课例分析 module 1 unit 1
课例分析
grammar ---- relative pronouns of attributive clauses: that, which, who,whom
module 1 unit 1
教学课型：语法课
教材分析
教学内容（省略）
教材处理
本课时为语法课，内容定语从句是高中阶段的学生英语学习的重难点。学生在初中时已有所涉猎，在高一模块一第一单元进行学习，目的是巩固和加深。所以教学内容分为两部分。第一部分展示定语从句的结构，引导学生发现关系代词使用的规律，并配以相关练习。第二部分为综合运用部分，进行提高和总结。
教学目标
核心目标：学生能够在听、说、读、写的各种语言综合实践活动中熟练运用定语从句。
具体目标：（1）知识目标：了解定语从句的结构，掌握关系代词的用法。
（2）情感目标：通过自主学习和合作学习，使学生形成学习英语语法的兴趣，并获得一定的学习成就感。
（3）策略目标：学会总结所接触语言材料中的语言规律并加以应用。
4．教学重点和难点
（1）发现语法规律
（2）综合运用
教学设计
本课遵循了任务型教学的基本理念，借助多媒体等教学辅助手段进行授课。设计了找句子，改句子，发现规律，运用规律，综合讨论和写作五项任务。运用规律，综合讨论和写作两部分体现了一定的难度和梯度。教学过程始终以学生为主体，灵活运用多种方式完成任务：难度小时，由学生个体完成：任务大时，学生结对子或组成小组完成。整节课的教学内容以定语从句为主线，以“school life ”为主题，总结并巩固了本单元的学习内容。
教学过程
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?
［设计说明］
教师在游戏中使用定语从句，并有意识地使用不同的关系代词，为下面的教学做好铺垫，引入本课主题定语从句。在创设的自然的学习氛围中渗透定语从句，旨在提高学生的语言感知能力。
step 2 the structure of attributive clause
［设计说明］
呈现定语丛句的结构，介绍“定语从句”、“关系代词”、“先行词”等概念，引导学生关注定语从句和简单句、并列复合句的联系，为下面活动做好准备。
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.
［设计说明］
检查学生对定语从句结构的辨认
step 4 find out the rules
（1）学生两人一组，讨论关系代词所指的先行词是人还是物。
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关系代词 先行词 |
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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［设计说明］
引导学生注意关系代词的选用和先行词有关。讨论式的发现学习有助于学生形成各自的学习策略。
（2）学生两人一组，讨论关系代词whom,which,that在从句中作宾语时可以省略。
将从句改成两个简单句。
most of the students that he taught have became his friends.
= most of the students have became his friends。he taught them.
引导学生发现“that”替代“them”后，再呈现以下句子，让学生判断是否正确。
most of the students he taught have became his friends. （正确）
most of the students that he taught them have became his friends （错误）
［设计说明］
引导学生发现以下规律：关系代词whom,which,that在从句中作宾语时可以省略，它所替代的句子成分不可以再出现。这是教学难点之一，通过拆分句子的练习让学生发现其规律。
step 5 exercises
(1) do exercises in workbook p.88 用定语从局改写下面的句子。
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)学生四人一组，看图造句，轮流用定语从句描述图片上的人和物，尽量使用不同的关系代词。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.
在屏幕上呈现图片：mr ding (maths teacher) school
(2)设计了综合语言实践活动“my school life”。学生四人一组进行讨论，要求使用定语从句，可参考练习中的句子。活动后，提问个别小组到讲台汇报叙述。
让学生将讨论结果写成英语作文。
［设计说明］
学习语言的最终目的是运用到真实的交际活动中。同时让学生学会用英语获取信息，处理信息。
step 6 self assessment
教师和学生一起总结关系代词的用法，然后学生进行自评。
学生自评表
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自评项目 |
优 |
良 |
中 |
差 |
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掌握关系代词的用法 |
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在听、说、读、写中熟练运用定语从句 |
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小组合作学习参与情况 |
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对学校生活的了解 |
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step 7 homework
五、课后反思
本节语法课依据《英语课程标准》的理念，从运用的角度出发，从帮助学生形成有效的学习策略的角度出发，设计各个环节，这是教学最成功的地方。整节课以学生为主体，教师指导学生通过观察、体验、探究、合作等积极主动的学习方式，发现语言规律并运用到各种语言实践活动中，在活动中同时培养学生用英语获取信息、处理信息的能力。