必修一《Unit 5 Literature： The Dream Keeper Section 3： GRAMMAR MAKES SENSE》优秀教案

必修一《Unit 5 Literature： The Dream Keeper Section 3： GRAMMAR MAKES SENSE》优秀教案

在感官上强化学生对关系副词及介词+关系代词引导定语从句的认识。

环节二：感受新知，合作探究求规律 15分钟

通过对比，帮助学生准确理解此项语法规则，学生要认真通读例句，并通过讨论总结出这些句子中所含定语从句在引导词方面的特征。

环节三：迁移与拓展15分钟

学生的思维经过交流辩论会得到进一步拓宽和升华，同时对本课的知识点的认识和理解都将更深一步。

环节四： 巩固运用 10分钟

学生按照老师的要求按步骤完成不同形式的实践练习，进一步理解与运用所学内容。

环节五：课堂小结与布置作业5分钟?

让学生对所学的知识加以升华，并在大脑里形成知识框架，把知识系统化。

五、教学策略选择与信息技术融合的设计

我主要采用观察归纳，总结运用，练习提高的教学策略，旨在通过小台阶的铺垫，帮助学生逐步地认识并不断加深对知识点的领会；同时每一步骤都将有学生的参与，使学生真正成为课堂学习的主人。 教师活动 预设学生活动 设计意图 一、将下列句子呈现在大屏幕上，要求学生找出句子中定语从句的特征 ： 1. The time （when I first met Nelson Mandela） was a very difficult period of my life. 2. Mandela was the black lawyer(to whom I went for advice). 3. The school (where/in which I studied for only tow years) was three kilometers away. 4. The parts of town (in which/where they had to live) were decided by white people.5.We have reached a stage( where we have almost no rights at all. ) 6. The reason（why/for which he is absent） is that he is ill.

要求学生在进一步自我思考之后再与小组内成员共同讨论交流，结合学案中的例句将大屏幕中要求的内容补充完整： 以上定语从句都由关系副词或__________ + which whom或引导；其中，which 指 _______, whom 指 ________。 学生通过 例句讨论总结出关系副词及常见的介词 +关系代词中的介词类型。

学生进行小组讨论，并在老师的指导下以小组形式完成对此项语法内容的总结。 在感官上强化学生对关系副词及介词+关系代词引导定语从句的认识，从而领会其存在的位置和基本的形式。

二、观察下列三组句子之后确定介词的选用需考虑的三个因素： _________,___________,____________: 1. The person whom/who/that you should wyou should write is Mr. Ball.

2. The pen which he is writing with now was bought yesterday. /The pen with whirite to is Mr. Ball. /The person to whom ch he is writing now was bought yesterday.

3. The gas which we can not live without is called oxygen./ The gas without which we can not live is called oxygen

通过对比，帮助学生准确理解此项语法规则，学生要认真通读例句，并通过讨论总结出这些句子中所含定语从句在引导词方面的特征。 通过学生的自主学习，培养学生观察和动脑能力，发挥合作精神，增强他们的自信心，活跃课堂气氛，真正发挥学生的主体作用。 三、观察下列三组句子之后学习关系副词及关系代词的区别

（1）This is the house (which/that ) he used to live in.

This is the house in which / where he used to live.

（2）Do you still remember the day which/_that we spent happily together?

Do you still remember the day when we spent our holiday happily together?

（3）The reason why/ for which he was fired was not clear.

The reason which/that he explained to the teacher is not true. 要求学生联系例句关系副词的知识，理解关系副词的知识及prep+ which/whom引导的定语从句；之后再观察新的组句，明确关系副词在从句中做状语，相当于prep.+ which: when 指时间，在从句中做时间状语。When=during/on/in/… which (介词同先行词搭配)。 where 指地点，在从句中做地点状语。where=at/on/in/… which (介词同先行词搭配)。 why 指原因, 先行词只有reason，在从句中做原因状语。why=for which。 先行词指物时，whose +n. = the +n. + of + which。学生按照老师的要求按步骤完成每一步任务，逐渐总结出介词+关系词引导定语从句的三大考点及关系副词when/where/why的用法。 学生的思维经过交流辩论会得到进一步拓宽和升华，同时对本课的知识点的认识和理解都将更深一步。

四、即学即练：（一）Choose the best answers

1．She heard a terrible noise, ____ brought her heart into her mouth. (NMET91)