1、1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
2、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
3、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
4、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）八、教学过程 教 学 过 程步 骤 教学活动 学生活动 教师活动Step 1： 教师利用多媒体向学生 全班观察照片， 1. 导入 Today lets get to 2Leading -in(导入)展示高一全体教师暑期在外学习时的照片。请学生按照提示，使用定语从句，描述所认识并且给本班代课
5、的老师及校长，引出定语从句。学生观察例句，总结概念。Here is a picture which was taken this summer.The person who is the first one from right of the first row is .照片（此处略，见课件）讨论所任课教师在照片中的位置，补充完成老师所给含有定语从句的句子。个别学生大声回答任课教师的名字和位置。study the attributive clause. First, Id like to show you a picture which was taken this summer. Look
6、and find out your teachers.2. 提问全班：(1)Who is the woman that is the third one from left of the first row?T:I see. The person who is the third one from left of the first row is the teacher of Chinese. Now, you repeat.(2)Who is the woman that is the first one from right of the first row?(3)Do you know
7、the man whose glasses are black?(4)Do you know the woman whose handbag is red?Step 2 Summing up (归纳 )教师重新展示学生回答中包含完整定语从句的句子，并用彩笔标示出定语从句部分。学生观察归纳定语从句的概念。The person who is the first one from right of the first row is our teacher of Chinese.(详见课件)全班朗读含有定语从句的句子，思考讨论定从的概念。个别学生大声说出定从的概念。1. 提示并要求学生：Read al
8、oud the sentences , paying attention to the underlined part and think about the function of the attributive clause .2. 提问全班 What is an attributive clause?3. 重复确定概念：修饰名词或代词的从句Part 1Definition(概念)7minsStep 3 Activity(模仿练习)教师给出两组来自本单元的新词，同时给出例句。要求学生用定语从句解释意思。dam brick electricity / reporter survivor cy
9、clist六人小组活动：讨论单词的意思并使用定语从句解释。成果展示。1. 提示：Here are two groups of words from Unit 4.Lets find out the meanings. Try to explain each word using the attributive clause. Eg. “Dam” is something that people build to stop a river. “Reporter” is a 3照片（此处略，见课件） person who works on a newspaper.2. 要求: Work in gr
10、oup of six to explain each word one by one . Now, begin.3. 提问 Lets see which group works well and fast.设计意图 鼓励学生解释新学的单词，进行定语从句的概念导入及模仿练习，从已知到新知，激发兴趣，诱导学习是目的。使语法学习与词汇学习相结合。Step1Compare andcomparison（英汉对比）1.教师要求学生读出课前布置的作业：找出课文中含有定语从句的句子并翻译成汉语。2.教师将标准答案公布在大屏幕上，提醒学生注意观察英语的定语从句翻译为汉语时位置有什么变化。（详见课件）个别学生依次
11、读出所做的汉译英句子。全班回答英汉在定从翻译上的差异。1. 提示：Take out your homework in Dao Xue An. Get ready to read aloud your translation work .2. 提问个别 Lets take turns to read the translation work.3. 提问全班 Look carefully and compare how different the way of attribute is expressed in two languages.Step 2 Analysis (定从位置)1. 教师给出
12、包含定语从句的句子分析结构示意图及例子。2. 教师指导学生分析一个含有定从的句子。帮助学生总结有关主句、先行词、关系代词、定语从句的概念、含义及位置和作用3. 教师要求学生含有定从的句子结构并找出相对应的结构类型。3.教师启发引导，学生回顾总结定从结构的特点和注意事项。（详见课件）全班观察了解定从的分析方法和图例。全班通过观察总结相关概念的含义。个人独立完成含定从的句子结构分析。同桌讨论，总结定从的结构和位置。个人与教师答案对比，发现问题并总结定从的结构特点。1. 提示 Now lets study the structure of the sentences containing the a
13、ttributive clause.First, Look at the example. Well learn to use different signs or symbols to mark different part of the sentence so as to make the structure clear for us.2. 提问 Look at the signs and find out the meaning of them such as : (先行词)antecedent and （关系词）relative words. 3. 指示 Now analyze the
14、 three sentences and match them with the correct structure forms.4. 引导：Generally speaking, youll find three basic structures or positions for the attributive clauses. 5. 小结并提问：Compare your answers and think about the tips. What do you learn about the structure of an attributive clause?Part 2 Struc-t
15、ure (结构)5minsStep 3 Reading aloud （结构操练）教师展示一段有趣的话语，分别使用图示和paraphrase 来解释生词，确定学生理解没有理解障碍后，要求学生大声流畅地朗读，同时找出其中含有多少个定语从全班大声朗读。个别同学受鼓励站起来展示疯狂英语的三“最”功夫（最清晰，最1. 提示 Here is an interesting sentence. Firstly ,make sure you know the meaning of the sentence. 2. 指示 Now, read the sentence in the loudest ,cleares
16、t, and fastest way.3. 提问 Id like to know who speaks the best in your class. Is there 4句。A dog is chasing a cat which is chasing a rat which is chasing a bird which is chasing a worm . 大声，最快语速）全班共同寻找定从，并说出。anyone whod like to try? 4. 再问 How many attributive clauses are there in this sentence?设计意图 通过汉
17、英对比，句子结构分析了解主从句、先行词和关系词的位置关系，掌握含有定从的句子的句式结构特点，并通过有趣的三最口腔肌肉训练法朗读含有定从的句子，巩固这部分的学习。层层推进，由浅入深，在于掌握知识；同时寓教于乐是保持英语学习兴趣的最佳手段。Part 3 Func-tions(关系代词的功能)3minsStep1 InductiveLearning (观察与归纳)1. 教师给出表格，显示几组含有定语从句的句子，分别按以下分类列举先行词指代人，在从句中作主语、宾语和定语；先行词指代物，在从句中做主语、宾语和定语。2. 教师指导学生观察例句，归纳关系代词在定语从句的不用用法。3. 学生给出答案和教师对比
18、，教师根据情况评析。（详见课件）全班听从教师说明表格用途和做法。同桌讨论并得出结论。个别同学轮流给出讨论出的答案。全班重复全部答案巩固所学。1. 指示；In your handout(Dao Xue Gao), you can see a chart with some sentences containing the attributive clauses. 2. 要求 Observe the underlined part, and find out the general rules for the usage of relative pronouns. For example, in
19、the first row of the chart, you will find either “who” or “that” can be used here when the antecedent refers to a person and the antecedent is used as the subject in the clause. Do the rest of the chart as above.3. 提问 Since you have finished , lets compare our answers.4. 巩固提问 Lets review what we hav
20、e learned. 设计意图 学生通过观察句子，归纳关系代词的用法，锻炼和提升了自主学习的能力。Step1.填空教师要求学生用适当的关系代词填空（详见导学稿）个人独立完成。个人依次展示结果。1. 提示：Complete the sentence correctly. More than one word can be used sometimes.2. 提问 Now, give me your answers in turn.Step 2.合并句子教师举例，指导学生练习用定从合并句子（详见导学稿）全班与老师共同分析例句。个人独立完成练习。也可与同桌商量完成。1. 提示 Lets learn
21、to combine the two sentences with the attributive clause. 2. 指导 Look at the example. Read and see if you can understand them. Now do the exercises on Page 105.3. 核对答案 Now, read your answers one by one.Part 4Practice makes perfect.熟能生巧27minsStep 3 改错教师给出两个含有定语从句的句子，要求学生指出其中的错误并改正。最后说明原因。全班共同完成。 1. 提示
22、 There are some mistakes in the two sentences.2. 提问 Can you find them and correct them?5（详见课件） 3. 小结 What do we get from correcting the mistakes?Step 4 小小游戏教师给出示范，指导学生做游戏：用含有whose 的定语从句介绍自己的朋友。四人操练后选出一位代表发言展示给全班（详见课件）四人合作讨论操练用 whose介绍朋友。发言人代表展示。 1. 提示 Now lets play a game.2. 指导 Introduce your friend
23、 using the patterns on the screen. Work in group of four. Do remember to choose a spokesman or spokeswoman to speak on behalf of your group in the front after discussion. Get moving and talking.3. 展示 Which group would like to be the first ? Welcome4. 评价：Thanks for your excellent introduction so that
24、 we know more about our friends and consolidate the usage of “whose”Step 5.故事会(optional)教师给出示范，指导学生用定语从句编故事：尽可能用到含有 who, whom, that, which, whose 的定从。四人小组活动编好后有专人记录并选出一位声音洪亮的代表读给全班。（详见课件）四人合作按要求续编故事。专人记录发言人朗读故事。1. 提示 Now，story time.2. 指导 Here are two popular stories. Read and see if you can complete
25、 them using the attributive clause. Work in group of four to choose one story and complete it .Go!.3. 展示 I can hardly wait to hear your story. Now, will you share your story with us?4. 评价 Thank you for your stories which make us happy .Actually, you will have more fun if you make up your own story a
26、fter class.5.Consolidation： Does “that” have any special usage? 设计意图 通过不同梯度、不同形式的练习逐步巩固关系代词的正确选择使用，定语从句结构的特点和易错点，加强并提升 whose 的正确使用以及其他关系代词的综合运用能力。思考题：that 有什么特殊的用法吗？使学习得以延伸，让学生在课后“蹦”着去够新知识。Part5 Homework3mins课后作业 1Finish off the exercises in the textbook.2.Make up a story using as many as attributiv
27、e clauses as possible. （详见课件）3.Optional work(选做）：Learn a song named “Lemon Tree”. 独立完成 提示： Here is the assignment for homework. Hopefully, you will like your stories and the song I recommend to you . The lyrics for the song are on your handout.Thanks for your attention. See you .6设计意图 课后作业分书面作业和选作部分
28、。书面部分是巩固所学的定从知识，和锻炼综合运用能力即在写作中正确使用定从。选作部分为激发和保持学生英语学习兴趣，推荐学生聆听学习英语经典老歌 Lemon Tree, 并注意体会歌词中的定语从句的使用。对于高一学生而言，高中生活才刚刚开始一个多月，在教学中多注入或推荐一些生活、艺术、音乐等元素对于他们保持良好的学习心态很有好处。板书设计：The Attribute ClauseI. Definition HomeworkII. Structure III. Function QuestionIV. 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
29、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
30、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
31、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 w
32、ho 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.72. 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 ,cle
33、arest, 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.Read and complete the form, using who, that, which, whom and whose.人 _/_This is the doctor who/that saved the boys life. The woman that/who
34、is playing the piano is Miss Zhang.主语物 _/_The river which/that flows through the city is very long.Please pass me the book which is lying on the table.人 _/_/_/_She is the new student whom/who/ that/x I talked to just now.She is the new student to whom I talked just now.宾语物 _/_/_The novel which/that/
35、x Tom bought is very interesting.Can you lend me the magazine about which you talked yesterday?人_/_He is the professor whose daughter teaches you English .=He is the professor the daughter of whom teaches you English.关系代词定语 物_/_Look at the house whose roof is red.=Look at the house the roof of which
36、 is red.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 wasnt 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
37、_ 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 boys life.= This is the stranger who/that saved the boys life.1). Tom is the boy. He damaged the vase yesterday.2). M
38、ary 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 Games1.Introduce
39、your friend to us as follows.8“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, theres a girl whose_.She went through a forest to see
40、 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 we
41、nt on like thisV. Summing upVI Assignment1.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 Fools GardenIm sitting here in a boring room. Its just another rainy Sunday afternoon. Im wast
42、ing my time, I got nothing to do.Im hanging around, Im waiting for you. But nothing ever happens, and I wonder.Im driving around in my car. Im driving too fast, Im driving too far. Id like to change my point of view. I felt so lonely, Im waiting for you. But nothing ever happens, and I wonder. I won
43、der 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. Im turning my head up and down. Im turning, turning, turning, turning, turning around. And all that I can see is just another yellow lemon tree. Im sitting here, and I miss the
44、power.Id like to go out taking a shower. But theres a heavy cloud inside my mind. I feel so tired, and put myself into bed. Where nothing ever happens, and I wonder. Im stepping around in a desert of joy.Baby, anyhow I get another toy. 9And 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.
