Learning about Language教学实录

标题：定语从句教学设计

学科：高中英语

参评类型：教学设计

单位：河北省曲阳永宁中学

姓名：杨嘉欣

详细地址：河北省保定市曲阳永宁中学联系电话：15530215065

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Attributive clause 定语从句教学设计

课程分析：

定语从句是人教版高中英语必修三的语法教学重难点。虽然在以前的学习材料中曾出现过主语从句，但是当时对学生的要求仅是了解。而在本册书的第四单元，则是要求学生理解主语从句的概念，并会在一定情境中熟练运用此结构。本节课的内容主要包括三个重点:主语从句的连接词；由it作形式主语的主语从句；主语从句需注意的问题。从这个知识点入手是因为我们已经简单讲解过主语从句。 学情分析：

本班学生属于高一下学期，英语基础知识和基本技能都属于一般水平。他们普遍对语法有畏惧心理，认为语法高深莫测、遥不可及。而且，他们之前学过宾语从句，便于学生对本单元的主语从句的理解。且以往的语法课多是演绎法讲解，教师讲学生被动机械的接受语法知识的条条框框，所以对语法提不起兴趣，在理解方面也是被教师牵着鼻子走。教师引导，学生能理解，可是教师一出教室，学生对于语法理解便一头雾水。因此，调动学生学习的欲望，提高其主动性是本堂课的关键。据此，本节课设计为通过创设情境，并恰当地给予导向型信息来诱导学生通过观察语言现象并自己总结语言规律。设计的活动以引导学生用主语从句来表达为主要目的，从而实现满堂学的新面貌。

学习目标：

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对主语从句的连接词有明确的认识。

2.

能利用所提供的语境使用主语从句造句。

教学流程：

一、创设情境，导入新课

【课件展示】1.Show some sentences of subjective clause. Then ask “what is the meaning of every sentence?” And let students try to write and recite every sentence,

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then give them some Chinese sentences. Let students translate these sentences?

(设计意图：让学生体会主语从句，从而对主语从句有个初步的了解)

【课件展示】2.Show

some

sentences on the screen. Ask “what is subjective clause”

a. What the universe is like has attracted Stephen Hawking all his life.

b. What is clear and simple about the universe has always seemed too difficult for us to answer. c. Why the universe exists the way it does is a major question to all those who have looked at stars like Hawking. d. What has developed over two thousand years of observation has to be greatly revised. （设计意图：让学生明白主语从句的共性和相似点）

二、认真观察每一个主语从句，自主归纳应掌握的规律

【课件展示】3.Show students English lines : a.That she left him cut him to the heart. That he will come is certain.

b. What seems easy to some people seems difficult to others.

Which side will win is not clear.

c. Why he did it remains a mystery.

When they will start is not known yet.

How he became a great scientist is known to us all.

(设计意图：让学生观察后归纳出主语从句的连接词) 【课件展示】4.Fill in the blanks(require students to write down all the following sentences) a. It is no surprise that our team should have won the game.

b. It is an honor that I was invited to attend the meeting.

c. It is said that Mr. Green has arrived in Beijing. (设计意图：让学生练习it作形式主语的用法) 5.

Let students try to sum up the rules: 1.连接词：

1）从属连词：that，

whether等. that 引导主语从句只起引导作用，本身无实际意义，在主语从句中不充当任何成分，但不能省略。

2)连接代词who ，what ，which, whatever,

whichever,

whoever

3)连接副词when，where，

how，

why等。

2.位置：主语从句可以前置，也可以后置。用it做形式主语，而把主语从句放在句末。

It + be + 表语

+主语从句

【课件展示】1.Listen to a recording carefully, and answer these questions: Do you hear the key words of subjective clause? Then give the sentence: How he became a great scientist is known to us all.

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2.Show pictures and fill in the blanks: It has been decided that the exhibition will not open on Sundays. It is natural that they should like each other.

三、运用语法，深化认识

（一）根据总结的规律完成练习

Task 1 Fill in the blanks 1.It is pretty well understood __what_ controls the flow of carbon dioxide in and out the atmosphere today. 2. ___Whether___ we will go camping tomorrow depends on the weather. 3.It was doubtful __whether__ Mary really heard him.

Task 2 "Error correction" 1.They should like each other is natural. That they should like each other is natural. 2.It is pretty well understood that controls the flow of carbon dioxide in and out the atmosphere today.

It is pretty well understood __what_ controls the flow of carbon dioxide in and out the atmosphere today.

Task3 Reading comprehension [课件展示]show them a series of sentences: 分别是：

1.What it was to become was

a mystery until the dust began to slowly combine into a ball moving around the sun.

随后它会变成什么曾经是一个谜，直到最后这团尘埃开始慢慢地合成一个环绕太阳运转的球状物。

2.The problem was that the earth became violent because it was not clear whether the solid shape was to last or not.

问题是地球（开始）变得激烈动荡，不知道这个固体形状是否会继续存在下去。

3.It allowed the earth to dissolve harmful gases, which had become part of the earth’s atmosphere, into the oceans and seas. 它使得地球得以把曾经存在于大气层中的有害气体，溶解在海洋里。

4.Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved. 在未来的千百万年中，生命能否在地球上延续将取决于这个问题能否得到解决。

(设计意图：这四个句子出自课文，学生一看就知，在展示英汉互译过程中让学生深化认识，懂得学以致用)

(二)发现规律，迁移运用

（1）That he finished writing the composition in such a short time surprised us all.

（2）Whether we will go for an outing tomorrow remains unknown.

（3）Who will be our monitor hasn't been decided yet.

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（4）Whom we must study for is a question of great importance.

（5）What caused the accident remains unknown.

（6）Whatever you did is right.

（7）Whose watch was lost is unknown.

（8）What we need is time.

（9）What we need are good doctors. 1.仔细观察以上主语从句，发现规律

2.利用所发现的规律学以致用

让学生深入理解主语从句并用what，whatever等连接词进行造句。

What he wants is a book. 他想要的是一本书。

That light travels in straight lines is known to all. 众所周知，光线沿直线运行。

Whether we will hold a party in the open air tomorrow depends on the weather.

我们明天是否在户外开晚会要看天气而定。

（三）Group work Eg: Let them discuss every sentence and give their answers in a limited time. 1. The limits of a person’s intelligence, generally speaking, are fixed at birth, but __B___ he reaches these limits will depend on his environment. A. Where B. Whether C. That D. why （设计意图：让学生轻松地在竞争中掌握主语从句的用法）

Homework 1. Review the subjective clause. 2. Translate the following sentences into English:

随后它会变成什么曾经是一个谜，直到最后这团尘埃开始慢慢地合成一个环绕太阳运转的球状物。

问题是地球（开始）变得激烈动荡，不知道这个固体形状是否会继续存在下去。

它使得地球得以把曾经存在于大气层中的有害气体，溶解在海洋里。

在未来的千百万年中，生命能否在地球上延续将取决于这个问题能否得到解决。

（设计意图：让学生尽可能用自己的话进行翻译，可参照课本原文，让学生懂得学以致用，加深对主语从句的理解）

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