Learning about Language名师教学设计2

课题

执教者

备课人

知识与技能

教学

目标

情感态度

与价值观

定语从句之关系代词

班级

课时

课型

授课时间

授课地点

语法

1. To learn the definition and structure of attributive clause 2. To master the usage of relative pronouns 1.To discover that learning grammar can be a fun and English is around us 2. Be more confident in learning grammar attributive clause 重点

难点

教学

方法

Use proper relative pronouns in different situations Use the attributive clause into writing 1. Multi-media method 2. Task-based method 3. Group co-operation method 4. Explanation Step 1: Lead in Enjoy an English song with attributive clauses.

（设设计目的：通过听歌填词，引起学生对定语从句的注意和兴趣，并引出本节课的主题。）

Step2: The definition and structure of attributive clause定义和结构

Teacher will present a picture of her, and lead students to say some attributes. And then teacher explains the antecedent, relative pronouns and clause.

（设计目的：教师展示学生感兴趣的照片，引导学生自己说出定语和定语从句，以便激发学生学习的自主性和积极性，再总结出概念性的知识。）

Step3: the usage of relative pronouns：关系代词的使用

Students will identify different relative pronouns based on the same antecedent.

1.

先行词是人



The boy/ is studying The boy

is studying is~.

（

）

The boy

teacher praised is ~~. (

) 

The boys come from class 3.

They are working in the field.

合并句子：

2.

先行词是物

Guess what it is? T takes a gift, describes it with attributive clauses and ask students to

Guess it.

1. It is a thing which

.

(

)

2. It is a thing that is

.

(

) 3. It is a thing which

.

(

)

It is a

.

3. whose的使用

Start from two songs which students are familiar with to identify the usage of whose. 1). In the east there is a river

name is Yellow River. 先行词river是________（人/物），在从句中作定语。表示________。

2). There is a beautiful and kind girl __________________in the village.

先行词girl是________（人/物），在从句中作定语。表示________。

（设计目的：根据学生的做题特点，从先行词的分类入手，归纳出先行词分别是人和物时，关系代词的选用, 并通过相应的练习巩固。通过展示学生自己的照片和生活中的熟悉的场景，引导学生自己说，让学生意识到英语来自生活，自己也可以用英语描述生活中的点滴，激发学生使用英语

的潜能。）

Step 4: Practice time

Task 1: Choose from who, whom, which, that and whose to fill the blanks.

(1). I remember the city

I visited last year. (2). We don’t know the number of people _____lost their homes in 1906 earthquake.

(3). Harry is the boy ______ mother is our math teacher. (4). God helps those

help themselves.

翻译：

(5). He

laughs last laughs best.

翻译：

（设计目的：通过选择适当的关系词，巩固定语从句的结构和关系代词的基本使用.）

Task 2: Guessing game:

One student comes up to the blackboard, and he/she mustn’t look at the TV or computer. Teacher shows some pictures on the ppt. Other students use attributive clauses to describe the picture for the student to guess. Students can say more than one attributive clause. 一名学生来到讲台前面，不能看电视和电脑。教师在电视上依次展示几张图片，要求其他同学轮流用定语从句描述并让其猜，直到猜出来为止。

（设计目的：我说我猜进行游戏，在游戏中训练学生说定语从句的能力，进一步强化学生对定语从句的理解和使用，并将枯燥的语法学习变得生动有趣，激发学生对英语的热情。）

1.

Task 3：Writing. Students first watch a short video about our school. Then work in groups, discuss and write a short passage about the school by using attributive clauses. 先观看学校短片，根据提示，小组讨论，用定语从句写一篇有关学校的小作文。

（设计目的：通过视频展示学校，根据提示，小组讨论写一篇小作文。深化学生对定语从句的使用。）

Step 5:Summary 关系词

Who Whom which that whoes 指人

√

指物

从句中的作用

主语，宾语

Step 6:Homework课外作业

Finish the paper.

教学反思