定语从句情境设计.doc

定语从句的教学案例a. 笔者在本单元的教学中有意识地大量呈现定语从句基本结构b.在单元最后进行语法教学c. 猜谜导入，如 It is a book that can tell you the meaning of new words when you study Englishd. 呈现大量带有who ,that, which ,(where when )等句子让学生感知关系词的用法共同总结规律：talk about people, talk about things等e. 解释合并过程,教师呈现例句，如：The man used to be a doctor.+ He lives next doorThe man who/that lives next door used to be a doctor. 呈现大量类似句子,让学生以抢答形式口头合并，熟悉定语从句结构. f. 描述图片-谈论一个你崇拜的人-谈论自己 语法复习：集中呈现对比分析-专项梳理-巩固运用在备考复习阶段需要系统地复习语法，教师可以引导学生通过对比归纳，梳理语法知识，并加以巩固运用。语法复习应把握三个维度：形式、意义和用法，复习时的重点应该是意义和用法。四.语法课教学示例 初四最后复习阶段的语法教学常常是非常枯燥的。无非是老师将定义再次讲解一下、举一些例子分析、在释疑之后大量的练习、最后对答案。而学生对于在初三倒数第二单元出现的语法形式定语从句，更是雾里看花，琢磨不透。我首先对教材进行了分析，我认为定语从句的内容纷繁复杂，是高中阶段的教学重点，而初中阶段仅仅是初步接触，我们只要让学生了解其基本的语言形式，理解和运用限定性定语从句中表示人、事物、地点及时间的引导词就可以了。我基于以上思路在JEFC Book3的初四最后阶段的定语从句复习时进行了一系列的任务设计，改变了语法复习课=练习课，做做讲讲的老路子，较好地调动了学生的积极性，达到了交际运用的效果。具体步骤如下：1.猜谜(Guessing game)理解层次的任务（Leading-in and Pre-task）教师先自己描述大家熟悉的人、事物、地点及节日, 让学生听和猜。学生踊跃发言。He was the person who first invented writing paperHe is the first Chinese who traveled in a spaceship.It is a tool which / that people use to calculate(算数)for hundreds of years in China.It is a book which / that can tell people the meaning of new words.It is a place of Beijing where / in which the emperor and his family lived.It is a place where / in which people drink tea.It is a day when / on which Chinese people eat moon cakes.It is a day when / on which students come back to school.以猜谜的形式开场，吸引学生的注意力，调动他们学习的积极性。(2) 呈现刚才说的句子，初步感知语言形式(3) 让学生填写表格，总结规律 noun structure of the attributive clause a thing which / that a person a place a day (4) 对比分析，梳理知识。着重结合有代表性的例句讲解关系代词that 和which的区别，点明哪些情况下一般只用that而不用which.(5) 小组合作模仿自制谜面，然后各小组派代表宣读谜面，全班猜。展开组间竞争。学生易于理解、掌握语言规律。属于理解层次的任务设计。2.车站接人巩固层次的任务（while-tasks）(1) 笔头练习下发有关关系代词、关系副词的填空练习。刚开展的猜谜活动，使大家比较兴奋，这样的笔头练习便于动静结合。同时由于复习课，穿插些练习是必要的。此时已有部分学生开始注意力分散。下一步的活动是课堂进入第二次思维高潮的关键。(2) 口头描述人的外貌。呈现一些外国人图片，胖瘦高矮，特征明显，非常夸张。让学生哈哈大笑。再次调动学生的兴趣。这一步也是车站接人的铺垫。例如：Shes a fat woman whose hair is very short.That is a tall man who is wearing thick glasses.(3) 车站接人。教师将刚才的图片下发到各组，每组图片各异。假设图片中的人需要你去车站接，而你没空，电话委托你的朋友替你接人。请详细描述所要接的人的外貌。这一步旨在利用学生喜闻乐见的形式，进行巩固训练。既复习了电话用语，又运用定语从句来描述人物。有一组的同学进行了如下的对话：A: Hello! May I speak to Jackson, please?B: Speaking. Is that Tom?A: Yes. Id like you to meet a fried who will fly from America. I have to have a meeting.B: OK. Tell me the time when your friend will arrive.A: Thank you. The time when she will arrive is 4:30 this afternoon.B: Whats she like?A: She is a young lady who is tall and thin. She has yellow hair that is long and straight.B: She must be very pretty. Whats her name?A: Oh, yes! She will hold a board on which it says her name “Marie”.B: I see. Then lets have dinner in the restaurant where we had yesterday. OK?A: That would be fine. See you.B: See you.3.你会介绍中秋节和岳飞吗？交际层次的任务（Post-tasks）(1) 介绍节日。你接的外国朋友对中国的文化很感兴趣，她想了解中国的民俗与节日。请每个小组运用定语从句来介绍即将到来的中秋节。同学们运用学过的知识很容易地说了：Middle-autumn Festival is a good day when all families get together.The special cakes thatwhich we eat on that day are called moon cakes.We like to watch the moon thatwhich looks bigger and rounder than usual.We talk about the story thatwhich is about Change.The West Lake is the best place where we watch the moon.(2) 角色扮演。这位外国朋友对于中国历史也有一定的研究，她非常佩服民族英雄岳飞，特别想了解岳飞的有关历史故事，课前请同学们收集了许多有关岳飞的资料。如岳飞的图片、满江红的歌曲，岳庙的图片等，大家尝试着用定语从句对岳飞进行一些简单介绍：Yue Fei was a great hero who lived in the 12th century.He was a brave general who loved his country all his life.He wrote a famous poem that is called “The Whole River Red”.He was murdered by the man whose name was “Qinhui”.Hangzhou is the place where he was buried after his death.接着请一人扮演外国人，一人演中国朋友进行对话表演。通过前面的层层铺垫，这个交际性任务的完成已经是水到渠成。由于接近下课，学生已经有些烦躁，歌曲满江红的播放再次吸引了学生的注意力，而这个任务具有一定的综合性。这个活动的设计融合了历史文化的背景知识并在一定程度上进行了爱国主义的教育。(3) 制作简报（课后作业）请带你的外国朋友周末去岳庙参观，拍下照片，自制简报介绍你们的行程。并予以张贴，看看哪个组的简报最精