《定语从句》说课稿 -

高三英语第一轮复习

Revision of the Attributive Clause

《定语从句复习》说课稿

Ⅰ. teaching material analysis, teaching material's background, status and role Attributive clause is a very important for high school English grammar points, one of the university entrance exam study content, is also a difficulty. It accounted for the proportion of is also very important in the college entrance examination, involve wide, parallel difficult to distinguish, regardless of the type or in reading comprehension, it is ubiquitous. Even in his compositions, easily write several attributive clause, added light and color for your composition. Therefore, we need to make project review on it, inductive, interpretation, analysis.

Ⅱ. the sentiment analysis

In the course of high school senior, we have had to learn attributive clause, the students have certain knowledge. But in view of the students in our school level is generally low, the ability to understand and apply knowledge, so in the round of review, it is necessary, from the perspective of the foundation, to guide students to do for the problem solving methods and steps of mechanical imitation, on this basis, the efforts to enhance the level of understanding and strive to make as many students achieve the mastery of knowledge.

Ⅲ. the target localization

According to the characteristics of this class teaching content and curriculum teaching requirements, this class students existing cognitive structure and psychological characteristics, I make the following teaching aims:

(Ⅰ) Knowledge and skills

1. Review and guide the attributive clause and to master the relative pronouns and adverbs preposition + relative pronoun to guide the attributive clause.

2. The inductive and master and the attributive clause similar syntactic phenomenon.

3. To improve students' grammar analysis and comprehensive skills.

(Ⅱ) process and the method

Independent exercise guidance, inductive, approximate contrast, expand the evolution

(Ⅲ) emotional attitude

"Way to total more than difficult", should actively to find a way to difficulty, complex situation.

(Ⅳ) the teaching key difficulty

1. The key points and difficulties of language knowledge

(1) That distinguished from which usage

(2) on the way of examination

(3) the relationship between adverbs guide attributive clause and the preposition + relative pronoun to guide the attributive clause.

2. Comprehensive key points and difficulties of knowledge

(1) the use of the as (2) to investigate the where clause

(3) comprehensive examination

Ⅳ. teaching, research method analysis

(Ⅰ) law analysis

The salient feature of the new curriculum idea and core task is to fundamentally change the teaching methods and learning styles. So to let students in "training and discusses the application of induction - increases -" in the process of become carriers of knowledge discovery and knowledge. According to the characteristics of the lesson, in order to improve the teaching efficiency, let the students in a relaxed environment for intuitive feeling, make the English classroom full of fun, with the aid of multimedia assisted teaching, by adopting the combination of lead discovery and discuss inductive teaching method, and through specific problems is put forward and solved, to stimulate students' interest in learning, the main body of students initiative, make each student fully involved in the learning activities.

(Ⅱ) the research method analysis

1. Adopting experiences and the problems to explore the way of learning, learning by students teachers experience default of all kinds of problem situation, guides the student to carry out the creative learning activities, not only make the students master the knowledge actively, to summarize the structure of the attributive clause, and using, cultivate the independent inquisition ability and attitude.

2. The initial set up grammar application consciousness, through teachers create problem situation, again through example confirmation and experience. After observation, discovery, discussion, exploration, and began to try a combination of to obtain knowledge, let the students become the master of learning. Using form of competition, encourage students to think positive, take the initiative to express their views boldly.

Ⅴ. the analysis of teaching process

Teaching flowchart is as follows:

Discussion to explore, reveal the method Summary and reflection ability to ascend Training and strengthen their comparison

The test with difficulty

Echo of job design,

goal Review the basic knowledge

(Ⅰ) Review the basic knowledge

generalizations

The relationship between word and its meaning:

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

Methods: through questions and multimedia display.

Design intent: by reviewing the knowledge of the students' cognitive conflict, causes the student to review knowledge and build a knowledge network, cause student's curiosity and thirst for knowledge, and promote further explored. Straight forward with the main content of this lesson, the topic of this lesson.

（Ⅱ）T he examination site induction - discuss with difficult to explore, reveal the method

1. that与which

2. 对the way的考查

3. 介词+关系词

4. as的使用

5. 对where的考查

6. 综合考查

考点1：that 与which

1) Do you have anything ______ you don’t understand? 【that】

2) The only thing _____ we can do is to give you some advice. 【that】

3) Who is the man _____ is standing there? 【that】

4) Her bag, in ________ she put all her money, has been stolen. 【which】

5) Tom did very well in the exam , ______ made his parents excited. 【which】

【规律】：

只使用that应遵循的规则：

1:先行词是everything, nothing, anything, something, much, little, none等不定代词或由不定代词any, some, no, much, few, little, every, all等修饰时, 引导定语从句用that。

2:先行词为形容词最高级或序数词或者被形容词最高级或序数词修饰且指物时, 引导定语从句用that 。

3: 先行词中既有人又有事物时，引导定语从句用that 。

4:先行词被the very, the only等修饰且指物时,引导定语从句用that。

5:当句子中已经有特殊疑问词或关系代词who/which时，为避免重复定语从句的引导词只用that。

只使用which应遵循的规则;

1. 定语从句中的介词提前时。

2. 用于非限制性定语从句中,且先行词指物。

3. 先行词本身就是that

4. 先行词为主句的一部分甚至是整个主句

Methods: students training, observation rule

Design intent: the students training, error correction, and sums up the "only use that (which) should follow the rules", by comparing the further understand and master the law of the above.

考点2：the way用做先行词

填上合适的关系词并分析原因：

1. The way _that/in which/不填_ he explained the sentence to us was not difficult to understand. 缺状语

2.The way _that/ which/不填_he explained to us was quite simple. 缺宾语

【做题技巧】

the way 做先行词时,先看后面定语从句中是否缺少主语或宾语:

缺少主语或宾语: 引导词用that / which (作宾语时可以省略）

主语宾语都不缺: ( 作方式状语): 引导词用that / in which / 不填

《高考题链接》

3. What surprised me was not what he said but _____ he said it. 【答案A】

A. the way

B. in the way that

C. in the way

D. the way which Methods: students training, observation, problem solving skills, and preliminary application. Design intent: the students training, error correction, and sums up the "the way as antecedent" problem solving skills, then by applying the training further master this kind of problem solving skills.

考点3：介词+关系词

1. Do you know the boy _________ your mother is talking? 【to whom 】

2. I still remember the day ________ I first got to Paris. 【on which 】

3. He gave me some novels ________ I am not very familiar. 【with which 】

4. He gave me some novels _________ I am not very familiar with. 【which / that / 不填】

【做题技巧】

定语从句句首为介词时,后可接的关系词为: 介词+ whom / which / whose

《高考题链接》

5. I recognized the boss in whose company my sister was working.

6. I was given three books on cooking , the first ______I really enjoyed. 【答案B】

A. of that

B. of which

C. that

D. which

Methods: students training, observation, problem solving skills, and preliminary application. Design intent: the students training, error correction, and sums up the relationship between "preposition + word" problem solving skills, then by applying the training further master this kind of problem solving skills.

难点一：as的用法

as \ that \ which

1. It is such a big stone _____ nobody can lift. 【as 】

2. It is such a big stone _____ nobody can lift it. 【that 】

3. ______ is known to all, he is the best student. 【As 】

4. Jim passed the driving test, _____ surprised everybody in the office. 【which 】

归纳：

1. as引导限制性定语从句先行词前常被such, the same, so, as 修饰，即构成such…as , the same …as , so…as 结构，做题时容易忽略。

2. as在定语从句中应充当成分如：主语、宾语或表语。

3. as 与which引导非限制性定语从句都能指代整句内容，但定语从句位于句首时,只能用as,意为“正如、恰如”。

【做题技巧】

当主句中出现such 或so 时,看后面从句是否缺主语或宾语:

(1) 缺主语或宾语,从句前用as

(2) 不缺主语和宾语,从句前用that

注意：当主句中出现the same时, 后面从句缺主语或宾语时与as搭配表同一类事物,与that搭配表同一个事物

模拟训练：

1. He is such a lazy man_____ nobody wants to work with______. 【答案C】

A. as; him

B. that; /

C. as; /

D. whom; him

2. He is such a lazy man_____ nobody wants to work with______. 【答案B】

A. as ; him

B. that ; him

C. that ; /

D. whom ; /

Method: guiding students training, observation, group discussion summarize the problem solving skills, and preliminary application.

Design intent: the students training, error correction, and sums up the "as restrictive and non-restrictive attributive clauses in the use of the relative pronoun, and techniques to solve the problem." By applying the training further master this kind of problem solving skills.

难点二：一些特殊词之后的where

where引导的定语从句先行词大多数情况下是表示地点的名词，但也有特殊情况。

1. I’ve come to the point where I can’t stand him.

我已经到了无法容忍他的地步了。

2. The country is in the situation where a war will break out at any time.

国家正处在随时有可能爆发战争的局势中。

【解析】如果定语从句先行词为point, situation, part, stage, activity, condition和case 等表示抽象意义的词，常用where 引导，意思是“到了某种地步，在某种境况中” 。

《高考题链接》

1.We are trying to reach a point ___ both sides will sit down together and talk.

A. which

B. that

C. where

D. when 【答案C】

2. ---Do you have anything to say for yourself?

---Yes, there’s one point ____ we must insist on . 【答案D】

A. why

B. where

C. how

D. /

Methods: guide students reading, observation, analysis, summarize the problem solving skills, and preliminary application.

Design intent: the students training, error correction, and sums up the "where, after some special word usage." By applying the training further grasp the problem-solving strategies.

难点三.综合考查

综合考查一：定语从句与强调句

where\that

1.It is the library_____I borrowed the book. 定语从句【where 】

2.It is from the library____I borrowed the book. 强调句型【that 】

3. ---Where did you last see Mr. Smith?

---It was in the hotel____ I lived. 【答案C】

A. that

B. Which

C. where

D. when

综合考查二：定语从句与同位语从句

that/which

1. We all have heard the news_____ our team won. 【that】

2. We don’t believe in the news _________he told us yesterday. 【that/which 】

综合考查三：定语从句与表语从句

The place ____ the bridge is supposed to be built should be_____ the cross-river traffic is the heaviest. 【答案C】

A. which; where

B. at which; which

C. at which; where

D. which; in which Method: guiding students training, observation, analysis, contrast, summarizes the law.

Design intent: the students training, error correction, discussion, contrast to distinguish "attributive clause and the stressed words, appositive clause, predicative clause", further understanding of the attributive clause problem solving methods.

(Ⅲ) Training and strengthen their comparison

1. We should go to the place_____ we are most needed. 【答案B】

2. We should go to the place_____needs us most. 【答案C】

A. it

B. where

C. that

D. what

1. He left in October_____we met in Beijing for the first time. 【答案C】

2. It was in October_____we met in Beijing for the first time. 【答案A】

A. that

B. which

C. when

D. while

1. He is such a good teacher_____we all like him. 【答案B】

2. He is such a good teacher_____ we all like. 【答案C】

A. whom

B. that

C. as

D. which

Wo rd came ______ the British Queen’s mother celebrated her 101th birthday in good health , ______ isn’t surprising , because she lives an easy life and gets the best medical care. 【答案A】

A. that; which

B. which; which

C. that; that

D. when; as

Methods : use the form of competition, divided into two groups, in the form of vies to answer first, choose the winner group.

Design intent : through the training students form similar exercises, to further make students distinguish easily mixed fault point and purpose of class testing, test study effect.

(Ⅳ) Summary, reflection ability to ascend Design intent : through reflection, both teachers and students to optimize the students' cognitive structure, the classroom teaching knowledge faster into the students' learning quality.

(Ⅴ) Echo of job design, goal Design intent : after school learning is an extension of the classroom learning, with the aid of homework assignments, achieve the purpose of skilled use of attributive clause, causes the student to improve learning ability in the concrete application.

(Ⅵ) blackboard writing design

Design intent : clear blackboard writing design is concise, clear lines, to facilitate students' thinking, form knowledge system, promote the development of students' ability.

多

媒

体

演

示 Revision of the Attributive Clause 定语从句 1. that 与which 2. the way 做先行词 3. 介词+关系词 4. as 的使用 5.一些特殊词之后的where

6. 综合考查

只使用which 和that 应遵循的规则 缺少主语或宾语: 引导词用that / which / 不填（作宾语） 主语宾语都不缺:引导词用that / in which / 不填 1.介词+whom / which / whose 2．不定代词／数词＋of +关系词 as 在限制性和非限制性定语从句中做关系代词 如果定语从句分别修饰point, situation, part, condition 和case 等表示抽象意义的词，常用where 引导 定语从句与强调句

定语从句与同位语从句

定语从句与表语从句

1. that 与which

2. 对the way 的考查

3. 介词+关系词

4. as 的使用

5. 对where 的考查

6. 综合考查 做题要灵活：要分析句子成分，选择恰当的关系词

作业：

A letter to Tom 我收到了你上周的来信,谢谢你寄的照片,我常常想起我们一起度过的时光,你还记得那个湖吗?我们在那还照过一张相呢.和我们一起玩的那些朋友还好吗?我昨晚做了梦，在梦里我们在上次去的那家电影院呢．另外,我买到了你要的那本英语书.周末有时间我将把书寄给你．