高中英语_歌曲串烧 趣味复习定语从句教学设计学情分析教材分析课后反思.doc

歌曲串烧 趣味复习定语从句 教学设计 * 课前英语才艺展示：是学生非常渴望的环节，尽管只有两三分钟，但每个学生抓住了这个展示自己英语才艺的平台，尽情地挥洒青春。达到了很好的热身效果。 * 课前展示学习目标，细化学习任务，明确“任务型”教学的任务。 Step1: Enjoy 3 songs with attributive clauses. Song 1: And all ____________________ is just a yellow lemon tree. Song 2: She is the one _____________________, She is the heaven-sent angel___________________, Oh, she must be the reason _________________. Song 3: The days ______________… The songs _______________… Reaching for a love _______________… To find a place _____________________________________________________________________. 设计思路：（四人小组）从脍炙人口的英文歌曲入手，引出含有定语从句的缺失信息；发现句子共性。 接下来欣赏老师把流行的汉语歌曲用定语从句表达出，进一步感受定语从句的魅力。 Step 2: 限制性定语从句关系词的选择“简易规则” 1、定语从句中关系词做主语时，指人用______________; 指物用_____________。 2、定语从句中关系词做宾语时，指人用指人用______________; 指物用_____________。 3、定语从句中关系词做状语时，用______________; 4、定语从句中关系词做定语时, 用______________; 5、定语从句中关系词做表语时, 用______________; 6、____有时也会引导限制性定语从句，但前提是先行词被such, the same, as等修饰; Step 3: 非限制性定语从句关系词的选择“简易规则” 1、______不引导非限制性定语从句； 2、关系词做宾语时通常不省略； 3、______引导非限制性定语从句时，既可以代替先行词又可以代替前面整句话的内容； 4、______引导的非限制性定语从句，可以放在主句前后、甚至插入主句中间。 As放在句首时，常构成一些固定结构，如: ___________________________________________________________________________________________ 设计思路：（四人小组）结合歌词和所学知识，引导学生归纳出定语从句的关系词选择的简易规则，使语法规则化、简单化、趣味化。 Step 4: Challenging Time－Complete the sentences with proper joining words 1. Little Apple is a song _______is popular in China. 2. Sorry, the person _______ you are dialing now is in Senior I. Please dial again two years later. 3. Can you think of a case______cats are afraid of mice? 4. I wont forget the day______I joined the Students’Club. 5. I become crazy after watching The third season of “I Am a Singer”,______ host is Wang Hang. 6. I am no longer the silly boy ______ I used to be. 7. Such teenagers ______Jack knows think he is handsome. 9. He came late again, _______ annoyed his headteacher. 10. I, who ___ (be) your close friend, will do my utmost to help you. 设计思路：在归纳出简易规则后，小试牛刀，第一个层级的单句训练。 Step 5: 高考真