高中英语3Module3TheViolenceofNature定语从句教学设计

1、“The Attributive Clause -定语从句”教案课 型 ：语 法 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.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.

2、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。我所教的高一班级学生为普通生，英语的基础比较差，学生兴趣不够，容易分散注意力，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

3、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. 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（40分钟）八、教

4、学过程 教 学 过 程步 骤教学活动学生活动教师活动Part 1Definition(概念)7minsStep 1：Leading -in(导入)教师利用多媒体请学生按照提示，使用定语从句，描述电影人物Which one is Jack and Harry Porter?，引出定语从句。学生观察例句，总结概念。Harry Porter is a boy who has magic power.照片（此处略，见课件）全班观察照片，讨论Harry Porter and Jack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Which one is Harry Porter?导

5、入Today lets get to study the attributive clause. First, Lets play a guessing “Who is he?” “Which one is Harry Porter?”提问全班：(1) WHO IS HE?He is a basketball player.He is a Chinese basketball player.He is a famous Chinese basketball player.He has a beautiful wife named YeLi.(2) Which one is Harry Port

6、er ?The boy is Harry Porter who is wearing glasses.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。Harry Porter is a boy who has magic power. (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。提示并要求学生：Read aloud the sentences , paying attention to the underlined part and think abou

7、t the function of the attributive clause .提问全班What is an attributive clause?确定概念：修饰名词或代词的从句关系词的三个作用:a. 引导定语从句。b. 代替先行词。c. 在定语从句中担当 一个成分。设计意图鼓励学生熟悉定语从句的应用，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。Part 2 Struc-ture (结构)5minsStep1Compare 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

8、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。提问个别Lets take turns to read the translation work.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)教师给出包含定语从句的句子分析结构示意图及例子。教师指导学生分析一个含有定从的句子。帮

9、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。提示Now lets study the structure of the sentences containing the attributive clause.First, Look at the example. Wel

10、l learn to use different signs or symbols to mark different part of the sentence so as to make the structure clear for us.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. 指示Now analyze the three sentences and match them with the correct structu

11、re forms.引导：Generally speaking, youll find three basic structures or positions for the attributive clauses. 小结并提问：Compare your answers and think about the tips. What do you learn about the structure of an attributive clause?Step 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，

12、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句。A dog is chasing a cat which is chasing a rat which is chasing a bird which is chasing a worm . 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，最大声，最快语速）全班共同寻找定从，并说出。提示Here is an interesting sentence. Firstly ,make sure you know the meaning of the sentence. 指示 Now, read the sentence i

13、n the loudest ,clearest, and fastest way.提问Id like to know who speaks the best in your class. Is there anyone whod like to try? 再问How many attributive clauses are there in this sentence?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

14、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)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。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。学生给出答案和教师对比，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。指示；In your handout, you can see a chart with s

15、ome sentences containing the attributive clauses. 要求Observe the underlined part, and find out the general rules for the usage of relative pronouns. For example, in 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 anteced

16、ent is used as the subject in the clause. Do the rest of the chart as above.提问Since you have finished , lets compare our answers.巩固提问Lets review what we have learned. 顺口溜：which指物人用who,人物都有that顾。既可作主又作宾, 句子成分不操心。先行词是人时, who作主语很称职。从句如果少宾语, who和whom随便你。定从之中少定语, whose为你唱一曲。Whose指人又指物, 所属关系要记住。设计意图学生通过观察

17、句子，用顺口溜归纳关系代词的用法，锻炼和提升了自主学习的能力，加深用法规则的记忆。Part 4GroupCompetition小组比赛Practice makes perfect.熟能生巧24minsStep1.Make a choice (选择题)教师把学生分成三组用抢答的形式让学生回答问题，并累计分数。Choose one best answer.个人独立完成。个人依次展示结果。1. This is the house _ I bought last year. A. whose B. that 2. Is that the picture _ you are laughing at? A

18、. which boy _mother is ill can not come to the party. A. who B. whose Step 2.Translation(翻译)教师举例，指导学生练习用定从翻译格言句子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。He who doesnt reach the Great Wall is not a true man .不到长城非好汉.God helps those who help themselves .天助自助者.3. He who is content (满足) is always happy.知足者常乐Step

19、3 看图填词教师给出不同选择，让问题带有随机性，回答问题的同时比拼运气，增加课堂趣味性。全班共同完成。火眼金睛，选词填空Is this Uncle Wang _lives with his children in Beijing now?. He is a teacher_I met last year.Step 4 小小游戏合并句子教师给出示范，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合并句子。发言人代表展示。 提示 Now lets play a game.指导 Introduce your fr

20、iend 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.展示Which group would like to be the first ? Welcome评价：Thanks for your excellent introduction so that we

21、 know more about our friends and consolidate the usage of “whose”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 Homework1mins课后作业1.Finish off the exercises in the textbook. an article about your childhood or your parents

22、, using as many attributive clauses as possible. 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 .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 Clause