Learning about Language第二课时教学设计

教学设计及反思

The Third Period Grammar

张庆梅

Teaching goals

教学目标

1. Ability goals

能力目标

a. Enable the students to master the structure of the Attributive Clause, and can speak out these sentences loudly, clearly and correctly. b. Enable the students to master the usage of who, which, that and whose in the Attributive Clause.

2. Learning ability goals 学能目标

By practicing the usage of the words and structures, the students can master the Attributive clause. Teaching important points

教学重点

The Attributive Clause: the structure and the usage of who, whose, that, and which. Teaching difficult points

教学难点

The usage of the words that, which, who and whose

Teaching methods

教学方法

Student-centered method Teaching aids

教具准备

a slide projector

Teaching procedures ＆

ways

教学过程及方式

StepⅠLead-in 给学生展示学过的句子并让其分析画线部分。

Show on the screen.

1. But the one million people of the city, who thought little of these events, went to bed as usual that night. 2. It was heard in Beijing, which is one hundred kilometer away. 3. A huge crack that was eight kilometer long and thirty meter wide cut across houses,

roads and canals. 4. The number of people who were killed or injured reached more than 400,000. 5. The army organized teams to dig out those who were trapped and to bury the dead. 6. Workers built shelters for survivors whose homes had been destroyed.

Step

Ⅱ

Discovering useful structures (20 minutes)

通过分析句子成分，应用链式问题让学生归纳总结其规律。从而得出定语从句的概念及引导词。

T:

Can you tell me what relative pronouns the Attributive Clauses use? S1: From the sentences on the screen, I know that there are four words, they are who, whose, that and which. T: Right! Now I’ll give you more knowledge about this clause. There are some explanations about the clause on the paper. I’ll give them out to you to read. If you can set the bold sentences aside, we will learn them later. After you have finished reading the material，do the following exercise to see if you have masteedr the usage of who，whose，which and that. I．定语从句

1. 限定性定语从句（Restrictive Attributive Clauses）

大多数定语从句对所修饰词的意思加以限制，表示“……的人（或东西）”，称为限定性定语从句。如：

The man who robbed him has been arrested.

抢劫他的人被逮捕了。

The girl whom I saw told me to come back today.

我见到的那个姑娘叫我今天再来。

That’s the best hotel ( that ) I know.

这是我所知道的最好的旅馆。

These are the books (which) you ordered.

这些是你订购的书。

这类从句多由关系代词（a）或关系副词（b）引导。

a. Everyone who (that) knew him liked him.

认识他的人都喜欢他。

The friend with whom I was traveling spoke French.

和我一道旅行的那位朋友能讲法语。

The car which (that) I hired broke down.

我租的汽车坏了。

b. At the time when I saw him, he was quite strong.

以前我看到他的时候，他身体壮实。. This is the village where I was born.

这是我出生的村子。

These are the reasons why we do it.

这些就是我们这样做的理由。

在限定性定语从句中，当关系代词在从句中做宾语时，在绝大多数情况下都可以省略，特别是在口语中，在被修饰的词为all, everything 等词时尤其如此。

Have you got the postcard (which) I sent you?

我寄

给你的明信片收到了吗？

These are the things (that) you need.

这些就是你要的东西。

Anything I can do for you?

我能帮你做什么吗？

All you have to do is to fill out this form.

你只需要填这张表就行了。

That’s the only thing we can do now.

这是我们现在唯一能做的事。

You can take any room you like.

你随便哪间房都行。

2. 非限定性定语从句

（Non- Restrictive Attributive Clauses）对所修饰的词没有限定词义的作用，而只是补充一些说明，通常都有一个逗号把它和句子的其它部分分开，在译成中文时，

这个从句多译成一个并列句。限定性定语从句

去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句拿掉以后对剩下部分没有太大的影响。如：

Peter, who had been driving all day, suggested stopping at the next town. 彼得开了一天的车，提议在下一座城市停下来。

This house, for which he paid $ 150,000, is now worth $ 300,000.

这所房子他买时花了十五万美元，现在值三十万美元了。

They went to the Royal Theatre, where they saw Ibsen’s Peer Gent.

他们去了皇家剧院，在那里他们看了易卜生的《彼尔•英特》

Sunday is a holiday, when people do not go to work.

星期天是假日，这一天人们不上班。

应注意的是，在这类从句中不能使用关系代词that

和关系副词why, 也不能省略任何关系副词，这类从句主要出现在书面语中。

在书面语中whose有时指某样东西。如：

His house, whose windows were all broken, was a depressing sight. 他的房子，窗户都破了，让人看了感到沮丧。

The car, whose handbrake wasn’t very reliable, began to slide backward. 这辆轿车刹车不太牢靠，开始向后滑动。

It was an island, whose name I have forgotten. 它是一座岛屿，名字我忘了。

Step III

Exercise 1 Fill in the blanks with who, whose, which and that. 通过练习让学生熟练应用引导词，并学会如何去判断定语从句。（1.确定先行词，指人还是物。2.判断从句缺少什么成分。3.选择关系词）

1. The girls（

）served in the shop were the owner’s daughters.

2. The man （

）I saw told me to come back today. 3. The girl （

）spoke is my best friend. 4. The man with （

）I was traveling didn’t speak English.

5. The man （

）I saw told me to wait. 6. The girl （

）

I spoke to was a student. 7. The man to （

）

I spoke was a foreigner.

8. The man from （

）

I bought it told me to read the instructions. 9. I know a boy （

）

father is an acrobat.

10. He saw a house （

）

windows were all broken. 11. All the apples （

）

fall are eaten by wild boars. 12. Can you think of anyone （

）

could look after him？

13. This is the best hotel （

）I know. 14. He showed a machine （

）

parts are too small to be seen.

15. You can take any room （

）you like. While the students are reading the material and doing the exercise，the teacher can walk in the classroom，to help those who need help. After that the teacher checks the answers with the students. If they have any questions, explain them to the students. Answers to the Exercise 1 1 who 2 Whom 3 Who 4 whom 5 who 6 who/whom 7 whom 8 whom 9 whose 10 whose 11 that 12 that 13 that 14 whose 15 that Step Ⅲ

Using structures (15 minutes) Exercise 2 in Discovery useful structures T: Just now, we studied the Attributive Clause, and do some exercises about the usage of the relative pronouns. Now let’s turn to Page 29 to finish Exercise 2 as quickly as possible. And then check yours with your partner. Give the students some time to read the sentences quickly and loudly, and try to remember them. A few minutes later, ask some of them to recite the sentences.

For Exercise 3, the teacher can give the students some time to prepare the sentences and play the game quickly. This is a good way to make the class lively. Step Ⅳ

Homework T: Well, all of you did very well. Now, time is up. Today’s homework is to finish the Summing up and Learning Tip on Page 32. And make good preparation to the Reading Task on page 65. Make sure you know the meaning of the text clearly. Class is over. See you next time!

反思：随着交际教学思想的传播人们越来越认可“淡化语法”，甚至误以为语法教学可有可无。由于语法讲练不得法，不到位，导致学生对一些常见语言现象理解不深、不透。很多学生学了多年英语之后，仍然一开口或一动笔就出现语法错误。实践证明：必要的语法知识不但可减少语言学习的盲目性，而且可帮助学生提高理解的正确性和表达的准确性。语言学家Sinclair认为，语言是一个以语法为基础的可分析的系统。语言的可分析性提示我们：高中英语语法教学出路在于——找到适当的教学模式和方法。

语法教学应该是有目标、计划和步骤地行为，这要求我们对语法教学内容优化组合，由浅入深，循序渐进。指引和帮助学生进行对已有相关语法知识进行有效回忆，根据知识间的内在联系寻找新旧知识的链接点——“最适发展区”。这样就能激活学生已有知识储备，并把这知识纳入到新的学习中去，这样学生就易于进入主动学习的状态。

这节语法课总体感觉还是成功的，学生家长听了也比较满意，本节课主要以旧引新，通过复习旧知识来学习新的语法----定语从句，通过让学生自主学习，自主归纳总结，得出什么是定语从句？定语从句的引导词有哪些？怎样区分并正确应用？继而进行指导应用，学以致用在英语学习中非常重要，让学生熟练掌握，确保正确应用。