英语教案theattributiveclause(定语从句)

1、初中定语从句教学设计Huangjing middle schoolAuthor: Zou jianying(邹建英) 设计主题 初中定语从句教学设计1.整体设计思路、指导依据说明对于初中生来说，定语从句比较复杂和概念化 ，不容易理解和准确运用，大纲只要求学生具有初步的定语从句知识。所以教学难度较大. 鉴于以上情况，我在教学中尽量采用直观的方式演示不容易理解的概念，锻炼学生用英语直接思维，交际和解决问题的能力。我运用“学中用，用中学”的教学理念，让学生在“谈论熟悉的同学，猜谜语”之类的真实语境中尽快融入课堂学习中，理解、归纳和应用有关定语从句的知识。我还让学生在完成练习的过程中进一步巩固所学内容

2、。 2.教学背景分析 教学内容分析： 本课是人教版英语教材九年级unit 6 I like music that I can dance to 的第一课时，为了便于学生对本话题的学习，我对本话题的教材进行了适当的取舍与拓展，调整了部分教学内容呈现的先后顺序，增加了导入，谜语和图片等教学，目的是为了激发学生的学习兴趣，使学生尽快进入状态。保留了教材中需要呈现的语法点：who，which, that在定语从句中的基本用法以及定语从句的基本概念；将原教材中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中进行，其他课时则围绕这一语法现象拓展语言学习。 学生情况分析： 经过两年多的学习，九年级的学生

3、已具有一定的英语综合能力，也积累了一定的词汇定语从句在七年级教材中就已经出现过，只不过当时没有要求学生能正式学习和掌握所以对于九年级的学生来说，理解由关系代词that和who引导的定语从句不会太难，但由于我校学生大多数是农村来的，初一才开始接触英语，所以英语基础相对薄弱，我们在教学中不能过多、过深地展开。3.教学目标分析1.语言知识目标：了解定语从句的概念及基本用法；区别并正确使用关系代词who, which, that.了解关系代词与先行词之间的位置关系。key vocabulary: prefer, gentle, lyric, Target language:What kind of m

4、usic do you like?I like music that I can sing along with.I prefer musicians who write their own music.2、能力目标：能在交际中正确，恰当地使用定语从句；能灵活，恰当，适度地表达自己的观点。3、情感目标：激发学生的学习兴趣，培养学生的探究精神；增进师生了解，增强情感交流；通过谈论自己的喜好，培养乐观向上的生活态度；学习正确评论人与物，形成正确的审美观。4.教学重点、难点分析 教学重点：1、重点词汇：prefer2、重点句型：what kind of music do you like?I lik

5、e music thatI prefer music/ musicians that/ who3、了解如何将定语从句插入主句之中。教学难点：1、区分which 和who 在定语从句中的基本用法；2、正确理解和运用由that, who 和which 引导的定语从句。5.教学过程设计 步骤1：师生互相了解（语言点：who, that在定语从句中的用法）（1）教师让学生用英语描述一位同学，教师则根据学生的描述寻找这位学生以这种方式主动与学生相识。T: Im very happy today to meet you here, I hope youll like my lesson.actually，

6、 this is the first lesson I give you. So would you like to introduce someone in your class to me?Ss: (a little excited) yes!T: remember, when I call your name, please dont move. Other students will describe you in English, and Ill try to find you quickly. Now, lets try the first one. Who is.?(2)教师边听

7、不同的学生描述边寻找被描述的学生，同时，适当板书学生所说的描述人物的话语，如:Carmen is a girl.She is very tall.She is sitting in the back row.She has long hair.She wears a pair of glasses.（3）教师找到第一位被描述的学生之后，请学生注意黑板上的句子，启发他们将这些短句连成长句。教师先示范用定语从句中的关系代词who, that连接这些句子，然后让学生总结规律并模仿将黑板上的句子用关系代词连起来；学生再用定语从句继续描述其他同学，以此帮助教师找到更多不认识的学生。T: look, th

8、ere are so many short sentences on the blackboard; can you join them together to make a longer sentence?s1: Carmen is a girl, and/ but she is very tall.T: good, any other ways?s2: Carmen is a tall girl.T: yes, thats a better way. What else?S5/t: Carmen is a girl who is very tall. (教师擦掉第二句的主语she,替换为w

9、ho)T: and we can also say “Carmen is a girl that is very tall”. (在who旁边加上that).we use “who/ that” clause to describe a girl. Now, can you join the first sentence with next three sentences? Just like I do?SsT: lets go on the game using “someone is a girl/ boy who/ that”设计意图：这一设计自然地将学生带入到了学习情境中，可以有效减轻

10、学生们的学习焦虑感。这种师生互动也容易快速消除师生之间的陌生感。在导入定语从句时，我没有先将语法概念告诉学生，而是直接呈现定语从句的用法，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和运用所学语言的能力。步骤2：猜谜语（语言点：which, that 在定语从句中的用法）（1）教师呈现一些用定语从句写成的谜语让学生猜测，然后启发学生总结并说出which和who在定语从句中的用法区别。T: just now, you introduced some of your classmates to me, thank you very much.Now, I have some riddl

11、es. Would you like to have a try?Ss：yes, of course.t:(用小黑板逐一呈现句子)what is the day which/ that comes after Monday?Ss: Tuesday.T: yes, easy, huh? What is the vegetable which/ that can be made into French fries?Ss: potatoT: what is the fruit which/ that we often eat in summer?Ss: watermelon appleT: its

12、watermelon. Here comes the most difficult one. What is the animal which/ that can always be found in baseball games?Ss: a dog.T: no, its a bat. Baseball bat! Its just a joke. But can you tell me why we use “which” or “that” instead of “who” or “that” in these sentences?Ss: day, vegetable, fruit, ani

13、mal.(2)教师用小黑板或多媒体演示主句与定语从句修饰和被修饰的关系，并请学生仿照这些句子用which和that 创编一些新谜语，让全班共同猜测，教师给予必须的指导。（学生资料见文后附件第1题）设计意图：学生通过对比大黑板上和小黑板上的两类句式，不仅能发现which和who的用法和区别，达到快速理解和运用定语从句的目的，也进一步增加了探究所学语法的兴趣。创编谜语活动还为学生提供了一定的发挥和想象空间，并由此开始了下面的连句活动。步骤3：看图片谈论人与物（语言点：练习用who, which或that将短句连成定语从句，了解主从句的位置关系）（1）教师呈现一些标有文字注释的图片，引导学生将图片上

14、的短句连成定语从句，并用动画效果来显示正确语句。然后引导学生进行语法归纳。T: ok, follow me; lets have a look at some pictures. and please try to join two sentences into one sentence, using “who”, “which” or “that” (showing pictures)(1) The baby is Jack.(2)The baby is wearing red trousers.Q: which baby is jack?S1/t: The baby who is wear

15、ing red trousers is jack. (1) The woman is a teacher.(2) The woman lives next door. Q: Which woman is a teacher?s2: The woman who/ that lives next door is a teacher.(1) The dress is new.(2)She is wearing it. Q: Which dress is new?s3: the dress which/ that she is wearing is new.(1) I like travelling

16、to places.(2) The places are very beautiful. Q: Which place do I like travelling to?s4: I like travelling to places which/ that are very beautiful.现在请同学们根据上面的例句归纳出定语从句的概念，以及用法。归纳：the attributive clause(定语从句)1、在复句中修饰名词或代词的从句叫做定语从句。2、定语从句所修饰的词叫先行词。3、学习定理从句的关键是如何选择关联词。4、由于关系代词在主句与从句间既起到联系作用，又在从句中充当一个成分

17、，因此，要正确判断关系代词在从句中的功能，如作主语还是宾语等。5、关系代词:who指人，作主语或宾语（作宾语可省略）which指物，作主语或宾语（作宾语可省略）that指人/物，作主语或宾语（作宾语可省略）步骤4：做调查“what kind of music/ musicians do you like/ prefer?”(语言点：用定语从句进行交际来巩固所学知识)归纳完定语从句的概念和作用法后，教师让学生进行小组讨论，用“what kind of music/ musician do you like?” “i like/ love music/ musicians that/ who”来谈

18、论自己的爱好，在讨论的同时用定语从句记录小组中其他人的爱好，最后向全班同学做简单的汇报。（学生资料见文后附件第2题Make a survey.What kind of music/ musicians does you like/ prefer?Namesabout musicabout musicians I like music thatI prefer musicians who步骤5：写调查报告（语言点：用定语从句写作）学生将上一步的调查结果以书面的形式表达出来，以总结前一步的活动，并练习和巩固所学内容。步骤6：作业布置，学生完成调查报告。Make a report Hello, everyone! In our group, xxx likes music that, and she/ he prefers music