了解、領悟、歸納、運用

了解、領悟、歸納、運用語法結構教學模式探究——定語從句開灤二中魏素榮完整的語法教學應該包括語法形式、意義和使用三個方面。語法教學的目的是幫助學生提高語言的實踐能力，而不是只掌握一些抽象的語法規(guī)則。我想嘗試一下盡量擺脫這些規(guī)則和結構的束縛，讓學生通過自己觀察和比較、領悟語法結構的意義，然后歸納、總結并嘗試運用。在教學環(huán)節(jié)上，我設計了五個階段。第一個階段是了解階段。通過幾副圖片展示形容詞作定語、詞組作定語的范例，讓學生了解定語的意義和作用，之后引出定語從句。第二個階段是理解階段。通過舉例，讓學生觀察和比較句式之間的同異，理解定語從句的含義和作用。第三個階段是總結和歸納。該階段為學生提供了一段有關定語從句的閱讀材料。讓學生找出材料中所含有的定語從句并完成指定任務。通過該項練習讓學生總結和歸納定語從句的基本結構及作用，進一步加深理解。第四個階段再推出本節(jié)課重點強調(diào)的內(nèi)容：由whose引導的定語從句。讓學生觀察它與上面所學的那些定語從句有什么不同。學會辨別和使用這種定語從句。第五個階段是運用階段。本階段給出一些簡單的練習，意在檢驗學生的整體理解情況。在本節(jié)課的總體設計上，本著從易到難的原則，讓學生逐步掌握定語從句這一語法結構，并能靈活運用。TeachingAimLearntoindentifytheprecedent.Learntousetheproperrelativepronouns(whom,whose,whichandthat)Payattentiontotherightpositionofrelativepronouns,TeachingaidMulti-mediaTeachingplanIntroduction:We’llhavefivepartsintheperiod.Review(revisetheattributiveclausebeginningwithwhoandthat.)Presentation(learntheattributiveclausebeginningwithwhom,thatandwhich)Summaryandconsolidation.(Readapieceofmaterialtofindoutallattributiveclausesitcontainsandcompletesometasks.)Focusgrammar(learntheattributiveclausebeginningwithwhose)Drills.(dosomeexerciseusingtheattributiveclause)StepI.ReviewandLeadingin.Brainstormexercise;Givefourpicturesandasksomestudentsrandomlytoputanadjectivetomodifythepictures.Forexample,aboy.(Studentsmayaddtall,fat,intelligent,handsome,hardworking,thin,fatandsoon)*Note:alltheseadjectivesgiveusinformationabouttheboy.Theseadjectivesworkasattributives.Andwehaveotherwaystogiveinformationaboutanoun.Forexample:Thecatstandingagainstthewallisfunny.ThemanonthechairisHawking.Thegirlinwhiteislikeanangel.*Thethreephrases(standingagainstthewall,onthechair,inwhite)comeafterthenounandtheycanalsogiveussomeinformation.Thethreephrasesequalthefunctionofsomeadjectives.Theyareattributive.Wecanalsouseasentencetogiveinformationaboutthenoun.Ifweuseasentencetomodifyanoun,wecallthesentenceanattributiveclause.Inthelastunitwelearnedakindofattributiveclausebeginningwithwhoandthat.e.g.ThepersonwhoisclimbingoutofthespaceshipisZhaiZhigang.ThispersonthatiswavingournationalflaginspaceisZhaiZhigang*Whenwetalkaboutpeople,weusewhoorthatastherelativepronoun.Pleasenotethatintheabovetwosentences,whoorthatservesasthesubjectintheattributiveclause.Tellmewhatiftherelativepronounworksastheobjectintheattributiveclause?StepII.Presentation*Nowpleaselookatthefollowingsentences.Thegirlhasagoodsingingvoice.Everyonelovesher.(Thegirlwhomeveryoneloveshasagoodvoice.)ThepersonwasanAmerican.Youweretalkingtotheperson.(ThepersonwhomyouweretalkingtowasanAmerican.)*Note:Whentherelativepronounworksastheobject,weusewhom.Wealsoneedtoputtherelativepronounbetweenthetwosentences.Therelativepronounhereislikeabridgetojointhetwosentencestogether.Anothertwoexamples:1.Thepenismine.Thepen1.Thepenismine.(Thepenwhichisonthegroundismine.)Thecatismypet.Thecatiswearingavest.(Thecatwhichiswearingavestismypet.)Theteachingbuildingwasveryold.Theytoretheteachingbuildingdown.(Theteachingbuildingwhichtheytoredownwasveryold.)*Note:whenwetalkaboutpeople,weusewho,whomorthatasrelativepronouns;whenwegiveinformationtothingsoranimals,weusewhichorthatasrelativepronouns.StepIII.Summaryandconsolidation.(Hereisapieceofmaterialabouttheattributiveclauseforstudentstoread.Andthenaskthemtocompletethetaskstheyarerequired.)TheAttributiveClauseisoneofthebasicsentencestructuresinthelanguage.Itisjustlikeanadjectivewhichservesasamodifier(修飾詞).Itisacertainpartofthesentence,whichdescribes,orgivessomeinformationaboutanotherwordorphrase.ThewordorthephrasewhichtheclausemodifiesiscalledthePrecedent(先行詞).TheAttributiveClausethatisusedtomodifytheprecedentinthesentenceusuallybeginswithaRelativePronoun（關系代詞）,namelywhich,who,whom,whoseorthat.Usually,whenthePrecedent（先彳亍詞）isapersonorpeople,weusewho,whomorthatastherelativepronoun;whenthePrecedent（先行詞）isthingsoranimals,weusewhichorthatastherelativepronoun.Therelativepronounshavetwomajorfunctionswhichare:referringtotheprecedent;actingasanessential（必要的）partintheclause.Forexample,inthesentenceWehavetoworkhardfortheNationalCollegeEntranceExaminationwhichwilltakeplaceinlessthanthreeyears.TheNationalCollegeEntranceExaminationistheprecedentandwhichreferstotheexamandservesasthesubjectintheclause.Taskfortheattributiveclause:FindouthowmanyattributiveclausesinthepassageFillinthetablebelowaccordingtotherequirements.No.TheprecedentTherelativepronounFunctionoftheR.P.123456Untilnowwehaveagoodunderstandingoftheattributiveclause.Next,let’scometoourimportantparttoday.Lookatthefollowingtwosentences.Isawawomanwhosesonwasstolen.(*Thisisalsoanattributiveclause.Icandividethesentenceintotwoshortsentences.)Isawawoman.Thewoman’ssonwasstolen.Wehadameetingwhosepurposewasunknown.Wehadameeting.Themeeting’spurposewasunknown.(*Hereareseveralsentencesbelow.Asksomestudentstodividethemintotwoshortsentences.)Achildwhoseparentsaredeadiscalledanorphan.Achildiscalledanorphan.Hisparentsaredead.Thehousewhosewindowsfacethestreetismyuncle’s.Thehouseismyuncle’s.Thehouse’swindowsfacethestreet.Intheabovesentences,whoseisalsoarelativepronounthatjoinstwoseparatesentencestogether.Ittakestheplaceofthewoman's,themeetingS,hisandthehouseS.Theyareallpossessivecases.Obviously,therelativepronounwhoseisthesubstituteforthewomanS,themeetings,hisandthehouses.Let’sdosomemoreexercises.*Choosetherightrelativepronouns.Hisparentswouldn’tlethimmarryanygirlfamilywaspoor.(whose/who)Lookout!Don’tgettooclosetothehouseroofisunderrepair.(whose/which)Thisistheclassroomwindowsarebroken.(whose/which)(Asksomestudentstosummarizeinwhatcasescanweusewhosetointroduceanattributiveclause.)StepV.Exercise.ExerciseI.Jointhetwosentencestogetherusingtheattributiveclause.Theguyssometimesneedmyhelp.Theguysareinmyclass.WehavetoworkhardfortheNationalEntranceExams.Theexamswilltakeplaceinlessthanthreeyears.I’vereadthebooks.Thebookswereborrowedfromthelibrary