Using LanguageⅡppt配套的教学设计及说课稿

高中新课标必修一（人教版）第四单元语法定语从句教学设计

The Attributive Clause – Relative Pronouns 峨山县第一中学 李奇枭

1、Get to know the attributive clause introduced by relative pronouns; 知识

与能

力

2、Be able to choose correct relative pronouns; 3、Be able to understand and translate attributive clause; 教

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标

过程

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1、Use visual aids such as pictures to help students understand grammar concepts and the differences between English and Chinese; 2、Give students example sentences and lead them to analyze sentences step by step on their own; 3、Do some exercises to consolidate what has been learned in this class. 情感态度与价值观

1、

Provoke students’ interests of grammar learning; 2、Cultivate students’ thinking habits trying to teach them to think in English; 3、

Through group work, improve students’ ability of cooperation. 1、The usage of relative pronouns; 教

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重

难

点

难点

重点

2、Occasions where only THAT or WHICH is employed. Analysis of sentence elements Visual aids with the help of multi-media 教学

Cooperative learning 方法

Task-based teaching and learning 课时安排

1 class 1

教学过程

教学

教学内容

环节

新

Review 课

of 导

attribute 入

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Introduce relevant grammar concept examples examples 1、Ask students to use a long sentence to Students describe their head teacher and then give give their them similes of the Chinese and English sentences sentences. and try to the new Set the middle school about attribute and give own order to teach review the knowledge they’ve learned in give their information in 教学活动

设计意图

教师活动

Ask students some questions to help them review; review old 学生活动

Think and Help them knowledge base for the further learning of the attributive clause introduced by relative 2、By comparing the attributive sentences translate to people and drawing pictures, the them into teacher introduce relevant concepts of the English;

attributive clause; Students 3、The teacher introduce relative nouns see the and give of form of the usage of relative pictures and pronouns pronouns.

feel the difference

Analyzing sentence elements inevitably boring, thus is Transition：Just now we have looked at of Chinese the form about how to choose relative and pronouns. We’ve noticed that in order to English. choose right relative pronouns, we need Students to know what part (element) it plays in take notes. the clause, which means we need to be clear about sentence elements. So how do 2 it’s necessary to use similes and pictures

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we analyze sentence elements? Let’s explore it together. （A）Set an example and give general

How choose relative clause analyzing sentence elements

rules Set an example：E.g. He who does not reach the Great wall is not a true man. General rules (3 Steps): 1. Find out verbs to (body); 2. Find out the clause; 3. Analyze sentence elements of the clause.

by The teacher leads the students to analyze the example sentence.

（B）Group work (cooperative learning) Give students a new sentence and ask them to analyze the sentence with their partners following the teacher’s suit. E.g. He ate the apple yesterday which I put on the table.

The girl ______ father is a teacher studies at Eshan No.1 High School.

（C）Exercises and consolidation 1. I like my bag very much _____ my mother bought for me as a gift. 2. We became close friends _____ shared happiness and sorrow.

3. Jack invited his classmates ______ he gets along well with to his birthday party. 3 to attract students’

interests

With the help of PPT and the explaining of the teacher, students learn how to analyze sentence elements and choose relative pronouns.

Use exercise to help students digest the grammar points

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Stress important grammar points “that”

“which”

4. Everything comes to him ____ waits. 5. They cut down the tree ______ leaves are yellow. 6. I helped an old man yesterday_____ lost his way. 7. The earthquake ______ happened on May 12th killed millions of people.

8. Who is the guy _____ your sister is talking to?

（A）Occasions where only THAT is employed 1. 当先行词是something, anything, everything, nothing, little, much, all等不定代词或由这些词等词修饰时；

2. 当先行词由the only, the very, the last修饰时；

3. 当先行词由最高级或者序数词修饰the 时；

4. 当句中已经出现which或者who时；

5. 当先行词既有人，也有物时

of 6. 当先行词在从句中作表语时（二）城and 市风

（B）Occasions where only WHICH is employed 1. 非限定性定语从句中，即先行前有逗号；

2. 先行词前有介词；

Step by step, from known

points to unknown points, from the general to the specific, the teacher helps the students further grasp the key points

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1. All ____ can be done has been done. 2. This is my favourite book, ____ tells the story of Ma Yun. 3. She is the most beautiful girl ______I’ve ever seen.

4. I still remember the very day _____ I 课堂Consolidation spent with my best friend.

练习

5. Which is the watch ______ you are looking for?

Ask students to translate the very first example sentence written on the blackboard. Help students review the key points of this class and Summary: 1. Concepts of relevant terms; 小结

Summary 2. The usage of relative pronouns. answer ability of summarizing things.

Cultivate Questions for Questions: What should we use when the Students 教学延展

thinking after elements of the clause is complete? think after class Homework Homework: Finish exercises on the class slights things exploring new ability of students’

Thinks and train their clause in ability of life to using English describe people and things attributive students’

Do exercise by group work and Consolidate learn how the key points to use the and train 5

定语从句Attributive Clause 一、定义

二、先行词、关系词

*三、关系代词的用法

Relative pronouns:

板

人（宾语）

√

书

定语

√

√

√

√

√

√

物（主语）

物（宾语）

我们的班主任是一位_______________________________的老师。

Our head teacher is a ______________ man who ________________________.

我班学生基础普遍较为薄弱，对于很多语法概念的理解模糊不清，分不清句子的主谓宾成分，词汇量少，听说读写能力都有所欠缺，英语的运用能力不足，因此，针对学生的情况，我对此次教学人物的设置有梯度，从易到难，力求通过运用生动的比喻帮助学生理解语法概念，由具体到抽象，由现象总结规律，注意培养学生的自主分析能力，授之以渔。

教

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反

思

本堂课中我较好地完成了所设教学目标，即学生理解了定语从句的相关语法概√

√

√

who whom

whose

that √

which

省略

人（主语）

√

念并且掌握了定语从句关系代词的用法，同时对于还未学习的定语从句关系副词的用法产生了好奇心和学习兴趣。

在课堂教学过程中，学生参与度高，讨论积极热烈，这是我做得好的地方。但是在教学过程中，由于时间的限制，我留给学生讨论思考的时间有点少了，可能会导致学生没有透彻领悟知识点，回答问题时出现错误，这时我做到了积极鼓励学生，并对学生的回答进行肯定，以激励学生回答问题的激情。同时，对于学生的错误问题，我也没有个别批评，而是指出这是个比较容易犯错的例子，引起学生的注意。最后复习总结的时候，稍微有点仓促。

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总的来说，这堂课较成功地完成了所设教学目标，运用人体比喻也能使学生较容易地理解抽象语法概念，收效显著。

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