定语从句教学设计

《定语从句》教课方案单位：滦县二中作者：武秀玲优选《定语从句》教课方案作者：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的语法知识之一,同时也是高考重要语学法考点之一。在平时社交口语中,定语从句被经常使用，特别对于初学者来说,它是理解内和讲解一些新观点也许复杂观点的有效工具。但是,学生们掌握定语从句的结构和功能容却其实不简单,特别是从句中关系代词的采用及句型的成立，经常困扰着学生。分析学在初中阶段,学生已经接触过了一些定语从句结构,但依旧很难将语法转变为“学用结情合”阶段。本次教课活动,经过研究型学习模式,在教课的各个环节创立情境及任务,强分调学生在学习过程中的主体性,在各个小组成员的合作下，运用已经学过的语言和本节析课学习的新的语言项目完成任务。教知识目标:认识关系代词which，who和that的用法和功能。熟习掌握定语从句中关系学代词which，who和that的使用方法及定语从句句型.目能力目标:可以使用正确的定语从句句型描绘人物或事物。标感情目标:培育学生自主性学习,享受完成任务的过程,愿意与组员合作学习.教经过创立情形和看图说话的语言活动,帮助学生牢固该语法知识,并锻炼以简单的定语从学句结构进行表达.依据学生的实质状况和讲课时间，本堂课我只让学生初步掌握that,重which,who,whose指引的定语从句。点教课帮助学生将已学习的知识(theattributiveclause)转变为技术,进而培育其对该语法难点知识点的综合运用能力。教法与学生赏识英文歌曲TheOneYouLove（附歌词）;解析查找定语从句;研究归纳定语手段从句结构特色；合作学习，牢固练习。教课过程教课内容Step1Leadin教课导入

教师活动播放歌曲TheOneYouLove，让学生听而且结合所给歌词，试着找出含有定语从句的句子。TheOneYouLove》IknowyouneedafriendSomeoneyoucantalktoWhowillunderstandwhatyou'regoingthroughWhenitcomestoloveThere'snoeasyanswerOnlyyoucansaywhatyou'regonnadoIheardyouonthephoneYoutookhisnumberSaidyouwerealone,andyou'dcallhimsoonIsn'thetheguyTheguywholeftyoucrying'Isn'thetheonewhomadeyoublueWhenyourememberthosenightsinhisarmsYouknowyou'vegottamakeupyourmindAreyougonnastaywiththeonewholovesyou

学生活动赏识歌曲，解析查找定语从句。可以在小组内议论，相互互相启示，能更快的找出答案。优选教师先让学生这是一个学生自Step2Analysis解析研究Step3Consoli-

OrareyougoingbacktotheoneyouloveSomeone'sgonnacrywhentheylearnthey'velostyouSomeone'sgonnathankthestarsaboveWhatyougonnasaywhenhecomesoverThere'snoeasywaytoseethisthroughAllthebrokendreamsAllthedisappointmentsOhgirl--WhatyougonnadoYourheartkeepssaying'it'sjustnotfairButstillyou'vegottamakeupyourmindAreyougonnastaywiththeonewholovesyouOrareyougoingbacktotheoneyouloveSomeone'sgonnacrywhentheylearnthey'velostyouSomeone'sgonnathankthestarsabove这个环节的学生活动旨在创立一个情境,帮助学生更直观地进入学习定语从句的语境,进而为下一个环节的练习和牢固打下基础。将学生找出的定语从句用投影的方式体现出来，帮助学生解析定语从句的结构和指引词在从句中所起的作用。Iknowyouneedafriendsomeoneyoucantalkto.Isn'thetheonewhomadeyoublue?Areyougonnastaywiththeonewholovesyou?Areyougoingbacktotheoneyoulove?T:Whatistheattributiveclause?为定语从句下定义(definition),我知识建构的环节,试一试从传统的教师”教语法”,转变为学生习得语法与培育学生英语社交能力联系起来。让学生先独立完成表格,要修业生掌握先行词,关系代词和关系代词的作用和功能。

学生给定语从句下定义，解析定语从句的结构和指引词在从句中所起的作用。定语从句在句中做定语，修饰一个名词或代词，被修饰的名词词组或代词即先行词。定语从句平时出现在先行词此后，由关系词（关系代词或关系副词）引出。关系代词有who,whom,whose,that,which等。关系代词的作用：1、指引作用2、代替作用3、在定语从句中担当某个成分的作用dation牢固环节

关系词指代所作成分可否可省略that人；物主语；宾语作宾语可省which物主语；宾语作宾语可省who人主语；宾语作宾语可省whom人宾语可省whose人；物宾语不行省

Fillinthetableaccordingtothepassage.学生先独立完成表格,教师激励其遇到问题,可以与小组内的伙伴议论,共同解决。互相启示，促进，能得出更全面的信息。优选关系代词that的用法:1）只好用which,不用that的状况：a）指引非限制性定语从句时。eg.Thetree,whichisfourhundredyearsold,isveryfamoushere.b）介词后只好用which,不用that。eg.Wedependonthelandfromwhichwegetourfood.eg.Wedependonthelandthat/whichwegetourfoodfrom.2）只好用that作为定语从句的关系代词的状况：1.先行词是all,any,everything,anything,nothing,something,much,little,few,none,theone等时.eg.Thereismuchthatshouldbeused.eg.Youcantakeanyseatthatisfree.2.先行词被all,any,no,only,little,much,very,every,some,few,none等修饰时.eg.Ihavereadallthebooks(that)yougaveme.eg.Everydictionarythatourlibraryboughtisgood.当先行词前有形容词的最高等修饰时eg.ThisisthemostinterestingbookthatIhaveeverread.4.先行词前有序数词修饰时,包含thefirst,thelast。eg.ThefirstlessonthatIlearnedwillneverbeforgotten.eg.TheGreatWallisthelastplacethatMr.SmithisgoingtovisitbeforeheleavesBeijing.在以which,who作主语的特别疑问句中的定语从句中eg.Whoisthemanthatisreadingabookthere?eg.Whichisthemagazinethatyouborrowedfromthereadingroom?当先行词既有表示人又有表示物的词时eg.Wetalkedofthethingsandpersonsthatweremembered.7.当先行词在定语从句中做表语时,无论先行词是人仍是物eg.Chinaisnolongerthecountrythatshewas.8.主句以therebe开头时eg.ThereislittlethatIcandotomakeupforthelosttime.Step4展现习题

学生记好笔录，理解并掌握关系代词that和which的用法，为后边的练习做准备。优选Practice练习

1.Hekeepsarecordofeverythinghehadseenthere.A.heB.thatC.whichD.what.2.Mr.JohnsaidthatSuzhouwasthefirstcityhehadvisitedinChina.A.thatB.whereC.whichD.what3.TheTVplayIwatchedlastnightisthebestoneIhavewatchedthisyear.A.whichB.whatC.whoseD.that4.Isthisthemuseumyouvisitedtheotherday?A.thatB.whereC.inwhichD.theone5.ThisistheveryfilmI'velongwishedtosee.A.whichB.thatC.whoD.whom6.Thereisnodifficultycan'tbeovercomeintheworld.A.thatB.whichC.whoD.what.7.WhoisthepersonisstandingatthegateofBeijingTourismTower?A.whoB.thatC.whichD.whom18.Asateacher,Iseldomgivemystudentssodifficultaproblem_____theycan’tworkout.A.thatB.ifC.inorderthatD.as9.Thehousethecapitalistusedtoliveinisnowanursery（托儿所）.A.thatB.whereC.whatD.when10.ThisisthelasttimeIshallcomeheretohelpyou.A.thatB.whichC.whenD.what3.11.Myneighborsusedtogivemeahandintimeoftrouble,_wasverykindofthem.A.whoB.thatC.whichD.whom12.He____playswithfiregetsburst.A.WhoB.whichC.thatD.whoseSheheardaterriblenoise,____broughtherheartintohermouth.

学生先独立完成，尔后集体校正答案，对错误率高的题加以讲解，使学生更简单理解和掌握。优选A.itB.whichC.thisD.thatHaveyoufoundthewoman____pursewaslost?A.herB.ofwhichC.thatD.whoseMr.Smithistheonlyoneofthoseforeignerswho____inChina.A.workB.isworkingC.areworkingD.hadworkingStep5Handoutsomepersons’picturesandaskthesWriteashortpassagetotudentstowriteshortpassageswithDescribethepicturesUsingAttributiveClauses.andmakeapresentation.the教师先向学生示范游戏环节(makeaguess),尔后教小组成员合作完成任务,并language师将全班划分为5个小组,指定小组内的组长向全班展现。培育学生合作(group(Groupleader),给每组散发3至5张的人物照片,要学习的精神。activity修业生共同完成短文(使用定语从句).在教师所供给)的这些人物照片中,既有文假名人,科学前驱,也有体坛健将,娱乐明星,这样可以在激发学生想象力的同小组活动时,培育其人文涵养.T:Nowwe’llplayagamecalled“Whoishe?Whoisshe?”SupposeIcanseesomepersons’picturesthatyoucan’t.ButIwilldescribehimorhertoyouusingthestructureoftheAttributiveClausesothatyoucanimaginethepeopleandmakeaguess.Isthatclear?Nowlet’sbegin.Step6Writeashortpassagetodescribeaperson完成一篇100字短文,要求Homeworkwithinnolessthan100(atleast5sentences最少有5个定语从句，做到作业intheAttributiveClause)学致使用.教课反思本堂课的设计是依据学生对知识的接受水平由浅入深，渐渐推