1、仁爱英语九年级上册仁爱英语九年级上册 Unit4 Topic3 定语从句（定语从句（I）教学设计）教学设计 . Material analysis 本课是仁爱英语九年级第四单元第三话题的语法专项训练：定语从句。主活动是通过谈论母亲的外型、性格、爱好以及在怎样庆祝 母亲节，将定语从句的使用贯穿始终，最后通过给母亲写一封信表达爱意达到将知识上升到写作能力的教学目的。本节课重点讲关系代 词 who、whom、which、whose 和 that 在定语从句中的使用规则，旨在帮助学生理解定语从句的构成，学会分析并使用定语从句，进而 能在写作中做到灵活使用。定语从句是中招考试的必考点，在学生日常英语阅读
2、材料中屡次出现，而学生对含有定语从句的复合句分析 能力却相对薄弱，因此学好并用好定语从句无论是对学生中招备考，英语阅读能力的提升、乃至对学生综合语言运用能力的培养都具有 重要的积极意义。 .Student analysis 九年级学生通过本单元话题内容的学习对定语从句已有所了解，但理解程度参差不齐，学生经常会弄错定语从句的位置，主从句不 分，不知如何选取引导词，而且受母语的影响在运用中常出现一些中式英语。针对这些情况，教学中要区分难易，分层次讲解和练习。 III.Teaching aims 1. Knowledge aims： 掌握定语从句的定义、组成以及关系代词的使用规则。 2. Skill
3、 aims: 2 能够分清定语从句中的主句、从句、先行词和关系词。 能够在定语从句中正确选择关系代词 who、whom、which、that 和 whose。 能够在写作中正确使用定语从句。 3. Emotional aims: 了解中西方不同的表达方式，从而养成在学习和做事中注意观察和比较的习惯。 强化学生对母亲的感激之情，并学会表达爱意。 4. Culture awareness: 了解母亲节，知道母亲节的日期和意义。 IV. The key points and difficult points 1. Key points: 分清定语从句的成分并正确选择关系代词。 2. Difficul
4、t points： 在作文中正确使用定语从句。 V. Learning strategies 主动参与，探究发现，合作学习，联系生活。 VI. Teaching aids 教室，多媒体设备，图片，PPT 课件。 VII. Teaching procedures 3 Stage (time period) Interaction patterns Teacher activityStudent activityRemarks 1 Warm-up （1mins) Class activity Get students to be ready for the new lesson by greeti
5、ng with each other. T: Hi, boys and girls, happy to see you again. How are you today? T: Im fine, too. Thank you. Shall we begin our class? Get ready for the new lesson. Ss: Very good. And how are you?. Ss: OK. 集中学生的注意力，为 上课做好准备。 2 Lead-in (3mins) Class activity Step1:Introduce the topic of the new
6、lesson by playing a guessing game. T: Today, Miss Li wants to talk about a person with you. Shes very common，but also different. Can you guess: Who is she? Step2:Get students to look at PPT and guess who the woman is. PPT:She is a common woman, but great. Guess a person.以游戏开始新的一课， 在调动学生的学习积极 性的同时起到活
7、跃课堂 气氛的作用。 4 She is a kind woman, but strict. She is a woman who does a lot but asks for little. She is a woman who takes care of you carefully. T: Thats right. Your mother is the most great person in the world who does so much for you. Step3:Ask students to pay attention to the four sentences and f
8、ind out the ways to modify a person. Get the students to know an attributive clause is just a sentence that is used to modify a noun or a pronoun. And also get them to know what the antecedent is Ss: She is my mother. S1:我们可以用形容词来修饰。 S2：我们还可以用一个句子来修 饰。 Know what an attributive clause is ,what the an
9、tecedent is and what a related word is. 5 and what a related word is. 3 Presentation (14mins) Class activity Guide the students to talk about their mothersaccordingtothequestions presented on the PPT by using the attributive clause. Step1:T:Now let me know more about your mother.What kind of person
10、is your mother? T: You all did good jobs. But you should know that the related word “who”can be replaced by “that”,because “that” Talkabouttheirownmothers according to the questions on PPT. S1: My mother is a woman who is very beautiful. S2:My mother is a person who often helps others. S3:My mother
11、is a woman who is outgoing. S4:. 使用定语从句描述妈妈 的外表、性格和爱好， 边学边总结关系代词的 使用规则，浅显易懂， 学生更易把握。 6 can not only refers to a person but also something. Then Ask students to fill in the blanks and find out the rules by themselves. Step2:T: Now lets go on to talk about your mother. What does your mother look like?
12、 Do exercises and find out the rules. S1:当先行词为人时， 如果被修饰词 在从句中做主语，关系代词选用 who和that。 S2：当先行词为人，如果被修饰词 在从句中作宾语时，关系代词可以 选 who,whom 和 that,也可以省略。 S3:当介词提前时， 关系代词只能用 whom。 S1:My mother is a woman who is very tall. S2: My mother is a woman that has big black eyes. 7 T:Why here we use “whose”but not “who”? A
13、sk students to find out the rules. Step3:In the same way to talk about mothers hobby. S3:My mother is a beautiful woman whose hair is long. Ss:because its used as attributes. S1 当先行词为人或者物时， 如果被 修饰词在从句中作定语，关系代词 用 whose。 Studentsanswerquestions,do exercises and sum up the rules of “which”and“that”inat
14、tributive clause. 4 Consolidation (1) (5mins) Pairwork Get students to talk about Mothers Day and what they are going to do to celebrate the day. Encourage them to use attributive clause as much as possible. Step1:T:You know, Mothers Day is coming. Do you know when the festival Talk about Mothers Da
15、y and their gifts to their mothers. S1:On the second Sunday of May. 对话练习，学以致用。 8 is? T:Yes. So what are you going to do to celebrate the day? Step2:choose several pairs to show their dialogues. Praise good ones. Students work in pairs to make dialogues. S1:What are you going to do to celebrate Mothe
16、rs Day? S2:Im going to send her a CD which she likes best. And you? S1:Iwillhelpherdosome housework that can make her happy. 5 Consolidation (2) (4mins) Individual work Getstudentstodosomeexercises individually. T: Today we have learned the attributive clause and the usage of that/which /who/whom/wh
17、ose, Now lets do some exercises to have a consolidation. Do exercises to consolidate the usage of attributive clause. 链接中考试题，让学生 在巩固训练中感知中考 命题思路，同时通过检 测查找不足和疏漏，效 果更好。 9 After students finish the exercises, check the answers together. Check their answers. 6 Project (15mins) Individual work Step1:T: M
18、others Day is coming. I also want to do something for my mother, so I wrote a letter to show my love to her. Do you want to have a look? Get students to read the letter together with the music. After reading, remind them of the key points of the letter. T: In the letter, how much do you know about m
19、y mother? T: So you can follow my letter to write a letter to your mother. And dont forget to useasmanyattributiveclauseas Ss: Yes./Of course. S1:her looking. S2:her characters. S3:her hobby. S4:your gift to your mother. 将学到的知识应用在作 文中是对综合能力提出 的更高要求，在这个过 程中，教师要给学生良 好的示范和充分的时 间，降低学生写作的焦 虑感，必要时给予指导。 10
20、 possible. Walk around to offer help while the students are writing. Step2:presentsomearticlesonthe screen and ask students to check them together. Write the letter to their mother. Check some articles with the whole class. 7 Summarizing and assigning homework (3mins) Class activity Step 1: Let the
21、students look at the key words on the blackboard and sum up the rules. T: We have finished this topic. Its time to sum up. First, look at the key words and sum up the rules about attributive clause that you have learned today. Step 2: Assign the homework. T: finish and modify the letter to you mothe
22、r.and remember to speak out “I love you” on Mothers Day. Sum up the rules of who/whom/which/that/whose in attributive clause. 让学生进行学后总结， 锻炼了其自主学习的意 识，有助其形成知识网 络，同时养成良好的学 习习惯。 11 . Blackboard design Attributive clause(1) rules Person who/that (在从句中做主语) Person who/whom/that(在从句中作宾语) personprep.whom(介词提前时) Person/thingwhose(在从句中作定语) Thingwhich/that(在从句中做主语) Thingwhich/that(在从句中作宾语) Thingprep.which(介词提前时)
