定语从句教学设计

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nothing ,something, much, little, few, none ,the one 等时. eg. There is much that should be used. eg. You can take any seat that is free. 2. 先行词被all, any , no, only, little, much, very, every, some, few, none 等修饰时. eg. I have read all the books (that) you gave me. eg. Every dictionary that our library bought is good. 3. 当先行词前有形容词的最高级修饰时 eg. This is the most interesting book that I have ever read. 4. 先行词前有序数词修饰时,包括 the first, the last。 eg. The first lesson that I learned will never be forgotten. eg. The Great Wall is the last place that Mr. Smith is going to visit before he leaves Beijing. 5. 在以 which, who作主语的特殊疑问句中的定语从句中 eg. Who is the man that is reading a book there? eg. Which is the magazine that you borrowed from the reading room? 6. 当先行词既有表示人又有表示物的词时 eg. We talked of the things and persons that we remembered. 7. 当先行词在定语从句中做表语时,无论先行词是人还是物 eg. China is no longer the country that she was. 8. 主句以there be 开头时 eg. There is little that I can do to make up for the lost time. Step 4 Practice 练习 展示习题 1.He keeps a record of everything he 学生先独立完成，然后集体订正答案，对错误率高的题加以解释，使学生更容易理解和掌握。 had seen there. A. he B. that C. which D. what . 2.Mr. John said that Suzhou was the first city he had visited in China. A. that B. where C. which D. what 3. The TV play I watched last night is the .专业

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best one I have watched this year. A. which B. what C. whose D. that 4. Is this the museum you visited the other day? A. that B. where C. in which D. the one 5. This is the very film I've long wished to see. A. which B. that C. who D. whom 6. There is no difficulty can't be overcome in the world. A. that B. which C. who D. what . 7. Who is the person is standing at the gate of Beijing Tourism Tower? A. who B. that C. which D. whom 1 8. As a teacher, I seldom give my students so difficult a problem _____they can’t work out. A. that B. if C. in order that D. as 9. The house the capitalist used to live in is now a nursery（托儿所）. A. that B. where C. what D. when 10. This is the last time I shall come here to help you. A. that B. which C. when D. what 3. 11. My neighbors used to give me a hand in time of trouble, _ was very kind of them. A. who B. that C. which D. whom 12. He ____ plays with fire gets burst. A. Who B. which C. that D. whose 13. She heard a terrible noise,____ brought her heart into her mouth. A. it B. which C. this D. that 14. Have you found the woman ____ purse was lost? A. her B. of which C. that D. whose 15. Mr. Smith is the only one of those foreigners who ____ in China. .专业

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A. work B. is working C. are working D. had working Step 5 Hand out some persons’ pictures and ask the stWrite a short passage to udents to write short passages with Describe the pictures Using Attributive Clauses. and make a presentatiothe 教师先向学生示范游戏环节(make a guess) ,然后教n. languag师将全班划分为5个小组,指定小组内的组长 小组成员合作完成任务,并向e (group (Group leader),给每组分发3至5张的人物照片,要全班展示。培养学生合作学activity) 求学生共同完成短文(使用定语从句).在教师所提供的习的精神。 这些人物照片中,既有文化名人,科学先驱,也有体坛健小组活动 将,娱乐明星,这样可以在激发学生想象力的同时,培养其人文素养. T: Now we’ll play a game called “Who is he? Who is she?” Suppose I can see some persons’ pictures that you can’t. But I will describe him or her to you using the structure of the Attributive Clause so that you can imagine the people and make a guess. Is that clear? Now let’s begin. Step 6 Write a short passage to describe a person 完成一篇100字短文,要求至Homewwithin no less than 100 (at least 5 sentences 少有5个定语从句，做到学ork in the Attributive Clause) 以致用. 作业 教学反思 本堂课的设计是按照学生对知识的接受水平由浅入深，逐渐推进的。 导入环节新颖，能激发学生的学习兴趣。一堂好课应该是由教师引导，学生发挥主体作用的一个过程,教师在课前五分钟就要通过各种手段来最大限度的调动学生的积极性。本着这个原则,本人在设计时，一开始就通过一首歌曲作为教学的载体，打破了传统语法课堂中比较枯燥的引入。自主探究式教学的运用，重在培养学生自主学习的行为习惯。 小组合作学习的倡导，使得学生将语法知识与实际运用联系起来,培养了学生语感,达成了教学设计的中的预期目标。这堂课上,学生的自主活动占了较大比例,效果也和预期的基本一致。由于最后一个教学环节将游戏作为教学的载体,课堂气氛较为活跃,有些自控能力较弱的学生会发生“跑题”现象。

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