定语从句教案(修改稿)(3).doc

Grammar（1）Revision of the Attributive ClauseTime: 2：50-3：30Date: November 22, 2012Teacher: Yu xiaoli（禹晓丽）Unit: Luxun Senior High SchoolTeacher PlanTeaching Objectives:Language objectives:Students will review some difficult grammar points concerned with the attributive clause;Skill objectives:1. Students will be able to know on what occasions to use relative pronouns or relative adverbs.2. Students will further improve their understanding of the attributive clause by analyzing some typical problems with the clause.Emotional objectives1. Students initiative and motive to learn English grammar will be aroused in language acquisition.2. Students can become more confident of solving the questions connected with the attributive clause and further think about the proper attitude towards difficulty in the life. Teaching focus:1. To remind the students of a basic knowledge of some grammar points concerned in the attributive clause.2. To help the students to solve some problems of the attributive clause.Teaching difficulties:Appropriate application of some grammar points concerned with the attributive clause in daily life.Teaching planSteps Teachers activityStudents activityPurposesPre-learning 1.Introduce a saying containing attributive clauses.2.Elicit four difficult points about attributive clause. 1.Underline the attributive clauses.2. Answer questions. To arouse students interest and introduce the topicWhile-learning 1. Ask students to fill some blanks and com- pare the relative pronouns and relative adverbs.1. Fill the blanks 2.Draw the con- clusion To make students understand the difference of the relatives.2. Ask students to do some choices and know when to use “that ”and when to use “which” correctly1 .Do some choices 2.Draw the con- clusion To guide students to be familiar with the structure of the attributive clause with “that ”and “which” 3. To compare two sentences and know how to do the attribu-tive clause with “as1 Do some exercise2 Work in pairs to analyze the special pattern of the relative pronounTo help students have a better understanding of the relative pronoun “as”4. To help students distinguish atrributive from some confusing patterns.1. Do some exercises2. Make a comparison To distinguish these confusingpatterns. Post-learning1 Review some attributive clauses mentioned in the entrance examination paper2.Ask students to use appropriate relatives to complete the poem1.Try to respond quickly and correctly.2.Try to complete therequired part of the poem1.To use the target relatives in a different context of the poem.2. To help students form appropriateattitude to the difficulty in the life.Assignment 1. Summarize the rules of the attributive clause.2. Rewrite the composition with attributive clauses .3. Write the composition according to directions. (use attributive clauses as many as possible. 120words)教学设计说明一 教材分析：本课堂的教学内容是对高一所学习的英语语法定语从句的复习，通过对练习的分析和讲解，解决学生中存在的四个有关定语从句关系词使用上的问题。二 学情分析： 1 这个班级是高三的物理班，大多数的学生觉得英语语法学习较为枯燥，尤其是在做语法题时“屡做屡错”，使学生十分焦虑。2 学生对高一定语从句的学习仅停留在认知层面，对定语从句的延伸功能和一些特殊的句式并不十分了解，由于高中的语法学习信息量较大，学生也呈现出自然状态的遗忘。 三 教学目标：1 通过对定语从句中关系代词和关系副词使用区别，that的有关用法，as的特殊使用方法以及各种易混淆句型的比较，解决了学生中存在的四个有关定语从句关系词使用上问题。2 通过对练习卷上的易错题的分析，加深了学生对定语从句的语法功能的理解。3 通过对历年高考卷中定语从句的操练，使学生对于定语从句的运用能力得以进一步的提升。4 通过情感渗透教育，增强学生面对困难的信心，体现英语教学中的人文关怀。四 教学过程：本课堂的教学步骤主要分为三个环节：Pre-learning，While-learning& Post-learning 。1 在Pre-learning环节，通过师生的互动，拉近与学生的距离，引出学生在定语从句学习方面的难点问题，同时也使学生快速积极地进入了学习状态。2 在While-learning环节中，教师通过对定语从句中关系代词和关系副词以及关系代词“that ”和“which”的语法功能比较，对“as”引导定语从句的用法以及一些易混淆句型的讲解，带领学生对一些易错题和历年的高考题进行了分析和操练，引导学生进行归纳总结，使学生在深入了解的基础上加深了记忆，加速学生对定语从句的语法功能的掌握速度。3 在Post-learning环节中，针对学生对于语法学习中“屡做屡错”现象的焦虑，通过做近几年高考中的有关定语从句的练习，加强学生对定语从句的了解并通过“选择恰当的关系词对一首诗歌（教师所编）进行填空”的练习，向学生传递了教师对生活的态度，鼓励学生树立面对困难的自信心，勇敢地去面对高考。五 设计理念：整堂课的设计本着以学生为本，以师生互动的教学模式，循序渐进地开展对定语从句的教学，并引导学生归纳整理相关语法点，使他们在思考的过程中加强了学习的积极性并享受学习过程的乐趣。Revision of the Attributive Clause难点1. _对比练习：1.I still remember the day _ we spent inthe forest.2. I still remember the day _ I first came to Beijing.3. The factory _ we will visit is large.4. The factory _ his father works is large.5. This is the reason _he gave me yesterday.6. This is the reason_ he was late for school.1.Is this museum _ you visited a few days ago?A. where B. that C. on which D. the one2.Is this the museum _ the exhibition was held.A. where B. that C. on which D. the one难点2. _典型例题：1They went on well at first but eventually everything _ they had worried about happened.Awhich Bwhat Cthat Dwhen2Do you agree with her ideas at the meeting?Absolutely，what shes just said is the very idea _ I want to express.Athat BWhat Cwhich Dwhy3. He talked a lot about things and persons _ they remembered in the school.Awhich Bthat Cwhom Dwhat4. We went to Mountain Tai last weekend，_，not surprisingly，was crowded with visitors.Athat Bwhich Cwhere Dwhen难点3. _易错题：1. Theyve won their last three matches， _I find a bit surprising A. that B. when C. what D. which 2. is known to us all that the old scientist， life was hard in the past，still works hard in his eighties.A.It;whose B.As;whom C.As;whose D.What;whom难点4. _对比练习1). a. I saw some trees, and the leaves of _ were black with disease. b. I saw some trees, the leaves of _were black with disease.2). a. The professor is a little man, on the nose of _there is a pair of glasses. b. The professor is a little man, and on the nose of _there is a pair of glasses1). a. The news _our volleyball team won the match made us excited. b. The news _he told me yesterday is exciting.2). a. I made a promise _ if anyone set me free, I would make him very rich. b. The mother made a promise _ pleased all her children.综合训练-Poem Difficulty is a gift _ God gives us.Difficulty is a struggle _is full of light for hope.Difficulty is a anthem_ we sing when we are faced with suffering.Difficulty is a scene _ we see all colors of life.Difficulty is a torch_ lights our way to success. Difficulty is a lif