Using LanguageⅠ教案教学设计导入整理

附件：

教学设计方案

教学设计方案

课题名称：attributive clause

姓名：

学科年级：

杨佳

高一英语

工作单位：

教材版本：

高碑店市第三中学

人教版

一、教学内容分析（本课题是根据高一必修一英语语法的教学内容设计的、主要讲解的是定语从句的理解与应用、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。）

二、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.通过游戏，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。）

三、学习者特征分析（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。我所教的班级学生为艺术生，英语的基础比较差，再加上传统的语法教学基本以呈现理论为主再辅以练习，相对枯燥，学生兴趣不够，容易分散注意力，所以应溶入一些新的教学元素。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、教学过程（Step 1.Lead in: Through an icon to guide the students to summarize the definition of 1

attributive clause.

Step 2.Teaching :

The first step: the attributive clause and the definition of the antecedent and the relative pronoun definition to show students.

The second step: Analysis the sentence "She is an English teacher who likes singing." The third step: Show the students a chart, generation of content to about the attributive clause five relative pronoun, do composition and whether can be omitted, let the student through the form class can stick out a mile to grasp the relationship between the function of each pronoun. The fourth step: analysis "Angelababy is a star who joined in the reality show running men "and "The boy is a singer who the young girls like crazily ."

Let the students master the usage of who. Then do an exercise Combining sentences: 1This is a little boy. The boy is eating .►He is the little boy who/that is eating. The fifth step: analysis "James is a famous NBA basketball player（whom） I like most . " Let the students master the usage of whom. Then do an exercise Combining sentences: 1.Jay is a popular singer. I knew him many years ago .►He is a popular singer (whom) /(that)/(who)I knew many years ago. The sixth step: analysis "his is a dumpling which is my daughter’ s works. "and "This is a picture which I drew last year." Let the students master the usage of which .Then do an exercise Combining sentences The car is broken. I bought the car yesterday .►The car which I bought yesterday is broken. The seventh step: analysis :"This is a TV show whose name is《Papa, when shall we travel far? 》"and "This is the girl whose name is Grace." Let the students master the usage of whose.Then do an exercise Combining sentences: 1.I live in the house. The house's roof is red .►I live in the house whose roof is red. Step 3:Activity: Recite the chart and ask some students to recite some of them. Step4:exercise Exercise 1 :用关系代词填空

The boy ____________ is playing ping-pong is my classmate. The e-mail ___________ I received yesterday was from my sister. I hate people ______________ talk much but do little.

The man ______ hair is white is his grandfather.

Is there a student _______ I can talk with? 2

Exercise 2 :高考真题练习

1.（2013湖南卷）

Happiness and success often come to those ________ are good at recognizing their own strengths.

A. whom B. who

C. what

D. which

2.（2013山东卷）

Finally he reached a lonely island _________ was completely cut off from the outside world.

A.when

B. where

C. which

D. whom

3.(福建) Look out! Don’t get too close to the house ______ roof is under repair.

A. whose

B. which

C. of which D. what

4.(湖南卷28).

I’ve become good friend with several of the students in my school _______I met in the English speech contest last year.

A. who B. where

C. when D. Which ）

五、教学策略选择与信息技术融合的设计（定语从句的枯燥性加深了学生对它的恐惧，所以本次教学我所采用的是多媒体教学与传统教学模式相结合的方式，选用了学生们比较感兴趣的话题及明星人物，利用多媒体动画将他们与定语从句活灵活现的结合在一起，信息技术的应用提升了教学效率，加深了学生对学习的兴趣度，再加上传统的教学活动的设计，例如小组活动的展开，从而使整节课都显得流畅有效。）

教师活动

预设学生活动

设计意图

通过明星效应吸利用多媒体课件播放一些明星图片，并配有相关的定语从句进行简单的描述。

分小组，分配相关人物，让学生通过观察多媒体课件，总结出who,whom,which,that,whose的用法和注意力集中在教学上，通过感引学生，让枯燥的语法兴趣的明星关注相关的描述。

变得生动。

让学生通过小组学生以小组合作的形式，分组讨论总结相应的语法知识。

合作的形式，既能高效的总结出语法知识，又能加强学生之间的团3

特点。

队合作意识。

达到讲与练的结提供一些历年常见的关于定语从句的练习题

自己通过所学内容进行练习。

合。

六、教学评价设计（因为本次教学是采用信息技术与小组合作教学相结合的教学模式，所以相应的小组量化细则如下，首先要明确的是八个小组在课堂上的纪律表现，一旦出现违反课堂纪律的同学，立即扣除小组的量化分数3分。在教学中，小组中的个人有举手回答问题的同学会根据提的难易程度为小组获得相应的分数。在小组合作探究环节，就根据各小组的展示结果，进行排名给分。）

七、教学课件（）

The Attribute Clause I.

Definition

Homework II.

Structure

III.

Function

Question IV.

Practice

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