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高一定语从句（一）教学设计

2011-11-25 21:49阅读：

http://blog.sina.cn/dpool/blog/u/2491468031

一．复习什么是定语，引入新课教学：检查学生翻译的短语或句子.(用英语教学)，教师强调定语修饰的是名词或代词。
1、医生的建议；2、两个女老师3、 一座美丽的城市、4、47个学生5、发展中国家、 6、玛丽的帽子、
7、经验丰富的工人 8、 第三个朋友 9、刚修的房子。9、昨天来的那个老师是我的朋友。
二．用数学的
推理替换来进行解释，从学生最熟悉的简单句着手来解释这一语法现象。
The experienced worker has come.
 　 We want to see the worker.（第二句作为从句）
 　　这两个句子都是简单句。第一句是主谓简单句，第二句是主谓宾简单句。这两个句子都有一个共同词the worker。既然有这个共同词，那么，我们就可以把这两个句子合并为一个句子。当然，一句话里不可能出现两个“the worker”，那就把第二句里的“the worker”去掉，这个词去掉以后第二句话又不完整，这里我们就需要一个词，既要能代表人，又要能充当第二句里宾语的成分，whom就是这样的词。
The experienced worker whom we want to see has come.
 其他的相应推理：
1.The book belongs to me. Jack is reading the book （第二句作为从句）
The book (that / which) Jack is reading belongs to me.
2.The shop opened yesterday. The shop sold snacks to students.
The shop which/ that sold snacks to students opened yesterday.
3.The writer will gives a speech. His book is well received by the students.
The writer whose book is well received by the students will give us a speech.
4.That’s the pen. I sent the pen to him last year.
That’s the pen which I sent to him last year
5. I saw the person. The man worked here last year.
I saw the person who worked here last year
三．列出上述五个定语从句,让学生完成下列任务：
（一）独自读,观察,并回答三个问题。
　　1.定语从句的位置在哪里?
　　2.引导定语从句的词有哪些?
　　3.它们在从句中充当什么成分?
（二）四人小组讨论这三个问题,共同确定统一答案。
（三）请小组代表回答问题,答案正确,没有问题,教师不讲了,出现问题了,教师才点拨
 （四）教师点拨。
　　点拨一, 引出先行词的概念。学生回答问题1:定语从句的位置都在名词或代词的后面。教师就问,“修饰定语从句的词有一个名称,它叫什么呢?”然后,引出先行词的概念:定语从句所修饰的词就是先行词;教师又问“那么,这五个句子的先行词是什么?”几乎人人都能回答上。
　　点拨二,学生回答第二个问题引出关系代词的概念;学生回答问题2:引导定语从句的词有which, who, that, whom , whose.这五个词都是关系代词。教师引出关系代词的定义:引导从句,并在从句中充当一定的语法成分(主语、宾语、定语等)
　　点拨三,教师总结定语从句中关系代词的口诀。
　　which指物,who指人,它们做主又做宾;that指人又指物,既做主来又做宾;whom指人只做宾;whose指人又指物,后面紧跟一名词。
四．学生做巩固性练习（一）,填关系代词（P26—27）学生独自填写、同伴检查，集体核对并且翻译成汉语，强化定语意识（“…… 的”）。
 五. 学生做巩固性练习（二, 填关系代词（105）学生竞赛，举手回答。
六．在语境中进行拓展性运用。
　　在生活中,我们常常描述一个人或一个物体,我们就可以用定语从句来说。先说一个简单句,然后再用定语从句来扩展此句。
　Teacher: I am a workaholic. →I am a workaholic who often works very hard..
This is a desk. → This is a desk which teachers use to place their books in class.
 学生两人小组练习,根据自己的生活和学习的实际情况,一人说简单句,另一人说含定语从句的句子。然后,两人对换说句子。最后,在全班面前展示。
七. 拓展一（如果时间允许）
回到P27，7. Betty, who has never been abroad, is studying English very well.
引导学生分析为什么有逗号存在？用不用逗号有什么区别。分析下列两组句子，适当活跃一下课堂气氛，并让学生明白误用限制性定语从句和非限制性定语从句会引起误会。
1.Some people would not like to wear clothes which are different from others.
Some people would not like to wear clothes, which are different from others.
2. His father who works in Japan came back yesterday.
His father, who works in Japan, came back yesterday.
八．拓展二：回到P27，8: The boy with whom John spoke is my brother.
1. That’s the man ( to whom I spoke just now ).
2. Do you know the foreigner ( to whom our English teacher is talking )?
3. Here is the schoolboy ( from whom I heard last week).
4. This is the young man ( with whom you just shook hands ).
5. The girl is my sister ( with whom Li Ping is climbing the hill ).
6. He is a good comrade ( from whom we should learn ).
7. The old house ( in which I lived two years ago) has been rebuilt.
8. The pen ( with which he is writing) is mine.
9. The sofa (on which I slept ) was comfortable .
10. She lost the wallet ( in which she put all her money ).
个体活动，学生找出以上练习题中选择介词关键，也就是短语搭配:
speak to sb.; talk to/with sb.; talk about; hear from; shake hands with; learn from; in the house; write with the pen; sleep on the sofa; in the wallet;
让学生初步明白介词+which/ whom 结构中，介词存在的理由。
九．总结：本节课主要复习关系代词引导的定语从句。我们要掌握不同的句子中不同的关系代词的用法。
十．作业布置：
1、仔细阅读《优化设计》P25--26上有关的语法知识，理解并掌握用法。
2、P105. Students’ book, Grammar 2. English weekly. Grammar.
3、P27 The Best Design, Grammar

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