定语从句人教版必修一 Unit 4 Earthquake The Third Period教学设计22

定语从句教学设计人教版必修一Unit4Earthquake TheThird Period教学内容人教版必修一部分Unit4Earthquake Discoveringuseful structures课型语言知识课

一、教学目标知识目标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

1.掌握关系代词的基本用法

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

1.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2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；L.作定语用的关系代词的用法2whose

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、课前准备布置学生找出前面课文中出现的定语从句

1.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3

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全班观察照片，教师利用多媒体向学生导入

1.Today lets getto study theStep1展示高一全体教师暑期讨论所任课教Leadingattributive clause.First,I dlike to在外学习时的照片请学（导入）-in师在照片中的生按照提示，使用定show youa语从句，描述所认识并且Part1位置，补充完成给本班代课的老师及校Definition老师所给含有概念长，引出定语从句学生观察例句，总结概念定语从句的句Here is a picture which was7mins子taken this summer.The个别学生大声回picturewhich was takenthissummer.person who is thErst oon答任课教师的名from rightof the first rowLookand find out yourteachers.照片（此处略，见课字和位置is....提问全班件）

2.1Who is the womanthat is the thirdonefrom leftof the first rowT:I see.The person who is the thirdonefrom leftof the first rowis the teacher ofChinese.Now,you repeat.2Who is the womanthat is thefirstonefrom rightof thefirst row3Do you know theman whoseglasses areblack4Do youknow thewoman whosehandbagis redStep2全班朗读含有定

1.提示并要求学生Read aloudthe教师重新展示学生回答Summing语从句的句子，sentences,paying attentionto the中包含完整定语从句的up归纳思考讨论定从的underlined partand thinkabout the句子，并用彩笔标示出定概念function of the attributive clause.语从句部分学生观察归个别学生大声说

2.提问全班What is an attributive clause纳定语从句的概念出定从的概念重复确定概念:修饰名词或代词的

3.The person who isthefirst从句one fromright ofthefirst rowis ourteacherofChinese.・・.详见课件教师给出两组来自本单六人小组活动提示Step

31.Here aretwo groupsof words元的新词，同时给出例讨论单词的意思Activity fromUnit Letsfind out the meanings.模仿练句要求学生用定语从句并使用定语从句Try toexplain each word using the习解释意思dam brick解释attributiveclause.Eg.“Dam iselectricity/reporter成果展示something that people build to stop asurvivor cyclistriver.Reporter”is apersonwhoworks照片（此处略，见课件）on a newspaper.要求:

2.Work ingroup ofsix toexplaineachwordone byone.Now,begin.提问

3.Let ssee whichgroup workswelland 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Stepl CompareL教师要求学生读出课前个别学生依次读

1.提示Take outyour homeworkinand布置的作业找出课文中出所做的汉译英Dao XueAn.Get readyto readaloudcomparison含有定语从句的句子并句子your translation work.（英汉对比）翻译成汉语全班回答英汉在

2.提问个别Lets taketurns toread the

2.教师将标准答案公布定从翻译上的差translationwork.Part2在大屏幕上，提醒学生注异

3.提问全班Look carefullyand compareStruc意观察英语的定语从句how differentthe wayof attributeis-ture翻译为汉语时位置有什expressed intwo languages.（结构）么变化（详见课件）5mins Step

21.教师给出包含定语全班观察了解定

1.提示Now letsstudythe structure of从句的句子分析结构从的分析方法和the sentencescontaining the attributive（定从Analysis示意图及例子图例clause.位置）

2.教师指导学生分析一全班通过观察总First,Look atthe example.Well learnto个含有定从的句子结相关概念的含use differentsigns orsymbols tomark帮助学生总结有关主义different partof the sentence soas tomake句、先行词、关系代个人独立完成含the structureclear forus.词、定语从句的概念、定从的句子结构提问

2.Look atthe signs and findoutthe含义及位置和作用分析:（先行词meaning of them suchas

3.教师要求学生含有同桌讨论，总结（关系词）Antecedent andrelative定从的句子结构并找定从的结构和位words.出相对应的结构类置指示

3.Now analyzethe threesentences型个人与教师答案and matchthem withthe correct.教师启发引导，学生对比，发现问题4structure forms.回顾总结定从结构的特并总结定从的结弓［导

4.Generally speaking,youll find点和注意事项构特点three basicstructures orpositions for（详见课件）the attributive clauses.小结并提问

5.Compare your answersand thinkabout thetips.What doyoulearn about thestructureof anattributiveclauseStep3教师展k段有趣的话语，全班大声朗读

1.提示Here isan interestingsentence.Reading分别使用图示和个别同学受鼓励Firstly,make sureyouknow theparaphrase来解释生词，确站起来展示疯狂meaning of thesentence.（结构操aloud定学生理解没有理解障英语的三“最”

2.指示Now,read thesentence in the练）碍后，要求学生大声流畅功夫（最清晰，loudest,clearest,and fastestway.地朗读，同时找出其中含最大声，最快语

3.提问Id like to knowwho speaksthe有多少个定语从句A速）全班共同寻best inyour class.Is thereanyonedog is chasing a找whod liketo trycatwhich is chasing arat定从，并说出

4.再问How manyattributive clausesarewhich ischasing a bird therein thissentencewhich ischasing aworm.设计意图通过汉英对比，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Part3Stepl Inductive

1.教师给出表格，显示全班听从教师说

1.指示；In yourhandou（t DaoXue Gao）,Func Learning（观几组含有定语从句的明表格用途和做you can see achart withsome sentences察与归纳）句子，分别按以下分法containing the attributive clauses.-tions（关系类列举先行词指代同桌讨论并得出

2.要求Observe theunderlined part,and代词的人，在从句中作主语、结论findoutthe generalrules for the usage宾语和定语；先行词个别同学轮流给of relative pronouns.For example,in功能）指代物，在从句中做出讨论出的答thefirstrow of the chart,you willfind主语、宾语和定语案either whoor“that can be usedhere

2.教师指导学生观察例全班重复全部答when theantecedent refersto aperson3mins句，归纳关系代词在案巩固所学and theantecedent isused asthe subject定语从句的不用用in theclause.Do therest ofthe chartas法above.提问学生给出答案和教

3.Since youhave finishedJets

3.师对比，教师根据情compare ouranswers.巩固提问

4.Lets reviewwhat wehave况评析learned.（详见课件）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Stepl.教师要求学生用适当的个人独立完成

1.提示Complete thesentence correctly.填空关系代词填空个人依次展示结More thanone wordcanbeused（详见导学稿）果sometimes.提问

2.Now,give meyouranswersinturn.Step

2.教师举例，指导学生练习全班与老师共同Part4合并句子用定从合并句子分析例句提示

1.Lets learnto combinethe twoPractice（详见导学稿）个人独立完成练sentences withtheattributiveclause.makes习也可与同桌指导

2.Look atthe example.Read andperfect.商量完成see ifyou canunderstand them.Now熟能生巧do theexercises onPage

105.27mins核对答案

3.Now,read youranswers onebyone.Step3改错教师给出两个含有定语全班共同完成

1.提示There aresome mistakesin the从句的句子，要求学生指two sentences.出其中的错误并改正最

2.提问Can youfind themand correct后说明原因them（详见课件）小结

3.What dowe getfrom correctingthemistakes小小教师给出示范，指导学生四人合作讨论操Step4提示游戏做游戏用含有whose的练用whose介绍

1.Now letsplay agame.指导

2.Introduce yourfriend using the定语从句介绍自己的朋朋友patterns on the screen.Work ingroup友四人操练后选出一位发言人代表展of four.Do rememberto choosea代表发言展示给全班/J\Ospokesman orspokeswoman tospeak（详见课件）on behalfof yourgroup inthe frontafterdiscussion.Get movingandtalking.展示

3.Which groupwould liketo bethefirstWelcome...评价

4.Thanks for your excellentintroductionso thatwe knowmoreabout ourfriends andconsolidate theusageof“whose”Step

5.教师给出示范，指导学生四人合作按要

1.提示Now,story time.故事会用定语从句编故事尽可求续编故事

2.指导Here aretwo popularstories.能用到含有（）who,whom,专人记录发言人Read andsee ifyou cancomplete themoptional的定从that,which,whose朗读故usingtheattributiveclause.Work in四人小组活动编好后有事group offour tochoose onestory and专人记录并选出一位声complete it.Go!.音洪亮的代表读给全班展示

3.I canhardly waitto hearyour（详见课件）story.Now,will youshare yourstorywith us评价

4.Thank youfor yourstories whichmakeus happy.Actually,you willhave morefun ifyoumake upyour ownstory afterclass.

5.ConsolidationDoes thathave anyspecialusage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，加强并提升的正确使用以及其他关系代词的综合运用能力思whose考题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that识Part5课后作业独立完成提示Here isthe assignmentfor

1..Finish offtheHome homework.Hopefully,you willlike yourexercises in theworkstories andthe songI recommendto you.textbook.The lyricsforthesong areon yourhandout.

2.Make upa storyusing as3mins Thanksfor yourattention.See you.many asattributive clauses（详见课件）as possible.（选做）

3.Optional workLearn a song named“Lemon Tree”.设计意图课后作业分书面作业和选作部分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并注意体会歌词中的定语从句的使用对于高一Lemon Tree,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 AttributeClauseI.Definition HomeworkILStructureIII FunctionQuestionIV.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和的情况,却没有刻意强调总结，也特which whom意留出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that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定语从句（导学稿）The attributiveclauseI.What isan attributiveclauseGame:Explain thewords usingtheattributiveclause.Eg.Dam”is somethingthatpeoplebuildtostopariver.“Brick.“Electricity____________________________________________“Reporter“isapersonwhoworks onanewspaper.“Survivor”.“Cyclist”.（）IL StructuresAnalysisEg.She istheteacherwho teachesus biology.l.The book which waswritten by Lu Xunwas lost.

2.1asked the boy whowas sleepingto wakeup.

3.This isa bookwhichwaswritten byLu Xun.

5.Reading aloudintheloudest.clearest,and fastestway.A dogischasing a catwhich ischasing arat which ischasingabirdwhichischasingaworm.IIL Functionsoftherelativepronouns.Read andcomplete theform,using who,that,which,whom andwhose.This isthe doctorwho/that savedthe boyslifb.人The womanthat/whoisplaying thepiano isMiss_______________/________________Zhang.主语The riverwhich/that flowsthrough thecity isvery物long._________/_________Please passme the bookwhichis lyingonthetable.She isthe newstudent whom/who/that/x Italked to人just now.____/________/_____/_She isthe newstudent towhom Italked justnow.宾The novelwhich/that/x Tombought isvery关系语interesting.代物________//Can youlend methe magazineabout whichyou词talked yesterdayHe istheprofessor whosedaughter teaches you人________/_____English.=Heistheprofessor thedaughter ofwhom定teachesyouEnglish.语物Look atthe housewhose roofis red.___________/_______=Look atthe housethe roofof whichis red.4III.Practice

1.Fill inthe blanks,using which,that,who,whom,whose.

1.The eggsI boughtyesterday werenot fresh.2The friendcame tosupper lastnight wasnthungry.3He prefersthe sheepcomes froma farm.4Do youknow theperson ourteacher shookhands with5He sawa housewindows wereall broken.6Do youknowthe girl motherisateacher inour school

2.Join thetwo sentencesinto oneusing attributiveclause:eg.Th isisthe stranger.He savedthe boys life.==This isthestrangerwho/that savedthe boys life.

1.Tom istheboy.He damagedthe vaseyesterday.

2.Mary isthegirl.Her Englishisthebest inour class.

3.I wantedto thebook.The bookis writtenbyLuXun.

4.1live in a house.The windowofthehouse facessouth.

3.Correct themistakes.♦I likethebookthat yougave itto meyesterday.❖Liu Xiangistheman whorun fastest.IV Games

1.Introduce yourfriend tous asfollows.Ladies andgentlemen,I wouldliketointroduce aman whose,whose,whose.Ladies andgentlemen,here ismy bestfriend,

2.Choose oneofthestories andcomplete itusing who,that,which,whose.❖One day,theresagirl whose.She wentthrough aforest tosee hergrandma who.On theway shemet awolfwhich.The girlforgot thewords that4last…❖Once upona time,there wasa mountainwhich.On topofthemountain therestood atemple（庙）that Inthetemple therelived amonkwho Themonk kepton tellingthe samestory toanother monkwhoseThe storywent onlike this...V.Summing upVIAssignment

1.Finish offthe workbookexercisesinthe textbook.

2.Make upa storyusingtheattributiveclauses.（选做）

3.Optional workLearnasongnamedLemon Tree”.Lemon TreeFooPs GardenIm sitting hereinaboring room.Ifs just another rainySunday afternoon.Im wastingmy time,I gotnothing todo.Im hangingaround,Im waitingfor you.But nothingever happens,and I wonder.Im drivingaround inmy car.Im drivingtoo fast,Tm drivingtoo far.Id liketo changemy pointof view.I feltso lonely,Tm waitingforyou.But nothingever happens,and I wonder.Iwonderhow,Iwonderwhy.Yesterday youtold meabouttheblue,blue sky.And allthat I can see is just a yellow lemon tree.Im turningmy headup anddown.Im turning,turning,turning,turning,turning around.And allthat I cansee is justanother yellowlemon tree.Imsittinghere,and Imiss thepower.Id liketo goout takinga shower.But theresa heavycloud insidemy mind.I feelso tired,and putmyself intobed.Where nothingever happens,and Iwonder.Im steppingaround ina desertof joy.Baby,anyhow Iget anothertoy.And everythingwill happen,and youwonder.And allI canseeisjustanotherlemon tree.And allI cansee,and allIcansee,And allIcanseeisjustayellowlemontree.。