Learning about Language优秀教学设计

高三定语从句语法专项教学设计

高景辉

一、

教学目标

知识目标：复习和掌握定语从句中关系代词和关系副词的作用和功能，能准确选择定语从句所需的关系代词或关系副词。

能力目标：能较好地运用定语从句，能正确组织包含定语从句的复合句。

德育目标：培养分析问题解决问题的能力，热爱祖国，关心时政，学会竞争和合作，建立自信心和集体荣誉感。

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：提高学生对语法复习的兴趣和积极性，较好地掌握定语从句的用法，理解定语从句，运用知识点解题。

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，而且这一语法现象比较复杂和概念化，不容易理解和准确运用。

三、教学方法： 针对学生的实际情况，通过创设学生易错问题对定语从句进行由浅入深的详细讲解，重心放在对其重难点的分析上，并采取教与练相结合的方式，由知识点切入到题目，给学生一个融会贯通的过程，再由题目返回到知识点中，让学生有一种恍然大悟、豁然开朗的感觉。使得学生对定语从句有一个透彻、完整的理解与把握。

教学过程

Step1

（一）定义及相关术语

1．定语从句：修饰某一名词或代词的从句叫定语从句。定语从句一般紧跟在它所修饰的先行词之后。

2．先行词：被定语从句修饰的词叫先行词。

3．关系词：引导定语从句的词叫关系词。

关系词也叫引导词分关系代词和关系副词

(二)定语从句的结构

先行词+引导词+从句

先行词：名词或代词

引导词：关系代词

关系副词

关系代词：that, which, who, whom, whose, as等

关系副词有when, where, why等

关系词通常有下列三个作用：

A、引导定语从句；

B、代替先行词（和先行词表示同一个事物/人）

C、在定语从句中担当一个成分。

Step2：关系词引导定语从句

（一）关系代词引导定语从句

1．who

指人，

2．whom

指人，

3．Which

指物，

4．That 指人时，相当于who 或whom；指物时，相当于which，在定语从句中作主语

或宾语，作宾语时常可省略。

5．Whose 常指人，也可指物，在定语从句中做定语。

Examples：

The number of people that / who come to visit this city each year reaches one million Where is the man that / whom I saw this morning? The train that/which has just left is for Guangzhou.

Children like to read books

that/which have wonderful pictures.

I visited a scientist whose name is known all over the country. He has a friend whose father is a doctor. I once lived in the house whose roof has fallen in. （二）关系副词引导的定语从句

1. when 指时间，在定语从句中作时间状语。

I still remember the day when I first came to this school 2． where 指地点，在定语从句中作地点状语。

I visited the farm where a lot of cows were raised 3． why 指原因，在定语从句中作原因状语。

The reason why he was punished is unknown to us.

（设计思路：使学生加深对定语从句的结构和关系代词、关系副词的印象，以便在下面的练习以及以后复课中更好的发挥）

Step3：定语从句引导词的判断技巧

（一）基本技巧

1、当空格（需要填入引导词）后从句中主干（常见结构为

某人做某事）结构是否完整，如果完整并且先行词不指人的话，引导词根据先行词判断（when-时间；why-原因；where-地点）；如果不完整的话则用that或which。

2、当空格（要填入引导词）前的名词和空格后的名词之间能够理解成“……的……”意思时用whose；

3、空格处能理解为“这种情况、这件事”时用which；

4、空格处能理解成“正如........一样”时用as （二）通常只用that不用which的情况

a)在不定代词，如：anything, nothing, everything, all, much, few, any, little等作先行词时，

All that is needed is a supply of oil.

b)先行词有the only, the very, the just修饰时。

He is the very man that helped the girl out of the water. c)先行词为序数词(the last)、数词、形容词最高级时。

The first place that they visited in Guilin was Elephant Trunk Hill. This is the best film that I have ever seen. d)先行词既有人，又有物时。

He talked about the teachers and schools that he visited. （三）通常不能用

that的情况

①

引导非限制性定语从句; He had failed in the maths exam , which made his father very angry. ②

介词

+ 关系代词。

（介词

+which---先行词指物；介词

+whom----先行词指人) This is the room in

which

my father lived last year. 非限制性定语从句：先行词和引导词之间被逗号隔开，如上例

Is he the man who/that wants to see you? He is the man whom/ that I saw yesterday. One who doesn't work hard will never succeed in his work. There is a stranger who wants to see you. I will never forget the time(day,month,year...) when we played together .

Beijing is the place where I was born.

Is this the reason why he refused our offer?

As we know, smoking is harmful to one's health. The sun heats the earth, which is very important to us.

（设计思路：复习理论知识，为以下的实际操练做较好的准备，提高准确率。）

Step 4 : (一)Drilling with the help of

the teacher

in class 1.This is the city which/thatyou visited last year.

2.This is the city where you stayed last year 3.Do you still remember the chicken farm

which/that

we visited three months ago? 4. Do you still remember the chicken farm

where we stayed three months ago?

5.This is at December when I decide to go to Italy. 6.This is December that I most enjoy in one year. 7.The reason which he gave was ridiculous. 8.The reason why he did not tell others the truth was reliable. （1.3.6.7从句主干不完整

2.4.5.8从句主干完整

1.which/that

2.where

3. which/that

4.where 5.when 6.that 7.which 8.why

）

（设计思路：通过练习和分析定语从句的难点和考点，让学生对什么是定语从句的重、难点有一个透彻、完整的理解与把握。

（二）students

Drilling

themselves

in

class

1. Don’t talk about such things of __________ you are not sure. 2. Is this the factory _

_________ you visited the other day? 3. Is this factory __________ some foreign friends visited last Friday? 4. Is this the factory __________ he worked ten years ago? 5. The wolves hid themselves in the places __________________

couldn’t be found. 6. Is that the reason __________ you are in favour of the proposal? 7. I’ll tell you all _________ he told me last week. 8. That tree, __________ branches are almost bare, is very old. 11. I have bought the same dress __________ she is wearing. 12. He failed in the examination, __________ made his father very angry. 13. We’re talking about the piano and the pianist __________ were in the concert we attended last night. （设计思路：随堂练习，更能调动学习积极性，加强学生思维能力、协作竞争能力）

More exercises

教学反思：本课教学设计采用创设学生易错问题对定语从句进行由浅入深的详细讲解，重心放在对其重难点的分析上，并采取教与练相结合的方式，由知识点切入道题目，师德学生对定语从句有一个透彻、完整、系统的理解和把握。整个教学过程重点突出，难点清晰。

逐步创设问题让学生来思考，生成知识。