高中英语_定语从句教学设计学情分析教材分析课后反思.doc

定语从句教学设计 一、教材分析：定语从句在英语教学中占据重要地位，它是英语中最主要的语法之一，掌握好定语从句，对学生们的阅读能力和理解能力有着极大的帮助。 二、学情分析：教学对象为高中二年级学生，学习英语语法一直都是高中阶段的难题，学生很难作为课堂活动的主体主动参与教师所设计的课堂活动。因此，单纯的枯燥乏味的语法知识的讲解难以获得良好的教学效果，在定语从句的讲解中积极设置语境、注重对学生语用意识和情感意识的培养尤为重要。另外，本班学生学习水平良莠不齐，在教学活动的设计过程中应兼顾各个层次的学生，使他们学有所获。 三、教学目标： 知识与技能： 1. 学生能够了解定语从句的基本用法。 2. 学生能够在日常学习及交往中根据定语从句原则恰当表达。 3. 情感、态度与价值观：学生能够逐步了解定语从句的用法并能恰当使用，培养学生对英语学习的兴趣。 四、教学重点：定语从句的概念、规则。 五、教学难点：定语从句的分类，关系代词的用法和区别。 六、教学方法：提问、小组活动 七、教学手段：多媒体和学生学习支持材料 八、教学过程： Step1: Leading-in 猜猜看,下面的句子明白吗? 1.Not all that glitters is gold. 2.He that makes himself a sheep shall be eaten by the wolf. 3.He who would climb that ladder must begin at thebottom. 4. He who is full of himself is very empty. Step 2: Explanation and improvement 一、定语从句的分类 The Restrictive Attributive Clause限制性定语从句 The Non-Restrictive Attributive Clause非限制性定语从句 非限制性定语从句和单句的比较 1.I am reading Harry Porter， _____is an interesting book. 2.He failed in the exam._______ made his parents angry. 3.He failed in the exam, _______made his parents angry. 4.He has two sons. Both of ________ are teachers. 5.He has two sons, both of ________ are teachers. 二、关系代词的用法 1. 只能用that 做关系代词的情况 1) 当先行词是不定代词时,如:All ,few, little,much, every, something,anything,everything等 2) 当人和物合做先行词时 3) 在疑问词who、which、what开头的句子中 4) 当先行词被序数词或形容词最高级修饰时 5) 当先行词被the only, the very, the same, little, few, no, any等修饰时 2. 只能用which 做关系代词的情况 1) 在介词后面 2) 在非限制性定语从句中 3. as 引导的限制性定语从句 Please compare: This is the same pen as I lost. 这支钢笔和我丢的那支一模一样。 This is the same pen that I lost. 这支钢笔就是我丢的那支。 as 引导的限制性定语从句 Please complete the following sentences and compare: This is such an interesting book ____ we all like. This is so interesting a book _____ we all like. 这是大家都喜欢的如此有趣的一本书。(定语从句) This is such an interesting book ____we all like it. This is so interesting a book ____we all like it. 这本书如此有趣，大家都喜欢。(结果状语从句) as 引导的非限制性定语从句 The earth is round._____ is known to all. The earth is round,_____ is known to all. _____ is known to all, the earth is round ______ is kno