Learning about Language教案教学设计

人教版Book 2 Unit 1 Grammar--the Restrictive and Non-Restrictive Attributive clause 教学设计

课题名称

教学对象

限制性和非限制性定语从句

高一年级

课型

语言知识课

科 目

授课教师

英 语

胡海娟

一、教学目标

知识目标：复习限制性定语从句中关系代词和关系副词的作用和功能，能区别限制性和非限制定语从句。

能力目标：能较好地运用定语从句，能正确组织包含定语从句的复合句。

情感目标：通过学习调动学习积极性，使学生体会到英语的趣味和实用性。

二、重点难点：提高学生对学习语法的兴趣和积极性，较好地掌握定语从句的用法，区分限制性定语从句和非限制性定语从句，运用知识点解题。

三、学情分析

语法向来是学生头痛的一项内容，而定语从句在历来的高考试题中都有所体现，因此,掌握这一内容显得尤其重要。我所教的班级学生为普通生，英语的基础比较差，再加上语法复习基本以呈现理论为主再辅以练习，相对枯燥，学生兴趣不够，容易分散注意力，所以应溶入一些新的教学元素。这个年龄的学生争强好胜，喜欢新事物，于是我考虑借用大家感兴趣的话题通过竞争法、音像法等促进学生的热情，增强学习的效果。

四、教学方法

以学生为主体，尝试创新思维，联系社会采用讨论、协作、探究、竞争的教学模式，引导学生灵活运用所学语法知识。

五、教学手段

利用多媒体计算机、网络资源、自制音像等创设教学情景、问题情景，扩大教学容量，增强教学的趣味性和时效性。

（设计依据：《新课程标准》要求教师在教学中要以学生为主体，采用研究性学习方法，寓教于乐。检验一节课成功与否，不是教师讲了多少，而是以学生的学习效果为评价标准。因此我借助多媒体，以北京奥运为题，结合竞赛形式，力求使枯燥的语法生动趣味化；并且考虑学生英语基础的实际情况，教学过程也要体现素质教育的全体性，因此设计任务循序渐进（如按“词→句→文”递进），由浅入深，由易到难，导引学生参与整个学习过程，获得更佳的学习效果及发展智力，提高思维，观察，注意，记忆，想象，联想等能力。）

六、课前准备

1、布置学生熟记定语从句各关系代词和关系副词的用法。

2、教师准备相关多媒体课件。

七、教学课时：一课时

八、教学过程

Step 1

Greetings Welcome to my class !

Before Class Get Ready for the Class

1. Form four groups of eight and find your group leader. 2. The group performing the best will get a big surprise after class

3. The most important–enjoy the class.

Step 2

Lead-in Enjoy the music video“Lemon Tree”.

T: What’s the name of the song? Ss: It is Lemon Tree.

T: Do you like the song whose name is Lemon Tree? I like the song whose name is Lemon Tree very much. 请学生把歌曲最后一句空缺的词填上。

I wonder how I wonder why Yesterday you told me 'bout the blue blue sky and all _______ I can see

and all _______ I can see and all

_______I can see

Is just a yellow lemon tree

（答案：that, that, that）

根据以上所说的2句I like the song whose name is Lemon Tree very much. …all that I can see is just a yellow lemon tree.请学生分析这两个句子中划线部分所出现的语法现象，由此导入到“定语从句”。

T：What type of clause are the underlined parts in the two sentences?

Ss:

The Attributive Clause定语从句。

（设计思路：简单但动感的FLASH很符合学生的口味，重要的是本歌的歌词中含有定语从句，可以于欢快的节奏中导引学生轻松自然地进入语法话题。）

Step 3

Review the

Attributive clause

Definition：The clause used as the attribute in a sentence is called Attributive Clause, which is used to modify a noun or a pronoun. Structure：

relative pronoun

(as subject , object or predicative)

antecedent +

(that / which / who/whom/as)

(as attribute) (whose) relative adverb (as adverbial) (when / where / why) （设计思路：使学生加深对定语从句的结构和关系代词、关系副词的印象，以便下面的竞赛中更好的发挥。）

Exercise

Fill in the blank

1. Look at the girl _________ is singing so beautifully. 2. Do you know the woman to ______ our teacher is talking? 3. Jim is the boy ______ hat is red. 4. He gave me a pen ___________ he bought last week. 5. Mary has read all the books ______ I lent her. 总结:

关系代词在定语从句中代替先行词做主语、宾语、表语或定语。先行词做主宾表, 是人

时用

_____, ______ 或

_____；是物时用

______ 或

______。先行词作定语, 表示“……

的”时, 用

______。

6. Is it the reason _____ you were late? 7. October 1st is the date _____ China celebrates its National Day. 8. We walked in a garden ______ many trees and flowers had been planted. 9. This is the island ______ I lived for two years. 10. 2001-2005 are the years _____ I studied in the university.

总结：关系副词在定语从句中代替先行词做状语。先行词作原因状语时用_____；作地点状语时用

_______；作时间状语时, 用

______。

（设计思路：通过观察对比的方式，让学生积极主动参与到课堂来，对通过自己观察和分析得出的结论记忆会更深刻，对知识点理解更透彻）

Step 4导入非限制性定语从句：

贝克汉姆

family picture

Son 1 ：He wants to be a football player.

Son 2：He wants to be an actor. He has a son who wants to be a singer. 张国立和儿子picture

He has a son ,who is an actor. （设计思路：通过观察图片，结合句子的方式，让学生直观认识非限制性定语从句）

Step 5

Compare the difference between restrictive and non-restrictive Attributive Clause Group 1 ❀

My cousin whose father is a teacher wants to be an actor. ❀

My cousin , whose father is a teacher , wants to be an actor.

A. In written form (Comma) Difference 限制性定语从句与先行词之间不用逗号隔开；非限制性定语从句与先行词之间一般用逗号隔开。

Group 2

❀

Beijing is a city that I’ve always wanted

to visit. ❀

Beijing, which is the capital of China, has

a long history.

B.Connection with the main sentence Difference限制性定语从句和先行词关系密切，如果去掉从句，剩余部分意义不完整；非限制性定语从句只是先行词的附加说明，如果去掉从句，意义仍然完整

Group 3 ❀

Mike sold the house which his family had lived in for 30 years.

❀

Mike sold the house, which made his father very angry. C. In Antecedent

Difference限制性定语从句修饰先行词（名词或代词）

非限制性定语从修饰先行词或主句。

Group 4

❀

She married a man (that / whom /who) she met on the bus. ❀

The book, which he lost yesterday, has been found. ❀

He failed in the exam, that made his mother angry. ❀

He failed in the exam, which made his mother angry. D.

In the Relative Pronouns (关系代词) Difference

a.关系代词在非限制性定语从句中作宾语,不能省略。

b.that不用于引导非限制性定语从句

（设计思路：通过让学生观察对比5组句子，引导学生分析总结出两种定语从句的区别，最后通过图表的方式，直观展现出两种定语从句的区别）

Step6: Consolidation Let's practise ☆Fill in the blanks with proper relatives words

1. Do you still remember the days ______ we stayed together in the junior school? 2. Kevin is reading a book __________ is too difficult for him. 3. You should apologize to your friend

_______ bike you lost. 4. Mr. Shang, ______ came to see me yesterday, is an old friend of my father’s.

5. Mary, _______ children are at school all day, is trying to get a job. 6. The city _______ I grew up is a very beautiful place. 7. They dislike Tom, ________ is not surprising. 8. I went to the old house in _______ my grandmother used to live. 9. Please give me the reason ______ you were late again.

☆Join the pairs of sentences using attributive clauses

1.

Mr King was quickly taken to hospital.

His legs were badly hurt. 答：Mr King, whose legs were badly hurt, was quickly taken to hospital. 2.We shall make a decision about Ms King.

I have told you her story. 答：We shall make a decision about Ms King,

whose story I have told you. 3. The boss of the company told the story about…

.His name was Mr Little. 答：The boss of the company, whose name was Mr Little, told the story about Ms King. 4.The boss had heard about the accident.

Mr King worked in his department. 答：The boss in whose department Mr King worked had heard about the accident. 5.Do you know the girl?

Her hair is very short in our class. 答：Do you know the girl whose hair is

very short in our class? 6. He is the student. I broke his pencil yesterday. 答：He is the student whose pencil I

broke yesterday. （设计思路：练习由易到难，循序渐进，让学生慢慢进入状态，找到自信。用抢答的方式，激发学生的积极性）

Step7:Presentation

1.Each group choose one picture and discuss with your partners to describe it using Attributive clauses.（每组选一张图片，小组讨论用定语从句描述图片内容

）

2.Recommend one member to describe it to all of us.（各小组选一人全班描述该图片）

3.Let's guess what it is.（班上其他同学猜）

（设计思路：通过游戏的方式，寓教于乐，更能调动学习积极性，加强学生思维能力、协作竞争能力及强化团体荣誉意识）

Step8：Summary 1.Review

Attributive

Clause 2.Tell the difference between Restrictive and Non-Restrictive Attributive Clause

Step9：Homework 1.Finish the exercise on page4 2.Describe your favorite star by using Restrictive and Non-Restrictive Clause