Learning about Language教学设计第二课时

巫山中学

周晓兰

The attributive clause导学案设计思路

Step 1. Prepare by yourself （课前预习准备），关注目标，注意策略

(Learning objectives) 1. To get a general idea of the structure of an attributive clause; 2. To learn the usage of relative pronouns by discovering and concluding grammar rules; 3. To make up sentences containing attributive clauses; 4. To show more interest in grammar study by competition and cooperation with classmates. Step 2. Discover by yourself 体验新知，发现规律

Task1：

You’re the one

set it up你就是

让我产生爱的

那个人

And you’re the one to make it stop但你也是

让它停止的

那个人

I’m the one

’s feeling lost right now我是

此时此刻感到迷茫的

那个人

Now you want me to forget every little thing you said But there’s something left in my head

What is attributive clause? eg: I'm the one who's feeling lost(迷茫) right now.

定语从句三要素：____________________________________ 定语从句位置：The attributive clause always goes

_____( after ,before) the noun it refers to. 任务一：

播放歌曲that’s why you go,在屏幕中显示包含定语从句的几句歌词，并把关系词留空，让学生在欣赏歌曲后填写所留空的单词，思考什么是定语从句，观察英汉的区别，并引导学生观察思考定语从句形式上的特征，

并通过文字填空的形式引导学生自主归结出定语从句的三要素（先行词、关系词及定从）学生对句子不会存在理解障碍，因此能够让学生集中关注句子的形式本身，任务较为简单，

目的就是为了让大部分甚至所有学生都能独立完成。

设计目的：通过简单的英文歌曲，营造轻松和谐的学习氛围，改变传统语法课堂的枯燥乏味，激发学生的兴趣。

任务二：what’s the function of relatives(关系词的功能/作用)? Eg. The girl is from America. I called the girl just now. ------ The girl who I called just now is from America. 思考：（1）两句合成一句，关系词who起_____________作用；

（2）I called the girl just now 变为定从

I called just now，关系词who起_________作用，且who在定从I called just now 中充当_________, 即关系词要在定语从句中充当一定的句子成分。

设计的是引导学生自主观察发现关系词的功能：

在这个任务中，学生要经过一定的思考，并在提示文字的导引下归结关系词的功能，

这一步主要是为了帮助学生对关系词实现从形式到意义上的初步认识。

Step 3. Discuss in groups （课内合作学习），小组探究，交流学习

任务三：呈现

: 几组定语从句，引导学生通过探究每组句子中的共同特点，

总结定从关

系

代

词

who/whom/that/which/whose 的

相

关

用法，

1. Here is the girl who/that wants to see you. 2.Here is the girl （whom/that）

you want to see. 3. The book which /that was on the desk was bought by my father. 4. The house (which/that) we live in is very large. Tell me, I will forget; show me, I will remember; involve me, I will understand.

巫山中学

周晓兰

5. The house in which we live is very large. 6. I’d like a room whose window faces south.

7. I’d like a room the window of which faces south. 8. I’d like a room of which the window faces south. 9. The teacher praised the student whose English is the best in our class.?? 指代

关系代词

person

that which who whom whose

thing

subject

object

attributive

在句中所充当的成分

思考：关系代词何时可以省略？______________________什么情况不能省？

Whose既可以指_____又可指______,指物时whose可以换成

______________ Practice:

1. The professor ________ visited our school yesterday is from Canada. 2. A child _______parents are dead is called Tom 3 .He still lives in the room ________ window faces to the east. 4. He still lives in the room ___________ is in the north of the city. 5. I like the book ___________you bought yesterday.

6. We shall never forget the days ____________we spent together.

7. The man___ __________I talked to just now is Mr. Li. 8. He is the only man ______

I want to see. 通过此过程，学生初步树立根据关系代词在定语从句中所充当的成分去选择关系词的思维模式。

Task4：Find the rules of attributive clause ( discussion in groups for 3minutes) 用that 或which填空，阅读短文找出that 与

which的不同

I will tell you something _____happened last night. I felt lonely at home, so the only thing ___ I could do was to see a film, ____ is very interesting. This is the funniest film ____ has been shown in the cinema. The things and persons _____I saw in the film will be unforgettable. The film is very famous, _____ is known to us. So please enjoy the film about _______ I told you just now. 只能用that做关系代词的情况：

1.

_______________________________________ 2.

_______________________________________ 3.

________________________________________ 4.

_________________________________________ 5.

___________________________________________ 只能用which做关系代词的情况

Tell me, I will forget; show me, I will remember; involve me, I will understand.

巫山中学

周晓兰

Summary:如何选择关系代词who,whom,whose,which,that ___________________________________________________________________ 小组合作完成发现并总结只能关系代词that 的特殊用法，探讨总结定语从句的解题步骤。

Step 4. Practise in groups （课内巩固

运用），拓展训练，技能提升

Task 5 Guess Riddles (make up sentences with attributive clauses and guess the riddles) 一组用含有定语从句的句子对图片进行描述，另一组猜测。

此活动主要训练学生能在口语中运用定语从句，以游戏的方式调动学生的主动性和积极性。

Task 6 write a short passage（watch the video and describe the person using the attributive clauses as many as possible）

要人物：高三10班

彭军

•

Peng Jun(彭军)

lose his hands

•

disabled, optimistic, eager to learn, set an example, never give up ,struggle to lead an active life, leave a

good impression on sb. overcome any difficulty in life……

•

Dream: be admitted to(被录取) ideal university. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 通过创设真实语境，让学生明白语法是渗透在学生的实际生活中的。

要求学生看完视频后用定语从句写文章，以语篇的形式输出。

Task 7 Enjoy and imitate the speech made by Obama(欣赏并仿写奥巴马的一段竞选获胜的演讲片段) If there is anyone out there who still doubts that America is a place where all things are possible, who still wonders if the dream of our founders is alive in our time, who still questions the power of our democracy, tonight is your answer. 假如还有人怀疑美国是不是一切皆有可能的地方，假如还有人困惑于我们的建国先辈们所持有的梦想，在今天还是不是鲜活，假如有人仍在质疑我们民主的力量到底强不强大，（那么）今晚（发生的一切）就是你们给他们的回答。

仿写：如果还有人怀疑在巫山中学是否凡事都有可能，还有人怀疑巫山中学是放飞梦想的地方，还有人质疑巫中的巨大影响力，那么今天，我来给你答案。

_____________________________________________________________________________________________________________________________________________________________ 此任务模仿运用定语从句让学生体会到了定语从句的表现力和灵动的修辞作用。学生在赏析演讲片段后仿写，所写内容是自己熟悉学校，不仅有效地迁移运用了所学知识，还潜移默化地受到了情感教育。

Homework: summarize the key points about the last pronoun relative “as”.

Tell me, I will forget; show me, I will remember; involve me, I will understand.