1、1第三届全国“教学中的互联网搜索”优秀教案评选活动参赛教案江苏省淮安市洪泽县第二中学 胡媛媛教材依据：牛津高中英语（译林版) 模块一 定语从句（复习）设计思路：本教案主要是供高三学生在一轮复习时用。首先用几句名言名句来导入，在理解意思后，引导学生去发现这几句话的共同点,即每句话中都含有一个定语从句，从而来引入本节课的重点定语从句。然后通过让学生完成一些简单的习题来巩固之前学过的基础知识，即关系代词和关系副词的选择。随后，向学生具体的展现关系代词和副词的用法。因为本节课针对的是要参加高考的高三学生，所以在后面我会花较长的时间来和学生分析在高考中会出现的对定语从句的干扰项，向学生介绍几种做题方法：
2、问句法、插入语法、分隔法、以假乱真法、对比法、与并列句、同位语从句、状语从句的区别，以提高学生在定语从句方面的得分。随后，让学生完成所发资料上相关的习题，让学生对课上所学的内容进行巩固。最后，布置学生完成相关的习题作业。教学目标：a) 知识目标：1.回顾基础部分：关系代词 that/ which/who/whom/whose关系副词 where/ why/ when 2. 如何区分何时用关系代词、关系副词 法宝：看定语从句是否缺少成分（主，宾，表，定） ，缺少用关系代词，缺少状语用关系副词。b) 能力目标：在此基础上，能把定语从句和一些常见的干扰项进行区分，以提高此类题目的得分率。教学重点和难
3、点：1.巩固基础熟记关系代词和关系副词表格2. 提高解决定语从句与常见干扰项的能力教学过程：Step One Greetings and Lead-inT: Good morning, everyone. First, let us enjoy several famous quotes. Do you find the similaritybetween them ？ (Show the students the famous quotes)S：Each sentence has an attributive clause. T: Ok, Today, we will review the
4、key grammar the attributive clauses .Do you remember something about the attributive clauses? Can you talk something about it?S: There are relative pronouns (that/which/who/whom/whose) and relative adverbs (where/why/when)T: Now let us do some exercise to use the rules of the relatives.2(Show the st
5、udents the exercise) Step Two Exercise1. The subjects _ I like best are English and maths.2. The girl _ you saw at the school gate is our monitor.3. This is the room _ windows face south.=This is the room _ face south.=This is the room _ face south.4. Do you know Jay Chou; _ songs are popular with m
6、ost middle school students.=Do you know Jay Chou, _ are popular with most middle school students.=Do you know Jay Chou, _ are popular with most middle school students.5. She brought with her three friends, none of _ I had ever met before.6. This is the English dictionary _ he spent ￥80.（介词+关系代词）7. T
7、he school _ he once studied is a key one.8. Ill never forget the moment _ you told me the exciting news.9. Do you know the reason _ he gave up the good chance?10. I dont like the way _ you speak to your mother.11. _ is known to all, China is the country with the largest population in the world.= _ w
8、e all know, China is the country with the largest population in the world.12. Tom had won the first prize in the school reading contest, _ made her parents very happy.(Ask the students to check the answer)Step Three SummaryShow the students the relatives and give them several minutes to remember the
9、 tables 关系代词 指代 在句中的作用that 人、物 主、宾、表which 物 主、宾who 人 主、宾whom 人 宾whose 人、物 定as 人、物 主、宾关系副词 指代 在从句中的作用when 时间 时间状语where 地点 地点状语why (=for which) 原因 原因状语Step Four Explanation Show them every way to deal with the different situations. a) 定语从句常见增加干扰性的命题方法 问句法1. Is this book _ you lent him yesterday?2. Is
10、Helen _ you want to introduce me to?3(此类题目的易错点在于是否能正确判断句子是否有先行词，所以要让学生在错误后告诉他们,解决这样的题目一定要把句子转换成肯定句)This book is _ you lent him yesterday.Helen is _ you want to introduce me to.b) 定语从句常见增加干扰性的命题方法 插入语法1. In the supermarket I saw a girl _ I thought was your sister.2. Please send us all the information
11、 _ you think can help us improve our English.3. Mr. Smith often helps the students _ he thinks are poor in English.(此类题目的易错点在于：定语从句中有插入语，学生可能无法正确判断句子所缺的成分，如果能火眼金睛发现句中的插入语并将其去掉，那解决起来就简单了)1. In the supermarket I saw a girl _（I thought）was your sister. 缺主语2. Please send us all the information _（you thi
12、nk）can help us improve our English.缺主语3. Mr. Smith often helps the students _ （he thinks）are poor in English 。缺主语c) 定语从句常见增加干扰性的命题方法 分隔法1. Ive become good friend with several of the students in my school _I meet in the English speech contest last year.（2010 湖南卷）A. who B. where C. when D. which 2. Th
13、e girl arranged to have piano lessons at the training centre with her sister she would stay for an hour. （2010 江西卷）A. where B. who C. which D. what(解决这类题目理解句意是关键，往往句子比较长，而且先行词和定语从句都被隔开，所以在解决这样的题目一定要理解句意)d) 定语从句常见增加干扰性的命题方法 以假乱真法1. The boss, in _ office Miss Wang works, is getting along well with his
14、 workers.2. The boss, _ father is a friend of mine, is getting along well with his workers.3. The boss, to _ money isnt the most important thing, is getting along well with his workers.(此类题目不能光看表面，一定先理解意思，然后看清句子到底缺少什么成分，最后在作出选择：第一题缺少的是定语即：在老板的办公室，那答案就是 whose ; 第二题老板的父亲是我的一个朋友，所以缺的也是定语；而第三题则迷惑性最强，钱是不
15、重要的对老板来说，所以缺的是宾语，所以答案是 whom 而不是 whose)e) 定语从句常见增加干扰性的命题方法对比法1. The town _we visited last week is the one _ the famous painter was born.2. The reason _ he was late was different from the one _ he gave us.3. Ill never forget the days _ I studied in Manchester and the week _we spent together.f) 定语从句常见增
16、加干扰性的命题方法与并列句的区别1. I was told that there were about 50 foreign students studying Chinese in the school, most of_ were from Germany.2. I was told that there were about 50 foreign students studying Chinese in the school; most of _ were from Germany.3. I was told that there were about 50 foreign studen
17、ts studying Chinese in the school, and most of _ were from Germany.(这三题咋一看看不出有什么区别，但是仔细一看，就是这微妙的不同使得题目的答案截4然不同，第一题是明显的定语从句，而第二题就是逗号变分号， ；两句话就成了并列的句子，当然答案也就发生了变化，第三题在第一题的基础上多了个 and,其效果也和第二题一样了)g)定语从句常见增加干扰性的命题方法 与同位语从句的区别(1)The news _our volleyball team won the match made us excited.(2)The news _he t
18、old me yesterday is exciting.(3)The problem _we should answer for the accident is clear to you.(4)The problem _he asked me to solve is hard to solve.(解决这类题目必须很清楚这两种句型的区别，看句子是否缺少成分（主，宾，表，定） ，不少则是同位语从句，少了则按照定语从句来处理)h)定语从句常见增加干扰性的命题方法 与强调句的区别1. It is in this room _I lived last year.It is the room _I li
19、ved last year.2. It was at seven oclock _he went to school this morning.It was seven oclock _he went to school this morning.（强调句句型：同时去掉 It is/was.that/who ,句子照样成立。而定语从句的引导词在句中要作一成份。 ）i)定语从句常见增加干扰性的命题方法 与状语从句的区别(1)This is such a big stone _no one can lift it.This is such a big stone _no one can lift.
20、(2)Please put the letter in the drawer _ _he can easily find it.(=where)Please put the letter _ he can easily find it.Step Five Homework 1. 复习定语从句关系词用法及解题方法。2. 完成试卷（近 5 年高考定语从句问题汇总） 。教学反思： 教师的教与学生的学并不是对立的。进入课堂，如果教师采取学生所喜欢的教学模式，比如多媒体以及大量课件的运用，本节课就收到了事半功倍的效果。语法一直以来头疼是学生在学英语时最大的拦路虎，通过对本课的教学，首先让学生能对定语从句的基础内容有所巩固，其后，在此基础上有所加深，把它和一些常见的一些干扰项放在一起，让学生了解高考对定语从句的设置，以此让学生了解一定的解此类题目的技巧。从教师这个角度讲，在做到对上课环节有着清晰思路的基础上，更要注重处理好在课堂上学生提出的各种备课之外的问题。要结合课堂教学的进度和学生的实际水平，适时而妥善的解决各种意外的问题，增强学生对问题的感悟和理解能力。
