Learning about Language教学设计实例

教学设计

普通高中课程标准试验教科书

英语必修2

Unit 1 Cultural relics

The 4th period: Learning about Language

授课时间：45分钟

设计教师：新乐四中

张国良

一、学生分析：我校采取分层教学的形式，本人所任教的

高一（1）、（2）班属于理科普通班，由于各种因素的影响，尤其是初中英语的学习不扎实，学生发展参差不齐，特别是英语，偏科现象明显，有少数学生因为基础不够好，学习英语非常吃力，效果不明显。理科班男生较多，学生的情绪容易激发，课堂上，老师容易掌控学生的学习进度。总之，结合任教班级实际，教学上还得因材施教。

二、教材分析: Reading一文介绍了琥珀屋诞生--丢失--重建的故事。在介绍故事的过程中出现了一些限制和非限制性定语从句。通过语法的复习，掌握语法知识点，能够使学生更好地分析句子结构，并积累和运用于写作，提高学生的写作水平。

三、教学目标Teaching goals

1.语言目标Target language a. Important Point：

Learn how to use the attributive clauses with that/which/who/where/when/why…

b. Difficult Point：

Enable students to tell the restrictive clause from the non-restrictive attributive clause.

2.能力目标

Ability goals

Enable the students to master the usage of attributive clauses. 3. 学习目标Learning ability goals

Help the students

learn how to use the attributive clauses in their writing 4. 学习策略（Strategy）

a. Doing exercises to make the students go over the usage of attributive clauses. b. Discussing with partners about the usage of attributive clauses. 5、情感态度和价值观（Affect and values）

Cultivate students to have the awareness of protecting cultural relics. 四．教学重点Teaching important points Master the usage of attributive clauses. 五．教学难点Teaching difficult points

How to use the attributive clauses properly.

六．Teaching methods 1. Task-based teaching and learning 2. Cooperative learning 3. Discussion 七．Teaching aids

a blackboard, chalks, a projector and a computer. Teaching procedures Step1 Revision 1. Greetings. 2. Ask some students to retell the text they learnt in the reading part.（旨在复习课文内容，培养学生口语能力，针对高考听说考试第三部分复述故事设计。通过关键词，关键信息来复述故事。）

•

Key words/points: •

1. FrederickⅠ

•

2. Frederick

WilliamⅠ

•

3. Peter the Great •

4. CatherineⅡ

•

5. The Nazi army •

6. The Russians and Germans

•

A. had the Amber Room made •

B. gave it to Peter the Great as a gift.

•

C. sent a troop of his best soldiers to the King of Prussia •

D. had it moved outside St Petersburg. •

E. stole the Amber Room •

F. built a new Amber Room after studying pictures of the old one

Step 2 Lead-in In the last period, we have mentioned the Restrictive and Non-Restrictive Attributive Clause. Let’s go over them and begin our lesson. Step3 grammar 一、关系代词:

1. who指人,作主语或宾语

(作宾语可省略）

The man who I talked with is our teacher. A person who steals things is called a thief. 2. whom指人,作宾语

(作宾语可省略, 如介词提前则不能省)

The man (whom/who) I nodded to is Mr. Li. The man to whom I nodded is Professor Li.

the red

the green

the small

the big The apple which is red is mine. The apple which is green is yours. The apple which is red is small The apple which is green is big.

1. Mrs. Clark is angry with the goat.

The goat is eating her flowers. Mrs. Clark is angry with the goat which is eating her flowers. 2. Can you lend me the book?

You talked about it last night. Can you lend me the book (which) you talked about last night? Can you lend me the book about which you talked last night?

3. Do you find the pen?

I wrote with it just now. Do you find the pen (which) I wrote with just now?

Do you find the pen with which I wrote just now?

3. which 指物，作主语或宾语

(作宾语可省略,

如介词提前则不能省)

These are the trees which were planted last year. This recorder（which）he is using is made in Japan.

Is this the library (which) you borrow books from? Is this the library from which you borrow books?

4. that 指人/物，作主语或宾语

(作宾语可省略）

A plane is a machine. It can fly. A plane is a machine that can fly. He is the man. I told you about him. He is the man (that) I told you about. 注意：介词提前时只能用which 而不能用that 。

Is this the library from which you borrow books?

that和which在指物的情况下一般都可以互换, 但在下列情况下, 一般用that而不用which。

(1) 先行词为all, everything, nothing, something, anything, little, much 等不定代词时。

I am sure she has something (that) you can borrow. (2)先行词被all, every, no, some, any, little, much等修饰时。

I’ve read all the books that are not mine.

(3)先行词被序数词或最高级修饰时。

This is the first book (that) he has read. (4)先行词被the only, the very, the same, the last修饰时。

This is the very book that belongs to him.

(1) The scientist is very famous in the world.

We met her yesterday.

The scientist

Ø

we met yesterday is very famous in the world.

who

whom

that

(2) The dress is new. She is wearing it. The dress

that

she is wearing is new.

which

Ø

(3) He is the kind person.

I have ever worked with him.

He is the kind person

that

I have ever worked with.

who

whom

Ø (4) This is the best film.

I have ever seen this film.

This is the best film that

I have ever seen.

Ø 5. whose引导的定语从句，whose在定语从句中作定语，可指代人或物。

He whose smile is sweet is loved by many students. The room whose window faces north is mine.

二、关系副词引导的定语从句

关系副词可代替的先行词是时间、地点或理由的名词，在从句中作状语。

1、关系副词when, where, why 的含义相当于

“介词+ which” 结构，因此常常和“介词+ which”结构交替使用。例如：

a) 我仍然记得我参军的那一天。

①I still remember the day. ②On that day I joined the army. I still remember the day when I joined the army.

或I still remember the day on which I joined the army.

b) 这就是我们去年住的房屋。

①This is the house.

②We lived in it last year. This is the house where we lived last year.

或This is the house in which we lived last year.

或This is the house which we lived in last year.

c) 你知道他迟到的原因吗？

①Do you know the reason? ②He was late for that reason. Do you know the reason why he was late?

或Do you know the reason for which he was late? 2、当先行词是指时间、地点或原因时，并非就用when, where, why 来引导定语从句。例如：

四、限定性、非限定性定语从句

1. 限定性定语从句是对先行词起限定作用的。去掉这个从句则整句话不完整或不成立。

Eg: He who doesn’t go to the Great Wall is not a true man.

-----He is not a true man.不完整

The mooncake that has eggs in it is the mooncake which I like best.

----- The mooncake is the mooncake.不成立

大多数定语从句是限定性定语从句。

2. 非限定性定语从句是对先行词起解释、说明作用的。去掉这个从句整句话仍成立。常被逗号隔开。

eg: I have a dog, which can do many things for me. 3. 定语从句的练习

Put the two sentences into one: 1. Our friends missed the train again.

They are always late for everything. Our friends, who are always late for everything, missed the train again. 2. My aunt was waiting for me on the steps.

She had two heavy bags. My aunt, who had two heavy bags, was waiting for me on the steps. 3.

The dog is easily frightened.

It was beaten when it was small. The dog, which was beaten when it was small, is easily frightened. 4. I was invited to join the League by my neighbor.

He has been a League member for three years. I was invited to join the League by my neighbor, who has been a League member for three years.

Discovering useful structure

Checking answers – I （小组抢答）

Answer keys for Ex.1 on Page 4:（找出课文含定从的句子）

1. The gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it. 2. Later, Catherine II had the Amber Room moved to the palace outside St Pertersburg where she spent her summers. 3. In 1770, the room was completed the way she wanted it. 4. This was a time when the two countries were at war.

高考链接（抢答的形式进行）

1.

The film brought the hours back to me ____ I was taken good care of in that

far away village.

A. until

B. that

C. when

D. where 解析：本题考查定语从句。解本题得关键是要先找准先行词“the hours”,然后理解关系副词“when”本身在其引导的定语从句中充当时间状语。答案C. 2. He paid the boy $ 10 for washing ten windows, most of _______ had’t been cleaned for at least a year. A. these

B. those

C. that

D. which

解析：这是一个定语从句。定语从句的先行词为windows。

有的考生误认为前文提到windows,应用those 代替而选B。但those不可用做关系代词引导定语从句。由于横线处前有介词of不能选that。答案

D 3.Recently I bought an ancient Chinese vase，

____

was very reasonable.

A. which price

B. the price of which

C. its price

D. the price of whose 解析：此题四个代选项中都有price这一词语，要表示Chinese vase 的价格，所以关系代词语先行词分隔。“its price” 不表示所有格；由于whose本身就可作定语，不需再用of属格。故A、C、D三项均应排除。答案B. 4. He’s got himself into a dangerous situation ____ he is likely to lose control over the plane.

A. where

B. which

C. while

D. why 解析：先行词situation作“处境”讲，引导定语从句是使用关系代词还是使用关系副词，决定于关系词在从句中所担任的成分。此题的关系词在从句中担任状语，故选用A项。C、D两项的while, why不具有引导定语从句的句法功能。答案为A.

Step4 Homework: 1.

Finish the exercises on workbook.

2.

Do more exercises about the Restrictive and Non-Restrictive Attributive Clause. 3.

Prepare for the next class.

板书设计：

Restrictive attribute clause

Non- restrictive attribute clause

限定性定语从句是对先行词起限定作用的。去掉这个从句则整句话不完整或不成立。He who doesn’t go to the Great Wall is not a true man.

非限定性定语从句是对先行词起解释、说明作用的。去掉这个从句整句话仍成立。常被逗号隔开。

I have a dog, which can do many things for me.

which/that/who/whom/whose/where/ why/when/ 介词+关系代词

教学反思：

1.课堂开始的复习部分，retell the story of the reading part.和结束部分的找出课文中含定语从句的句子和高考链接题以抢答的形式进行，两个活动很好地调动了课堂气氛。

2.在讲解的过程中让学生掌握定语从句的用法，并叫学生大声朗读定语从句，做到朗读和学习定语从句结合起来，讲解过程中通过师生一问一答互动形式，在朗读教学中学生不知不觉中不仅学会定语从句，而且还更深一步掌握定语从句的具体用法，在以后的写作中灵活运用，提高写作水平，增加写作亮点。

3.抢答游戏虽然激发了学生的热情，但影响了教师对时间的把握，所以本节课结束时没有足够的时间进行小结，草草收尾。