Learning about LanguagePPT及专用教学设计内容

非限制性定语从句----教学设计

高一英语

杜丽萍

Teaching objectives 1. Knowledge objects:

a)The Students can know the differences between Restrictive Attributive Clause

and

Non-restrictive Attributive Clause

b) The Students can understand some difficult sentences by using the grammar.

c)The Students can use the grammar in their writing 2. Ability objects:

a) To develop the Students’ abilities of reading and writing.

b) To train the Students’ ability of working in pairs.

c) To improve the student’s ability of analyzing some difficult sentences.

3. Emotion or moral objects:

By completing the task, the Ss increase their interest and set up self-confidence in learning English;

Important points 1The Students can know the differences between RestrictiveAttributive Clause and

Non-restrictive Attributive Clause

2.The choice of the relatives.

Teaching Method Task-based teaching method Teaching aids 1. Multimedia.

2. The blackboard. 教材分析：

本课是高中英语人教版必修二第一单元语法知识---非限制性定语从句，归属于定语从句。定语从句对于高中英语来说是一个非常重要的语法点。它在高考中占的比例也是举足轻重的。甚至在作文中，轻轻松松得写出几个定语从句，就能为你的作文添光加彩。因此，掌握它的使用，对学生有着非常重要的意义，我们要对它进行着重的讲解。

学情分析：

大多数学生上进心强，学习态度端正，有良好的学习习惯，但是缺乏一定的研究问题的能力。定语从句是学生在英语学习中比较常用的语法，也是学生们必须掌握的内容。鉴于以上情况，我运用“学中用，用中学”的教学理念，让学生通过理解，归纳有关非限制性定语从句的知识，让学生在完成任务的过程中进一步巩固所学教学内容。

Teaching procedures Step 1 Lead-in

1.

Show some pictures of our school, and let the Students admire the beauty of our school .Then ask the students to make up a sentence using Restrictive Attributive Clause.

This is our school.

This is our school which is beautiful. It is beautiful.

（设计思路：通过让学生欣赏学校图片的形式，可以引导学生轻松自然地进入语法话题，进一步巩固所学的限制性定语从句。）

Step 2

Consider carefully words, phrases and sentences a) She has two brothers who are working in the city. 她有两个在这个城市工作的弟弟。

(She has more than two brothers.) She has two brothers , who are working in the city. 她有两个弟弟, 他们在这个城市工作。

(She has only two brothers.)

b)She has a son who is a doctor. （不止一个）

她有一个当医生的儿子。

She has a son ,who is a doctor. （仅有一个）

她有一个儿子，是个医生。

（设计思路：通过让学生仔细观察这两组句子，互相讨论，细找其中的不同之处。从而引出来非限制定语从句。）

Step

3

non-restrictive attributive clause

a)

Form

（设计思路：老师展示例句帮助学生理解非限制性定语从句的基本结构。）

b)the relatives who, whom, which, whose, where,when ，as

（设计思路：根据学生的做题特点，从限制性和非限制性定语从句的先行词的分类入手，归纳出先行词分别是人和物，做状语时，关系词的使用。）

c)the differences between Restrictive Clause and Non-restrictive Attributive Clause

（设计思路：通过

在形式上，意义上，译法上，和关系词的使用这4方面，进一步的来区别限制性定语从句和非限制性定语从句。）

Step

4

Competition a)

Fill in the blanks with proper relative words.

b)Make

a

choice

（设计思路：先从比较简单的填空题和选择练手，加深学生的理解，帮助学生进一步提升分析句子成分的能力，提高学生的自信心。）

Step

5 Consolidation

(1)

a)Mistakes

correcting

b)Choices Making

c)Blanks Filling

d)Translation of the lyrics

（设计思路：通过多样化的练习，寓教于乐，更能调动学生积极性，加强学生思维能力，提升学生合作学习的能力。)

Step

6

Inquiry

learning 探究

(1) as和which引导非限制性定语从句的区别。

_____is known to all, Taiwan is a part of China. He was late for school, ____ often happened. Tom has made great progress, _____ made us happy. （设计思路：在引导非限制性定语从句时，学生容易混淆

as 和

which的使用，通过进一步的讲解，帮助学生扫清知识障碍）

Step

7 Inquiry

learning 探究

(2) Tom bought his mother a dress which was red. Tom bought his mother a dress , which was red. Tom bought his mother a dress, which made her

mother very happy. （设计思路：通过三个句子的对比，使学生能够总结出引导限制性定语从句的先行词是什么，而非限制性定语从句的先行词又是什么。）

Step

8

Consolidation

(2) 1.

他有一个姐姐，她是一个老师。

2.

汤姆赢了这游戏，这让我们感到很高兴。

3.

汤姆上学迟到了

，这使得老师很生气。

4.

这是我上周买的新车。

（设计思路：Enable students to have a good command of what they have learned, through various exercises.）

Step

9

Homework

以“

school

life ”

为话题，，用非限制性定语从句写一作文。

（设计思路：

写作在高考中占较大的比重，故平时要多加练习，让学生结合自身实际写一篇关于学校生活的段位，进一步锻炼在实际中运用定语从句的能力。所以写作便是前面部分很好的延续和提高了。）

Blackboard design Non-restrictive Attributive Clause

构成

：

先行词

+ ，+

关系词

+其他部分

关系词

：who, whom, which, whose, where,when，as