阶段。本次教学活动,通过研究型学习模式,在教学的各个环节创设情境及任务,强调学生在学习过程中的主体性,在各个小组成员的合作下，运用已经学过的语言和本节课学习的新的语言项目完成任务。教学目标知识目标:了解关系代词which，who和that的用法和功能。熟悉掌握定语从句中关系代词which，who和that的使用方法及定语从句句型.能力目标:能够使用正确的定语从句句型描绘人物或事物。情感目标:培养学生自主性学习,享受完成任务的过程,乐意与组员合作学习.教学重点通过创设情景和看图说话的语言活动,帮助学生巩固该语法知识,并锻炼以简单的定语从句结构进行表达.根据学生的实际情况和授课时间，本堂课我只让学生初步掌握that,which,who,whose引导的定语从句。教学难点帮助学生将已学习的知识(theattributiveclause)转化为技能,从而培养其对该语法知识点的综合运用能力。教法与手段学生欣赏英文歌曲TheOneYouLove（附歌词）;分析查找定语从句;探究归纳定语从句结构特点；合作学习，巩固练习。OrareyougoingbacktotheoneyouloveSomeone'sgonnacrywhentheylearnthey'velostyouSomeone'sgonnathankthestarsaboveWhatyougonnasaywhenhecomesoverThere'snoeasywaytoseethisthroughAllthebrokendreamsAllthedisappointmentsOhgirl--WhatyougonnadoYourheartkeepssaying'it'sjustnotfairButstillyou'vegottamakeupyourmindAreyougonnastaywiththeonewholovesyouOrareyougoingbacktotheoneyouloveSomeone'sgonnacrywhentheylearnthey'velostyouSomeone'sgonnathankthestarsabove这个环节的学生活动旨在创设一个情境,帮助学生更直观地进入学习定语从句的语境,从而为下一个环节的练习和巩固打下基础。Step2Analysis分析探究将学生找出的定语从句用投影的方式呈现出来，帮助学生分析定语从句的结构和引导词在从句中所起的作用。1.Iknowyouneedafriendsomeoneyoucantalkto.2.Isn'thetheonewhomadeyoublue?3.Areyougonnastaywiththeonewholovesyou?4.Areyougoingbacktotheoneyoulove?T:Whatistheattributiveclause?教师先让学生为定语从句下定义(definition),这是一个学生自我知识建构的环节,尝试从传统的教师”教语法”,转化为学生习得语法与培养学生英语交际能力联系起来。学生给定语从句下定义，分析定语从句的结构和引导词在从句中所起的作用。定语从句在句中做定语，修饰一个名词或代词，被修饰的名词词组或代词即先行词。定语从句通常出现在先行词之后，由关系词（关系代词或关系副词）引出。关系代词有who,whom,whose,that,which等。关系代词的作用：1、引导作用2、替代作用3、在定语从句中担当某个成分的作用Step3Consoli-dation巩固环节让学生先独立完成表格,要求学生掌握先行词,关系代词和关系代词的作用和功能。关系词指代所作成分是否可省略that人；物主语；宾语作宾语可省which物主语；宾语作宾语可省who人主语；宾语作宾语可省whom人宾语可省whose人；物宾语不可省Fillinthetableaccordingtothepassage.学生先独立完成表格,教师鼓励其遇到问题,可以与小组内的同伴讨论,共同解决。相互启发，促进，能得出更全面的信息。关系代词that的用法:1）只能用which,不用that的情况：a）引导非限定性定语从句时。eg.Thetree,whichisfourhundredyearsold,isveryfamoushere.b）介词后只能用which,不用that。eg.Wedependonthelandfromwhichwegetourfood.eg.Wedependonthelandthat/whichwegetourfoodfrom.2）只能用that作为定语从句的关系代词的情况：1.先行词是all,any,everything,anything,nothing,something,much,little,few,none,theone等时.eg.Thereismuchthatshouldbeused.eg.Youcantakeanyseatthatisfree.2.先行词被all,any,no,only,little,much,very,every,some,few,none等修饰时.eg.Ihavereadallthebooks(that)yougaveme.eg.Everydictionarythatourlibraryboughtisgood.3.当先行词前有形容词的最高级修饰时eg.ThisisthemostinterestingbookthatIhaveeverread.4.先行词前有序数词修饰时,包括thefirst,thelast。eg.ThefirstlessonthatIlearnedwillneverbeforgotten.eg.TheGreatWallisthelastplacethatMr.SmithisgoingtovisitbeforeheleavesBeijing.5.在以which,who作主语的特殊疑问句中的定语从句中eg.Whoisthemanthatisreadingabookthere?eg.Whichisthemagazinethatyouborrowedfromthereadingroom?6.当先行词既有表示人又有表示物的词时eg.Wetalkedofthethingsandpersonsthatweremembered.7.当先行词在定语从句中做表语时,无论先行词是人还是物eg.Chinaisnolongerthecountrythatshewas.8.主句以therebe开头时eg.ThereislittlethatIcandotomakeupforthelosttime.学生记好笔记，理解并掌握关系代词that和which的用法，为后面的练习做准备。Step4展示习题Practice练习1.Hekeepsarecordofeverythinghehadseenthere.A.heB.thatC.whichD.what4.2.Mr.JohnsaidthatSuzhouwasthefirstcityhehadvisitedinChina.A.thatB.whereC.whichD.what3.TheTVplayIwatchedlastnightisthebestoneIhavewatchedthisyear.A.whichB.whatC.whoseD.that4.Isthisthemuseumyouvisitedtheotherday?A.thatB.whereC.inwhichD.theone5.ThisistheveryfilmI'velongwishedtosee.A.whichB.thatC.whoD.whom6.Thereisnodifficultycan'tbeovercomeintheworld.A.thatB.whichC.whoD.what9.7.WhoisthepersonisstandingatthegateofBeijingTourismTower?A.whoB.thatC.whichD.whom18.Asateacher,Iseldomgivemystudentssodifficultaproblem_____theycan’tworkout.A.thatB.ifC.inorderthatD.as9.Thehousethecapitalistusedtoliveinisnowanursery（托儿所）.A.thatB.whereC.whatD.when10.ThisisthelasttimeIshallcomeheretohelpyou.A.thatB.whichC.whenD.what13.11.Myneighborsusedtogivemeahandintimeoftrouble,_wasverykindofthem.A.whoB.thatC.whichD.whom12.He____playswithfiregetsburst.A.WhoB.whichC.thatD.whose13.Sheheardaterriblenoise,____broughtherheartintohermouth.学生先独立完成，然后集体订正答案，对错误率高的题加以解释，使学生更容易理解和掌握。A.itB.whichC.thisD.that14.Haveyoufoundthewoman____pursewaslost?A.herB.ofwhichC.thatD.whose15.Mr.Smithistheonlyoneofthoseforeignerswho____inChina.A.workB.isworkingC.areworkingD.hadworkingStep5Usingthelanguage(groupactivity)小组活动Handoutsomepersons’picturesandaskthestudentstowriteshortpassageswithAttributiveClauses.教师先向学生示范游戏环节(makeaguess),然后教师将全班划分为5个小组,指定小组内的组长(Groupleader),给每组分发3至5张的人物照片,要求学生共