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1、 定语从句教案学习背景分析1 教学课型: 语法课2 教材分析 1 教学内容: 2 教材处理: 教材中原来是以音乐为话题开展语言学习的.结合学生的生活实际和兴趣点,设计了谈论理想中的学校来替换原有的话题;保留了教材中需要呈现的点: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;将教材中原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法学习;教材内容也不再局限于原有教材提供的语言结构和语法现象,而是根据学生的表达需要适当讲解和扩展.3 教学目标 1 语言知识目标 (1) 了解定语从句的概念和基本用法 (2) 区别并正确使用关
2、系代词who, which, that (3) 了解关系代词与先行词之间的位置关系 2 能力目标 (1) 能在交际中正确,恰当地使用定语从句. (2) 能灵活,恰当,适度地表达自己的观点 . 3 情感目标 (1) 激发学生的学习兴趣,培养学生的探究精神 (2) 增进师生了解,校际了解,增强情感交流4 教学重点和难点 1 区分which 和who 在定语从句中的基本用法 2 了解如何将定语从句插入主句之中 3 让学习不同教材,有着不同学习水平和学习进度的学生都能理解本节课的授课内容,并 达 到预定的教学目标.5 教学方式: 任务型教学途径 1 任务主题 : 我理想中的学校 2 任务链 : 师生相
3、识 - 介绍师生双方所在学校- 谈论理想中的学校- 给校长提建议6 教具 1 学生人手一份表格,文字材料 2 PPT 文件7 学生情况分析 教学设计1 设计思路 定语从句并不是初中阶段的重点教学内容.对于初中生来说,这一语法现象比较复杂和概念化,不容易理解和准确运用,因此通常被安排在初三,并且只要求学生具有初步的定语从句知识.鉴于以上情况,笔者在教学中尽量采用直观的方式演示不易理解的概念,锻炼学生用英语直接思维,交际和解决问题的能力.笔者贯彻学中用,用中学的教学理念,让学生在谈论熟悉的同学,才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.笔者还让学生在完成任务的过
4、程中进一步巩固所学内容.学生通过观看和描述不同学校的图片,与同学商量如何完善给学校的建议,给校长写一封建议信等活动,灵活运用了定语从句.整个教学过程扎实,有序而又不失活泼.2 教学过程 第一部分:课前任务活动 Step 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学生,以这种方式主动与学生相识. T:I'm very happy today to meet you here. I hope youll like my lesson. Actually this is the first time I meet you . So
5、would you like to introduce someone in you class to me ? Ss: ( a little excited) Yes! T: Remember, when I call your name, please don't move. Other students will describe you in English, and I'll try to find you quickly. Now, let's try the first one.Who is .? (2) 教师边听不同学生描述边寻找被描述的学生,同时
6、,适当板书学生所说的描述人物的话,如:Tony is a boy . He is very tall. He is sitting in the second row. He has short hair. He 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.教师示范用定语从句的关系代词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;学生在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,there are so meny sh
7、ort sentences on the blackboard. Can you join them together to make a long sentence? S1: Tony is a boy, and but he is very tall? T: Good. Any other way? S2: Tony is a tall boy . T: Yes,that's a better way. What else? Tony is a boy who is very tall.(教师擦掉第二句的主语He,替换为who ) T: And we ca also say :T
8、ony is a boythat is very tall.(在who 旁边加上 that) We usewhothat to describe a boy . Now, Can you join the first sentence with next three sentences, just like I do? Ss: . T : Let's go on the game using Someone is a boygirl who that. (设计说明) 这一设计自然地将学生带入到了学习情境中,可以有效地减轻他们的学习焦虑感.这种师生互动也容易快速消除师生之间的陌生感.如
9、果教师想让学生多说多练的话,可以适当延长寻找的时间,多让一些学生进行描述.在导入定语从句时,笔者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.Step 2 猜谜语 ( 语言点: which, that 在定语从句中的用法) (1) 教师逐一用幻灯片呈现一些句子,并让学生来猜这是谁?'. T: Just now, you introduce some of your classmates to me .ow it's my turn to introduce a friend .Do you
10、 know Donna? Ss: NoMadonna? That singer?Mcdonald? T : here are sime hints. Donna is a lady who loves music. Ss: Madonna! T :No! Donna is a lady that likes you a lot. S1: Is it you? T: Donna is a lady who is standing in front of you! Ss: Ah! You are Donna! (设计说明) 这一设计起到了承上启下的作用.从找学生到猜老师,再到下一步的猜谜语,过渡自
11、然,节省了大量的讲解时间,学生也能轻松进入学习状态. (2) 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: Now, I have more riddles.Would you like to have a try? Ss: Yes, of course. ：hat is the day whichthat comes after Monday? Ss: Tuesday. T: YEs. Easy,What is the vegetable whichthat can be made into French fries? Ss
12、: Potato. T :What is the fruit whichthat we often eat in summer? Ss: Watermelon. T: Here comes the most difficult one. What is the animal whichthat can always be found in baseball game? T: It's a bat.Baseball bat. It's just a joke.But can you tell me why we use which or that instead of who
13、 or that in these sentences? Ss: Day. Vegetable.Fruit. Animal (3)教师用幻灯片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创编一些谜语,让全班共同猜测,教师给予必要的指导. (设计说明) 学生通过比照黑板上和幻灯片中的两类句式,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.编谜语活动还为学生提供了一定的发挥和想象空间,并由此开始了本节课的写作活动. Step 3 看图片谈论学校( 语言点:练习用who, which或that将短句连
14、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学校图片,引导学生将图片上的短句连成定语从句,并用动画效果来显示正确语句. T: DO you know about my school? Ss: No. T: DO you want to visit it? Ss:Yeah! T: OK, follow me.Let's have a look at some pictures of my school. And please try to join two sentences into one sentence, using who ,which or that.(showing pictures) Many people ca remember the gate . It's so different from others. S1: Many p
