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                              課例分析

               

Grammar ---- Relative pronouns of attributive clauses: that, which, who,whom

Module 1 Unit 1

教學課型：語法課

教材分析

教學內(nèi)容（省略）

教材處理

本課時為語法課，內(nèi)容定語從句是高中階段的學生英語學習的重難點。學生在初中時已有所涉獵，在高一模塊一第一單元進行學習，目的是鞏固和加深。所以教學內(nèi)容分為兩部分。第一部分展示定語從句的結構，引導學生發(fā)現(xiàn)關系代詞使用的規(guī)律，并配以相關練習。第二部分為綜合運用部分，進行提高和總結。

教學目標

核心目標：學生能夠在聽、說、讀、寫的各種語言綜合實踐活動中熟練運用定語從句。

具體目標：（1）知識目標：了解定語從句的結構，掌握關系代詞的用法。

         （2）情感目標：通過自主學習和合作學習，使學生形成學習英語語法的興趣，并獲得一定的學習成就感。

         （3）策略目標：學會總結所接觸語言材料中的語言規(guī)律并加以應用。

4．教學重點和難點

  （1）發(fā)現(xiàn)語法規(guī)律

  （2）綜合運用

教學設計

本課遵循了任務型教學的基本理念，借助多媒體等教學輔助手段進行授課。設計了找句子，改句子，發(fā)現(xiàn)規(guī)律，運用規(guī)律，綜合討論和寫作五項任務。運用規(guī)律，綜合討論和寫作兩部分體現(xiàn)了一定的難度和梯度。教學過程始終以學生為主體，靈活運用多種方式完成任務：難度小時，由學生個體完成：任務大時，學生結對子或組成小組完成。整節(jié)課的教學內(nèi)容以定語從句為主線，以“School Life ”為主題，總結并鞏固了本單元的學習內(nèi)容。

教學過程

Step 1 Leading in

Begin with a guessing game.

 “It is a machine that can fly. What is it?”

 “ He is a popular singer in Taiwan who is famous for R&B. Who is he?”

 “ It is a machine which is uesr for moving people up and down.What is it?”

 “ She is a lovely girl that won the first place in women single table tennis in the 28th Olimpic Games. Who is she?

［設計說明］

       教師在游戲中使用定語從句，并有意識地使用不同的關系代詞，為下面的教學做好鋪墊，引入本課主題定語從句。在創(chuàng)設的自然的學習氛圍中滲透定語從句，旨在提高學生的語言感知能力。

       Step 2 The structure of attributive clause

［設計說明］

       呈現(xiàn)定語叢句的結構，介紹“定語從句”、“關系代詞”、“先行詞”等概念，引導學生關注定語從句和簡單句、并列復合句的聯(lián)系，為下面活動做好準備。

     Step 3 Find out the attributive clauses in a passage.

     David Holmes studied at our school from 1990 to 1998. He has recently returned from his studis in Chine. David was one of the most helpful students who we ever had. In 1998, he went to Oxford University where he got interested in Chinese culture.

     After graduating from university, he went to China to study Chinese at Beijing Language and Culture University. Two years later, he was able to speak very good Chinese. Upon finishing his studies, he started travelling in China. Some of the cities which he likes most are Beijing, Shanghai, Harbin and Nanjing. In China he developed an interest in teaching English to Chinese students. Most of the students that he taught have became his friends.

［設計說明］

     檢查學生對定語從句結構的辨認

     Step 4 Find out the rules

    （1）學生兩人一組，討論關系代詞所指的先行詞是人還是物。

關系代詞            先行詞	person	thing
who
whom
which
that

［設計說明］

引導學生注意關系代詞的選用和先行詞有關。討論式的發(fā)現(xiàn)學習有助于學生形成各自的學習策略。

（2）學生兩人一組，討論關系代詞whom,which,that在從句中作賓語時可以省略。

 將從句改成兩個簡單句。

Most of the students that he taught have became his friends.

= Most of the students have became his friends。He taught them.

引導學生發(fā)現(xiàn)“that”替代“them”后，再呈現(xiàn)以下句子，讓學生判斷是否正確。

Most of the students he taught have became his friends.           （正確）

Most of the students that he taught them have became his friends　?。ㄥe誤）

［設計說明］

引導學生發(fā)現(xiàn)以下規(guī)律：關系代詞whom,which,that在從句中作賓語時可以省略，它所替代的句子成分不可以再出現(xiàn)。這是教學難點之一，通過拆分句子的練習讓學生發(fā)現(xiàn)其規(guī)律。

Step 5 Exercises

(1) Do exercises in Workbook P.88  用定語從局改寫下面的句子。

1.This is the school. I have studied in this school for a week.

2. The teachering building looks nice. The building was put up last year.

3. In my class there are 50 students. They are all lovely and friendly.

4.Next to me sits a girl. The girl’s name is Tina.

5. Tina likes reading the novels. The novels are written by Charles Dickens.

6. Students like the school news, The radio club broadcasts school news.

7. Miss Li is my favourite teacher. She is patient with us.

8. Below are the subjects: English, History,Maths. I enjoyed them.

 (2) Fill in the blanks

1. The first book (that/which) I’d like to read during the holidays is Travel in China.

2.She was the teacher who taught us English Literature.

3.I was glad that all my classmates enjoyed the cake (that\which) I made.

4. The trees which are on the school campus have lost their leaves.

5. The students (whom\who\that) we saw just now is the best runner in our school.

6. Jack is no longer the lazy bnoy  (whom\who\that) he used to be.

Step 6 Application

(1)學生四人一組，看圖造句，輪流用定語從句描述圖片上的人和物，盡量使用不同的關系代詞。For example:

This book is useful.

S1: This book which my mother gave me is useful.

S2: This book that cost me 10yuan is useful.

S3: This book I like very much is useful.

在屏幕上呈現(xiàn)圖片：Mr Ding (Maths teacher)   School

(2)設計了綜合語言實踐活動“My School Life”。學生四人一組進行討論，要求使用定語從句，可參考練習中的句子?；顒雍螅釂杺€別小組到講臺匯報敘述。

讓學生將討論結果寫成英語作文。

［設計說明］

學習語言的最終目的是運用到真實的交際活動中。同時讓學生學會用英語獲取信息，處理信息。

Step 6 Self assessment

教師和學生一起總結關系代詞的用法，然后學生進行自評。

                                學生自評表

自評項目	優(yōu)	良	中	差
掌握關系代詞的用法
在聽、說、讀、寫中熟練運用定語從句
小組合作學習參與情況
對學校生活的了解

Step 7 Homework

五、課后反思

    本節(jié)語法課依據(jù)《英語課程標準》的理念，從運用的角度出發(fā)，從幫助學生形成有效的學習策略的角度出發(fā)，設計各個環(huán)節(jié)，這是教學最成功的地方。整節(jié)課以學生為主體，教師指導學生通過觀察、體驗、探究、合作等積極主動的學習方式，發(fā)現(xiàn)語言規(guī)律并運用到各種語言實踐活動中，在活動中同時培養(yǎng)學生用英語獲取信息、處理信息的能力。