广州牛津版初中定语从句学案
The Teaching Plan for Relative Clause By Serena Fang
Teaching content: Relative clause: relative pronouns
Teaching material: Handout for learning, multimedia.
Teaching aims:
1. Guide students to master the grammar---- relative clause;
2. Lead students to use sentences with relative clause in a correct way.
3. Training for presentation for oral test.
Teaching focus:
1. Main sentence and relative clause;
2. Antecedent and relative pronoun.
Teaching difficulties:
1. Understand what a relative clause is and have a clear idea of its structure;
2. Choose the correct relative pronoun for each relative clause.
Teaching procedures:
Step I: Lead-in(5’)
T: Good afternoon, everyone. Today we’ll have a competition class, and everything in the class is a competition. If you know the answer, raise your hands as quickly as you can. The group which get the most scores will get a secret present.
OK, let’s begin our class.
We are in junior 3 now, and we have gone through a lot together during these years. So I got some pictures about your junior school life and made some sentences, but they ’re unfinished, could you please help me finish them with the words in bracket.
Do you know what kind of sentence they are?
What is a relative clause?
From the name, “relative clause”, we can know it is a clause, so there is a main sentence and a clause in the whole sentence.(In a relative clause, we have to choose the correct relative pronoun关系代词. )
And the relative clause is to modify(修饰) a noun which we call it antecedent(先行词).
用来修饰名词的从句叫定语从句。
Step II: Revision for relative clause
ⅰ. Make out the rules.(5’)
T: Boys and girls, Here are some exercises for you. If you know the answer, raise your hands as quickly as you can. And you have to answer in whole sentence.
[Could you tell us why you choose …? e.g.The relative clause is to modify(修饰) „, and it refers to(指代) „ .
The antecedent(先行词) is „, and it refers to „ . ]
1.The story _____ I read in the newspaper was about a common problem among teenagers. (2011广州)
A. whose B. who C. that D. where
2.There will be a stamp show in the museum _____ we visited last week. (2011浙江)
A. who B. when C. which D. what
3. The students in the higher grades ______ I met in a football game are my good friends now. (2011成都)
A. when B. which C. who
4. —Is there anyone here _____ name is Betty?
—Sorry, I don’t know. (2011呼和浩特)
A. who B. which C. whom D.whose
5.Vick likes the book _____ she borrowed from Jim.
A. whose B. who C. that D. where
6.The teachers _____ came for a visit are foreigners.(2011河北)
A. who B. whom C. whose D. which
7.Tony, tell me the result of the discussion _____ you had with your dad yesterday. (2011河南)
A. what B. which C. when D. who
8. “Get new knowledge by reviewing the old” is a famous saying by Confucius. Hs was a great thinker _____ words still have a great effect on millions of people around the world today. (2011哈尔滨)
A. who B. who’s C. whose
9. —Who is your new head teacher this semester?
—The woman _____ is wearing a red skirt. (2011湖北)
A. whom B. who C. whose D. which
10. The scientist and his achievements _____ you told me about are admired by us all.
A. that B. who C. whom D. /
11. —Do you know the girl _____ our English teacher is talking to?
—Yes. She’s my sister. (2011宁夏)
A. who B. whom C. which D. whose
ⅲ. Have a try! (Make 2 into 1) (5’)
T: You know, a famous love film which is very moving has been on these days (and which has a beautiful song named “My heart will go on”). Do you know it’s name? Yeah, Titanic. It ’s my favorite love film. So I wrote some simple sentences for it, could you use relative clause to make 2 sentences into one, for example:
1. Titanic is a famous film.
The film has moved a lot of people.
2. Rose and Jack are the lovers.
The lovers fell in love at the first sight on the ship.
3. Carl is Rose’s husband-to-be.
Carl wants to kill Jack.
4. The Heart of Ocean is the diamond.
Rose dropped the diamond into the ocean.
ⅳ. Make relative clause to complete sentences.
T: This time, I want you to make relative clause by yourselves to complete these sentences.
1.
2. 3. 4. 5. (You’re so creative, and your sentences are amazing.)
Step III: Presentation(15’)
T: Now it’s show time. Work in groups(4 in a group) and make a short article at least 6
sentences. There is your title and some rules. (Something or someone in your junior school life that makes you unforgettable.) 5’ for you to prepare it. OK, please start! Title: An unforgettable
要求:
1. 初中生活中的某个人(老师或同学)或某件事;
2. 6句以上;3. 至少一句定语从句。
Step Ⅳ. Homework
Write a composition
Title: An unforgettable
要求:
1. 初中生活中的某个人(老师或同学)或某件事;
2. 80词以上;3. 至少两句定语从句。
首先,非常感谢教研室和曾老师给我这个学习的机会。这节课不是我一个人的成果,而是我们整个备课组的劳动结晶,她们给了我很多非常好的建议,还有试教时听课的育才的吴老师也给了我很多宝贵的建议,真的是非常感谢你们。
这堂课的流程大家都在听课时已经了解到,我在这里就不重复了。我主要讲一讲我们设计这堂课的思路吧。第一,因为是初三毕业生,我们将初中生活的回忆作为情感线贯穿课堂,像在引入时,通过照片回忆初中生活的人和事;还有最后口头作文,初中生活中难忘的人或事。第二,语法课通常比较枯燥,所以我们设计了比赛课堂,让学生在一种比赛的竞争气氛下学习,更带劲吧!还利用最近大家讨论的热点:泰坦尼克号这部电影设计了将简单句组合成定语从句的活动,学生做起题来更有意思。第三,鉴于口语考试将近,所以在笔头作文之前,我选择先口头作文,也作为口语第三大题的训练。而且在口头作文前,定语从句造句作为过渡,那么对于学生而言,跳度就不会那么大。
这基本上就是我们设计这堂课的思路,请大家多多指教!