定語從句教學設(shè)計

《定語從句》教課方案單位：灤縣二中作者：武秀玲優(yōu)選《定語從句》教課方案作者：武秀玲課題定語從句課時第一課時教定語從句是新課標高一英語中最基本也是最重要的語法知識之一,同時也是高考重要語學法考點之一。在平時社交口語中,定語從句被經(jīng)常使用，特別對于初學者來說,它是理解內(nèi)和講解一些新觀點也許復雜觀點的有效工具。但是,學生們掌握定語從句的結(jié)構(gòu)和功能容卻其實不簡單,特別是從句中關(guān)系代詞的采用及句型的成立，經(jīng)常困擾著學生。分析學在初中階段,學生已經(jīng)接觸過了一些定語從句結(jié)構(gòu),但依舊很難將語法轉(zhuǎn)變?yōu)椤皩W用結(jié)情合”階段。本次教課活動,經(jīng)過研究型學習模式,在教課的各個環(huán)節(jié)創(chuàng)立情境及任務(wù),強分調(diào)學生在學習過程中的主體性,在各個小組成員的合作下，運用已經(jīng)學過的語言和本節(jié)析課學習的新的語言項目完成任務(wù)。教知識目標:認識關(guān)系代詞which，who和that的用法和功能。熟習掌握定語從句中關(guān)系學代詞which，who和that的使用方法及定語從句句型.目能力目標:可以使用正確的定語從句句型描繪人物或事物。標感情目標:培育學生自主性學習,享受完成任務(wù)的過程,愿意與組員合作學習.教經(jīng)過創(chuàng)立情形和看圖說話的語言活動,幫助學生牢固該語法知識,并鍛煉以簡單的定語從學句結(jié)構(gòu)進行表達.依據(jù)學生的實質(zhì)狀況和講課時間，本堂課我只讓學生初步掌握that,重which,who,whose指引的定語從句。點教課幫助學生將已學習的知識(theattributiveclause)轉(zhuǎn)變?yōu)榧夹g(shù),進而培育其對該語法難點知識點的綜合運用能力。教法與學生賞識英文歌曲TheOneYouLove（附歌詞）;解析查找定語從句;研究歸納定語手段從句結(jié)構(gòu)特色；合作學習，牢固練習。教課過程教課內(nèi)容Step1Leadin教課導入

教師活動播放歌曲TheOneYouLove，讓學生聽而且結(jié)合所給歌詞，試著找出含有定語從句的句子。TheOneYouLove》IknowyouneedafriendSomeoneyoucantalktoWhowillunderstandwhatyou'regoingthroughWhenitcomestoloveThere'snoeasyanswerOnlyyoucansaywhatyou'regonnadoIheardyouonthephoneYoutookhisnumberSaidyouwerealone,andyou'dcallhimsoonIsn'thetheguyTheguywholeftyoucrying'Isn'thetheonewhomadeyoublueWhenyourememberthosenightsinhisarmsYouknowyou'vegottamakeupyourmindAreyougonnastaywiththeonewholovesyou

學生活動賞識歌曲，解析查找定語從句?？梢栽谛〗M內(nèi)議論，相互互相啟示，能更快的找出答案。優(yōu)選教師先讓學生這是一個學生自Step2Analysis解析研究Step3Consoli-

OrareyougoingbacktotheoneyouloveSomeone'sgonnacrywhentheylearnthey'velostyouSomeone'sgonnathankthestarsaboveWhatyougonnasaywhenhecomesoverThere'snoeasywaytoseethisthroughAllthebrokendreamsAllthedisappointmentsOhgirl--WhatyougonnadoYourheartkeepssaying'it'sjustnotfairButstillyou'vegottamakeupyourmindAreyougonnastaywiththeonewholovesyouOrareyougoingbacktotheoneyouloveSomeone'sgonnacrywhentheylearnthey'velostyouSomeone'sgonnathankthestarsabove這個環(huán)節(jié)的學生活動旨在創(chuàng)立一個情境,幫助學生更直觀地進入學習定語從句的語境,進而為下一個環(huán)節(jié)的練習和牢固打下基礎(chǔ)。將學生找出的定語從句用投影的方式體現(xiàn)出來，幫助學生解析定語從句的結(jié)構(gòu)和指引詞在從句中所起的作用。Iknowyouneedafriendsomeoneyoucantalkto.Isn'thetheonewhomadeyoublue?Areyougonnastaywiththeonewholovesyou?Areyougoingbacktotheoneyoulove?T:Whatistheattributiveclause?為定語從句下定義(definition),我知識建構(gòu)的環(huán)節(jié),試一試從傳統(tǒng)的教師”教語法”,轉(zhuǎn)變?yōu)閷W生習得語法與培育學生英語社交能力聯(lián)系起來。讓學生先獨立完成表格,要修業(yè)生掌握先行詞,關(guān)系代詞和關(guān)系代詞的作用和功能。

學生給定語從句下定義，解析定語從句的結(jié)構(gòu)和指引詞在從句中所起的作用。定語從句在句中做定語，修飾一個名詞或代詞，被修飾的名詞詞組或代詞即先行詞。定語從句平時出現(xiàn)在先行詞此后，由關(guān)系詞（關(guān)系代詞或關(guān)系副詞）引出。關(guān)系代詞有who,whom,whose,that,which等。關(guān)系代詞的作用：1、指引作用2、代替作用3、在定語從句中擔當某個成分的作用dation牢固環(huán)節(jié)

關(guān)系詞指代所作成分可否可省略that人；物主語；賓語作賓語可省which物主語；賓語作賓語可省who人主語；賓語作賓語可省whom人賓語可省whose人；物賓語不行省

Fillinthetableaccordingtothepassage.學生先獨立完成表格,教師激勵其遇到問題,可以與小組內(nèi)的伙伴議論,共同解決?；ハ鄦⑹?，促進，能得出更全面的信息。優(yōu)選關(guān)系代詞that的用法:1）只好用which,不用that的狀況：a）指引非限制性定語從句時。eg.Thetree,whichisfourhundredyearsold,isveryfamoushere.b）介詞后只好用which,不用that。eg.Wedependonthelandfromwhichwegetourfood.eg.Wedependonthelandthat/whichwegetourfoodfrom.2）只好用that作為定語從句的關(guān)系代詞的狀況：1.先行詞是all,any,everything,anything,nothing,something,much,little,few,none,theone等時.eg.Thereismuchthatshouldbeused.eg.Youcantakeanyseatthatisfree.2.先行詞被all,any,no,only,little,much,very,every,some,few,none等修飾時.eg.Ihavereadallthebooks(that)yougaveme.eg.Everydictionarythatourlibraryboughtisgood.當先行詞前有形容詞的最高等修飾時eg.ThisisthemostinterestingbookthatIhaveeverread.4.先行詞前有序數(shù)詞修飾時,包含thefirst,thelast。eg.ThefirstlessonthatIlearnedwillneverbeforgotten.eg.TheGreatWallisthelastplacethatMr.SmithisgoingtovisitbeforeheleavesBeijing.在以which,who作主語的特別疑問句中的定語從句中eg.Whoisthemanthatisreadingabookthere?eg.Whichisthemagazinethatyouborrowedfromthereadingroom?當先行詞既有表示人又有表示物的詞時eg.Wetalkedofthethingsandpersonsthatweremembered.7.當先行詞在定語從句中做表語時,無論先行詞是人仍是物eg.Chinaisnolongerthecountrythatshewas.8.主句以therebe開頭時eg.ThereislittlethatIcandotomakeupforthelosttime.Step4展現(xiàn)習題

學生記好筆錄，理解并掌握關(guān)系代詞that和which的用法，為后邊的練習做準備。優(yōu)選Practice練習

1.Hekeepsarecordofeverythinghehadseenthere.A.heB.thatC.whichD.what.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.what.7.WhoisthepersonisstandingatthegateofBeijingTourismTower?A.whoB.thatC.whichD.whom18.Asateacher,Iseldomgivemystudentssodifficultaproblem_____theycan’tworkout.A.thatB.ifC.inorderthatD.as9.Thehousethecapitalistusedtoliveinisnowanursery（托兒所）.A.thatB.whereC.whatD.when10.ThisisthelasttimeIshallcomeheretohelpyou.A.thatB.whichC.whenD.what3.11.Myneighborsusedtogivemeahandintimeoftrouble,_wasverykindofthem.A.whoB.thatC.whichD.whom12.He____playswithfiregetsburst.A.WhoB.whichC.thatD.whoseSheheardaterriblenoise,____broughtherheartintohermouth.

學生先獨立完成，爾后集體校正答案，對錯誤率高的題加以講解，使學生更簡單理解和掌握。優(yōu)選A.itB.whichC.thisD.thatHaveyoufoundthewoman____pursewaslost?A.herB.ofwhichC.thatD.whoseMr.Smithistheonlyoneofthoseforeignerswho____inChina.A.workB.isworkingC.areworkingD.hadworkingStep5Handoutsomepersons’picturesandaskthesWriteashortpassagetotudentstowriteshortpassageswithDescribethepicturesUsingAttributiveClauses.andmakeapresentation.the教師先向?qū)W生示范游戲環(huán)節(jié)(makeaguess),爾后教小組成員合作完成任務(wù),并language師將全班劃分為5個小組,指定小組內(nèi)的組長向全班展現(xiàn)。培育學生合作(group(Groupleader),給每組散發(fā)3至5張的人物照片,要學習的精神。activity修業(yè)生共同完成短文(使用定語從句).在教師所供給)的這些人物照片中,既有文假名人,科學前驅(qū),也有體壇健將,娛樂明星,這樣可以在激發(fā)學生想象力的同小組活動時,培育其人文涵養(yǎng).T:Nowwe’llplayagamecalled“Whoishe?Whoisshe?”SupposeIcanseesomepersons’picturesthatyoucan’t.ButIwilldescribehimorhertoyouusingthestructureoftheAttributiveClausesothatyoucanimaginethepeopleandmakeaguess.Isthatclear?Nowlet’sbegin.Step6Writeashortpassagetodescribeaperson完成一篇100字短文,要求Homeworkwithinnolessthan100(atleast5sentences最少有5個定語從句，做到作業(yè)intheAttributiveClause)學致使用.教課反思本堂課的設(shè)計是依據(jù)學生對知識的接受水平由淺入深，漸漸推