高中英语定语从句公开课教学反思
高中英语定语从句教学反思
高中英语定语从句教学反思作为一名高中英语教师，我深刻认识到定语从句在英语语法中的重要性，因此在教学过程中对定语从句进行了详细的讲解。
然而，在教学过程中，我也发现了一些问题和不足，对此进行反思，以期在今后的教学中取得更好的效果。
首先，关于教学内容的处理，我在课堂上对定语从句的概念、类型以及与其它从句的区分进行了详细的讲解。
通过实例的讲解，让学生对定语从句有了更直观的认识，并能运用到实际语境中。
但在讲解过程中，我发现部分学生对定语从句的理解仍较为困难，因此在今后的教学中，我需要进一步优化教学内容，提高教学的针对性。
其次，在教学方法方面，我采用了实例讲解、练习题设置与反馈等方式。
通过实例讲解，学生能够更好地理解定语从句的应用；通过练习题的设置，让学生在课堂实践中巩固所学知识。
然而，我也意识到课堂互动不足的问题，学生在参与度上还有待提高。
为此，我将加强与学生的互动，鼓励他们积极参与课堂讨论，提高课堂氛围。
在教学效果方面，我通过观察学生掌握程度、运用能力以及课堂反馈，发现部分学生对定语从句的掌握仍不尽如人意。
针对这一问题，我将在今后的教学中，加强对学生个体差异的关注，针对不同学生制定个性化教学方案，以提高教学效果。
为了进一步提高定语从句教学的质量和效果，我提出以下改进措施与建议：1.提高教学内容的系统性，使学生能够在学习中形成完整的知识体系。
2.丰富教学手段与方法，激发学生的学习兴趣和积极性。
3.增加实践性与应用性，让学生在实际语境中运用所学知识。
4.关注学生个体差异与需求，制定个性化教学方案。
5.加强课堂管理与组织，营造良好的学习氛围。
总之，通过对定语从句教学的反思，我认识到自己在教学过程中的不足，也明确了今后的改进方向。
高中英语_定语从句教学设计学情分析教材分析课后反思
定语从句教学设计一、教材分析：定语从句在英语教学中占据重要地位，它是英语中最主要的语法之一，掌握好定语从句，对学生们的阅读能力和理解能力有着极大的帮助。
二、学情分析：教学对象为高中二年级学生，学习英语语法一直都是高中阶段的难题，学生很难作为课堂活动的主体主动参与教师所设计的课堂活动。
因此，单纯的枯燥乏味的语法知识的讲解难以获得良好的教学效果，在定语从句的讲解中积极设置语境、注重对学生语用意识和情感意识的培养尤为重要。
另外，本班学生学习水平良莠不齐，在教学活动的设计过程中应兼顾各个层次的学生，使他们学有所获。
三、教学目标：知识与技能：1. 学生能够了解定语从句的基本用法。
2. 学生能够在日常学习及交往中根据定语从句原则恰当表达。
3. 情感、态度与价值观：学生能够逐步了解定语从句的用法并能恰当使用，培养学生对英语学习的兴趣。
四、教学重点：定语从句的概念、规则。
五、教学难点：定语从句的分类，关系代词的用法和区别。
六、教学方法：提问、小组活动七、教学手段：多媒体和学生学习支持材料八、教学过程：Step1: Leading-in猜猜看,下面的句子明白吗?1.Not all that glitters is gold.2.He that makes himself a sheep shall be eaten by the wolf.3.He who would climb that ladder must begin at thebottom.4. He who is full of himself is very empty.Step 2: Explanation and improvement一、定语从句的分类The Restrictive Attributive Clause限制性定语从句The Non-Restrictive Attributive Clause非限制性定语从句非限制性定语从句和单句的比较1.I am reading Harry Porter，_____is an interesting book.2.He failed in the exam._______ made his parents angry.3.He failed in the exam, _______made his parents angry.4.He has two sons. Both of ________ are teachers.5.He has two sons, both of ________ are teachers.二、关系代词的用法1. 只能用that 做关系代词的情况1) 当先行词是不定代词时,如:All ,few, little,much, every, something,anything,everything 等2) 当人和物合做先行词时3) 在疑问词who、which、what开头的句子中4) 当先行词被序数词或形容词最高级修饰时5) 当先行词被the only, the very, the same, little, few, no, any等修饰时2. 只能用which做关系代词的情况1) 在介词后面2) 在非限制性定语从句中3. as 引导的限制性定语从句Please compare:This is the same pen as I lost.这支钢笔和我丢的那支一模一样。
定语从句语法课反思
定语从句语法课反思定语从句语法课反思定语从句包含的内容很多，教师教学过程中对于易忽视的、学生练习中常常出错的一些典型问题要认真做好分析总结。
下面是店铺整理的定语从句语法课反思，欢迎大家阅读参考，希望帮助到大家。
定语从句语法课反思【1】众所周知，定语从句是中见得最多、用得最广的从句之一。
如何正确分析定语从句对于理清语法结构、理解句子含义、提高阅读能力具有重要的意义。
然而大多数英语老师在讲授定语从句这个语法环节时，只是简单地强调了它的基本用法而忽略了它的特殊情况及细节要求。
因而，尽管学生在中学时都系统地学习过语法，然而遇到高职教材中各种包含定语从句的问题时却常常束手无策、不知所云。
笔者耕耘职教多年常常遇到诸如此类的问题。
为了使学生早点走出定语从句的误区，现将这些问题小结如下：一、重视构成形式，忽视内涵本质有些教师在讲授定语从句时，总是一味强调它的构成和形式，而对于它的内涵及与主句的关系却讲的很少。
因而学生的理解是：只要先行词是表示时间、地点和原因的名词，引导定语从句的肯定是关系副词when, where和why。
先行词则由关系代词which和that引导。
针对这种情况，我们教师在讲定语从句时一定要仔细分析一下定语从句的含义。
不要一见到先行词是时间或者地点名词就用when或where引导，而应看看引导词在定语从句中应作成份。
如果作时间、地点或原因状语才能用when，where和why。
也可以分析一下定语从句中是否有主语或宾语。
如果既有主语又有宾语，可以用when, where或why引导;假若没有主语和宾语，那么就要考虑是否用that 或which来引导了。
如:A. Do you still remember the day(when)we met?B. Do you remember the day (which/that) we spent with professor Li in Xi’ an?这两句话里都含有表示时间的先行词“the day”。
定语从句教学反思
定语从句教学反思定语从句教学反思定语从句是高中语法中的重要组成部分。
在历来的高考试题中都有所体现，它既是重点又是难点，在引导学生学习时要把握好尺度既不能将其复杂化，又不能解释的片面。
而且从其两个功能入手，即定义和描述，来帮助学生理解用法，并能让学生感到能学有所用，真正体现英语语法的作用。
教学过程中应用多媒体辅助教学，即通过展示软件，达到讲解的目的，突破难点。
由于本课的难点，用多媒体课件来代替老师讲解，这样，既增加了课堂容量,又不使学生感觉压力过重，容易理解接受。
先获得感性认识，然后才是理性的总结，符合认识事物的规律。
也就是通过帮助学生理解、归纳、总结、讨论等方式学习定语从句。
采用图文并茂的方法，仿造例句根据提出的问题去描述图片，运用这种方法，学生就会从原来的从书本，从老师那里被动地接受知识变成现在的主动，积极地探索知识，在观察，发现，记忆，联想中学习到知识。
《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，因此在授课时应加大学生的课堂活动量，通过与老师一同归纳定语从句这一知识，培养他们独立分析问题解决问题的能力。
树立学生的信心，相信自己能行，调动他们的学习积极性，使学生体会到英语语法学习的趣味性。
练习题的选择要慎重，并要有代表性，练习的目的是为了进一步巩固知识，及时发现问题，并达到检验的目的。
另外，再发现学生存在的共性问题时一定及时纠正。
最后，让学生能用定语从句造句和改写文章，做到学以致用，并加深对这一语法的理解，这样才能让语法学习落实到成文这一真正归宿。
总之，我觉得这堂课不是教师对语法规则的满堂灌，而是体现了新课标的精神，把语言的`形式、意义和用法有机的结合起来，使学生在语境中了解和掌握定语从句的关系代词的用法，这种学习就是学生的学习过程。
个人学习在先，然后是小组学习，出现问题了，最后才是教师的点拨和引导。
高中英语定语从句教学设计和反思范文
高中英语定语从句教学设计和反思范文全文共3篇示例，供读者参考篇1High School English Teaching Design and Reflection on Attributive ClausesTeaching Objectives:1. Students will be able to understand the concept of attributive clauses in English grammar.2. Students will be able to distinguish between restrictive and non-restrictive attributive clauses.3. Students will be able to use attributive clauses effectively in writing and speaking.Teaching Procedures:1. Introduction (10 minutes):- Introduce the concept of attributive clauses and provide examples.- Explain the difference between restrictive andnon-restrictive attributive clauses.- Engage students in a brief discussion to check their understanding.2. Practice Activities (30 minutes):- Provide students with sentences containing attributive clauses and ask them to identify the clauses and their functions.- Have students work in pairs to create their own sentences using attributive clauses.- Conduct a group activity where students have to match sentences with their corresponding attributive clauses.3. Guided Practice (20 minutes):- Give students a passage to read that contains attributive clauses.- Ask students to identify the attributive clauses in the passage and discuss their functions.- Have students rewrite the passage, replacing the attributive clauses with simple adjective phrases.4. Application (20 minutes):- In pairs, students will write a paragraph describing a famous person using attributive clauses.- Students will then present their paragraphs to the class, focusing on the use of attributive clauses.5. Assessment (10 minutes):- Administer a short quiz to test students' understanding of attributive clauses.- Review the quiz as a class, providing feedback on areas of improvement.Overall, this lesson plan aims to engage students in a variety of activities to help them understand and apply attributive clauses effectively in their writing and speaking.Teaching Reflection:After teaching the lesson on attributive clauses, I found that most students were able to grasp the concept and use attributive clauses correctly in sentences. The practice activities were especially effective in helping students differentiate between restrictive and non-restrictive clauses.However, I also noticed that some students struggled with identifying attributive clauses in complex sentences. In the future, I will provide more examples of complex sentences with attributive clauses to improve students' understanding.Additionally, I realized the importance of providing more opportunities for students to practice using attributive clauses in their own writing. I will incorporate more writing activities in future lessons to reinforce the use of attributive clauses.Overall, I believe this lesson was successful in introducing attributive clauses to students and helping them apply this grammar concept in their writing and speaking. I will continue to refine and improve my teaching strategies to enhance students' understanding of attributive clauses in the future.篇2High School English Attributive Clause Teaching Design and Reflection1. Teaching Objectives:- Understand the basic concept and structure of attributive clauses.- Master the usage of relative pronouns in attributive clauses.- Practice writing sentences with attributive clauses.- Improve reading comprehension skills through identifying and understanding attributive clauses in texts.2. Teaching Contents:- Definition and structure of attributive clauses.- Relative pronouns used in attributive clauses (who, whom, whose, which, that).- Types of attributive clauses (restrictive and non-restrictive).- Practice exercises to reinforce learning.3. Teaching Procedures:Step 1: Introduction- Define attributive clauses and explain their importance in English grammar.- Introduce the structure of attributive clauses and the role of relative pronouns.- Provide examples to illustrate different types of attributive clauses.Step 2: Teaching Relative Pronouns- Explain the function of relative pronouns in attributive clauses.- Practice using relative pronouns in sentences.- Provide exercises for students to identify and choose the correct relative pronoun.Step 3: Different Types of Attributive Clauses- Differentiate between restrictive and non-restrictive attributive clauses.- Discuss the punctuation rules for non-restrictive attributive clauses.- Have students create sentences with both types of attributive clauses.Step 4: Practice Exercises- Distribute worksheets with exercises on attributive clauses.- Encourage students to work individually and in groups to complete the exercises.- Review the answers and provide feedback on common mistakes.Step 5: Application in Reading- Select passages from texts with attributive clauses for students to read.- Guide students in identifying attributive clauses in the context of the passages.- Discuss how attributive clauses enhance the understanding of the text.4. Reflection:- Assess student comprehension through quizzes and class participation.- Provide additional practice opportunities for students who need extra support.- Encourage students to apply attributive clauses in their writing assignments.- Reflect on the effectiveness of teaching strategies and adjust accordingly for future lessons.In conclusion, teaching attributive clauses in high school English requires a systematic approach that includes clear explanations, relevant examples, and ample practice opportunities. By following the outlined teaching design and reflecting on the process, educators can optimize student learning and engagement in mastering this important grammar concept.篇3High School English Attributive Clause Teaching Design and ReflectionI. IntroductionIn teaching high school English, one important aspect is the teaching of attributive clauses. Attributive clauses, also known as adjective clauses, are clauses that modify a noun or pronoun in a sentence. They provide additional information about the noun or pronoun they are referring to. Understanding and mastering attributive clauses is crucial for students to improve their writing and reading comprehension skills. In this teaching design and reflection, I will provide a detailed plan for teaching attributive clauses to high school students.II. Teaching Objectives1. Students will be able to identify attributive clauses in sentences.2. Students will be able to distinguish between essential and non-essential attributive clauses.3. Students will be able to use attributive clauses effectively in their writing.III. Teaching Procedures1. Introduction to Attributive Clauses- Define what attributive clauses are and provide examples.- Explain the difference between attributive clauses and simple adjectives.- Discuss the importance of attributive clauses in writing.2. Identifying Attributive Clauses- Provide students with sentences containing attributive clauses.- Have students identify the attributive clauses in each sentence.- Discuss the function of attributive clauses in each sentence.3. Essential vs. Non-Essential Attributive Clauses- Explain the difference between essential and non-essential attributive clauses.- Give examples of sentences with essential andnon-essential attributive clauses.- Have students identify whether attributive clauses are essential or non-essential.4. Using Attributive Clauses in Writing- Provide students with exercises where they have to write sentences incorporating attributive clauses.- Encourage students to use attributive clauses in their essays and creative writing assignments.- Provide feedback on students' use of attributive clauses in their writing.IV. ReflectionTeaching attributive clauses to high school students can be challenging, as it requires a clear understanding of grammar rules and sentence structure. However, by breaking down the concepts into manageable parts and providing examples, students can grasp the concept of attributive clauses more easily. It is important to provide plenty of practice opportunities for students to use attributive clauses in their writing, as this will help reinforce their understanding of the topic.In my teaching experience, I have found that students often struggle with distinguishing between essential and non-essential attributive clauses. Therefore, I have made it a point to provide clear explanations and examples to help students understand the difference. Additionally, I have incorporated real-lifeexamples and exercises that relate to students' interests and experiences, which helps make the topic more engaging and relatable.Overall, teaching attributive clauses to high school students requires patience, creativity, and a thorough understanding of the topic. By following a structured approach and providing ample opportunities for practice, students can improve their understanding and use of attributive clauses in their writing. As a teacher, it is important to be flexible and adapt your teaching methods to meet the needs of individual students, as everyone learns at their own pace. With dedication and effort, students can master the use of attributive clauses and enhance their English language skills.。
高三公开课英语定语从句复习说课稿、教学设计、教案及教后反思
2015-2016学年第一学期高三公开课英语定语从句复习说课稿一分析语法定语从句是高中英语重要的语法之一，它既是重点也是难点，是学生平时最常接触的，它在各个题型中无所不在。
因此，复习好定语从句是十分必须的。
二分析学生由于高三4班学生基础不好，词汇量严重不足，不少学生连初中最简单的语法都不懂，所以要用短短一节课让学生掌握全部也是不现实的。
三谈教法针对这一情况，这次复习主要抓住定语从句的重点难点，并设置相应练习加以巩固。
1 重点：定语从句的重点就是连词的确定2 难点：定语从句的难点就是让学生学会分析简单句子结构，从而确定连词。
四教学步骤Leading in: Questions about Dingan教学目的：通过录制视频，让两头学生面对面互动，拉近距离，活跃气氛。
授课学生在回答视频中学生的问题过程中，无形在听中复习了本课主题——限制定语从句，引出学习目标。
Let the students watch 2pieces of video about the questions of Dingan and speak out answers. Then observe the 2 sentences to find the defining attributive clauses out.1.1. Can you tell me a kind of food in Dingani which is veryfamous?2.2. There is a lake here whose beautiful scenery attractsthousands of tourists every year.Learning aims:1.To review the usages of relatives in defining attributiveclause2.To know more about Dingan the development of it anduse defining attributive clauses properly1.He is the man which I met yesterday.2. I will forget the day I spent in the countryside.3. This is a book who which my father gave it to me yesterday.4. There were only 3 streets who length only reached 200 meters in all.Promotion: The development of the Dingan教学目的：通过创设情境的语言活动(了解养生天堂定安的发展)，帮助学生在真实语篇语境中正确运用限制性定语从句.Activity One: Read an article about the development of the Heaven Town —DinganComplete the article with defining attributive relatives.Many years ago, Dingan was a town _________. (它的名字不被世人熟知whose name / who name) But now it is very famous to the world because of its beautiful scenery.Thanks to its beautiful scenery , Dingan has developed into a modern holiday town _________(度假小镇吸引众多游客which /that /who)Let the students watch 2pieces of video about the questions of Dingan and speak out answers. Then observe the 2 sentences to find the defining attributive clauses out.1.1. Can you tell me a kind of food in Dingani which is veryfamous?2.2. There is a lake here whose beautiful scenery attractsthousands of tourists every year.Learning aims:1.To review the usages of relatives in defining attributiveclause2.To know more about Dingan the development of it anduse defining attributive clauses properlyTen years later, we are still friends （）can still say hello to each other.Practice Two: correcting the relatives教学目的：通过单句语法改错，让学生明白定语从句的关系词在高考中如何考查，规范语法改错题的做题。
高中英语定语从句教学反思
高中英语定语从句教学反思高中英语定语从句是学生感觉有难度的语法要点，学生只有懂得，多加练习，结合实际才能以不变应万变。
一下是笔者上课引用的语法。
高中英语定语从句详解定语从句用来充当句中定语的主谓结构；它主要用于修饰句子中的名词、代词。
而定语从句的位置常常是紧跟在被修饰的名词、代词的后面。
在被修饰的名词、代词与定语从句之间往往有一个关系词将其前后两部分联系成一个整体，或是构成一个名词短语；或是构成一个代词短语。
但从结构上说，关系词与从句是一个整体。
排除句子的其他各部分，这种带有定语从句的名词短语或是代词短语的构成可演示如下：1）three signs that indicate a person is suffering from a panic attack rather than a heart attack三种意味着一个人是患有惊恐症而不是心脏病的迹象在这个带有定语从句的名词短语中：signs是：被修饰的名词；that是：关系词；that indicate a person is suffering from a panic attack rather than a heart attack是定语从句2）those who drink a lot 那些大量饮酒的人在这个带有定语从句的代词短语中：those是：被修饰的名词；who是：关系词;who drink a lot是：定语从句通过上面的演示,我们可以归纳出定语从句在句子中的位置、结构如下：被修饰的名词 / 代词 + 关系词 + 句子 (其中，"被修饰的名词/代词"在语法叫作"先行词".)要点提示：1）"先行词"与"关系词"的内在联系"先行词"与"关系词"之间实质上是互等、互换的关系。
也就是说，关系词的作用就是将先行词所表达意义"代到"从句中来起作用。
教学设计 定语从句之教学反思
定语从句“介词 + 关系代词 = 关系副词”而非“关系副词 = 介词 + 关系代词”之教学反思在语法教学中，定语从句是重点内容之一，也是其中的难点之一。
教学过程：1、要让学生理解什么是定语，状语，什么是定语从句和状语从句。
要理解时间副词、地点副词和介词短语之间的关系，可以先从不及物动词着手，例如：(go) to my house =（go）home(go) to foreign countries = (go) abroad(come) to this place = (come) here(go) to that place = (go) there地点副词还有：upstairs, downstairs等。
同理，时间副词有：at this time / moment = nowat that time / moment = then还可以从句子着手：(He looked at me) in anger. = （He looked） angrily （at me）.(He asked) in surprise. = ( He asked ) surprisedly.我们看出：无论是时间副词还是地点副词，都对应一个介词短语。
2.我们还要判断出句子之间的关系，如何判断是学生必须掌握的技能,方法如下：A：如果一个句意完整的独立句子前或后是逗号，那么其前或后的句子或是状语从句或是定语从句，状语从句必有连词when, while, if, because ,even if, unless等；定语从句必有关系代词或关系副词；状语从句和定语从句都不能表达一个完整的意思。
B. 如果一个句意完整的独立句子前或后是句号或用了and ，but，therefore, besides, furtheremore, or等，那么其后的句子必是一个句意完整的独立句子，就不会出现关系代词或关系副词，也不会出现状语从句的连词。
关系代词和人称代词的区别：All of them are diligent .本句意思完整。
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定语从句公开课教学反思
高二英语备课组
讲课主题：定语从句
课题分析：定语从句专题是高中阶段最重要的语法知识之一，学生从高一甚至是初中就开始接触和学习，定语从句的相关知识会在平时学习和考试中反复出现。
特别是阅读理解中的长难句分析和语法填空中关系词的选择。
学生对定语从句这一专题的理解和应用普遍存在很大的问题：首先，在众多的从句中，无法准确进行区分；其次，即使判定出了定语从句，关系词的选择也比较混乱。
因此需要对定语从句进行系统的讲解梳理和总结。
亮点设计：以一首英文歌引入讲课主题。
因为定语从句专题本身就是相对枯燥的语法知识的讲解，所以想着能加进一点提升学生兴趣的东西进去，正好最近偶然间听到了《she》这首歌，当时听的时候就注意到了里面的定语从句，所以在设计本次公开课的时候就自然而然地想到了这首歌。
在正式的知识点讲解之前，先让学生欣赏歌曲并找出其中的定语从句，一方面可以提升学生兴趣，另一方面可以了解学生对定语从句的掌握情况。
教学反思：
根据自己上课感受及各位老师的点评对本次讲课进行如下总结：
优点：
1.以一首英文歌引入讲课主题，有效地提升了学生的兴趣，一定程度上提升了学生的专注力。
2.设定了明确的上课目标，让学生明确本节课学习内容和要求
3.对定语从句的讲解循序渐进，由定语到从句，符合学生认知规律，并做到了讲练结合便于学生对定语从句进行根本的理解。
4.知识点讲解之后进行了做题思路的总结，对学生的定语从句做题起到了很好的指导作用。
学生整体上课状态较好。
5.课题选择较好，能够满足学生现阶段的学习需求，及时解决学生现阶段学习中出现的问题。
6.说话速度快的问题有所改善。
存在问题及改进措施：
问题一：对于上课起立和学生向老师问好环节，没有提前和班长沟通好，出现了一点小尴尬。
因为平时上课没有这一环节，所以很多同学当时没有反应过来。
措施：以后要提前和班长沟通好，提前做好安排，以免冷场。
问题二：课堂容量略大，从词性、句子分类、定语从句概念到定语从句引导词的用法和思路的总结，对于基础中下的学生，可能学习起来比较吃力。
措施：适当分解学习内容，一些基础点如词性和句子分类等知识可以进行提前学习和预习，以
适当加快学习进度，尽快进入上课主题，体现出学习的重点。
问题三：周老师提出定语从句判定部分的练习太多，一定程度上影响了上课的进度。
措施：认真考虑了周老师的提议，感觉很有道理，之前自己没有意识到这个问题。
当时设计的初衷是让学生尽可能透彻的理解定语从句，以便于后面学习的展开，所以进行了较多的从句判定的练习。
但是实际上练习题目中重复性比较强，可以选择一两个有代表性的句子进行分析并让学生理解即可，更多的时间可以用来进行关系词的学习和练习。
问题四：王妃妃老师提出关于whose的讲解表述不是很准确，容易让学生产生误解。
解决措施：对于whose这个词的讲解，多查阅资料或者向其他老师学习，寻求一种既科学又让学生通俗易懂的方法。
问题五：学生总体学习状态较好，但是课堂氛围略显沉闷，学生上课状态没有平时上课的时候积极和活跃，可能是因为有老师过来听课，本身会感到紧张和有压力。
解决措施：公开课之前，提前和学生沟通好，让他们明白公开课的意义，不是对他们的一种评价和考查，而是了解他们在正常上课情况下的一种学习状态，了解老师上课过程中的优缺点。
他们只要不违反课堂纪律，保持平时的学习状态即可。
高二英语备课组
二零一九年九月十七日。