1、欢迎光临，感谢您百忙中指导！欢迎光临，感谢您百忙中指导！Review of The Attributive Clause 教学设计教学目标：知识目标：（1）复习巩固定语从句的概念、结构。（2）复习巩固定语从句关系代词的使用及通常只使用 that 的场合。（3）复习巩固定语从句中谓语动词单复数与先行词保持一致。能力目标： 培养学生听、说、读、写能力。情感目标： 培养学生做一个勤奋学习，积极向上，乐观自信的人。教学策略：（1）提倡“学先教后”，让学生“先看、先想、先说、先做”，老师依学定教，点拔引领，让学生在不断的“思考、交流、展示、应用”中内悟知识。提倡“当堂训练”，在教学设计中，要将运用知识解
2、决问题形成能力的环节，当堂落实。力争当堂完成“双基”任务。（2）以学生为主体，让学生通过做题分析，学会自己归纳总结，以小组合作，猜猜游戏形式增添语法课的兴趣，培养学生自主学习合作探究的精神。循序渐进，由浅入深，学以致用, 提高课堂有效性。教学重点：（1）掌握好关系代词在定语从句中的正确使用。（2）关系代词通常只用 that 的情况。（3）介词+关系代词引导的定语从句中，which 指物， whom 指人。（4）定语从句中谓语动词单复数与先行词保持一致。教学难点: 掌握好关系代词在定语从句中的正确使用。教学过程：Step1: Warming up Look and say togetherT:
3、What kind of books/teachers do you like?SS: I like interesting booksI like nice teachers.I like books that/which are interesting.I like teachers that/who are nice.问和答：句子内容平实，接近学生日常学习生活内容，老师引导学生们看图片由易到难说出句子，忆起定语从句。Read and find the answerThe underlined parts above work as B. 定语老师引导学生找出上面四个句子中划线部分在整句中
4、的作用，导出定语从句的概念，如下： 在主从复合句中，修饰某一名词或代词的从句叫定语从句。I like books that/which are interesting.句子作定语,修饰 books, 叫做定语从句Step2: Guess and find out Attributive ClausesIt is a book that/which can tell you the meaning of new words.-dictionaryHe is a famous singer who/that had a concert in Zhuhai gym last weekend.-Jay
5、ZhouIt is a kind of thing which/that we drink every day.-water老师为了让学生找出定语从句，归纳其结构，设计了刚好是定语从句的三个谜语让学生猜，激发学生求知欲和增添学习趣味性，同时总结出定语从句的结构：先行词 + 关系词+ 句子， 感受定语从句。Step3: 学即练-填词并总结 The teacher asks students to pay attention to the frame parts in seven AttributiveClauses first, then invites 7 students to write
6、their answers on the white board.Others write them on the paper. Check the answer, the teacher works together with students to analyze how/whyto fill these words, explain and give comments in time.Work out methods:Step: find out and underline the Attributive Clause.Step: find out the missing part in
7、 a clause. Subject or Object.Step: find out the antecedent. Sb. or Sth.The teacher further Leads SS to find out and say out the rule about how to userelative pronouns. 如下：When antecedent is Sb. , we can use relative pronouns like who/that/whomWhen antecedent is Sth. , we can use relative pronouns li
8、ke which/that The teacher leads SS to pay attention to the occasion in which relative pronounscan be dropped or not. 如下：做宾语时可以省略(drop)介词+关系代词 (人： whom物： which) 不能省略（drop）基于学生对定语从句概念和结构的温故，老师引导学生通过以上步骤对定语从句进行解剖，总结出定语从句中关系代词的使用方法，达到教学目的，突出了教学重难点，同时体现了学生为主体，自主学习合作探究的精神。Step4: Special case-精讲释疑并总结The te
9、acher leads students to find out five rules one by one about the specialcase of using that only by doing exercises. And make conclusions. Do one more exercise-fill in relative pronouns to consolidate above. The teacher encourages SS to read the whole passage with correct relativepronouns and they ca
10、n work with their group members to discuss the answerand give reasons why they use it. One student makes an example to read the whole passage with relativepronouns she/he uses. The teacher leads SS to say out the reasons why they use them and payattention to the last blank connected with the special
11、 case in step3.老师通过让学生边做题边总结出“通常只使用 that 的场合”，总结后让学生通过给短文填词的方式进一步巩固了所学内容，增强理解，学以致用。同时鼓励学生小组讨论，读文段，体现了合作探究的精神。Step5: 精讲释疑-定从中谓语动词单复数The teacher leads students to find out the rule of when the predicate verb issingular or plural in a attributive clause. It should be consistent with theantecedent.Pract
12、ice in time to consolidate.Students give reasons while giving answers.老师带着学生就给出的两个例句找出定语从句中的谓语动词，然后分析为什么它们是不同的，找出原因，总结规律。紧接着通过练习帮助学生理解和巩固所学内容，学以致用。Step6 经典真题，感悟中考The teacher gives 2 minutes for students to finish eight items on page 130 of textbook. They can discuss with their group members and give
13、 reasons why theychoose it.The teacher encourages students to stand up to give answers and reasons.老师通过让学生做近八年的定语从句中考题，并给出选题原因，既可以让学生体会中考题型，也可以检测学生在本堂课复习后对定语从句的理解与掌握程度。Step7Challenge yourself -group workTry to use the attributive clause to describe your classmate.1. Dont tell us his/her name.2. Use
14、at least two sentences.3. The others can guess who she/he is. The teacher lists and makes examples for students to understand how to do it. Students works in groups to write attributive clauses. The teacher walks around to see the whole class and lend a helping hand tothose in need. The teacher enco
15、urages students to share their writings and the others guesswho she/he is.老师设计这个环节，主要以写和说作为输出形式，目的是进一步检测学生对定语从句的复习掌握情况，一个人说，其他同学认真听，猜他或她是谁，既激发了学生学习的兴趣，又培养了他们小组合作意识和听说读写能力。整个环节同学们很感兴趣，积极踊跃参加，同学们的学习热情得到升华。Step8 Enjoy a song and complete four sentences The teacher asks students to look at four sentence
16、s which come from this video. The teacher plays the song video twice, one and a half minutes every time,students listen carefully. After this video, the teacher leads students to look at four pictures withincomplete sentences, say out the answer in blank, analyse the missing parts,they belong to att
17、ributive clauses.此环节通过看视频听歌的形式，把歌词设计为挖空听力练习，可以让学生们在愉悦的过程中学习定语从句，同时也锻炼了他们的听力水平和提高了他们对课堂的关注度。Step9 Enjoy some proverbs: 带定语从句的谚语1. A man who doesnt study in youth will regret it in later years.少壮不努力，老大徒伤悲。2. Nothing is too difficult to the man wholl try.世上无难事，只要肯登攀。3. God helps those who help themselv
18、es.自助者天助之。4. He who laughs last laughs best. 谁笑在最后，谁笑的最好。老师让学生欣赏带定语从句的谚语，同时也对学生进行了情感教育，引导学生做一个勤奋学习，积极向上，乐观自信的人。Step10 SummaryReview below items of The Attributive Clause.1. Concept (概念）2. Structure （结构）3. The usage of relative pronoun（关系代词用法）4. The occasion of using that only（只使用 that 场合）5. The sing
19、le or plural number of the predicate verb is consistent with theantecedent（谓语动词单复数与先行词保持一致）6. Do relative exercises to consolidateStep11 Homework1. Finish exercises on Page131-132 of the text.2. Write five sentences with the Attributive Clause.板书：定语从句一、概念二、结构先行词+关系词+句子三、关系代词用法先行词先行词Sb.Sth.主语(subject
20、)who/thatwhich/that宾语(object)whom/who/that which/thatNote: 介词+关系代词 (人： whom物： which)教学反思：在本节课中尊重每个学生，以学生为主体，积极鼓励他们在学习中尝试，成功调动了中下层学生，尤其是下层学生的积极性，这是让老师非常惊喜的地方。完成了教学目标，突出了教学重难点。培养了自主学习合作探究的精神，适时进行了情感教育，鼓励学生做一个勤奋学习，积极向上，乐观自信的人！后面写的环节 step7 学生们非常感兴趣，积极参与，可以多给些人起来说, 其他人猜，课后很多学生反馈很有趣，写了想跟大家分享，一起猜，有的甚至描述的是自己。后面听的环节 step8 由于时间关系没有课堂详细展示，本也是寓教于乐的环节，布置给学生课后去完成了。
