曾伟英英语教学设计（教案）

1、教学设计（教案）模板基本信息学 科英语年 级高一级教学形式1.任务型教学；2.合作型教学教 师曾伟英单 位紫金县尔崧中学课题名称定语从句（I）学情分析分析要点：1.教师主观分析、师生访谈、学生作业或试题分析反馈、问卷调查等；2.学生认知发展分析：主要分析学生现在的认知基础（包括知识基础和能力基础），要形成本节内容应该要走的认知发展线；3.学生认知障碍点：学生形成本节课知识时最主要的障碍点。学情分析： 英语语法向来是学生比较难掌握的一项内容，定语从句尤为头疼，而定语从句在历来的高考试题中都占一定比例的分数，因此,掌握这一内容显得尤其重要。我所教的班级学生为普通生，英语的基础比较差，再加上语法复习

2、基本以呈现理论为主再辅以练习，相对枯燥，学生兴趣不够，容易分散注意力，所以我在教学过程中遵循学生的认知规律，难度适中，循序渐进的进行语法的教学，加深理解，提高实际运用能力。首先以基于阅读课文的问答式引出课文中出现的四句很具有代表性的定语从句，复习了课文也引出了本单元的重点语言现象定语从句。此外，我还溶入一些新的教学元素。这个年龄的学生争强好胜，喜欢新事物，于是我考虑借用大家感兴趣的话题通过竞争法、音像法等促进学生的热情，增强学习的效果，在教学过程中展示一个有关定语从句的Flash动画，形象生动，活跃气氛。教学目标分析要点：1.知识目标；2.能力目标；3.情感态度与价值观。知识目标：学习和掌握定

3、语从句中关系代词和关系副词的作用和功能，能准确选择定语从句所需的关系代词或关系副词。 能力目标：能较好地运用定语从句，能正确组织包含定语从句的复合句。德育目标：培养分析问题解决问题的能力，热爱祖国，关心时政，学会竞争和合作，建立自信心和集体荣誉感。情感目标：通过学习调动学习积极性，使学生体会到英语的趣味和实用性。教学过程Teaching Procedures:Step 1. Discovering useful structuresT: By now we have reviewed some useful words and sentences. Todays another im

4、portant task is to learn the Attributive Clause.There are two kinds of this clause. One is the Restrictive Attributive Clause, which modifies the noun; the other is the Non-Restrictive Clause, which gives extra information, and is written with commas.Teacher shows some sentences on the screen and as

5、ks students to translate them one by one.1. But the one million people of the city, who thought little of these events, went to bed as usual that night.2. It was heard in Beijing, which is one hundred kilometers away.3. A huge crack that was eight kilometers long and thirty meters wide cut across ho

6、uses, roads and canals.4. The number of people who were killed or injured reached more than 400,000.5. The army organized teams to dig out those who were trapped and to bury the dead.6. Workers built shelters for survivors whose homes had been destroyed.Teacher gives more knowledge about the clause

7、to the students.Step 2. PresentationPurpose: To get the Ss to have knowledge of the grammar.1. Get Ss to understand the grammar through comparisonYou are smart students.You are students who are smart.She is a beautiful girl.She is a girl who is beautiful.This is an interesting book.This is a book wh

8、ich is interesting.Let Ss compare these sentences and tell the differences.Then teacher explain what is the attributive clause.2. 关系代词用法一览表关系代词先行词在从句中的作用例句that指人或物作主语、宾语（可省略）I dont know about the man (that) you mentioned.(宾语)A plane is a machine that can fly.（主语）which指物作主语、宾语（可省略）The pen (which) my

9、uncle gave me is missing.（宾语）Children like to read books which have wonderful pictures.（主语）who指人作主语The boy who is standing there is my cousin.（主语）Whose(=of whom=of which)指人或物作定语Do you know the boy whose father is an engineer?（定语）He lives in a house whose windows face south.（定语）Step 3. ActivityPurpos

10、e: To get the Ss to grasp grammar through exercise.1) Individual Work: Ex 2Elias had some messages for his friends. Please help him complete sentences.Suggested answers：The mines where I worked were 9 km from my home.The reason why I got a job was because of my hard work.The time when I arrived was

11、late at night.The government building where we voted was very tall.The date when I joined the ANC Youth League was the 5th of August.2) Play the game Divide the students into groups of four. The first person begins with a sentence and each person in the group adds extra and different information usi

12、ng the attributive clause. S1: The school was very large.S2: The school where I learned judo was very large.S3: The school where I studied for six years was very large.S4: The school where I was so unhappy was very large.Step 4. PracticePurpose: To get the Ss to have knowledge of the grammar through

13、 exercise.Group Work:1. Complete the following sentences with who/that/which/whose.(1) The terrible shaking of the building woke up all the people_ were asleep.(1) The next day people put up shelters in the open air with all kinds of things_ they could find.(2) Several days later most of the buildin

14、gs _ had been damaged were repaired.(3) We went to see our teacher_ husband was killed in the earthquake.(4) A number of children_ parents had died in the quake were sent to live with families in other cities.Suggested Answer: (1) who (2) that / which (3) which / that (4) whose (5) whoseIndividual W

15、ork:1. Join two simple sentences to make a complex sentence with an attributive clause.EXAMPLE: Wang An moved to the US from Shanghai in 1945. He was born in Shanghai Wang An moved from Shanghai, where he was born, to the US in 1945.(1). Harvard is a world-famous university. There Wang An got his Do

16、ctor's degree.(2). He arrived in America in 1945 as a young man. He had lost most of his family during the Anti-Japanese War.(3). Wang An spent 3 years in Harvard University. There he studied applied physics（应用物理学）.(4). In 1951 Dr Wang founded his own company. Computers were made there.(5). He b

17、ecame a very successful entrepreneur（企业家）in the US in 1985. He made $3 billion.(6). Dr Wang died in the year 1990. At that time IT was developing rapidly all over the world.(7) This is Dr Wang. The computer company belonged to him.Suggested Answer:2. Translate the following sentences into Chinese.(1

18、) 别忘了把老师那天给你的书带着。(2) 封面是红色的书是一本英语语法书。(3) 流过村庄的小河对他们有很大作用。(4) 护士抱进来的婴儿是昨天出生的。(5) 主要由学生组成的观众比以前都庞大。 Suggested answer: (1) Dont forget to bring the book ( which / that ) the teacher gave you the other day.(2) The book whose cover ( the cover of which ) is red is an English grammar book.(3) The river th

19、at flows through the village is very helpful to them.(4) The baby ( which) the nurse brought in was born yesterday .(5) The audience which is composed entirely of students is larger than before.3. Choose the best answers(高考连接)(1) He made another wonderful discovery, _ of great importance to science.

20、 A. which I think is B. which I think it is C. which I think it D. I think which is (2) -How are you today? -Oh, I _ as ill as I do now for a very long time. A. didnt feel B. wasnt feeling C. dont feel D. havent felt(3) There was _ time _ I hated to go to school. A. a; that B. a; when C. the; that D

21、. the; when(4) Someone is ringing the doorbell. Go and see _ . A. who is he B. who he is C. who is it D. who it isSuggested answers:Step 5. WorkbookDo Exercise 1 and Exercise 2 in Using Structures on Page 64.板书设计The attributive Clause1. Definition2. structure3. Function4. Practice5. Homework作业或预习Homework1. Finish off the Workbook exercises.2. Learn the important grammar points by heart. 自我评价对于这节定语从句语法课的感想，我想从以下几个方面总结一下。首先，在教学的设计方面。整堂课的教学，思路比较清晰。正如评课老师所说的，在教学设计上，有些新颖的地方。比如，能够设计长句分解和书面表达两项任务，作为对定语从句语法规则以外，这个语法点在实际运用上的突破。尽管如此，我觉得也有些不尽如人意的地方。拿长句分析这