1、 to review the usage of the attributive clause;to use attributive clauses freely in your writing.In todays class,our goals are 定语定语从句从句在写作中的运用在写作中的运用This is the film which is well-known to us.This is the film whose name is Titanic.The man and the woman whom you see in the picture are Jack and Rose.H
2、ere are two pictures that are taken from the film.Jack and Rose are the hero and the heroine who loved each other very much in the film.This is the film which is well-known to us.This is the film whose name is Titanic.The man and the woman whom you see in the picture are Jack and Rose.Here are two p
3、ictures that are taken from the film.Jack and Rose are the hero and the heroine who loved each other very much in the film.the Attributive ClauseThis is the film which is well-known to us.This is the film whose name is Titanic.The man and the woman whom you see in the picture are Jack and Rose.Here
4、are two pictures that are taken from the film.Jack and Rose are the hero and the heroine who loved each other very much in the film.the Attributive Clausewhich指物，作主语指物，作主语thatthat指物，作主语指物，作主语whose指指所有关系，所有关系，作定语作定语whomwhom指人，作宾语指人，作宾语who指人，作主语指人，作主语关系词关系代词关系副词9thatwhichwhowhomwhosewhenwhywhereasFill
5、 in the blanks with Fill in the blanks with the the relativesrelatives:A clock is a machine _ A clock is a machine _ tell people the time.tell people the time.that/whichA nurse is a person _ looks A nurse is a person _ looks after sick people.after sick people.who/thatwho/thatHe is the man _ I met H
6、e is the man _ I met in the park yesterday.in the park yesterday.(whom/who/that)The man _ leg broke in a The man _ leg broke in a match used to be a football player.match used to be a football player.whosewhoseDo you know the reason _ she Do you know the reason _ she was late?was late?whywhyThis is
7、the town _ I was born.This is the town _ I was born.where I will never forget the day _ I I will never forget the day _ I came to school.came to school.whenHis mother,_ he loved dearly,His mother,_ he loved dearly,went abroad.went abroad.whomThe family,_ lived upstairs,The family,_ lived upstairs,ar
8、e fond of music.are fond of music.whowho_ is known to all,he is the _ is known to all,he is the best student.best student.AsthatwhichwhowhomwhosewhenwhywhereasIt is such a big stone _ nobody It is such a big stone _ nobody can lift.can lift.as3._ is known to all,he is the best student.4.Jim passed t
9、he driving test,_ surprised everybody in the office.Aswhich难点一：难点一：as的用法的用法asthatwhich1.It is such a big stone _ nobody can lift.2.It is such a big stone _ nobody can lift it.asthat归纳归纳：as引导引导限制性定语从句限制性定语从句先行词前常被先行词前常被such,the same,so,as 修饰，即构成修饰，即构成suchas,the same as,soas,结构，做题时容易忽略。结构，做题时容易忽略。as在定
10、语从句中应充在定语从句中应充当成分如：主语、宾语或表语。当成分如：主语、宾语或表语。as 与与which引导引导非限制性定语从句非限制性定语从句都能指代整句内容都能指代整句内容，但定语从句位于但定语从句位于句首句首时，只能用时，只能用 as,意为意为“正如正如、恰恰如如”。难点二难点二：介词：介词+关系词关系词1.Do you know the boy _ _ your mother is talking?2.I still remember the day _ _ I first got to Paris.3.He gave me some novels _ _ I am not very
11、familiar.to whomwith whichon which4.He gave me some novels _ _ I am not very familiar with.which/that/不填不填 Our class is a big family.It consists of 12 girls and 50 boys.Most of them are mainly from the countryside.Zhang Yao is a warm-hearted girl.She is always ready to help others.She is such a good
12、 girl that we all like her.Our class is a big family which consists of 12 girls and 50 boys,most of whom are mainly from the countryside.Zhang Yao is a warm-hearted girl,who is always ready to help others.She is such a good girl as we all like.定语从句的运用定语从句的运用Translate the short passage,using the Attr
13、ibutive Clause probably.众所周知，英语作为一种国际语言，在众所周知，英语作为一种国际语言，在交流中起着重要作用。作为一名高三学生，交流中起着重要作用。作为一名高三学生，我们应抓住现在的学习机会努力学好它。我们应抓住现在的学习机会努力学好它。只有这样，才能在高考中取得好成绩只有这样，才能在高考中取得好成绩,我我相信我们一定会有一个光明的未来。相信我们一定会有一个光明的未来。定语从句的运用定语从句的运用 As is known to allAs is known to all,English,English,which which is an is an internati
14、onal language,international language,plays an important part in plays an important part in communicating with foreigners.As Senior Three communicating with foreigners.As Senior Three students,we should seize this opportunity to learn students,we should seize this opportunity to learn it well,it well
15、,by whichby which we can get good grades in the we can get good grades in the College Entrance ExamsCollege Entrance Exams and I hold the belief that and I hold the belief that we will get a promising futurewe will get a promising future.我永远不会忘记国庆节参观北我永远不会忘记国庆节参观北京大学，也就是我师姐李华在读京大学，也就是我师姐李华在读的大学的日子。的
16、大学的日子。她带我参观了那的各项设施，她带我参观了那的各项设施，包括非常吸引我的图书馆。在那包括非常吸引我的图书馆。在那里，在校生超过了一万人，他里，在校生超过了一万人，他们所有人都为将来的光明前途而们所有人都为将来的光明前途而奋斗着，这点是我之前没有想到奋斗着，这点是我之前没有想到的。的。她是我学习的榜样，我决心她是我学习的榜样，我决心努力学习来报答为我辛勤工作的努力学习来报答为我辛勤工作的父母和老师们。父母和老师们。Translate the short Translate the short passage,using the passage,using the Attributive
17、Clause Attributive Clause as many as possible.as many as possible.Practice makes perfect!Practice makes perfect!May you succeed in your studies!May you succeed in your studies!I will never forget the National Day,when I went to the Beijing University,where my schoolmate Li Hua is studying.She showed
18、 me around to see the various facilities,including the library which attracts me very much.There are more than ten thousand college students,all of whom are fighting for their promising future,which was not what I had thought of before.She is a model from whom I will learn,I am determined to study h
19、ard to repay my parents and teachers who are working hard for me.11醉翁亭记 1反复朗读并背诵课文，培养文言语感。2结合注释疏通文义，了解文本内容，掌握文本写作思路。3把握文章的艺术特色，理解虚词在文中的作用。4体会作者的思想感情，理解作者的政治理想。一、导入新课范仲淹因参与改革被贬，于庆历六年写下岳阳楼记，寄托自己“先天下之忧而忧，后天下之乐而乐”的政治理想。实际上，这次改革，受到贬谪的除了范仲淹和滕子京之外，还有范仲淹改革的另一位支持者北宋大文学家、史学家欧阳修。他于庆历五年被贬谪到滁州，也就是今天的安徽省滁州市。也是在此期
20、间，欧阳修在滁州留下了不逊于岳阳楼记的千古名篇醉翁亭记。接下来就让我们一起来学习这篇课文吧！【教学提示】结合前文教学，有利于学生把握本文写作背景，进而加深学生对作品含义的理解。二、教学新课目标导学一：认识作者，了解作品背景作者简介：欧阳修(10071072)，字永叔，自号醉翁，晚年又号“六一居士”。吉州永丰(今属江西)人，因吉州原属庐陵郡，因此他又以“庐陵欧阳修”自居。谥号文忠，世称欧阳文忠公。北宋政治家、文学家、史学家，与韩愈、柳宗元、王安石、苏洵、苏轼、苏辙、曾巩合称“唐宋八大家”。后人又将其与韩愈、柳宗元和苏轼合称“千古文章四大家”。关于“醉翁”与“六一居士”：初谪滁山，自号醉翁。既老而
21、衰且病，将退休于颍水之上，则又更号六一居士。客有问曰：“六一何谓也？”居士曰：“吾家藏书一万卷，集录三代以来金石遗文一千卷，有琴一张，有棋一局，而常置酒一壶。”客曰：“是为五一尔，奈何？”居士曰：“以吾一翁，老于此五物之间，岂不为六一乎？”写作背景：宋仁宗庆历五年(1045年)，参知政事范仲淹等人遭谗离职，欧阳修上书替他们分辩，被贬到滁州做了两年知州。到任以后，他内心抑郁，但还能发挥“宽简而不扰”的作风，取得了某些政绩。醉翁亭记就是在这个时期写就的。目标导学二：朗读文章，通文顺字1初读文章，结合工具书梳理文章字词。2朗读文章，划分文章节奏，标出节奏划分有疑难的语句。节奏划分示例环滁/皆山也。其
22、/西南诸峰，林壑/尤美，望之/蔚然而深秀者，琅琊也。山行/六七里，渐闻/水声潺潺，而泻出于/两峰之间者，酿泉也。峰回/路转，有亭/翼然临于泉上者，醉翁亭也。作亭者/谁？山之僧/曰/智仙也。名之者/谁？太守/自谓也。太守与客来饮/于此，饮少/辄醉，而/年又最高，故/自号曰/醉翁也。醉翁之意/不在酒，在乎/山水之间也。山水之乐，得之心/而寓之酒也。节奏划分思考“山行/六七里”为什么不能划分为“山/行六七里”？明确：“山行”意指“沿着山路走”，“山行”是个状中短语，不能将其割裂。“望之/蔚然而深秀者”为什么不能划分为“望之蔚然/而深秀者”？明确：“蔚然而深秀”是两个并列的词，不宜割裂，“望之”是总起
23、词语，故应从其后断句。【教学提示】引导学生在反复朗读的过程中划分朗读节奏，在划分节奏的过程中感知文意。对于部分结构复杂的句子，教师可做适当的讲解引导。目标导学三：结合注释，翻译训练1学生结合课下注释和工具书自行疏通文义，并画出不解之处。【教学提示】节奏划分与明确文意相辅相成，若能以节奏划分引导学生明确文意最好；若学生理解有限，亦可在解读文意后把握节奏划分。2以四人小组为单位，组内互助解疑，并尝试用“直译”与“意译”两种方法译读文章。3教师选择疑难句或值得翻译的句子，请学生用两种翻译方法进行翻译。翻译示例：若夫日出而林霏开，云归而岩穴暝，晦明变化者，山间之朝暮也。野芳发而幽香，佳木秀而繁阴，风霜
24、高洁，水落而石出者，山间之四时也。直译法：那太阳一出来，树林里的雾气散开，云雾聚拢，山谷就显得昏暗了，朝则自暗而明，暮则自明而暗，或暗或明，变化不一，这是山间早晚的景色。野花开放，有一股清幽的香味，好的树木枝叶繁茂，形成浓郁的绿荫。天高气爽，霜色洁白，泉水浅了，石底露出水面，这是山中四季的景色。意译法：太阳升起，山林里雾气开始消散，烟云聚拢，山谷又开始显得昏暗，清晨自暗而明，薄暮又自明而暗，如此暗明变化的，就是山中的朝暮。春天野花绽开并散发出阵阵幽香，夏日佳树繁茂并形成一片浓荫，秋天风高气爽，霜色洁白，冬日水枯而石底上露，如此，就是山中的四季。【教学提示】翻译有直译与意译两种方式，直译锻炼学生
25、用语的准确性，但可能会降低译文的美感；意译可加强译文的美感，培养学生的翻译兴趣，但可能会降低译文的准确性。因此，需两种翻译方式都做必要引导。全文直译内容见我的积累本。目标导学四：解读文段，把握文本内容1赏析第一段，说说本文是如何引出“醉翁亭”的位置的，作者在此运用了怎样的艺术手法。明确：首先以“环滁皆山也”五字领起，将滁州的地理环境一笔勾出，点出醉翁亭坐落在群山之中，并纵观滁州全貌，鸟瞰群山环抱之景。接着作者将“镜头”全景移向局部，先写“西南诸峰，林壑尤美”，醉翁亭坐落在有最美的林壑的西南诸峰之中，视野集中到最佳处。再写琅琊山“蔚然而深秀”，点山“秀”，照应上文的“美”。又写酿泉，其名字透出了
26、泉与酒的关系，好泉酿好酒，好酒叫人醉。“醉翁亭”的名字便暗中透出，然后引出“醉翁亭”来。作者利用空间变幻的手法，移步换景，由远及近，为我们描绘了一幅幅山水特写。2第二段主要写了什么？它和第一段有什么联系？明确：第二段利用时间推移，抓住朝暮及四季特点，描绘了对比鲜明的晦明变化图及四季风光图，写出了其中的“乐亦无穷”。第二段是第一段“山水之乐”的具体化。3第三段同样是写“乐”，但却是写的游人之乐，作者是如何写游人之乐的？明确：“滁人游”，前呼后应，扶老携幼，自由自在，热闹非凡；“太守宴”，溪深鱼肥，泉香酒洌，美味佳肴，应有尽有；“众宾欢”，投壶下棋，觥筹交错，说说笑笑，无拘无束。如此勾画了游人之乐
27、。4作者为什么要在第三段写游人之乐？明确：写滁人之游，描绘出一幅太平祥和的百姓游乐图。游乐场景映在太守的眼里，便多了一层政治清明的意味。太守在游人之乐中酒酣而醉，此醉是为山水之乐而醉，更是为能与百姓同乐而醉。体现太守与百姓关系融洽，“政通人和”才能有这样的乐。5第四段主要写了什么？明确：写宴会散、众人归的情景。目标导学五：深入解读，把握作者思想感情思考探究：作者以一个“乐”字贯穿全篇，却有两个句子别出深意，不单单是在写乐，而是另有所指，表达出另外一种情绪，请你找出这两个句子，说说这种情绪是什么。明确：醉翁之意不在酒，在乎山水之间也。醉能同其乐，醒能述以文者，太守也。这种情绪是作者遭贬谪后的抑郁
28、，作者并未在文中袒露胸怀，只含蓄地说：“醉能同其乐，醒能述以文者，太守也。”此句与醉翁亭的名称、“醉翁之意不在酒，在乎山水之间也”前后呼应，并与“滁人游”“太守宴”“众宾欢”“太守醉”连成一条抒情的线索，曲折地表达了作者内心复杂的思想感情。目标导学六：赏析文本，感受文本艺术特色1在把握作者复杂感情的基础上朗读文本。2反复朗读，请同学说说本文读来有哪些特点，为什么会有这些特点。(1)句法上大量运用骈偶句，并夹有散句，既整齐又富有变化，使文章越发显得音调铿锵，形成一种骈散结合的独特风格。如“野芳发而幽香，佳木秀而繁阴”“朝而往，暮而归，四时之景不同，而乐亦无穷也”。(2)文章多用判断句，层次极其分
29、明，抒情淋漓尽致，“也”“而”的反复运用，形成回环往复的韵律，使读者在诵读中获得美的享受。(3)文章写景优美，又多韵律，使人读来不仅能感受到绘画美，也能感受到韵律美。目标导学七：探索文本虚词，把握文言现象虚词“而”的用法用法文本举例表并列1.蔚然而深秀者；2.溪深而鱼肥；3.泉香而酒洌；4.起坐而喧哗者表递进1.而年又最高；2.得之心而寓之酒也表承接1.渐闻水声潺潺，而泻出于两峰之间者；2.若夫日出而林霏开，云归而岩穴暝；3.野芳发而幽香，佳木秀而繁阴；4.水落而石出者；5.临溪而渔；6.太守归而宾客从也；7.人知从太守游而乐表修饰1.朝而往，暮而归；2.杂然而前陈者表转折1.而不知人之乐；2
30、.而不知太守之乐其乐也虚词“之”的用法用法文本举例表助词“的”1.泻出于两峰之间者；2.醉翁之意不在酒；3.山水之乐；4.山间之朝暮也；5.宴酣之乐位于主谓之间，取消句子独立性而不知太守之乐其乐也表代词1.望之蔚然而深秀者；2.名之者谁(指醉翁亭)；3.得之心而寓之酒也(指山水之乐)【教学提示】更多文言现象请参见我的积累本。三、板书设计路线：环滁琅琊山酿泉醉翁亭风景：朝暮之景四时之景山水之乐(醉景)风俗：滁人游太守宴众宾欢 太守醉宴游之乐(醉人)心情：禽鸟乐人之乐乐其乐与民同乐(醉情)可取之处重视朗读，有利于培养学生的文言语感，并通过节奏划分引导学生理解文意，突破了仅按注释疏通文义的桎梏，有利于引导学生自主思考；不单纯关注“直译”原则，同时培养学生的“意译”能力，引导学生关注文言文的美感，在一定程度上有助于培养学生的核心素养。不足之处文章难度相对较高，基础能力低的学生难以适应该教学。会员免费下载
