Unit9 Grammar.doc

汕头私立广厦学校 杨岱九年Unit9 Grammar定语从句教学设计传统的英语语法教学通常是教师在课堂上先讲解相关的语法规则，再配以大量的练习进行操练并对典型的题目进行分析，最终达到教学目的。可是学生在实际运用中却屡屡出错。究其原因，不是教师没把语法点讲清楚，也不是学生没有记住语法规则，而是由于学生对相关的语法规则只是停留在浅层面的认识，即背下了语法规则，却远远没有达到灵活运用的程度。新课标要求：英语教学要注重实际，突出语篇，利用语境使学生更好地开展语言实践活动，培养他们运用英语进行交际的能力。这就要求教师能把语法教学和语境结合起来，在具体的语境中传授语法知识，让学生活学活用。不久前，我就以上的语法教学思路进行了一次尝试。本文将结合本次语法教学课例，阐述如何通过创设真实的语境，让学生在具体的语境中感悟语法知识的意义；如何按照“感知、发现、总结、练习、运用”的语法学习程序，帮助学生在充分理解语言意义的基础上归纳语法项目的使用规则，并通过一定的语言实践活动，使语法规则内化成语言表达的习惯。课题：Unit9 Grammar The Attributive Clause教学内容：人教版初中英语九年级 Unit9 I like music that I can dance to. Period1 Grammar教学课型：语法课一、学习背景分析1. 教材分析：教材原文是以“描述你所喜爱的音乐及歌手类型”为话题展开语言教学的。由于上课时间刚好是圣诞节前夕，而本班学生正在准备一个圣诞晚会，于是我就结合学生的生活实际和兴趣点，设计了“准备Christmas Party”这一话题来替换教材中原有的话题。学生在完成一张“晚会计划调查表”的同时学习语法项目；保留了教材需要呈现的语法点：定语从句中的基本的概念及关系代词who,which,that的用法。将原教材需要几个课时才能讲解和呈现的语法现象浓缩在一个课时内进行，其它课时则围绕这一语法现象拓展语言学习；教学内容不再局限于原有教材提供的语言结构和语言现象，而是根据学生的表达需要进行适当地拓展。2. 学生分析：本节课的授课对象为九年级学生，学生的英语水平存在差异。由于口语水平较差，多数学生不敢在课上表达自己的观点，所以教师要创设真实的学生感兴趣的情景才能逐步引导他们开口；由于开学初已与学生商量本学期要举行一个English party,学生对此有无限的期待，本节课的教学内容能引起他们的兴趣；在知识储备方面，初二时学生已学习了定语，也学过条件状语从句和宾语从句，对主从句有一定的认识。定语从句在之前的课文当中多次出现，但由于句子结构复杂，学生很难在语篇中正确理解句子的含义，更无法确切地分析其结构。3. 教学目标（1）知识目标： 了解定语从句的概念和基本用法。 区别使用关系代词who,which,that。 了解先行词在定语从句中充当的成分，什么时候可以省略。 关系代词只能用that不用which的几种特殊情况。（2）能力目标能恰当地运用定语从句表达自己的看法。能够理解篇章中的定语从句。（3）情感目标表达自己的观点，设计自己喜爱的Christmas Party。（4）文化意识目标进一步了解圣诞节的相关知识，明白圣诞节的真正意义在于分享爱与快乐。4. 教学重点和难点（1）正确区分关系代词which和 who；关系代词什么时候可以省略。（2）引导学生用定语从句来表达自己的观点。二、教学设计。l 第一部分：导入Step1. 出示学生之前进行知识竞赛的图片，导入本节课主要任务。T: What did you do last week?Ss: A Knowledge Competition.T: It was quite interesting and exciting ,wasnt it? Still remember our English party? Next week,we are going to have it. I think it will be exciting, too. Do you think so?Ss: Yes!T: Now,we are going to make a plan for our party. So in the class, you are going to finish a questionnaire for our party. After class, you are going to hand in your questionnaire so that I can make a general plan. Please show me your opinions in this class.设计意图：学生在上一周自己组织进行了一场“百科知识竞赛”，可以看出他们非常地喜欢课外活动，以此为切入点，引出今天的主题：为即将到来的英语晚会做准备，可以点燃他们的兴趣点；让学生明确本节的任务：完成一张调查表，表达自己的意愿。l 第二部分：在语境中感悟语法意义Step2. 完成调查表（一）：Choose the theme for our party.Tick the things that you think are important for the party.Ill choose a theme which is interesting and relaxing.( )Ill choose a theme which is helpful for my study.( )Ill choose a theme which can help me to improve my English.( )Ill choose a theme which we may learn more about foreign culture from. ( )请部分学生说出他们的选择项后，引入party的主题：A Christmas Party. T: It seems that most of you hope to have a party which is interesting and relaxing ,and you also want to improve your English. So, how about a Christmas party. Since Christmas is coming.教师板书：I will choose a theme which are interesting and exciting.设计意图：学生初步接触先行词为事或物的定语从句，对定语从句有初步的认识；检查学生是否能读懂简单地定语从句。Step3. 完成调查表（二）：Choose the hosts for our party.Tick the things that you think are important for the host.The student who can speak clearly and loudly can be the host.( )The student who is good at English can be the host.( )The student who has lots of talents can be the host.( )The student who gets good grades can be the host.( )The student who we can communicate with well can be the host.( ) 教师板书：The student who can speak loudly and clearly can be the host. 设计意图：学生初步接触先行词为人的定语从句，对定语从句有初步的认识；检查学生是否能读懂简单地定语从句；通过情景直接呈现定语从句，不仅直观清楚、省时高效，也锻炼了学生直接用英语思维的能力。l 第三部分：在语境中归纳语法规则Step4. 语法教学。1. 将以上两部分的句子同时呈现于ppt,让学生观察句子，找出它们的相似点。帮助学生找出定语从句，对句子结构进行分析，即划分出主从句。2. 通过黑板板书的两个句子，学习定语从句的概念及结构。3. 学生观察句子，总结关系代词的用法，即先行词为事或物时用which,先新词为人时为who；此处关系代词也可以用that。4. 将ppt上的句子中的关系代词隐去，教学生判别关系代词在句中所充当的成分，并说明当关系代词在定语从句中做宾语时可以省略。设计意图：学生通过自己对ppt上两类句子的观察、思考、分析，分步掌握了定语从句的相关用法。l 第四部分：在语境中形成语言技能Step5.完成调查表（三）：Choose your favourite activities.Tick the things you want to do in the party.Lets sing a song which carries our best wishes.( )Lets play some games which are fun and exciting.( )Lets play a performance which is about Christmas.( )Lets bring some food which can be eaten during the party.( )Lets invite some guests who will have fun with us.( )设计意图：学生进一步熟悉定语从句；通过划线部分的单词，提醒学生注意定语从句中单复数、主动被动语态的运用等语法细节，为学生准确使用定语从句打好基础。Step6：Choose the background music.教师播放三段风格各异的音乐，并对音乐的风格进行简单描述，让学生选择他们喜欢的音乐类型。T: Its gentle and quiet. (Music1 Silent night.)Its dance music. We can dance to the music.(Music2 Jingle bell.)It lyrics are easy enough for us to follow. We may sing along with the music.(Music3 Wish you a merry Christmas)引导学生用定语从句说出他们喜欢的音乐，如: I like music that I can dance to.并在调查表中写出该句子。Step7.完成调查表（五）：Invite the guests.T: What is the spirit of Christmas?Ss: Spreading love and joy.T: So,why not share our happiness with others? How about inviting some guests? Who would you like to invite?I think we may invite our head-teacher, Miss Zhang. Because she is the teacher who is very kind and humorous.she is the teacher who regards us as her good friends.教师在ppt上出示以上两个例句，引导学生仿造句子。I am going to invite Because he/she/they is/are the person(s) . 设计意图：让学生选择他们喜欢的背景音乐及想邀请的客人，在实际语境中操练、使用定语从句，避免了单纯孤立的语言操练活动；从最初以教师呈现为主的方式逐步转化为以学生为主体的语言训练活动，教师逐步放手；半开放式的句子补充给学生足够的想象空间，能充分检查学生对定语从句的掌握情况。Step8：My general idea for the party.学生先阅读、自习学习关系代词不用which、who而用that的几种情况（呈现在学生学案中）：然后完成以下任务：Use the correct relative pronouns to finish the passage.(每空可以有超过一个答案) Its the first English party we have had in these 3 years. So, we need to spend more time on the preparation. Everything we do in the party requires careful design. First, since its an English party, I think the hosts and the activities we choose must have something to do with English. Next, every person is invited to our party will receive an invitation card is made by ourselves. Besides, we will play some performances are interesting and educational. By the way, who is the student is good at playing the guitar? Haoxin,of course. Why not ask him to play a Christmas carol? The only thing we are still not sure of is the place. I think it should be a place is big enough to hold at least 70 persons. Miss Zhang will be the last person will give us a talk at the end of the party. We really hope that she can join us. Lets make a detailed plan after class. I believe it will be a wonderful party! 设计意图：此部分题目主要是针对定语从句关系代词的一些特殊用法而设置，学生在学习语言规则的同时对该语法项目在篇章中的具体运用有了更深一步的了解；通过这篇短文，使学生学会了如何将调查结果以书面的形式表达出来。为一下步的小组活动做好铺垫。l 第五部分：在语境中内化运用能力Step9：A general plan for the party.学生四人一小组，对party做一个整体的计划，教师通过ppt，提示可以从theme,hosts,guests,performances,activities,invitation card,place,decoration等方面进行计划；每组派一个学生呈现他们的最终计划。设计意图：此部分总结延伸前几步的活动，学生在生活化的语言交流活动中将之前操练而习得的语言技能逐步内化成一种交流的习惯。Step10.Homework学生阅读一篇关于圣诞节的文章（见学生学案），完成以下题目：The person who people honor on Christmas is .The country which first began the tradition of exchanging gifts is . The decorations which are circled around Christmas trees are .The thing that is put at the top of a Christmas tree is .The person who children believe to give them gifts is .The person who