高中英语-定语从句教学设计学情分析教材分析课后反思

定语从句教学设计课题名称：Grammar:TheAttributiveClause一．教学目标：1.Enablestudentstomasterthegrammarof“TheAttributiveClause”.2.Enablestudentstomastertheskillsoftheusingof“TheAttributiveClause”.二．教学重难点教学重点：学生掌握定语从句中介词+which/whom的使用方法。教学难点：学生能正确选用which及whom，并分清that与which的使用区别。三．教学过程Step1.Review1.复习何为定语：aredappleabeautifulgirl形容词作定语myfriendhispen代词作定语总结：定语就是用来修饰名词或者代词的成分2.何为定语从句：TheboywhoishandsomeisTom.含义：在复合句中，修饰名词或代词的从句称为定语从句。定语从句一般置于被修饰的词之后，且有引导词引导。被修饰的名词或代词叫先行词，引导定语从句的词叫关系词，关系词分为关系代词与关系副词。定语从句的一般结构：主句+先行词+关系词+从句Eg:Iknowtheboywhoissittingonthedesk.（主句）（定语从句）Step2.Presentation1.关系词区分：引导定语从句的叫关系词(关系代词和关系副词)。关系代词:指人:who(主格),whom(宾格),whose(所有格)指物:which(主格,宾格),whose(所有格)指人或物:that关系副词:when,where,why注：①当先行词是those,she,he,they等代词时,关系代词用who.②作宾语可省略,如介词提前则不能省，介词后面用which或whom:ThemantowhomInoddedisProfessorLi.注意：1.whose在定语从句中作定语，表示引导词与whose后的名词为所属关系。whose多指人，也可指物，指物时可与ofwhich互换使用,即the+名词＋ofwhich\whom或ofwhich\whomthe+名词。Eg:Thisisthebookwhosecoverisblue.Thisisthebookofwhichthecoverisblue.2.which与that的使用（1）which指物，作主语或宾语(作宾语可省略,如介词提前则不能省)Thisrecorder(which)heisusingismadeinJapan.Isthisthelibraryfromwhichyouborrowbooks?Doyoufindthepen(which)Iwrotewithjustnow?DoyoufindthepenwithwhichIwrotejustnow?（2）.that指人/物，作主语或宾语(作宾语可省略）Aplaneisamachinethatcanfly.Heistheman(that)Itoldyouabout.that和which在指物的情况下一般都可以互换,但在下列情况下,一般用that而不用which。1)先行词为all,everything,nothing,something,anything,little,much等不定代词时。Iamsureshehassomething(that)youcanborrow.2)先行词被all,every,no,some,any,little,much等修饰时。I’vereadallthebooksthatarenotmine.3)先行词被序数词或最高级修饰时。Thisisthefirstbook(that)hehasread.4)先行词被theonly,thevery,thesame,thelast修饰时。Thisistheverybookthatbelongstohim.5)先行词是who或who引导的主句。Whoisthegirlthatdrovethecar?Whothatbrokethewindowwillbepunished.6)主句以Therebe引导时Thereare200peoplethatdidn’tknowthething.7)当先行词在定语从句中作be表语時，关系代词用that.Sheisn’tthegirlthatshewas10yearsago.8)当先行词是which时，关系代词用that.Whichisthebookthatyouboughtlastweek?练习：1.Thisisall____Iknowaboutthematter.A.thatB.whatC.whoD.which2.Isthereanythingelse_____yourequire?A.whichB.thatC.whoD.what3.Thelastplace_____wevisitedwastheGreatWall.A.whichB.thatC.whereD.it4.Hetalkedhappilyaboutthemenandbooks_____interestedhimgreatlyintheschool.A.whichB.thatC.itD.whom(9)关系代词在限制性定语从句中紧跟介词作宾语（介词提前）Thosearemanytreesunderwhichtheycanhavearest.在非限制性定语从句中Football,whichisaverypopulargame,isplayedallovertheworld.(11)先行词本身是that，或句子中已经有了thatWhatIwanttodoisthatwhichwillhelpusall.(1)Thescientistisveryfamousintheworld.Wemetheryesterday.Thescientistwemetyesterdayisveryfamousintheworld.(2)Thedressisnew.Sheiswearingit.Thedresssheiswearingisnew.(3)Heisthekindperson.Ihaveeverworkedwithhim.HeisthekindpersonIhaveeverworkedwith.(4)Thisisthebestfilm.Ihaveeverseenthisfilm.ThisisthebestfilmIhaveeverseen.练习：1.Ihaveafriend__________likeslisteningtoClassicalmusic.2.YesterdayEmilywaswearingthenewdress________Igaveher.3.Theman________legbrokeinamatchusedtobeafootballplayer.4.Kevinisreadingabook_________istoodifficultforhim.5.Thefamily_____I’mstayingwithlivesintown.6.Iknowthestudent_________articlewaspublished.7.Betty,________hasneverbeenabroad,isstudyingEnglishverywell.8.Myparentsliveinahouse___________ismorethan100yearsold.9.Theboywith______Johnspokeismybrother.3.定语从句中的关系副词区分：when,where,whywhen在定语从句中作时间状语，相当于“介词+关系代词（which）”。I’llneverforgetthedaywhenIjoinedtheleague.where在定语从句中作地点状语，相当于“介词+关系代词（which）”。ThisisthehousewhereIlivedtwoyearsago.why在定语从句中作原因状语，相当于“介词for+关系代词（which）”。Doyouknowthereasonwhyshewaslate.Itrainedheavily,forwhichhewaslatefortheclass.4.限制性定语从句和非限制性定语从句：Themanwhocamehereyesterdayhascomeagain.Mysister,whoistwenty,worksinabank.限制性定语从句是先行词在意义上不可缺少的定语，如果去掉，主句的意思就不完整或失去意义。这种从句和主句关系十分密切，写时不用逗号分开。非限制性定语从句和主句关系不很密切，只是对先行词作些附加说明，如果去掉，主句的意思仍然清楚。这种从句，写时往往逗号分开。Step3.PracticeHeistheman__housethepicturesaretaken.A.whoseB.whichC.fromwhoseD.that2.Helivesintheflat,__hecansee__ishappen-inginthestreet.A.there/whatB.where/somethingC.fromwhosewindow/allthat3.Thatwasthemostinterestingfilm__Ihaveseen.A.whoseB.thatC.whichD.what4.AheadofmeIsawawoman__Ithoughtwasmyaunt.A.whoB.whomC.fromwhomD.ofwhom5.Watchthegirlandherdog__arecrossingthestreet.A.whoB.whichC.thatD.they6.Heistheveryoneofthestudents____goodatEnglish.A.whodoesB.thatisC.whomdoD.whichare7.Thesecondbook___IwanttoreadisTraveisinChinabyRewiAlley.A.whichB.thatC.whatD.as8.Heisthesameteacher___spokeatthemeetingontheopeningceremony.A.asB.whomC.thatD.who9.Thedays___Ispentinthecountrysideinmychildhoodwasthehappiesttime___Ihadeverhadinmylife.when/whenB.when/thatC.that/whichD.that/thatStep4.Extension1.Which引导的从句与主句关系较密切，常放在主句之后；而as引导从句，可放在句首、句中或句尾。2.Which既可代指先行词，又可代指整个主句的内容。相当于“andthis”or“andthat”.译为“这一点”。而as则只能代指整个主句的内容。译为“正如…..那样”，且已形成固定结构。如：asisknown,asissaid,asisreported,asisoftenthecase,asisexpected.Etc.eg.Einstein,asisknown,isafamousscientist.Asisreported,Chinahasbecomeanimportantcountryintheworld.Hedidn’tcometoattendthemeeting,asisexpected.Bambooishollow,whichmakesitverylight.Mysonnowgoestotheschool,whichIusedgotowhenIwasachild.Step5.Summary总结定语从句，学生画出思维导图。Step6.Homework分层练习定语从句部分。学情分析定语从句是三大句型中复合句中的一种，结构较复杂。高一学生对于定语从句已经有初步了解，对于定语从句中关系代词与关系副词的使用有所掌握。高一学生认知水平提高，对于较复杂的语法知识具有理解能力，同时根据高一学生较高的学习积极性要及时让学生对知识进行总结整理。结合之前所学定语从句知识点，让学生构思思维导图。介于定语从句中介词提前较难理解，在学习过程中教师需将常见固定搭配词语提前复习巩固，便于学生理解，以提高学生知识水平。效果分析教师在讲授完成后经回放观察，学生课堂表现积极，对定语从句知识点掌握较牢固，且在分组讨论中积极思考，对于定语从句的回顾及使用进行了谈论整理；课堂中教师表现较自然，及时与学生互动，纠正学生错误，并启发学生独立思考，整节课堂授课效果较之前更加有效率，学生互动较活跃，对定语从句的掌握有了更深的认知。教材分析人教版必修二Unit5Music一单元中所涉及的语法内容为定语从句，本单元内容主要为定语从句介词+which部分，人教版教材在必修一四五单元已经将定语从句基础知识进行简单介绍，且在必修二第一单元区分了限制性定语从句及非限制性定语从句，必修二第五单元的内容是学生对定语从句的深入学习，明确定语从句中介词+which的使用，完善定语从句知识框架。评测练习练习1.：______isknowntoall,Chinawithanareaof9.6millionsquarekilometers,isthethirdlargestcountryintheworld.TheChinesenationconsistsof56nationalities,among______theHanEthnicGroupisthelargest,makingup94%ofthewhole.Besides,therearemanybigriversinChina,themostimportantof_____aretheYangtzeRiverandtheYellowRiver.Therewasatime_____Chineseeconomywasfarbehindmanyothercountriesintheworld.However,withthedevelopmentoftheeconomy,thedaysaregoneforever______theChinesepeoplewerelookeddownupon,______allChineseareproudof.练习2.：划出文章中的定语从句并分析成分Peoplewhogotoaformalwesternerdinnerpartyforthefirsttimemaybesurprisedbytablemanners.Besidesthenapkin,youwillfindasmalltoastandthreeglasseswhichareforthewine.Theknifeandforkthatareclosesttoyourplatearealittlebiggerthantheonesbesidethem.Dinnerstartswithasmalldish,whichisoftencalledastarter.Forthestarter,whichyoueatwiththesmallerpair,youkeeptheknifeinyourrighthandandtheforkinyourleft.课后反思在高二十一班，我采用了PPP教学法，就是：(Presentation)展示语言材料，(Practice)对语言进行实践，(Production)自由运用、产出。其次，运用演绎法讲授定语从句的诸多情况，即罗列大量定语从句的语法规则，通过多媒体向学生展现，然后再辅以各种练习巩固，也就是练习阶段(Practice)。最后，我设计相应的学习任务，进而引导学生如何运用该语法知识解决生活中的实际问题,也就是所谓的输出(production)。我原以为以上的课堂设计改变了传统的教学模式，不仅把学生的注意力引导到掌握语言知识上，而且更加关注学生的语言运用能力，能够让学生在特定的场合和情景中运用语言形式来实现交际的目的;既不脱离教材，又不局限于教材。但是，在教学实践中却出现了一些低效现象，值得反思。第一：学生主体地位不到位在呈现大量的定语从句的语法规则时候，几乎所有的学生都忙着抄写句型、看着呈现的例句，做着重复的习题，没有时间思考，没有机会发言，感到十分的枯燥乏味，而且有一小部分基础差的学生甚至趴在桌上，昏昏欲睡。反思：出现上述现象的主要原因在于教师忽略了“以生为本”的教学中心。在教学中，由于我采用了演绎法，即罗列了大量的定语从句的语法规则向学生展现，然后又辅以各种练习巩固，学生基本处于一种被动的学习状态中。因此，教师应把语法规律的发现、讨论、学习和吸收交于学生自己去进行，语法规则是自己“发现”的，学生才感觉到学习语法的乐趣。所以，教师一定要以学生为中心，要善于引导学生用脑子想，用眼睛看，用耳朵听，用嘴说，用手做，用自己的心灵去感悟