定语从句教学设计

初学定语从句教学设计

人教版必修一Unit 4 Earthquake The Third Period

教学内容：人教版必修一Unit 4 Earthquake Discovering useful structures部分。

课型：语言知识课

一、教学目标

知识目标：1．熟悉定语从句的概念、句法结构和作用以及先行词和关系代词的位置和作用。

2. 掌握关系代词that, which, who, whose的基本用法。

能力目标：能够在真实的交际环境中正确应用关系代词that, which, who, whose引导的定语从句。

德育目标：1.通过模仿、操练和观察，学会演绎和归纳定语从句的基础知识。

2.通过游戏，学会合作，建立自信心和集体荣誉感以及综合运用所学知识解决实际问题的能力情感目标：通过学习调动学习积极性，使学生体会到英语的趣味和实用性。

二、重点难点

1.了解定语从句的句法作用和结构，特别是关系代词的正确使用；

2．作定语用的关系代词whose的用法

三、学情分析

语法向来是学生头痛的一项内容，而定语从句在历来的高考试题中都有所体现，因此,掌握这一内容显得尤其重要。我所教的班级学生为普通生，英语的基础比较差，再加上传统的语法教学基本以呈现理论为主再辅以练习，相对枯燥，学生兴趣不够，容易分散注意力，所以应溶入一些新的教学元素。这个年龄的学生争强好胜，喜欢新事物，于是我考虑借用大家感兴趣的话题促进学生的热情，增强学习的效果。

四、教学方法

以学生为主体，尝试创新思维，联系生活采用讨论、协作、探究的小组活动和语法规则自主归纳演绎的教学模式，引导学生灵活运用所学语法知识。

五、教学手段

利用多媒体计算机、网络资源、自制音像等创设教学情景、问题情景，扩大教学容量，增强教学的趣味性和时效性。

（设计依据：《新课程标准》要求教师在教学中要以学生为主体，采用研究性学习方法，寓教于乐。检验一节课成功与否，不是教师讲了多少，而是以学生的学习效果为评价标准。因此我借助多媒体，用老师和学生的图片力求使枯燥的语法生动趣味化；并且考虑学生英语基础的实际情况，教学过程也要体现素质教育的全体性，因此设计任务循序渐进，由浅入深，由易到难，导引学生参与整个学习过程，获得更佳的学习效果及发展智力，提高思维，观察，注意，记忆，想象，联想等能力。）

六、课前准备

1．布置学生找出前面课文中出现的定语从句。

2. 学生课前预习定语从句的讲解和试做导学稿上的习题。

2、教师准备相关多媒体课件。

七、教学课时：一课时（45分钟）

板书设计：

The Attribute Clause

I.Definition Homework

II.Structure

III.Function Question

IV.Practice

九，课后反思

以往的语法教学常常采取用“定义-讲解-释疑-练习”的方式教授定语从句，很难提供所学的语法项目进行真实交际的机会。我根据新课改的理念和多年的教学实践，深入剖析学情和语言习得的规律，大胆尝试语法教学的形式，坚持做到以下四点：一是归纳法与演绎法相结合；二是将语法教学放在真实情境中进行；三是，在坚持提高语言交际的流利性的同时，注意提高语言的准确性，鼓励学生张口说，不怕犯错误。四是语法讲解简明扼要，重点突出。

本课是学生进入高中学习第一次正式学习定语从句，学生虽然在初中学习时偶而接触到定语从句的句子，有一定的语感；但是对于句法结构并不了解，尤其是定语从句在高中英语学习阶段中是一个难点和重点。因此，在本节课上教师帮助学生清晰地掌握定语从句的基本概念、结构以及了解和初步把握关系词的作用和选择尤为重要。据此，我将本课设计为四个环节（分四个层次）：概念、结构、功能、操练。每一环节都遵循“呈现-发现-归纳-实践-活用”的教学模式，同时增加练习的趣味性和生活化，有效地激发了学生学习兴趣和自主探究的精神，打开了通往定语从句的大门。通过不同的形成性评价表明，教学效果良好。课堂教学的“留白”和“悬念”也很重要，这节课中教师有意地在例句中出现只用which 和whom的情况，却没有刻意强调总结，也特意留出that是否有特别用法的悬念，留给学生去思考去发现，课堂的教学虽结束，学生的思考开始延伸。

总的来说，这节课进行的很顺畅。当然，真实的课堂可以说瞬息万变，总会有突发事件和意想不到的情况出现，不可能一切都在设计之中。我把这些意外看做是对教师能力的一个挑战，同时也是教学要根据学情、教情变化和调整的依据。

附：导学稿

初学定语从句（导学稿）The attributive clause

I .What is an attributive clause?

Game: Explain the words using the attributive clause.

Eg. “Dam” is something that people build to stop a river.

“Brick” _________________________________________.

“Electricity”___________________________________________

“Reporter” is a person who works on a newspaper.

“Survivor” ___________________________________________.

“Cyclist ”_____________________________________________.

II. Structures (Analysis)

Eg.She is the teacher who teaches us biology.

1.The book which was written by Lu Xun was lost.

2. I asked the boy who was sleeping to wake up.

3. This is a book which was written by Lu Xun.

5.Reading aloud ( in the loudest ,clearest, and fastest way.)

A dog is chasing a cat which is chasing a rat which is chasing a bird which is chasing a worm . III. Functions of the relative pronouns.

III. Practice

1. Fill in the blanks, using which, that, who, whom, whose.

1). The eggs ___ I bought yesterday were not fresh.

2)The friend ___ came to supper last night wasn’t hungry.

3)He prefers the sheep___ comes from a farm.

4)Do you know the person ___ our teacher shook hands with?

5) He saw a house ___ windows were all broken.

6) Do you know the girl ___ mother is a teacher in our school?

2.Join the two sentences into one using attributive clause:

eg.This is the stranger. He saved the boy’s life.

== This is the stranger who/that saved the boy’s life.

1). Tom is the boy. He damaged the vase yesterday.

2). Mary is the girl .Her English is the best in our class.

3). I wanted to the book. The book is written by Lu Xun.

4).I live in a house. The window of the house faces south.

3. Correct the mistakes.

I like the book that you gave it to me yesterday.

Liu Xiang is the man who run fastest.

IV Games

1.Introduce your friend to us as follows.

“Ladies and gentlemen, I would like to introduce a man whose _________________________, whose _______________________________, whose____________________________________.

Ladies and gentlemen, here is my best friend, ________________.”

2. Choose one of the stories and complete it using who, that , which , whose.

One day, there’s a girl whose______________________________.She went through a forest to see her grandma who__________________. On the way she met a wolf which___________________________.The girl forgot the words that_______________________At last…

Once upon a time, there was a mountain which_____________________.On top of the mountain there stood a temple（庙）that________________________________In the temple there lived a monk who_______________________________The monk kept on telling the same story to another monk whose_______________________________The story went on like this…

V. Summing up

VI Assignment

1.Finish off the workbook exercises in the textbook.

2.Make up a story using the attributive clauses.

3.Optional work(选做）：Learn a song named “Lemon Tree”.

Lemon Tree Fool's Garden

I'm sitting here in a boring room.

It's just another rainy Sunday afternoon.

I'm wasting my time, I got nothing to do.

I'm hanging around, I'm waiting for you.

But nothing ever happens, and I wonder.

I'm driving around in my car.

I'm driving too fast, I'm driving too far.

I'd like to change my point of view.

I felt so lonely, I'm waiting for you.

But nothing ever happens, and I wonder.

I wonder how, I wonder why.

Yesterday you told me about the blue, blue sky.

And all that I can see is just a yellow lemon tree.

I'm turning my head up and down.

I'm turning, turning, turning, turning, turning around.

And all that I can see is just another yellow lemon tree.

I'm sitting here, and I miss the power.

I'd like to go out taking a shower.

But there's a heavy cloud inside my mind.

I feel so tired, and put myself into bed.

Where nothing ever happens, and I wonder.

I'm stepping around in a desert of joy.

Baby, anyhow I get another toy.

And everything will happen, and you wonder.

And all ______I can see is just another lemon tree. And all ______ I can see, and all ________ I can see, And all _______I can see is just a yellow lemon tree.