《定语从句》教学设计
单位：滦县二中 作者:武秀玲
《定语从句》教学设计 作者：武秀玲
课 题 教 学 内 容 分 析 学 情 分 析 教 学 目 标 教 学 重 点 教学 难点 教法与手段 定语从句 课时 第一课时 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法考点之一.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者复杂概念的有效工具。但是，学生们掌握定语从句的结构和功能却并不简单，尤其是从句中关系代词的选用及句型的构建,时常困扰着学生。 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”阶段。本次教学活动,通过研究型学习模式，在教学的各个环节创设情境及任务， 强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课学习的新的语言项目完成任务。 知识目标： 了解关系代词which，who和that的用法和功能。熟悉掌握定语从句中关系代词which，who 和that的使用方法及定语从句句型。 能力目标： 能够使用正确的定语从句句型描绘人物或事物。 情感目标: 培养学生自主性学习，享受完成任务的过程，乐意与组员合作学习. 通过创设情景和看图说话的语言活动,帮助学生巩固该语法知识，并锻炼以简单的定语从句结构进行表达.根据学生的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引导的定语从句. 帮助学生将已学习的知识（the attributive clause) 转化为技能,从而培养其对该语法知识点的综合运用能力。 学生欣赏英文歌曲 The One You Love （附歌词）； 分析查找定语从句;探究归纳定语从句结构特点; 合作学习，巩固练习.
教学过程 教学内容 Step 1 教 师 活 动 学 生 活 动 欣赏歌曲，分析查找定语从句。可以在小组内讨论，彼此相互启发，能更快的找出答案。 播放歌曲The One You Love ，让学生听并且结合所给歌词，试着找出含有定语从句的句子。 Lead in 《The One You Love》 I know you need a friend 教学导入 Someone you can talk to Who will understand what you’re going through When it comes to love There’s no easy answer Only you can say what you're gonna do I heard you on the phone You took his number Said you were alone， and you’d call him soon Isn't he the guy The guy who left you crying’ Isn’t he the one who made you blue When you remember those nights in his arms You know you’ve gotta make up your mind Are you gonna stay with the one who loves you Or are you going back to the one you love Someone’s gonna cry when they learn they’ve lost you Someone's gonna thank the stars above What you gonna say when he comes over There's no easy way to see this through All the broken dreams All the disappointments Oh girl —- What you gonna do Your heart keeps saying' it's just not fair But still you've gotta make up your mind Are you gonna stay with the one who loves you Or are you going back to the one you love Someone's gonna cry when they learn they’ve lost you Someone's gonna thank the stars above 这个环节的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的语境,从而为下一个环节的练习和巩固打下基础. Step 2 Analysis 分析探究 将学生找出的定语从句用投影的方式呈现出来，帮助学生分析定语从句的结构和引导词在从句中所起的作用。 1. I know you need a friend someone you can talk to。 2。 Isn’t he the one who made you blue? 3。 Are you gonna stay with the one who loves you？ 4. Are you going back to the one you love? T: What is the attributive clause?教师先让学生为定语从句下定义 (definition) ，这是一个学生自我知识建构的环节，尝试从传统的教师”教语法”,转化为学生习得语法与培养学生英语交际能力联系起来。 学生给定语从句下定义，分析定语从句的结构和引导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。定语从句通常出现在先行词之后，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、引导作用 2、替代作用 3、在定语从句中担当某个成分的作用 是否可省略 作宾语可省 作宾语可省 作宾语可省 可省 不可省 Fill in the table according to the passage。 学生先完成表格，教师鼓励其遇到问题,可以与小组内的同伴讨论,共同解决。相互启发，促进，能得出更全面的信息。 Step 3 让学生先完成表格,要求学生掌握先行词,关系代Consoli- 词和关系代词的作用和功能. dation 巩固环节 关系词 that which who whom whose 指 代 人；物 物 人 人 人；物 所作成分 主语;宾语 主语；宾语 主语;宾语 宾语 宾语 关系代词that 的用法： 1)只能用which,不用that的情况： a）引导非限定性定语从句时. eg。 The tree, which is four hundred years old, is very famous here。 b)介词后只能用which，不用that. eg. We depend on the land from which we get our food。 eg。 We depend on the land that/which we get our food from。 2）只能用that作为定语从句的关系代词的情况： 1。 先行词是all， any, everything， anything， nothing ，something， much, little， few, none ，the one 等时。 eg. There is much that should be used。 eg。 You can take any seat 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 have read all the books (that) you gave me。 eg。 Every dictionary that our library bought is good. 3。 当先行词前有形容词的最高级修饰时 eg. This is the most interesting book that I have ever read. 4. 先行词前有序数词修饰时，包括 the first, the last。 eg. The first lesson that I learned will never be forgotten。 eg。 The Great Wall is the last place that Mr。 Smith is going to visit before he leaves Beijing. 5. 在以 which， who作主语的特殊疑问句中的定语从句中 eg. Who is the man that is reading a book there？ eg。 Which is the magazine that you borrowed from the reading room? 6。 当先行词既有表示人又有表示物的词时 eg。 We talked of the things and persons that we 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 is no longer the country that she was。 8。 主句以there be 开头时 eg。 There is little that I can do to make up 学生记好笔记，理解并掌握关系代词that和which 的用法，为后面的练习做准备。 for the lost time。 Step 4 展示习题 1.He keeps a record of everything he Practice had seen there。 A。 he B. that 练习 C。 which D。 what . 2。Mr. John said that Suzhou was the first city he had visited in China。 A。 that B. where C. which D。 what 3. The TV play I watched last night is the best one I have watched this year. A. which B. what C. whose D. that 4. Is this the museum you visited the other day? A. that B. where C. in which D。 the one 5。 This is the very film I’ve long wished to see. A。 which B。 that C。 who D. whom 6。 There is no difficulty can't be overcome in the world. A. that B。 which C. who D。 what . 7. Who is the person is standing at the gate of Beijing Tourism Tower？ A。 who B. that C。 which D。 whom 1 8。 As a teacher， I seldom give my students so difficult a problem _____they can't work out. A. that B. if C。 in order that D. as 9。 The house the capitalist used to live in is now a nursery（托儿所)。 A。 that B。 where C. what D。 when 10. This is the last time I shall come here to help you。 A。 that B。 which C。 when D。 what 3. 11。 My neighbors used to give me a hand in time of trouble， _ was very kind of them. A。 who B。 that C。 which D. whom 12。 He ____ plays with fire gets burst. A。 Who B。 which C。 that D. whose 学生先完成，然后集体订正答案，对错误率高的题加以解释，使学生更容易理解和掌握。 Step 5 Using the language （group activity) 小组活动 Step 6 Homework 作业 教学反思 13。 She heard a terrible noise,____ brought her heart into her mouth. A. it B。 which C。 this D。 that 14. Have you found the woman ____ purse was lost? A. her B. of which C. that D. whose 15。 Mr. Smith is the only one of those foreigners who ____ in China。 A. work B. is working C. are working D。 had working Hand out some persons’ pictures and ask the sWrite a short passage to tudents to write short passages with Describe the pictures Attributive Clauses。 and make a presentation. 教师先向学生示范游戏环节（make a guess) ，然后小组成员合作完成任务，并教师将全班划分为5个小组，指定小组内的组长 向全班展示。培养学生合作（Group leader)，给每组分发3至5张的人物照片,学习的精神。 要求学生共同完成短文(使用定语从句）.在教师所提供的这些人物照片中,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的同时，培养其人文素养。 T: Now we'll play a game called “Who is he？ Who is she?” Suppose I can see some persons’ pictures that you can’t。 But I will describe him or her to you using the structure of the Attributive Clause so that you can imagine the people and make a guess。 Is that clear? Now let’s begin. Write a short passage to describe a person 完成一篇100字短文,要求within no less than 100 (at least 5 sentences 至少有5个定语从句,做到in the Attributive Clause) 学以致用. 本堂课的设计是按照学生对知识的接受水平由浅入深,逐渐推进的。 导入环节新颖，能激发学生的学习兴趣.一堂好课应该是由教师引导，学生发挥主体作用的一个过程，教师在课前五分钟就要通过各种手段来最大限度的调动学生的积极性。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的载体，打破了传统语法课堂中比较枯燥的引入。自主探究式教学的运用，重在培养学生自主学习的行为习惯. 小组合作学习的倡导，使得学生将语法知识与实际运用联系起来,培养了学生语感，达成了教学设计的中的预期目标.这堂课上,学生的自主活动占了较大比例，效果也和预期的基本一致。由于最后一个教学环节将游戏作为教学的载体，课堂气氛较为活跃，有些自控能力较弱的学生会发生“跑题\"现象。
