《定语从句复习》说课课件

高中英语说课课件高三英语第一轮复习RevisionoftheAttributiveClauseAnalysisofteachingmaterial1Analysisofstudents’learning2target3Analysisofteaching,learningmethods4Theteachingprocess5Blackboardwritingdesign6Ⅰ.Analysisofteachingmaterial:teachingmaterial'sbackground,statusandroleTheattributiveclauseisaveryimportantEnglishgrammarpoint,oneofthecollegeentranceexamcontents,andalsoadifficulty.Itaccountsforalargeproportioninthecollegeentranceexamination,involvingwideanddifficulttodistinguish.Regardlessofinclozeorinreadingcomprehension,itisubiquitous.Eveninstudents’compositions,easilywritingseveralattributiveclausescanaddlightstoyourcomposition.Therefore,weneedtomakeaspecialtopicreviewonit,induction,interpretation,analysis.Ⅱ.Analysisofstudents’learningInthecourseofsenior1and2,wehavehadtolearntheattributiveclause,sothestudentshaveacertainknowledgeofit.Butthelevelofthestudentsinourschoolisgenerallylow,theabilitytounderstandandapplyknowledgeisevenlower,sointhefirstroundofreview,itisnecessarytolearnitfromthefoundationandguidestudentstodosomemechanicalimitationoftheproblemsolvingmethodsandsteps.onthisbasis,trytoenhancethelevelofunderstandingandstrivetomakeasmanystudentsaspossibleachievethemasteryofknowledge.Ⅲ.TargetlocalizationAccordingtothecharacteristicsofthisclassteachingcontentandcurriculumteachingrequirements,consideringstudentsexistingcognitivestructureandpsychologicalcharacteristics,Imakethefollowingteachingaims:(Ⅰ)Knowledgeandskills1.Reviewandmastertheattributiveclauseguidedtherelativepronouns,adverbs,preposition+relativepronoun.2.Inductionandmastersyntacticphenomenon.similartotheattributiveclause.3.Toimprovestudents'grammaranalysisandcomprehensiveskills.(Ⅱ)ProcessandthemethodExerciseguidance,independentinduction,approximatecontrast,expandandevolution(Ⅲ)EmotionalattitudeWayisalwaysmorethandifficulty,thatistosay,activelyfindawaywhenwemeetadifficult,complexsituation.Ⅲ.Targetlocalization1.Thekeypointsanddifficultiesoflanguageknowledge(1)distinguishtheusageof“that”and“which”(2)examination“oftheway”(3)theattributiveclauseguidedtherelativeadverbsandthepreposition+relativepronoun2.keypointsanddifficultiesofcomprehensiveknowledge(1)theuseofthe“as”(2)examinationofthe“where-clause”(3)comprehensiveexamination(Ⅳ)TeachingkeypointsanddifficultiesⅣ.Analysisofteaching,learningmethodsTheoutstandingfeatureofthenewcurriculumideaandcoretaskistofundamentallychangetheteachingmethodsandlearningstyles.Soletstudentsbecomecarriersofknowledgediscoveryandapplicationintheprocessoftraining-discussion-induction-improvement-application.Accordingtothecharacteristicsofthelesson,inordertoimprovetheteachingefficiency,letthestudentsgainintuitivefeelinginarelaxedenvironment,maketheEnglishclassfulloffunwiththeaidofmultimediabyadoptingthecombinationofguidancediscoveryanddiscussion-inductiveteachingmethod,andthroughspecificproblemsputforwardandsolved,stimulatestudents'interestinlearningandtheinitiativeofstudentsthemselvesmakeeachstudentfullyinvolvedinthelearningactivities.AnalysisofteachingmethodsⅣ.Analysisofteaching,learningmethods1.Adoptingthewaytoexperiencinglearningandexploringproblems,bystudentsexperiencingallkindsofproblemsituationpreparedbyteachers,guidethestudentstocarryoutthecreativelearningactivities,notonlymakethestudentsmastertheknowledgeactively,summarizethestructureoftheattributiveclause,andevenuseit,developtheindependentabilityandattitude.2.Initiallysetupgrammarapplicationconsciousness,throughteacherscreatingproblemsituation,againthroughexampleconfirmationandexperience.Bycombiningobservation,discovery,discussion,explorationinductionwithtryingtodo,obtainknowledge,letthestudentsbecomethemasteroflearning.Usingtheformofcompetition,encouragestudentstothinkpositively,taketheinitiativetoexpresstheirviewsbravely.AnalysisoflearningmethodsⅤ.AnalysisofteachingprocessTeachingflowchartisasfollowsDiscussionandexploration,revealthemethodReflectionandsummary,improveabilitiesTrainingincomparisonandstrengthenTheinductionofkeypointsanddifficultiesDesignassignment,EchogoalsReviewthebasicknowledgeByreviewingtheknowledgecausingthestudents'cognitiveconflict,makethestudentreviewknowledgeandbuildaknowledgenetwork,causestudents'curiosityandthirstforknowledge,andpromotefurtherexploration.Putforwardstraightthemaincontentofthislessonandpointoutthetopicofthislesson.TheteachingprocessDesignintention(Ⅰ)Reviewthebasicknowledge归纳总结关系词及其意义指代人who,whom,that,as关系代词指代事物which,that,as(在从句中)作主干成分所属关系whose指地点where关系副词指时间when(在从句中)作状语指原因why做题技巧?分析关系词在定语从句中的成分Bystudentstraining,errorcorrectionanddiscussion,sumuptherulesweshouldfollowwhenonlyusing“that/which”,bycomparing,furtherunderstandandmasterthelawoftheabove.TheteachingprocessDesignintention（Ⅱ）Inductionofkeypointsanddifficulties-discussionandexploration,revealthemethod考点1：that与which1)Doyouhaveanything______youdon’tunderstand?【that】2)Theonlything_____wecandoistogiveyousomeadvice.【that】3)Whoistheman_____isstandingthere?【that】4)Herbag,in________sheputallhermoney,hasbeenstolen.【which】5)Tomdidverywellintheexam,______madehisparentsexcited.【which】【规律】：1.只