9上 Unit 8 Grammar 教学设计

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1、9上 Unit 8 Grammar 教学设计 一、 教材分析Grammar部分针对关系代词引导的定语从句进行系统的学习和演练。A部分主要让学生明白定语从句的概念，B部分具体学习关系代词who/which/that引导定语从句时的用法，并进行针对性练习。二、 学情分析初三学生学习至此，学生对句子成分，句子结构以及复合句都有了一定的认识。通过前几个单元的学习与训练，基本上能在辨别出不同的从句。三、 教学目标1. 知识与能力目标：理解和掌握关系代词who/which/that引导定语从句，并能在实践中灵活地加以运用。2. 过程与方法目标教师首先带领学生复习学过的知识。然后由课本中的句子引出对于定语从

2、句的学习，在讲解的过程中注重学生的实践演练，使学生在理解的基础上灵活地运用定语从句。3. 情感、态度和价值观目标(1)培养学生对于事物应有的好奇心，使学生对生活中的事情能够进行独立的思考和辩证的看待，学会把握关键信息。(2)通过各种合作任务来增进学生之间的友谊与合作，帮助学生树立起团队合作精神。四、 教学重难点及突破重点：1. 掌握使用下列单词及重点短语。(1)单词：couple, probably, boss, hurry(2)短语：turn out have nothing to do with in a hurry2. 理解和掌握关系代词who/which/that引导的定语从句，并能在

3、实践中灵活地加以运用。 难点：理解和掌握关系代词who/which/that引导的定语从句，并能在实践中灵活地加以运用。教学突破：在进行从句语法学习之前，首先让学生理解从句的基本概念和用法，有助于学生快速地掌握这一语法知识。在教学过程中，注重学生的反馈信息，注重多让学生进行实践演练。五、教学准备教师准备：教学课件、多媒体。学生准备：笔记本、练习本。六、 课前预习方案根据预习课本第112-114页的内容，标注出自己不理解的地方。七、 教学流程Step One Introduction 1.定语从句是英语语法的重点，在文章的阅读中有着举足轻重的地位，本课将从定语，先行词，关系词等核心概念为你耐心讲

4、解。2.关系代词that/which/who在句中作什么成分？是否可以省略？本课通过典型例题为你支高招！(设计理念：设置开篇语，让学生明白本节课该干什么，需要掌握什么知识。)Step Two Revision Show the following two sentences and ask the students to tell the parts of the sentences. I do not know how to deal with it.主语 谓语 宾语Colours influence our moods.主语 谓语 宾语主语 subject-表示句子所说的是“什么人”或“什

5、么事物”，也就是动作的发出者。谓语 predicate-说明主语“做什么”“是什么”或者“怎么样”， 也就是做了什么行为动作或处于什么状态。 宾语object-表示动作、行为的对象，也就是动作的接受者。(设计理念：复习句子的基本成分，让学生回顾之前学的主语、谓语和宾语等，从而引出下面的定语，为定语从句的学习做铺垫。)Step Three Lead inPlease guess the Chinese meanings of the following proverbs: 1. He who has never been to the Great Wall is not a true man.2

6、. God helps those who help themselves.3. He who laughs last laughs best.Tips:在平时的学习中请注意积累相关的谚语或成语，不仅可以掌握相关的语法结构，还可以灵活地运用到写作当中，给文章增色。(设计理念：从三个含有定语从句的谚语导入本课重点，不仅能激发学生的兴趣，而且还鼓励学生把这些谚语运用到写作中去。)Step Four Defining relative clauses（新知研习）Task 1: Learn some knowledge about defining relative clauses1. 定语(attr

7、ibute) I like the energetic colours. Which colours?an ancient countrythe colour of wisdomthe high-speed railway connecting A to Bthe person who has influenced me most定语-是对名词或代词起修饰、限定作用的词、短语、或句子。汉语中常翻译成“的” 前置定语-单词、或单个的分词做定语时通常放在它修饰的词之前做前置定语(1)Wu Wei is a born artist. (2)Tan Dun loves the sounds of th

8、e rushing water.后置定语-介词短语、分词短语和定语从句通常放在它所修饰的词之后，作后置定语 (1)People in cold areas prefer warm colours in their homes.(2)The Diary was written by a girl named Anne Frank.(3)He cares for the children who have lost their parents.(4) The blood he has donated is enough to save over 70 lives.(设计理念：让学生清晰地了解什么是

9、定语，定语在句中的位置。)2. 定语从句(defining relative clauses)I prefer the pencil. Which one?The pencil cost me 10 yuan.I prefer the pencil which/that cost me 10 yuan.定语从句-在复合句中修饰名词或代词的句子(1) He never forgets the things he needs to do.(2) You should pay no attention to those who laugh at you.(3) He gave our TV to f

10、amily who could not afford one. Tips:定语从句是修饰某一名词或代词的从句,于是我们只要找到了被修饰的名词或代词，则修饰它的句子就是定语从句。(设计理念：通过展现一些例句，让学生学习什么是限制性定语从句。)3. 先行词(antecedent)和关系词(relative) My dad has a friend. He is good at English.My dad has a friend who/that is good at English.先行词是被定语从句所修饰的词,通常是名词或代词。 关系词是引导定语从句的关联词, 在从句中替代先行词。 注意:

11、从句必须紧跟在先行词后。(设计理念：通过例句，把两句话合并成一句话，让学生了解什么先行词和关系词。)4. 关系词的作用(function) a引导定语从句； b代替先行词（先行词的一个替代形式）； He wrote many books. The books sold well.- He wrote many books which/that sold well.c在定语从句中担当一个成分-主语或宾语I dont like the man hat/who is smoking.（主语）This is the reply (that/which) Ive just received. (宾语)(

12、设计理念：通过例句，帮助学生分析关系词在定语从句中的作用。)5. 定语从句的结构(structure) Ask the students to discuss the following sentences and find out what the structure is.(1)He never forgets the things that/which he needs to do.(2)You should pay no attention to those that/who laugh at you.(3) Do you know the teachers that/who are

13、sitting in our classroom now? 结构：先行词（名词/代词）+关系代词（who/which/that/whom)+ (设计理念：通过例句，让学生总结定语从句中的结构，这样在做题目时能有助于学生辨别定语从句。)Task 2: How to make a defining relative clause?Merge the two sentences(将两个句子合并成定语从句)1. Im reading an article. The article is about Tom.Im reading an article that/which is about Tom.2.

14、 She is a teacher. The teacher teaches us English.She is a teacher that/who teaches us English.3. Where is the coat? You bought it last week.Where is the coat which/that you bought last week?(设计理念：通过合并句子，让学生进一步熟悉定语从句的构成。)Task 3: How to use relative pronouns?1. who / that代替人.在从句中可充当主语。Show the pictur

15、es and ask:Do you know the girl?Which girl?(1) The girl is running on the grass.(2) The girl likes singing very much.The answer is:(1)Do you know who/that is running on the grass?(2)Do you know who/that likes singing very much?2. who/that代替人,在从句中充当宾语。Show the sentences and ask the students to merge

16、them: He is the man. I told you about him. The answer is: He is the man who/that I told you about. The man is a teacher. I saw the man just now. The answer is: The man who/that I saw just now is a teacher.3. which/that 代替事物，在从句中充当主语和宾语。(1) I cant find the letter. The letter came this morning. I cant

17、 find the letter which came this morning.(2) Please give me the book. The book is about travel.Please give me the book which is about travel.(3) This is the bag. My mother bought it last week.This is the bag which my mother bought last week. (4) The house is made of wood. Jack built the house.The ho

18、use which Jack built is made of wood. Tip:关系代词在从句中作宾语时,可以省略,做主语时,不能省略。(设计理念：通过该部分的学习，使学生理解定语从句的句法功能，更好地掌握本课时关于定语从句的语法要点。)4. Summary-How to use Relative pronouns? Ask the students to discuss with their partners how to use relative pronouns.that 既可指人，也可指物，作主语，不能省略；作宾语，可以省略。which指物，作主语，不能省略；作宾语，可以省略。wh

19、o 指人，作主语，不能省略；作宾语，可以省略,（也可用whom）。(设计理念：让学生讨论关系代词的用法，使学生加深对关系代词的印象。)Task 4: Other matters needing attention 1当关系代词在定语从句中作主语时，定语从句的谓语动词形式由先行词决定。(1) Those who against the plan put up your hands. (be)(2) The man who next to ours sells vegetables. (live)(3)Tom is one of the students who praised by the te

20、acher yesterday. (be)(4)Tom is the only one of the students who praised by the teacher yesterday. (be)2. 关系代词在定语从句中作宾语时可省略，作主语则不可。(1) Did you read the book _I lend to you? A. whose B. / C. who D. what(2) Did you read the book _was popular at the moment. A. that B. / C. who D. what3.关系代词有时只能用 that ,

21、不可用 which, 初中常见的有以下两种情况 (1)当先行词被形容词最高级或序数词修饰时That is the most interesting book that I have ever read.The first thing that I should do is to review my lessons.(2)先行词同时包括人或物时 The man and his dog that I always meet are standing by the gate.(设计理念：补充讲解定语从句的一些特殊用法，初步渗透一点高一的知识，有助于学生的长远发展。)Step Five Practic

22、e Ask the students to do some exercises.Exercise 11. The woman _ is in red is his mother. A. whom B. who C. whose D. which2. We saw a film _ was about an old story. A. when B. who C. that D. where3. I only eat food _ is healthy. A. that B. who C. where D. whose 4. I like singers _ different kinds of

23、 music. A. who plays B. who play C. who can plays D. whom plays Exercise 2 用who/which/that填空 The boy _ is standing under the tree is my friend Tom. He lives in a house _ stands on a hill. That little girl_ Tom often helps is his sister Mary. The bird _ is singing in the cage is Toms too. Bob is his

24、dog _ Tom and Mary often play with. The dog is great. Yesterday he caught a thief _was running away. Exercise 3 合并为定语从句1.This is a dream. This dream will never come true.This is a dream that/which will never come true.2. The dog has been found. The dog was lost. The dog that/which was lost has been

25、found. 3.He is a good student. Teachers are proud of him.He is a good student that/whoteachers are proud of.(设计理念：通过对that/who/which引导的定语从句进行实践练习，巩固学生对该语法点的掌握。)Step Six Production Lets play a game! Try your best to find the attributive clauses in the texts which we have learned this term.Which group

26、can do the best?(设计理念：通过游戏激发学生的兴趣，不仅考查了学生对书本的熟悉程度，也更好地检测了学生对定语从句的认识。)Step Seven Conclusion Discuss with your partners what we have learned about defining relative clauses. (设计理念：通过思维导图，引导学生总结、归纳本课时定语从句的相关内容。通过思维导图，学生更加直观地明白定语从句的要点，而且印象也会更深)八、 板书设计Unit 8 Grammar1. 定语从句： 先行词+关系词+2. 关系代词 whowhichthat 九

27、、 课后复习方案1. Review what we have learned about defining relative clauses.2. Write down the defining relative clauses in the texts which we have learned.十、 教学反思本节课主要对关系代词who/that/which引导的限制性定语从句进行了系统的学习和练习。通过本节课的学习，学生已经基本掌握了定语从句的概念，明白了定语从句在句子中的功能，并能正确地区分出定语从句和其他从句类型。在教学活动中，教师要时刻注意学生的反馈信息，关注每一个学生的学习情况，尤其是对于基础不太好的学生，教师应给予更多的关注和鼓励。为了提高学生的成绩，教师还组织了英语兴趣小组，采取互帮互助的活动形式，让学生之间形成互帮互助、共同进步的良好学习氛围。学生之间充分的相互交流和探讨，可以很大程度及弥补师生之间交流的空隙，使学生更好地投入到英语学习中。