Learning about Language教学设计(第二课时)

定语从句教学设计-彭琨

课题

执教者

教材

教学辅助

教学设计思路

限制性定语从句之关系代词（必修2Unit 1语法）

彭琨

人教版必修2 班级

授课时长

高一（3）班

45分钟

课型

任职学校

授课地点

语法课

灵璧一中

录播室

教学方法

语法归纳法与指导发现法，小组合作探究法，任务教学法（TBLT）,多媒体教学法。

computer, chalk,blackboard，multi-media 本节为语法课，主要内容为高考考纲语法一大考点-定语从句，基于新课改教师角色的转变的理念，以及《新课程标准》要求教师在教学中要以学生为主体，采用研究性学习方法，寓教于乐，本课总体在语法教学上采用了语法教学的指导发现法，借鉴了维果斯基“支架式教学”的理论，教师在整个学习过程中只是为学生搭建框架，教师指导学生发现语法规则，让自己去探索，自己去交流，自己去展示，自己去评价。教师只是引路者和启发者。具体在教学环节的设计上，①在导入环节，我播放一首包含定语从句的歌，让学生先感知语法结构，同时多种感官调动学习动机。②在概念的解释上我采用了知识树状图和思维导图让语法学习更系统层次，③为了调动同学的参与在例句的设计上我结合了班里同学的一些生活经历设计猜谜游戏，让教学生活化。④最后在小组合作探究中，我以灵璧一中为素材设计了小组展示宣传“最美校园”活动，在练习了新学习的语法结构的同时，锻炼表达能力增强自信，给课堂注入增加了润物细无声的情感教育因素，培养学生集体归属感和责任感。

1. Learn the definition and structure of attributive clause(restrictive) and know the usage and functions of relatives and develop grammar 知识与技能

analytical ability.(语法分析能力）

2. Master the usage of relative pronouns（关系代词）. 三维

教学

目标

1.

Acquire the inductive method(归纳法）

of grammar learning 2.

Master skills at describing the people and further develop the ability in communication especially when the attributive clause is used. 3.

Develop the ability of cooperative learning and independent learning. 1. Discover the fun through learning grammar. 2. Be more confident in learning through brainstorming and becoming willing to cooperate with the members in the group. 3. Develop a sense of belonging to class and school and enhance their sense of responsibility. 过程与方法

1.

情感态度

2.

与价值观

重点

★Teaching important points：

1.Find out the main clause and attribute clause(restrictive). 2.Figure out the definitions of antecedent（先行词）and relative（关系词）,and get students to know the basic usage of relative pronouns(this lesson)

3.Use proper relative pronouns in different situations 难点

★Teaching difficult points: 1. Know how to use the relative pronouns and relative adverbs properly. 2. Use the attributive clause in writing and speaking.

教学步骤

内

容

设计意图

设计目的：通过听歌填词，引起学生对定语从句的注意和兴趣，以欢快的节奏导引学生轻松自然地进入语法话题

Let the students listen the song called

Groove Coverage - She

and combined with Step1. Lead-in

the lyrics, try to fill in the vacancies.

引导学生学生先给定语Step2: The 下定义，然后过渡到给定definition and 展示例句structure of Teacher presents a sentence to assist students 语从句下定义，帮助学生理解定语从句to learn about the antecedent, relative attributive 中的基本结构，再总结出clause定语从pronouns and clause. And

let students 句的定义和结understand the functions of relative pronoun.

关系词的基本功能以帮助学生接下来的深入学构

习。）

Step3: New knowledge input by presenting a mind map (定语从句关键概念思维导图构建）

通过简介系统的思维导图，理清知识脉络，构建语法概念系统。让学生理解重点。

1. 关系代词: that 先行词既可指人也可指指物,在从句中作主语、宾语。（作宾语可省略）



I don't like the boy that said hello to you. 

I like all the books (that) you gave me. Step4. More

detailed

2.

关系代词: which explanations 先行词指物,在从句中作主语、宾语。（作宾语可省略）

systematically

I like the book which is about history. : the usage of 

I don't like the present (which) he bought me. relative

pronouns：系3..关系代词: who

统分条学习归先行词指人,在从句中作主语或宾语

纳各个关系代

I don't like the person who spoke to you. 词的使用。



You can rely on the girl (who) you talked with.

4 关系代词: whom 先行词指人,在从句中作宾语。（作宾语可省略）



I miss my old friends (whom) I used to play with.

5. 关系代词: whose 先行词既可指认也可指指物,在从句中作定语。



That's the man whose house was burned down.

★Guessing game The teacher gives students several clues Step 5. which contains attributive clause to guess the Consolidation name of students in our class, and those whose name is the answer should be invited and drilling(操练to analyze the sentences using the newly 巩固）

learned knowledge.

游戏教学法讲知识融入其中，一方面调动了学生的参与度，另外潜移默化巩固定语从句句型结构，熟悉用法。

★Guessing game Step 6:

Summary 通过思维导图树立语法学习的全局观念。

★Communicative group work Let students work in groups to write some

Step7 Active sentences that contains attributive clauses to describe Lingbi No.1 high school and let them output

give presentations in class.

以灵璧一中为素材设计了小组展示宣传“最美校园”活动，一方面让新学习的定语从句知识得到巩固，同时在小组合作探究和头脑风暴的过程中，添加润物细无声的情感培养学生的集

教育因素，体责任感。让教育不再是教师的独奏曲，而是师生合奏曲。

Homework 增强应Multiple choice questions about the relative 与考试题型对接，试技能，查漏补缺。

pronouns of attributive clause.

定语从句翻译方法

Optional activities(备选教学活动）

教学不足之处：

课后反思

教学亮点：

改进建议：