资源简介

Unit 6 Would you mind saying something about your work
experience
（第三课时教学设计）
一、教材分析
1. 教学内容
本教材系《英语3（基础模块）》（高教版）第六单元的第三课时，包括language in use 中 的grammar focus, 主要内容是运用“which” “that “ “who” 引导的定语从句来描述人或事物。
2. 教学重点、难点
(1) 教学重点
定语从句的概念，以及与宾语从句的区别。
定语从句中如何使用which 、 that 、who来描述人或事物。
(2) 教学难点
运用which 、that 、who引导的定语从句来描述人或事物时有何区别。
二、教学目标
1. 知识目标
学生能够了解和掌握定语从句的概念及句中的先行词、关系代词等名称的具体位置所在。 学生能够掌握定语从句中使用which 、that 、who来描述人或事物的用法。
2. 能力目标
学生能根据掌握的who 、that 、which引导的定语从句在具体练习中进行操练并正确使用。
3. 情感目标
通过不同句子的学习，让学生明白英语句子种类繁多，需仔细观察，字字推敲，培养学生 的观察能力。
三、教学步骤
Step I Lead-in
T: Am I a teacher or a doctor
S: You’re a teacher.
Teacher writes down “I’m a teacher.” on the blackboard.
T: What do I teach you this term
S: You teach us English.
Teacher writes down “I teach you English this term.”
T: OK, I’m a teacher who teaches you English this term. Teacher also writes down the sentence.
Then teacher shows a magazine Reader and said to Ss: “This is a magazine. I bought it yesterday.” And writes down these two sentences on the blackboard. Then asks Ss to use one sentence to express what the teacher said. If Ss have some difficulty in doing it, teacher can use Chinese to help them join the sentence first, then asks them to translate it into English. Write the sentence on the blackboard, too. “This is a magazine that I bought yesterday.”
Thirdly, T: the magazine is very interesting. What did I say S: You said the magazine was very interesting.
Teacher writes down the sentence “The teacher said the magazine was very interesting.” Fourthly, asks Ss to look at the blackboard and observe these sentences, especially the compound sentences.
T: Do they have the same structure What differences do they have
OK, the last sentence is an object clause. Are the first two sentences the object clause S: ...
T: All right, let’s look at these two sentences. We know these sentences are joined by two simple sentences into one sentence and omit one of the same words in the simple sentence. We call this kind of sentence — attributive clause.
Teacher writes down Attributive Clause on the blackboard.
(设计意图：通过教师自身的例子和杂志，同时把上单元简介引语的内容放在一起，让 学生通过分析对比，形象而自然地导出定语从句。)
Step III Attributive Clause
1. Definition
(1) T: What is attributive
S: Words can be used to modify nouns or prouns. T: What kinds of words can be used to modify S: ...
Show the following on the screen:
定语：可以由形容词、代词、数量词、名词、副词、不定代词、介词短语等来担任。 定语从句：有一个句子来担任定语。
e.g: This is the magazine that I bought yesterday. 定语从句
定义：在复合句中，修饰某一个名词或代词的从句叫定语从句。
设计意图：由定语到定语从句， 一步步地揭示定语从句的概念，由浅入深，学生易于
掌握。
(2) Teacher explains the structures,
e.g: This is the magazine that I bought yesterday.
先行词 关系词 先行词：被定语从句所修饰的词 关系词：引导定语从句的词
Then ask Ss to point out the sentence antecedent and relative in the sentence “I am a teacher who teaches you English this term.”
(设计意图：先行词与关系词是定语从句中最重要的两部分内容。 特意分开讲解以加深 学生印象，帮助理解定语从句的用法。)
2. Practice
(1) Ask Ss to find out attributive clauses in the text.
T:We have learned the text and we know there are many attributive clauses in the passage. Can you find them
Then ask Ss to read the sentences one by one.
(设计意图：根据定语从句的概念，让学生从课文中去寻找相关的定语从句，操练学生 的理解能力，同时也复习了课文中的相关内容。)
(2) Find antecedent and attributive clause.
T: OK, you did a good job. Then let’s look at the sentences in the grammar focus and tell which is the antecedent, which is the attributive clause for each sentence.
（设计意图：让学生根据先行词和定语从句的概念，找出每句话中的先行词和定语从 句，从而加深学生对这两个概念的理解。）
(3) Find the relative and the attributive clause.
T: There are ten sentences on the screen. Some are attributive clauses and some are not. Please find out the attributive clause and tell the reason.
(Eight sentences are eight sentences from activity 15 and two sentences as following: This is an equipment which makes our room cooler in summer. The cup which I used for drinking is made of glass.)
Give Ss three minutes to do it and check the answers. Then teacher can tell Ss the steps to judge whether the sentence is attributive clause or not, first, judge the antecedent; then, make sure the element that relative stands for.
（设计意图：口头操练哪些是定语从句并说明理由。让学生通过分析先行词和关系词， 进一步来明确定语从句。）
3. How to use “that” 、which” 、who” 、“whom” as relative in the attributive clause. T: Can you tell me the relative used in the attributive clauses that you found
S: That, who, whom.
T: Good. Here we can see that, who, whom used as relative in these attributive clauses. Of course there are many other relatives in the attributive clause. But today we will learn
the use of these three relatives.
Let’s look at these sentences again. In the sentence, “I don’t believe the story that you told me last night. ” We used the relative “that”, and the antecedent is “the story”, isn’t
it S: Yes.
T: What is “the story” refer to, a person or a kind of thing S: Thing.
T: OK, so we can say the relative “that” can be used to stand for a thing.
What is the element of “that” stand for S: Object.
Teacher writes them down on the form on the screen.
For the next sentences, teacher can act as the above to teach Ss the use of that, who, whom and design a form for Ss to remember.
关系词 先行词所指 关系词在句中作用
that 人、物 主、宾
which 物 主、宾
who 人 主、宾
whom 人 主
（设计意图：通过对前面找出的具体定语从句的分析，引导学生思考和归纳四个关系代 词在定语从句的使用方法。）
4. the differences between “that” and “which”, “that” and “who” and “whom”
T: From the form, we can find that and which can be stood for things and they also can be acted as subject and object. Do “that” and “which” can be used as the same in all the
attributive clauses Of course not. Let’s look at the following sentences. Show the following sentences on the screen:
The only language that is easy to learn is the mother tongue.
The girl handed everything that she had picked up in the street to the police. This is the best book that I have been looking for all this year.
They are talking about the school and teachers that they studied before. All that I can do have been done.
This is the hotel in which you will stay.
T: Can the relative “which” stands for “that” in these sentences I’ll tell you “can’t” . This is the special use of “that” in the attributive clause. Let’s look at them carefully and get the rules.
Then teacher analyzes each sentence and write down the rules or show the rule one by one on the screen.
先行词是最高级形容词或前面有最高级形容词修饰时； 先行词是序数词或它前面有一个序数词时；
先行词是all, much, little,something, everything, anything, nothing, none, the one等代词 时；
先行词被only,any,few,little,no,all,one of, the same, the very等词修饰时； 先行词既有人又有物时；
关系代词前有介词时要用which。
According to the same method, teacher can ask Ss to get the difference among “that” “who”
and “whom” . Teacher also shows the rules on the screen. 先行词为one(s) / anyone / those时，用who;
There be 开头的句子中用who ； 关系代词前有介词时要用whom。
（设计意图：that,which, who, whom作为关系代词在本单元呈现较为简单，但在实际运 用中，它们之间还是有比较复杂的用法。故在此用一些例子来说明其特殊用法，让学生 明白that与which ，that与who 、whom之间的区别，以便进行更多的定语从句练习。）
Step III Practice
1. Guessing game
T: Since we have learned some knowledge about attributive clause. Now let’s do some practice. First is a guessing game. I’ll tell you a riddle, such as “This is glass equipment that can be used to drink. ” Then the student who stands up the first can tell me the answer to the riddle. If this answer is right, he can tell a riddle and ask others to tell the answer. You can do it in turn. Next, please prepare for at least three riddles in your group. You should remember the riddle should be used in the attributive clause. Of course, you can use the pictures inactivity 16.
Three minutes later, teacher starts the game.
（设计意图：给学生提供一个例句，用到which引导的定语从句作为谜面，再让学生以 小组的形式准备一些谜面，并告诉学生猜谜游戏的规划，既能活跃课堂气氛，又能让学 生在轻松的氛围中巩固所学语法点。）
2. Rewrite the sentences
T: Let’s look at the exercises in activity 17. It asks us to join two simple sentences into an attributive clause by “that” or “who” . Let’s look at the model. Just as I told you at the beginning of the class, we find the antecedent and the sentence used as attributive clause. Then put “that” or “who” according to the element that the antecedent acts as. Here “it” refers to “the film” and “I saw a film last night” as an attributive clause. “A film” is the object of “saw”, So we use “that I saw last night” to join the two simple sentences.
Then ask Ss to look at sentence one. Teacher also analyze the sentence for the Ss to help them understand how to do it.
After doing it, ask Ss to do the following 4 sentences. They can discuss in the group when they doing it. At last check the answer one by one.
（设计意图：本活动为语法应用活动。学生虽然经过前面的讲解对于定语从句有了一定 的了解， 但最终落实到句子中还是有一定困难的。通过本活动，利用语境帮助学生将前 面活动中输入的语法知识进行输出练习，掌握“which”“that”“who”引导的定语从 句的应用。）
3. Tell me your hobbies by attributive clause
T: You know everyone has his own hobby. I have too. I like to do a job that is a big challenge to me .
I enjoy watching films which is about war and peace. I prefer food that is fresh and delicious.
I like to talk with those who are friendly to me.
Can you tell me what’s your hobby by attributive clause as I said Then shows the sentences on the screen.
Give Ss two minutes to think it over. Then ask some Ss to tell us their hobbies one by one. （设计意图 ：教师先用定语从句展示 自 己的爱好 ，然后要求学生仿照例子 ，利用 “which” “that”“who”引导的定语从句来表达自己的喜好，将语法学习和学生的现 实生活联系起来，激发学生的兴趣，操练所学语法知识。）
Step IV Summary
Sum up the use of attributive clause that learned in this class.
（设计意图：小结本节课所学语法知识，让学生得以进一步巩固和明确有关定语从句的 语法知识。）
Step V Homework
1. Ask Ss to finish the grammar exercise on the exercise-book.
2. Ask Ss to prepare for activity 19 and 20 after class.
（设计意图：练习册的语法练习可以巩固学生的定语从句语法知识，词汇中的练习为下 节课的内容做准备，起到承上启下的作用。）
四、板书设计
I’m a teacher. I teach you English this term. Attributive clause (定语从句)
I’m a teacher who teaches you English this term. 先行词
This is a magazine. I bought it yesterday. 关系代词：that which who whom
This is the magazine that I bought yesterday. 先行词 关系词

展开更多......

收起↑