定语从句教学设计

《定语从句》教学设计作者武秀玲课题定语从句课时第一课时教定语从句是新课标高一英语中最基本也是最重要语法知识之一，同时也是高考重要语法考点之一学在日常交际口语中，定语从句被经常使用，尤其对于初学者来说，它是理解和解释一些新概念或内容者复杂概念有效工具但是，学生们掌握定语从句结构和功能却并不简单,尤其是从句中关系代分词选用及句型构建，时常困扰着学生析学情在初中阶段，学生已经接触过了一些定语从句结构，但仍然很难将语法转化为“学用结合”阶分析段本次教学活动，通过研究型学习模式，在教学各个环节创设情境及任务，强调学生在学习过程中主体性，在各个小组成员合作下，运用已经学过语言和本节课学习新语言项目完成任务知识目标了解关系代词which,who和that用法和功能熟悉掌握定语从句中关系代词which,教who和that使用方法及定语从句句型.学能力目标能够使用正确定语从句句型描绘人物或事物目标情感目标培养学生自主性学习，享受完成任务过程，乐意及组员合作学习.教通过创设情景和看图说话语言活动，帮助学生巩固该语法知识，并锻炼以简单定语从句结构进行学表达.根据学生实际情况和授课时间，本堂课我只让学生初步掌握that,which,who,whose引重导定语从句■教学难帮助学生将已学习知识the attributiveclause转化为技能，从而培养其对该语法知识点综点合运用能力教法及学生欣赏英文歌曲The OneYou Love附歌词；分析查找定语从句；探究归纳定语从句结构特手段点；合作学习，巩固练习教学过程教学内容教师活动学生活动Step1Lead in播放歌曲The OneYou Love,让学生听并且结合所给歌词，试着找出含有定语从句句子欣赏歌曲，分析查找定语从句教学导入《The OneYou Love》可以在小组内讨论，彼此相互启I knowyou needa friendSomeone you can talkto Who发，能更快找出答案will understandwhat you*re goingthrough Whenitcomes tolove Therefs no easy answerOnlyyou cansay whatyoure gonnadoI heardyou on the phoneYoutook hisnumberSaid youwere alone,and youdcall himsoon Isnthe the guyTheguy wholeft youcrying1Isnt hethe one who made you blueWhenyou rememberthose nightsin hisarmsYou knowyouve gotta make up your mind Are you gonnastay with the one who loves youOr areyou going back to the one you love Someone*s gonnacry whenthey learnthey1ve lostyouSomeone*s gonnathank the stars aboveWhat yougonnasay whenhe comesover Theresnoeasyway to see thisthroughAll thebroken dreamsAllthe disappointmentsOhgirl-What yougonna doYourheart keepssaying*its justnot fairBut stillyouvegottamake upyourmindAre yougonna stay withthe one wholoves youOr areyou goingback totheone youloveSomeone*s gonnacry whenthey learntheyfve lostyouSomeone*s gonnathank thestars above这个环节学生活动旨在创设一个情境，帮助学生更直观地进入学习定语从句语境，从而为下一个环节练习和巩固打下基础Step2将学生找出定语从句用投影方式呈现出来，帮助学生分析定学生给定语从句下定义，分析定语从句结构和引导词在从句中所起作用语从句结构和引导词在从句中所Analysis

1.I knowyou needa friendsomeone youcan talkto.起作用

2.Isnf thethe onewhomadeyoublue定语从句在句中做定语，修饰一

3.Are yougonnastaywiththeonewholovesyou个名词或代词，被修饰名词词组分析探究

4.Areyougoingbacktotheoneyoulove或代词即先行词定语从句通常TWhat isthe attributiveclause教师先让学生为出现在先行词之后，由关系词关定语从句下定义definition,这是一个学生自我知识建构系代词或关系副词引出环节，尝试从传统教师”教语法”，转化为学生习得语法及关系代词有who,whom,whose,培养学生英语交际能力联系起来that,which等关系代词作用

1、引导作用

2、替代作用

3、在定语从句中担当某个成分作用Step3让学生先独立完成表格，要求学生掌握先行词，关系代词和关系代词作用和功能Cdoantsioolni Fillin thetable关系词指代所作成分是否可省略according tothe巩固环节passage.that人；物主语；宾语作宾语可省学生先独立完成表格，教师鼓which物主语；宾语作宾语可省励其遇到问题，可以及小组内同伴讨论，共同解决相互启who人主语；宾语作宾语可省发，促进，能得出更全面信息whom人宾语可省I whose人；物宾语1学生记好笔记，理解并掌握关不可省系代词that和which用法，关系代词that用法:1）只能用which,不用that情况:a）引导非限定性定语从为后面练习做准备句时eg.The tree,which isfour hundredyears old,is veryfamous here.b）介词后只能用which,不用thatoeg.We dependon theland fromwhich weget ourfood.eg.We dependontheland that/which weget ourfood from.2）只能用that作为定语从句关系代词情况

1.先行词是all,any,everything,anything,nothing,something,much,little,few,none,theone等时.eg.There ismuch thatshould beused.eg.You can take anyseat that is free.

2.先行词被all,any,no,only,little,much,very,every,some,few,none等修饰时.eg.I haveread allthe books（that）you gaveme.eg.Every dictionarythat ourlibrary boughtis good.

3.当先行词前有形容词最高级修饰时eg.This isthe mostinteresting bookthat I have everread.

4.先行词前有序数词修饰时，包括the first,the lastoeg.The firstlesson thatI learnedwill neverbe forgotten.eg.The GreatWall isthe lastplace thatMr.Smith isgoing tovisit beforeheleaves Beijing.

5.在以which,who作主语特殊疑问句中定语从句中eg.Who isthe manthatisreadinga bookthereeg.Which isthe magazinethat youborrowed fromthe readingroom

6.当先行词既有表示人又有表示物词时eg.We talkedof thethings andpersons thatwe remembered.

7.当先行词在定语从句中做表语时，无论先行词是人还是物eg.China isno longerthe countrythat shewas.

8.主句以there be开头时eg.There islittle thatI cando tomakeupfor thelost time.Step4展示习题

1._________________________________________HePractice学生先独立完成，然后集体订正keeps arecord ofeverything______________he答案，对错误率高题加以解释，had seenthere.使学生更容易理解和掌握练习A.he B.thatC.which D.what

2.Mr.John saidthat Suzhouwas thefirst cityhehadvisited inChina.A.that B.whereC.which D.what

3.The TVplay Iwatched lastnight isthe bestone_____________Ihavewatched thisyear.A.which B.whatC.whose D.that

4.Is thisthe museum______you visitedtheother dayA.that B.whereC.in which D.theone

5.This isthe veryfilm_________I*ve longwishedtosee.A.which B.thatC.who D.whom

6.There isno difficulty__________cant beovercomein theworld.A.that B.whichC.who D.what

7.Who isthe person________is standingatthe gateof BeijingTourism TowerA.who B.thatC.which D.whom

8.As ateacher,I seldomgive mystudents sodifficulta problem______they cant workout.A.that B.ifC.in orderthat D.as

9.The house______the capitalistused tolivein isnow anursery（托儿所）.A.that B.whereC.what D.when

10.This isthe lasttime__________I shallcomehere tohelp you.A.that B.whichC.when D.what

11.My neighborsused togive mea handin timeoftrouble,__was verykind ofthem.A.who B.thatC.whichD.whom

12.He_____plays withfire getsburst.A.Who B.whichC.that D.whose

13.She hearda terriblenoise,_____broughther heartinto hermouth.A.it B.which C.this D.that

14.Have youfound thewoman____purse waslostA.her B.of whichC.that D.whose

15.Mr.Smith isthe onlyone ofthose foreignerswhoin China.A.work B.is workingC.are workingD.had workingStep5Write ashort passagetoDescribe thepictures andUsingthemake apresentation.小组成language Handout some persons picturesand askthestudents员合作完成任务，并向全班展示group towrite short passages withAttributive Clauses.培养学生合作学习精神activity教师先向学生示范游戏环节make aguess,然后教师将全班划分为5个小组，指定小组内组长小组活动Group leader,给每组分发3至5张人物照片，要求学生共同完成短文使用定语从句.在教师所提供这些人物照片中，既有文化名人，科学先驱，也有体坛健将，娱乐明星，这样可以在激发学生想象力同时，培养其人文素养.TNow we11play agame called“Who ishe Whoisshe”Suppose Ican seesomepersonspicturesthat youcant.But Iwill describehim orherto youusing thestructure ofthe AttributiveClauseso thatyoucanimagine thepeople andmakea guess.Is thatclear Nowlet sbegin.Step6Write ashortpassageto describea personwithin noHomeworkless than100at least5sentences inthe Attributive完成一篇100字短文，要求至少作业Clause有5个定语从句，做到学以致用.教学反思本堂课设计是按照学生对知识接受水平由浅入深，逐渐推进导入环节新颖，能激发学生学习兴趣一堂好课应该是由教师引导，学生发挥主体作用一个过程，教师在课前五分钟就要通过各种手段来最大限度调动学生积极性本着这个原则，本人在设计时，一开始就通过一首歌曲作为教学载体，打破了传统语法课堂中比较枯燥引入自主探究式教学运用，重在培养学生自主学习行为习惯小组合作学习倡导，使得学生将语法知识及实际运用联系起来，培养了学生语感，达成了教学设计中预期目标这堂课上，学生自主活动占了较大比例，效果也和预期基本一致由于最后一个教学环节将游戏作为教学载体，课堂气氛较为活跃，有些自控能力较弱学生会发生“跑题”现象。