九年级英语Unit9 Grammar Focus定语从句（关系代词）习题课教学设计

九年级英语Unit9GrammarFocus定语从句（关系代词）习题课教学设计一、教材与学情分析（一）教材分析本节课是选自人教版九年级英语全一册Unit9IlikemusicthatIcandanceto的第3课时，课题为GrammarFocus4c。本单元的核心话题是谈论个人偏好，语言功能是表达喜好并阐述原因，而实现这一功能的核心语法载体便是定语从句。GrammarFocus部分集中呈现了由that/which/who引导的定语从句，旨在帮助学生归纳、梳理其基本结构和语用功能。4c部分则提供了从控制性练习到半开放性输出的活动，旨在引导学生在语境中从机械操练走向意义运用。【重要】根据《义务教育英语课程标准（2022年版）》的要求，语法教学应建立以语言运用为导向的“形式—意义—使用”三维语法观28。因此，本节课的设计不能仅仅停留在对关系代词规则的机械记忆上，而应着眼于引导学生在具体的语境中感知定语从句的形式，理解其表达的意义（即修饰、限定、说明），并最终能够在真实的交际情境中运用其来表达个人喜好，从而实现语法学习与语言运用能力的有机融合。【高频考点】在安徽省中考英语中，虽然单纯考查定语从句语法结构的单项选择题比重不大（通常1分），但定语从句作为复杂句式，在完形填空、阅读理解，尤其是书面表达中却是高频出现的能力点15。学生需要能准确理解篇章中含有定语从句的长难句，更需要在写作中尝试使用定语从句来提升表达的丰富性和层次感。因此，本节课的习题训练必须超越单项选择，向语篇理解和书面表达层面延伸。（二）学情分析授课对象为九年级学生。经过Unit9前两课时的学习，学生对由that/which/who引导的定语从句已经有了初步的感性认识和模仿运用能力。他们已经能够识别简单的定语从句，并能在特定句型中进行替换练习。【难点】然而，学生在实际运用中仍然面临以下挑战：1.关系代词选择困惑：在具体的语境中，尤其是在先行词既有人又有物，或出现一些特殊用法（如只能用that的情况）时，学生对于关系代词的选择容易出错1。2.语用意识淡薄：学生往往能造出语法正确的定语从句，如“Ilikethesingerwhoisfamous.”，但这样的句子空洞无物，未能真正发挥定语从句精准修饰、丰富细节的语用功能。3.英汉思维差异：英语中定语从句后置的特点与汉语多重前置定语的表达习惯存在差异，导致学生在口语和写作输出时，容易出现句子结构混乱、衔接不畅的问题。【基础】因此，本节课作为语法巩固与习题课，核心任务不是重新“教”语法规则，而是通过精心设计的习题链和任务链，帮助学生诊断盲点、攻克难点、强化重点，最终实现从“懂”到“会”，从“会”到“用”的跨越。二、教学目标Bytheendofthislesson,studentswillbeableto:e.g.语言能力】Identifyandsummarizetheusagerulesoftherelativepronouns“that”,“which”,and“who”inattributiveclauses,includingtheirspecialcases(e.g.,whenonly“that”canbeused).2.【学习能力】Choosethecorrectrelativepronounstopletesentencesandpassagesinthegivenconhroughindividualworkandpairwork.3.【思维品质】pareandanalyzesentenceswithandwithoutattributiveclauses,understandinghowattributiveclausesadddetails,clarity,anddepthtoexpressions.e.g.文化意识】ApplyattributiveclausestodescribepeopleandthingsrelatedtoAnhuilocalculture(e.g.,famouslocalfood,places,orfigures)inawritingtask,fosteringasenseofculturalconfidenceandhometownpride.三、教学重难点1.【教学重点】Consolidatingtheusageof“that/which/who”inattributiveclausesandenablingstudentstousethemcorrectlyinvariousexercises.2.【教学难点】Guidingstudentstouseattributiveclausesproperlyandeffectivelyinspecificconoexpresspersonalpreferencesanddescribethings,movingfromsentenceleveltodiscourselevel.HelpingstudentsoveretheinterferenceoftheirmothertongueandproduceauthenticEnglishsentences.四、教学方法与准备1.【教学方法】TaskbasedLanguageTeaching(TBLT),ConualizedGrammarTeaching,EnglishLearningActivityConcept（学思结合、用创为本的英语学习活动观8）2.【教学准备】MultimediaPPT,learningworksheet,selectedexercisesfrom“AnhuiSpecial”同步训练材料，shortvideoclipsaboutAnhuiculture.五、教学实施过程【基础】Step1:WarmingupReview(5mins)...ivity1:FreeTalk–MyFavorite...Theteachershareshis/herownfavoritesusingattributiveclausesasamodel.T:Goodmorning,class!Tostartwith,letmesharesomethingwithyou.Ilovemusicthathelpsmerelaxafteralongday’swork.Ialsohaveadeepaffectionforsingerswhowritetheirownlyrics.Lookatthispicture(showapictureofalocalAnhuidish,e.g.,LiHongzhangHotchpotch).ThisisoneofthelocaldishesinHefeithatIamreallycrazyabout.It’sdelicious!Now,it‘syourturn.Pleasetellyourdeskmateaboutyourfavoritethings:music,movies,singers,orfood.Trytouseattributiveclauses.(Studentsdopairworkfor2minutes.Thentheteacherinvites23studentstosharewiththewholeclass.)S1:Ilikemoviesthatarefunnyandtouching.S2:Iprefersingerswhocandancewell.【设计意图】通过教师自身的真实示例，为学生创设轻松的交流氛围，激活学生已有的关于定语从句的图式，自然导入本节课的复习主题。同时，将话题引向安徽本土文化，为后续的迁移创新任务埋下伏笔。【基础】Step2:GrammarDiscoveryRuleSummarization(8mins)Activity2:InductiveGrammarStudyTheteacherpresentsthekeysentencesfromGrammarFocusonthePPT.IlikemusicthatIcandanceto.Iprefermoviesthatgivemesomethingtothinkabout.Shelikesmusicianswhoplaydifferentkindsofmusic.Helikesclothesthatareunusual.1.Observation:Askstudentstoreadthesentencescarefullyanddiscussingroups:Whatdothesesentenceshaveinmon?Whatarethefunctionsof“that”,“which”,and“who”?2.【重要】RuleClarification:Guidestudentstosummarizethecorerules.Theteacheractsasafacilitator,fillinginthegapsandmakingcorrectionswhennecessary.1.3.Function:Attributiveclausesarelikeadjectives,modifyinganounorpronoun(theantecedent).2.4.Position:TheyareplacedAFTERtheantecedent.3.5.Relatives:“that”and“which”areforthings;“who”and“that”areforpeople.“which”isusuallyonlyforthings.4.6.Role:Therelativepronounservestwopurposes:itconnectstheclausetotheantecedent,anditactsasasubjectorobjectwithintheclause.7.【难点】SpecialFocus–WhenONLY“that”isused:Theteacherpresentsasetofchallengingsentencesandasksstudentstofindthemonality.1.8.ThisisthemostinterestingmoviethatIhaveeverseen.(AdjectiveSuperlative)2.9.Thefirstthingthatweshoulddoistocleantheroom.(OrdinalNumber)3.10.Everythingthatwesawonthefarmwasgreat.(IndefinitePronoun)4.11.Theonlythingthatmattersistobehappy.(Theonly)5.12.Theytalkedaboutthepeopleandtheschoolsthattheyhadvisited.(Bothpeopleandthings)Throughparison,studentsconcludethefivescenarioswhere“that”ispreferredormustbeused1.【设计意图】摒弃教师一言堂的语法灌输，采用探究式学习方式，让学生通过观察、比较、讨论，自主发现和归纳语法规则。这符合学思结合的理念，加深了学生对语法形式的理解和记忆，尤其是对重难点（只能用that的情况）的突破。【基础】Step3:ControlledPractice–FormMeaning(12mins)Activity3:FillintheBlanksbineSentencesThispartusesexercisesfromthe“同步训练”material,withafocusonaccuracy.1.【基础】ExerciseA:MultipleChoice(FocusonForm)Studentsplete5multiplechoicequestionsthattestthebasicchoicebetweenthat/which/who.e.g.,Thegirl______oftenhelpsmewithmyEnglishisfromCanada.(A.whichB.whoC.whom)Checkanswersquicklyandaskstudentstojustifytheirchoicebyidentifyingtheantecedentandtherelative‘sfunctionintheclause.2.【重要】ExerciseB:FillintheBlankswithProperRelatives(FocusonFormMeaning)Studentsfillinblankswith“that/which/who”.Someblanksmayhavemorethanonecorrectanswer,whileothersaredesignedtotestthe“onlythat”rulefromthepreviousstep.e.g.,Thisisthebestmovie______Ihaveseenthisyear.(Answer:that)Ihaveafriend______canspeakthreelanguages.(Answer:who/that)3.【难点】ExerciseC:bineTwoSimpleSentencesintoOneAttributiveClause(FocusonFormStructure)Thisexerciseaddressesthesyntacticchallengeofembeddingoneclauseintoanother.Example:Ilikethesinger.Thesingerwriteshisownsongs.→Ilikethesingerwho/thatwriteshisownsongs.Theteachercirculatesaroundtheclassroom,providingindividualguidance,especiallytostudentswhostrugglewithidentifyingtheantecedentandtherepeatednountobereplaced.【设计意图】通过层层递进的控制性练习，从简单的选择到填空，再到句子合并，让学生在操作中进一步内化定语从句的结构形式。句子合并练习是克服英汉表达差异、建立英语从句结构感的有效途径5。【高频考点】Step4:PracticeinCon–FromSentencestoDiscourse(10mins)Activity4:ClozeTest–AnhuiEditionTheteachercreatesashortpassageaboutapopulartopicinAnhui,integratingattributiveclauseexercisesintoameaningfulext:“Areyouafoodlover1.______wantstoexploretherealtasteofAnhui?ThenyoumustetoHefei,acity2.______hasalonghistoryanddeliciousfood.Oneofthemostfamousdishes3.______youshouldn‘tmissis‘LiHongzhangHotchpotch‘.Itisaspecialdish4.______peoplefromallovertheworldetotry.Anddoyouknowtheperson5.______inventedthisdish?It’sLiHongzhang,afamousofficialinthelateQingDynasty.Hewasaperson6.______playedanimportantroleinChinesehistory.eandexperienceeverything7.______Anhuihastooffer!”Task:Studentsreadthepassageandfillintheblankswithappropriaterelativepronouns.Then,theyreadthepassagealoudtofeeltheflowoflanguage.Theteacherguidesstudentstoappreciatehowattributiveclausesmakethedescriptionmorevividandinformative.【设计意图】将语法知识放回语篇中进行考查，是安徽中考英语的命题趋势57。通过创设介绍安徽美食文化的语境，不仅训练了学生在篇章中综合运用定语从句的能力，也赋予了枯燥的练习题以人文温度，激发学生的学习兴趣和文化认同感。【热点】Step5:Production–CreativeWritingSpeaking(8mins)Activity5:Task–RemendMyHometown(AnhuiCulturePromotion)Scenario:AnhuiTourismWeChatofficialaccountislaunchinganewcolumncalled“MyFavoriteinAnhui”.StudentsareinvitedtobejuniorspokespersonsandremendtheirfavoritethingsaboutAnhui.Task:Ingroupsoffour,studentschooseoneaspectofAnhui(e.g.,afamousscenicspotlikeHuangshan,alocalsnacklikeSanhericedumplings,ahistoricalfigurelikeBaoZheng,oralocalcraft).Theyworktogethertowrite34sentencestoremendit,tryingtouseatleasttwoattributiveclauses.Theycanusethesentencestartersbelow.SentenceStarters:1.Iwouldliketoremend...which/that...2....isaplace/person/thingthat...3.Ifyouaresomeonewho...,youmust...4.ThereasonwhyIremend...isthat...Example(Huangshan):“IwouldliketoremendHuangshan,whichisknownas‘theloveliestmountainofChina‘.Itisamagicalplacethatoffersbreathtakingviewsofoddpines,grotesquerocks,andaseaofclouds.Ifyouareatravelerwholovesnatureandadventure,Huangshanshouldbeyourtopchoice!”Afterthegroupdiscussion,eachgroupsharestheirremendationwiththeclass.Theteacherandotherstudentsactastheaudience,evaluatingwhichgroup’sremendationisthemostattractiveandcreative.【设计意图】此环节为迁移创新类活动，体现了用创为本的教学理念8。通过创设真实的“家乡文化推介官”任务，将语法学习从课堂延伸到真实生活。学生在完成任务的过程中，需要综合运用目标语法结构进行意义建构和创意表达，实现了学以致用，培养了学生的综合语言运用能力和文化自信。【基础】Step6:SummaryHomework(2mins)1.【重要】Summary:Theteacherguidesstudentstodoaquickselfsummary.T:Whathavewereviewedtoday?Whatisthemostimportantthingyou‘velearned?Whatdoyoustillfindchallenging?Brieflysummarizethecoreusageofthat/which/whoandthespecialcases.2.Homework:1.3.【基础】Required:FinishtheremainingexercisesinSectionAofyourworkbook.2.4.【拓展】Optional:Pol