(人教版)限制性定语从句.doc

1、Book 1 unit 4 Grammar Defining Attributive Clause（限制性定语从句）Teaching Design for Grammar -Defining Attributive Clause教学内容英语（人教版）Book 1 unit 4 GrammarDefining Attributive Clause（限制性定语从句）教学对象高一学生学情分析学生在初中时对定语从句已有初步的认识，但在具体的功能使用上未形成一个清晰的概念，在学习过程中未能正确选择关系词并运用定语从句描述人或事物等。教学项目教材内容挖掘并编写“过去的定安、养生天堂的发展”等材料，将整节课

2、的语法知识点学习贯穿于主线当中，侧重于引导学生在输入语言知识的同时观察、推论、运用限制性定语从句语法知识。教学目标语言知识1. 通过观察、讨论、总结学习限制性定语从句关系词的正确使用；语言技能能够在读、写、说中熟练运用限制性定语从句。语言运用能够将限制性定语从句准确运用于日常生活中谈论过去的定安、养生天堂定安的发展等。文化意识把限制性定语从句的运用渗透到流行歌曲、了解身边大小事当中。情感态度在学习中培养合作精神和竞争意识。学习策略学会总结所接触的语言材料中的语言规律并加以应用。教学重点通过创设情境的语言活动(如谈论过去的定安、养生天堂定安的发展等)，帮助学生正确使用限制性定语从句中的关系词，帮

3、助学生将已学习的知识转化为技能，从而培养其对该语法知识点的综合运用能力。教学难点如何引导学生通过观察例句、表格等，总结归纳出限制性定语从句关系词的用法，并总结出语法规律。运用任务学会用限制性定语从句完整描述过去的定安、养生天堂定安的发展等教学方法以学生为主体的发现学习和合作学习，分层教学的原则：1）Situational Approach（情境教学法）2）Communicative Approach（交际法）教学辅助教材，学案，电脑，课件，黑板，粉笔等Teaching procedures：Leading in: Questions about Dingan 教学目的：通过录制视频，让两头学生

4、面对面互动，拉近距离，活跃气氛。授课学生在回答视频中学生的问题过程中，无形在听中复习了本课主题限制定语从句，引出学习目标。Let the students watch 2pieces of video about the questions of Dingan and speak out answers. Then observe the 2 sentences to find the defining attributive clauses out.1. 1. Can you tell me a kind of food in Dingani which is very famous?2.

5、2. There is a lake here whose beautiful scenery attracts thousands of tourists every year.Learning aims: 1. To review the usages of relatives in defining attributive clause2. To know more about Dingan the development of it and use defining attributive clauses properly Observation and discussion: The

6、 Old Dingan教学目的：引导通过阅读去了解几十年前的定安，通过语篇学习了解家乡过去的面貌，在此基础上以小组讨论方式展开观察例句总结出在限制性定语从句中关系词的正确使用，学会使用“左顾右盼”技巧选择正确的关系词。The usages of relativesExamplesRulesDingan was a little village which/ that was unknown.关系词是_指代_ (人?/ 物?)在定语从句中作_语或宾语People who lived in the village led a poor life.关系词是_指代_(人?/ 物?)在定语从句中作_语或

7、宾语People lived on fishing or farming in this area where life was peaceful but boring.关系词是_指_ (时间?/地点?/原因?)在定语从句中作_(主语?/宾语?/ 地点状语?)A villager whom /that we meet describes his hometown to us.关系词是_指代_(人?/物?)在定语从句中作_（主语? /宾语?）There were only 3 streets whose length only reached 200 meters in all.关系词是_即可指

8、人，也可指_在定语从句中作_(主语?/宾语?/ 定语?)意为“的”I will never want to go back to the days when we lived depending on God.关系词是_;指_(时间?/地点?/原因?);在定语从句中作_(主语?/宾语?/ 时间状语?)意为“在那时”Thats the reason why young people left our hometown.关系词是_;指_(时间?/地点?/原因?);在定语从句中作_(主语?/宾语?/原因状语?);意为因为这个原因”I will never forget the time that/

9、which I spent with my old good friends in the little town.关系代词是_;指代_(人/物);在定语从句中作_（时间状语?/主语?/宾语?）Practice One: Lyrics of Songs about Defining Attributive Clause 教学目的：通过轻松的歌曲欣赏，活跃课堂气氛，引导学生对照中英歌词，正确使用关系词，让学生明白定语从句在日常生活中的运用是很广泛的。Fill in the correct relatives1. 小小的年纪还不懂什么是爱，却被你甜甜的笑给打败。Im at an age （ ） I

10、 dont know what love is, but your sweet smile still touches me.2. 遥远的东方有一条江，它的名字就叫长江。 In the distant East, there is a river （ ） name is Yangtse River.3. 我知道, 我一直有双隐形的翅膀,带我飞, 给我希望。 I know I have a pair of invisible wings （ ） can take me to fly and give me hope.4. 十年之后， 我们是朋友，还可以问候。Ten years later, we

11、 are still friends （ ） can still say hello to each other.Practice Two: correcting the relatives教学目的：通过单句语法改错，让学生明白定语从句的关系词在高考中如何考查，规范语法改错题的做题。Correct the wrong relatives in pairs.1.He is the man which I met yesterday.2. I will forget the day I spent in the countryside.3. This is a book who which my

12、father gave it to me yesterday.4. There were only 3 streets who length only reached 200 meters in all.Promotion: The development of the Dingan教学目的：通过创设情境的语言活动(了解养生天堂定安的发展)，帮助学生在真实语篇语境中正确运用限制性定语从句.Activity One: Read an article about the development of the Heaven Town DinganComplete the article with d

13、efining attributive relatives. Many years ago, Dingan was a town _. (它的名字不被世人熟知whose name / who name) But now it is very famous to the world because of its beautiful scenery.Thanks to its beautiful scenery , Dingan has developed into a modern holiday town _(度假小镇吸引众多游客which /that /who)In the past, th

14、e local people lived on farming or fishing, but now, the days _ (那时候人们过着清贫生活when/ which) have gone. Most of them have become bosses of shops, cafes, Happy Farm and so on.As is known to all, Dingan town is beautiful beyond words. People _(他们来这里度假who/that/which) will fall in love with this place. Just

15、 come here! It must be the right place _(在这里你可以享受自然之美where/which).Just come here a heaven town you are dreaming of !Summary 教学目的:通过表格测试对所学知识进行简单的知识检测。关系词先行词(人？物？时间？地点？原因?)在从句中充当成分(主？宾？定？状?)whowhomthatwhichwhosewhenwherewhyHomework u 完成创新方案 P275 专项集训2015-2016学年第一学期高三公开课英语定语从句复习说课稿一分析语法 定语从句是高中英语重要的语法

16、之一，它既是重点也是难点，是学生平时最常接触的，它在各个题型中无所不在。因此，复习好定语从句是十分必须的。二分析学生由于高三4班学生基础不好，词汇量严重不足，不少学生连初中最简单的语法都不懂，所以要用短短一节课让学生掌握全部也是不现实的。三谈教法针对这一情况，这次复习主要抓住定语从句的重点难点，并设置相应练习加以巩固。1 重点：定语从句的重点就是连词的确定2 难点：定语从句的难点就是让学生学会分析简单句子结构，从而确定连词。四教学步骤Leading in: Questions about Dingan 教学目的：通过录制视频，让两头学生面对面互动，拉近距离，活跃气氛。授课学生在回答视频中学生的

17、问题过程中，无形在听中复习了本课主题限制定语从句，引出学习目标。Let the students watch 2pieces of video about the questions of Dingan and speak out answers. Then observe the 2 sentences to find the defining attributive clauses out.1. 1. Can you tell me a kind of food in Dingani which is very famous?2. 2. There is a lake here whose

18、 beautiful scenery attracts thousands of tourists every year.Learning aims: 1. To review the usages of relatives in defining attributive clause2. To know more about Dingan the development of it and use defining attributive clauses properly Observation and discussion: The Old Dingan教学目的：引导通过阅读去了解几十年前

19、的定安，通过语篇学习了解家乡过去的面貌，在此基础上以小组讨论方式展开观察例句总结出在限制性定语从句中关系词的正确使用，学会使用“左顾右盼”技巧选择正确的关系词。The usages of relativesExamplesRulesDingan was a little village which/ that was unknown.关系词是_指代_ (人?/ 物?)在定语从句中作_语或宾语People who lived in the village led a poor life.关系词是_指代_(人?/ 物?)在定语从句中作_语或宾语People lived on fishing or

20、farming in this area where life was peaceful but boring.关系词是_指_ (时间?/地点?/原因?)在定语从句中作_(主语?/宾语?/ 地点状语?)A villager whom /that we meet describes his hometown to us.关系词是_指代_(人?/物?)在定语从句中作_（主语? /宾语?）There were only 3 streets whose length only reached 200 meters in all.关系词是_即可指人，也可指_在定语从句中作_(主语?/宾语?/ 定语?)意

21、为“的”I will never want to go back to the days when we lived depending on God.关系词是_;指_(时间?/地点?/原因?);在定语从句中作_(主语?/宾语?/ 时间状语?)意为“在那时”Thats the reason why young people left our hometown.关系词是_;指_(时间?/地点?/原因?);在定语从句中作_(主语?/宾语?/原因状语?);意为因为这个原因”I will never forget the time that/ which I spent with my old goo

22、d friends in the little town.关系代词是_;指代_(人/物);在定语从句中作_（时间状语?/主语?/宾语?）Practice One: Lyrics of Songs about Defining Attributive Clause 教学目的：通过轻松的歌曲欣赏，活跃课堂气氛，引导学生对照中英歌词，正确使用关系词，让学生明白定语从句在日常生活中的运用是很广泛的。Fill in the correct relatives1. 小小的年纪还不懂什么是爱，却被你甜甜的笑给打败。Im at an age （ ） I dont know what love is, but

23、your sweet smile still touches me.2. 遥远的东方有一条江，它的名字就叫长江。 In the distant East, there is a river （ ） name is Yangtse River.3. 我知道, 我一直有双隐形的翅膀,带我飞, 给我希望。 I know I have a pair of invisible wings （ ） can take me to fly and give me hope.4. 十年之后， 我们是朋友，还可以问候。Ten years later, we are still friends （ ） can st

24、ill say hello to each other.Practice Two: correcting the relatives教学目的：通过单句语法改错，让学生明白定语从句的关系词在高考中如何考查，规范语法改错题的做题。Correct the wrong relatives in pairs.1.He is the man which I met yesterday.2. I will forget the day I spent in the countryside.3. This is a book who which my father gave it to me yesterda

25、y.4. There were only 3 streets who length only reached 200 meters in all.Promotion: The development of the Dingan教学目的：通过创设情境的语言活动(了解养生天堂定安的发展)，帮助学生在真实语篇语境中正确运用限制性定语从句.Activity One: Read an article about the development of the Heaven Town DinganComplete the article with defining attributive relatives

26、. Many years ago, Dingan was a town _. (它的名字不被世人熟知whose name / who name) But now it is very famous to the world because of its beautiful scenery.Thanks to its beautiful scenery , Dingan has developed into a modern holiday town _(度假小镇吸引众多游客which /that /who)In the past, the local people lived on farmi

27、ng or fishing, but now, the days _ (那时候人们过着清贫生活when/ which) have gone. Most of them have become bosses of shops, cafes, Happy Farm and so on.As is known to all, Dingan town is beautiful beyond words. People _(他们来这里度假who/that/which) will fall in love with this place. Just come here! It must be the ri

28、ght place _(在这里你可以享受自然之美where/which).Just come here a heaven town you are dreaming of !Summary 教学目的:通过表格测试对所学知识进行简单的知识检测。关系词先行词(人？物？时间？地点？原因?)在从句中充当成分(主？宾？定？状?)whowhomthatwhichwhosewhenwherewhyHomework u 完成创新方案 P275 专项集训 2015-2016学年高三第一学期公开课教学反思Teaching reflection for Grammar -Defining Attributive C

29、lause 2015年10月15日，我给高中部的老师做了一堂关于复习定语从句的语法课，上完这堂语法课，给我感受最深的有以下几点思考：一：教师要扮演好自己的角色，做好教学情感的最优控制，采取“赏识教育”，形成学生有效学习的策略目标。在实验过程中，我们依照教材以及学与教要达成的目标，逐步形成了系统的帮助学生有效学习的方法。 如：创设情景与激励情意相结合；理解学生和培养学生相结合；统一要求和个别对待相 结合；教法研究与学法指导相结合。 教学过程中，要求教师设计好教学内容，设法将教材内容转换成生动活泼的语言交际情景，让学生兴致勃勃地参与语言实践。 同时，我们还强调教师要重视教学过程中师生双方情感上的交

30、流与沟通，设法激励学生 的情意因素，以营造和谐的学习氛围，激发学生内在的积极因素、学习热情和创造意识。 二：学生是学习的主体，有时他们会有创新的火花，这些智慧的火花常常是不由自主、突然而至，若不及时捕捉，便会因时过境迁而烟消云散，令人遗憾不已。 老师应当肯定他们独到的见解，以此做为一种赞赏和激励。同时，这些难能可贵的见解也是对课堂教学的补充与完善，可拓宽老师的教学思路，提高教学水平。因此，将其记录下来，可以作为以后丰富教学的材料养分。 三：外语课堂教学既是一个掌握外语的认知过程，也是一个激励情意的过程。课堂教学中的情意因素包括情意和意志。情意包括动机、兴趣、态度、气质、性格和良好的习惯等。学生在学习、掌握外语的过程中伴随着传递情意的活动，学习外语和交流情意相互间紧密联系，相互促进，组成一个整体。情意的产生受学习外语认知活动的影响，学习外语的认知活动能促进情意由低级向高级发展，由低层次向深层次发展。学生初学外语时，会产生一种好奇心，好奇心不断获得满足，从而又产生了求知欲；求知欲不断获得满足，进而树立了自信心；自信心不断增强，并与崇高远大的理想相联系和强化，可使兴趣发展得更丰富，从而形成认知兴趣。因此，教师在外语课堂教学过程中，既要重视掌握语言知识和运用语言能力目标的完成，又要重视情意目标的实现。但是，当前有些外语课堂教学还未把情意目标提到教学议事日程上来，或者有意无意地把它忽视了。