1、A1 the Attributive ClauseAnalysis of teaching material1Analysis of students learning2target3Analysis of teaching, learning methods4The teaching process5Blackboard writing design6.Analysis of teaching material: teaching materials background, status and role The attributive clause is a very important
2、English grammar point, one of the college entrance exam contents, and also a difficulty. It accounts for a large proportion in the college entrance examination, involving wide and difficult to distinguish. Regardless of in cloze or in reading comprehension, it is ubiquitous. Even in students composi
3、tions, easily writing several attributive clauses can add lights to your composition. Therefore, we need to make a special topic review on it, induction, interpretation, analysis. . Analysis of students learning In the course of senior 1 and 2, we have had to learn the attributive clause,so the stud
4、ents have a certain knowledge of it. But the level of the students in our school is generally low, the ability to understand and apply knowledge is even lower, so in the first round of review, it is necessary to learn it from the foundation and guide students to do some mechanical imitation of the p
5、roblem solving methods and steps. on this basis,try to enhance the level of understanding and strive to make as many students as possible achieve the mastery of knowledge. . Target localization According to the characteristics of this class teaching content and curriculum teaching requirements,consi
6、dering students existing cognitive structure and psychological characteristics, I make the following teaching aims: () Knowledge and skills 1.Review and master the attributive clause guided the relative pronouns, adverbs ,preposition + relative pronoun. 2. Induction and master syntactic phenomenon.
7、similar to the attributive clause. 3. To improve students grammar analysis and comprehensive skills. () Process and the method Exercise guidance, independent induction, approximate contrast, expand and evolution () Emotional attitude Way is always more than difficulty, that is to say, actively find
8、a way when we meet a difficult, complex situation. Target localization 1. The key points and difficulties of language knowledge (1) distinguish the usage of “that” and “which” (2) examination “of the way” (3) the attributive clause guided the relative adverbs and the preposition + relative pronoun 2
9、. key points and difficulties of comprehensive knowledge (1) the use of the “as” (2) examination of the “where- clause” (3) comprehensive examination() Teaching key points and difficulties. Analysis of teaching, learning methods The outstanding feature of the new curriculum idea and core task is to
10、fundamentally change the teaching methods and learning styles. So let students become carriers of knowledge discovery and application in the process of training- discussion-induction-improvement-application . According to the characteristics of the lesson, in order to improve the teaching efficiency
11、, let the students gain intuitive feeling in a relaxed environment, make the English class full of fun with the aid of multimedia by adopting the combination of guidance discovery and discussion - inductive teaching method, and through specific problems put forward and solved, stimulate students int
12、erest in learning and the initiative of students themselves make each student fully involved in the learning activities.Analysis of teaching methods. Analysis of teaching, learning methods 1. Adopting the way to experiencing learning and exploring problems, by students experiencing all kinds of prob
13、lem situation prepared by teachers, guide the students to carry out the creative learning activities, not only make the students master the knowledge actively, summarize the structure of the attributive clause, and even use it, develop the independent ability and attitude. 2. Initially set up gramma
14、r application consciousness, through teachers creating problem situation, again through example confirmation and experience. By combining observation, discovery, discussion, exploration induction with trying to do, obtain knowledge, let the students become the master of learning. Using the form of c
15、ompetition, encourage students to think positively, take the initiative to express their views bravely. Analysis of learning methods. Analysis of teaching processTeaching flowchart is as follows Discussion and exploration, reveal the method Reflection and summary, improve abilities Training in compa
16、rison and strengthen The induction of key points and difficultiesDesign assignment, Echo goals Review the basic knowledge By reviewing the knowledge causing the students cognitive conflict, make the student review knowledge and build a knowledge network, cause students curiosity and thirst for knowl
17、edge, and promote further exploration. Put forward straight the main content of this lesson and point out the topic of this lesson.The teaching processDesign intention() Review the basic knowledge归纳总结归纳总结关系词及其意义关系词及其意义指代人指代人 who, whom, that, as 关系代词关系代词指代事物指代事物 which, that, as ( (在从句中在从句中) )作主干成作主干成
18、分分所属关系所属关系 whose指地点指地点 where 关系副词关系副词指时间指时间 when ( ( 在从句中在从句中) )作状语作状语指原因指原因 why 做题技巧做题技巧? ? 分析关系词在定语从句中的成分分析关系词在定语从句中的成分 The students training, error correction, and sum up the the way as antecedent problem solving skills, then by applying the training, further master this kind of problem solving s
19、kills.The teaching processDesign intention考点2：the way用做先行词 填上合适的关系词并分析原因： 1. The way _that/in which/不填_ he explained the sentence to us was not difficult to understand. 缺状语 2.The way _that/ which/不填_he explained to us was quite simple. 缺宾语【做题技巧】 the way 做先行词时,先看后面定语从句中是否缺少主语或宾语: 缺少主语或宾语: 引导词用 that /
20、 which (作宾语时可以省略） 主语宾语都不缺: ( 作方式状语 ): 引导词用 that / in which / 不填高考题链接 3. What surprised me was not what he said but _A_ he said it. A. the way B. in the way that C. in the way D. the way which（）Induction of key points and difficulties -discussion and exploration, reveal the method By students trainin
21、g, error correction, and discussion, sum up preposition + word problem solving skills, then by applying the training, further master this kind of problem solving skills.The teaching processDesign intention考点考点3：介词：介词+关系词关系词 1. Do you know the boy _ your mother is talking? 【 to whom 】 2. I still reme
22、mber the day _ I first got to Paris. 【on which 】 3. He gave me some novels _ I am not very familiar. 【with which 】 4. He gave me some novels _ I am not very familiar with. 【which / that / 不填】高考题链接高考题链接5. I recognized the boss in whose company my sister was working. 6. I was given three books on cook
23、ing , the first _I really enjoyed. 【答案B】 A. of that B. of which C. that D. which（）Induction of key points and difficulties -discussion and exploration, reveal the method By students training, error correction, discussion, sum up the usage of where after some special words. By applying the training ,
24、further grasp the problem-solving strategies.The teaching processDesign intention难点二：一些特殊词之后的难点二：一些特殊词之后的where where引导的定语从句先行词大多数情况下是表示地点的名词，但也有特殊情况。 1. Ive come to the point where I cant stand him. 我已经到了无法容忍他的地步了。 2. The country is in the situation where a war will break out at any time. 国家正处在随时有可能
25、爆发战争的局势中。【解析】 如果定语从句先行词为point, situation, part, stage, activity, condition和case等表示抽象意义的词，常用where 引导，意思是“到了某种地步，在某种境况中” 。高考题链接 1.We are trying to reach a point _ both sides will sit down together and talk. A. which B. that C. where D. when 【答案C】 2. -Do you have anything to say for yourself? -Yes, the
26、res one point _ we must insist on . 【答案D】 A. why B. where C. how D. /（）Induction of key points and difficulties -discussion and exploration, reveal the method By students training, error correction, discussion, contrast, distinguish attributive clause and the stressed clause, appositive clause, pred
27、icative clause, further understand the problem-solving methods of the attributive clause.The teaching processDesign intention难点三难点三. .综合考查综合考查综合考查一：定语从句与强调句综合考查一：定语从句与强调句 wherethatwherethat1 1.It is the library_I borrowed the book. 定语从句定语从句 【 where 】2.It is from the library_I borrowed the book. 强调句型
28、强调句型 【 that 】 3. -Where did you last see Mr. Smith? -It was in the hotel_ I lived. 【答案【答案C】 A. that B. Which C. where D. when综合考查二：定语从句与同位语从句综合考查二：定语从句与同位语从句 that/which1. We all have heard the news_ our team won. 【 that】2. We dont believe in the news _he told us yesterday. 【 that/which 】综合考查三：定语从句与表
29、语从句综合考查三：定语从句与表语从句 The place _ the bridge is supposed to be built should be_ the cross-river traffic is the heaviest. A. which; where B. at which; which C. at which; where D. which; in which 【答案【答案C】 （）Induction of key points and difficulties -discussion and exploration, reveal the method Through tr
30、aining students to do similar exercises, further make students distinguish easily mixed, fault points , reach the purpose of class testing and test study effect.The teaching processDesign intention() Training in and strengthen 1. We should go to the place_ we are most needed. 【B】 2. We should go to
31、the place_needs us most. 【C】 A. it B. where C. that D. what 1. He left in October_we met in Beijing for the first time. 【C】 2. It was in October_we met in Beijing for the first time. 【A】 A. that B. which C. when D. while 1. He is such a good teacher_we all like him. 【B】 2. He is such a good teacher_
32、 we all like. 【C】 A. whom B. that C. as D. which Word came _ the British Queens mother celebrated her 101th birthday in good health , _ isnt surprising , because she lives an easy life and gets the best medical care. 【A】 A. that; which B. which; which C. that; that D. when; as Through reflection of
33、both teachers, and students to optimize the students cognitive structure change, the knowledge gained in class faster into the students learning quality.The teaching processDesign intention() Reflection and summary, improve abilities 1. that与which 2. 对the way的考查 3. 介词+关系词 4. as的使用 5. 对where的考查 6. 综合考查做题要灵活：要分析句子成分，选择恰当的关系词
