課例分析 Module 1 Unit 1
課例分析
Grammar ---- Relative pronouns of attributive clauses: that, which, who,whom
Module 1 Unit 1
教學(xué)課型：語法課
教材分析
教學(xué)內(nèi)容（省略）
教材處理
本課時為語法課，內(nèi)容定語從句是高中階段的學(xué)生英語學(xué)習(xí)的重難點(diǎn)。學(xué)生在初中時已有所涉獵，在高一模塊一第一單元進(jìn)行學(xué)習(xí)，目的是鞏固和加深。所以教學(xué)內(nèi)容分為兩部分。第一部分展示定語從句的結(jié)構(gòu)，引導(dǎo)學(xué)生發(fā)現(xiàn)關(guān)系代詞使用的規(guī)律，并配以相關(guān)練習(xí)。第二部分為綜合運(yùn)用部分，進(jìn)行提高和總結(jié)。
教學(xué)目標(biāo)
核心目標(biāo)：學(xué)生能夠在聽、說、讀、寫的各種語言綜合實(shí)踐活動中熟練運(yùn)用定語從句。
具體目標(biāo)：（1）知識目標(biāo)：了解定語從句的結(jié)構(gòu)，掌握關(guān)系代詞的用法。
（2）情感目標(biāo)：通過自主學(xué)習(xí)和合作學(xué)習(xí)，使學(xué)生形成學(xué)習(xí)英語語法的興趣，并獲得一定的學(xué)習(xí)成就感。
（3）策略目標(biāo)：學(xué)會總結(jié)所接觸語言材料中的語言規(guī)律并加以應(yīng)用。
4．教學(xué)重點(diǎn)和難點(diǎn)
（1）發(fā)現(xiàn)語法規(guī)律
（2）綜合運(yùn)用
教學(xué)設(shè)計
本課遵循了任務(wù)型教學(xué)的基本理念，借助多媒體等教學(xué)輔助手段進(jìn)行授課。設(shè)計了找句子，改句子，發(fā)現(xiàn)規(guī)律，運(yùn)用規(guī)律，綜合討論和寫作五項(xiàng)任務(wù)。運(yùn)用規(guī)律，綜合討論和寫作兩部分體現(xiàn)了一定的難度和梯度。教學(xué)過程始終以學(xué)生為主體，靈活運(yùn)用多種方式完成任務(wù)：難度小時，由學(xué)生個體完成：任務(wù)大時，學(xué)生結(jié)對子或組成小組完成。整節(jié)課的教學(xué)內(nèi)容以定語從句為主線，以“School Life ”為主題，總結(jié)并鞏固了本單元的學(xué)習(xí)內(nèi)容。
教學(xué)過程
Step 1 Leading in
Begin with a guessing game.
“It is a machine that can fly. What is it?”
“ He is a popular singer in Taiwan who is famous for R&B. Who is he?”
“ It is a machine which is uesr for moving people up and down.What is it?”
“ She is a lovely girl that won the first place in women single table tennis in the 28th Olimpic Games. Who is she?
［設(shè)計說明］
教師在游戲中使用定語從句，并有意識地使用不同的關(guān)系代詞，為下面的教學(xué)做好鋪墊，引入本課主題定語從句。在創(chuàng)設(shè)的自然的學(xué)習(xí)氛圍中滲透定語從句，旨在提高學(xué)生的語言感知能力。
Step 2 The structure of attributive clause
［設(shè)計說明］
呈現(xiàn)定語叢句的結(jié)構(gòu)，介紹“定語從句”、“關(guān)系代詞”、“先行詞”等概念，引導(dǎo)學(xué)生關(guān)注定語從句和簡單句、并列復(fù)合句的聯(lián)系，為下面活動做好準(zhǔn)備。
Step 3 Find out the attributive clauses in a passage.
David Holmes studied at our school from 1990 to 1998. He has recently returned from his studis in Chine. David was one of the most helpful students who we ever had. In 1998, he went to Oxford University where he got interested in Chinese culture.
After graduating from university, he went to China to study Chinese at Beijing Language and Culture University. Two years later, he was able to speak very good Chinese. Upon finishing his studies, he started travelling in China. Some of the cities which he likes most are Beijing, Shanghai, Harbin and Nanjing. In China he developed an interest in teaching English to Chinese students. Most of the students that he taught have became his friends.
［設(shè)計說明］
檢查學(xué)生對定語從句結(jié)構(gòu)的辨認(rèn)
Step 4 Find out the rules
（1）學(xué)生兩人一組，討論關(guān)系代詞所指的先行詞是人還是物。
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關(guān)系代詞 先行詞 |
person |
thing |
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who |
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whom |
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which |
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that |
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［設(shè)計說明］
引導(dǎo)學(xué)生注意關(guān)系代詞的選用和先行詞有關(guān)。討論式的發(fā)現(xiàn)學(xué)習(xí)有助于學(xué)生形成各自的學(xué)習(xí)策略。
（2）學(xué)生兩人一組，討論關(guān)系代詞whom,which,that在從句中作賓語時可以省略。
將從句改成兩個簡單句。
Most of the students that he taught have became his friends.
= Most of the students have became his friends。He taught them.
引導(dǎo)學(xué)生發(fā)現(xiàn)“that”替代“them”后，再呈現(xiàn)以下句子，讓學(xué)生判斷是否正確。
Most of the students he taught have became his friends. （正確）
Most of the students that he taught them have became his friends ?。ㄥe誤）
［設(shè)計說明］
引導(dǎo)學(xué)生發(fā)現(xiàn)以下規(guī)律：關(guān)系代詞whom,which,that在從句中作賓語時可以省略，它所替代的句子成分不可以再出現(xiàn)。這是教學(xué)難點(diǎn)之一，通過拆分句子的練習(xí)讓學(xué)生發(fā)現(xiàn)其規(guī)律。
Step 5 Exercises
(1) Do exercises in Workbook P.88 用定語從局改寫下面的句子。
1.This is the school. I have studied in this school for a week.
2. The teachering building looks nice. The building was put up last year.
3. In my class there are 50 students. They are all lovely and friendly.
4.Next to me sits a girl. The girl’s name is Tina.
5. Tina likes reading the novels. The novels are written by Charles Dickens.
6. Students like the school news, The radio club broadcasts school news.
7. Miss Li is my favourite teacher. She is patient with us.
8. Below are the subjects: English, History,Maths. I enjoyed them.
(2) Fill in the blanks
1. The first book (that/which) I’d like to read during the holidays is Travel in China.
2.She was the teacher who taught us English Literature.
3.I was glad that all my classmates enjoyed the cake (that\which) I made.
4. The trees which are on the school campus have lost their leaves.
5. The students (whom\who\that) we saw just now is the best runner in our school.
6. Jack is no longer the lazy bnoy (whom\who\that) he used to be.
Step 6 Application
(1)學(xué)生四人一組，看圖造句，輪流用定語從句描述圖片上的人和物，盡量使用不同的關(guān)系代詞。For example:
This book is useful.
S1: This book which my mother gave me is useful.
S2: This book that cost me 10yuan is useful.
S3: This book I like very much is useful.
在屏幕上呈現(xiàn)圖片：Mr Ding (Maths teacher) School
(2)設(shè)計了綜合語言實(shí)踐活動“My School Life”。學(xué)生四人一組進(jìn)行討論，要求使用定語從句，可參考練習(xí)中的句子。活動后，提問個別小組到講臺匯報敘述。
讓學(xué)生將討論結(jié)果寫成英語作文。
［設(shè)計說明］
學(xué)習(xí)語言的最終目的是運(yùn)用到真實(shí)的交際活動中。同時讓學(xué)生學(xué)會用英語獲取信息，處理信息。
Step 6 Self assessment
教師和學(xué)生一起總結(jié)關(guān)系代詞的用法，然后學(xué)生進(jìn)行自評。
學(xué)生自評表
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自評項(xiàng)目 |
優(yōu) |
良 |
中 |
差 |
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掌握關(guān)系代詞的用法 |
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在聽、說、讀、寫中熟練運(yùn)用定語從句 |
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小組合作學(xué)習(xí)參與情況 |
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對學(xué)校生活的了解 |
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Step 7 Homework
五、課后反思
本節(jié)語法課依據(jù)《英語課程標(biāo)準(zhǔn)》的理念，從運(yùn)用的角度出發(fā)，從幫助學(xué)生形成有效的學(xué)習(xí)策略的角度出發(fā)，設(shè)計各個環(huán)節(jié)，這是教學(xué)最成功的地方。整節(jié)課以學(xué)生為主體，教師指導(dǎo)學(xué)生通過觀察、體驗(yàn)、探究、合作等積極主動的學(xué)習(xí)方式，發(fā)現(xiàn)語言規(guī)律并運(yùn)用到各種語言實(shí)踐活動中，在活動中同時培養(yǎng)學(xué)生用英語獲取信息、處理信息的能力。
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