the Attributive Clause 教案设计
2022年《the attributive clause》优秀教案
Grammar: The Attributive Clause闽侯一中英语组宋小芳Teaching goals教学目标1．Target language目标语言Learn about the attributive clause2．Ability goals能力目标Enable the students to use the attributive clause3．Learning ability goals学能目标Help the students use the attributive clause freely．Teaching important points教学重点Analyse the important points of the attributive clause and use them freely in the exercisesTeaching difficult points教学难点Help the students learn to use the difficulties of the attributive clauseTeaching aids教具准备A projector and a computer．Teaching methods教学方法Explaining and practicing．Teaching procedures &ways教学过程与方式Step I lead-inShow some pictures and give students two sentences to let them combine the two sentences into one. Then lead to the attributive clause.Give some sentences of the attributive clause and let students find out the antecedent sStep II GrammarThis is the grammar we’ll review in this lesson. Please think out all the antecedents of the attributive clause . Sum up how all the antecedents can be used in the attributive clause. Then review the importances and difficulties of the attributive clause.与which,who2.介词+关系词3.对关系副词的考查的用法5.综合考查Step Ⅲ the details of the immprtances and difficulties1.that ,who, whichgive some sentences to do and draw the conclusion of the uses of that ,who and which2..介词+关系词Show the important points in choosing prep. and do some exercises to apply them.3.对关系副词的考查Show the difficult points when using adverb relations, especially the uses of where4.As的用法Do exercises and draw the conclusion5.综合考查综合考查一：定语从句与强调句综合考查二：定语从句与同位语从句综合考查三：定语从句与表语从句Step IV ConsolidationThe application of the attributive clause.1. Give a passage to let them rewrite it using the attributive clauseOur class is a big family ; It consists of 12 girls and 50 boys. Most of them are mainly from the countryside. Zhao Qiang is a kind-hearted boy. He is always ready to help others. He is such a good boy that we all like him.Possible version: Our class is a big family which consists of 12 girls and 50 boys, most of whom are mainly from the countryside. Zhao Qiang is a kind-hearted boy, who is always ready to help others. He is such a good boy as we all like.2. show them some pictures and a Chinese passage to let them translate it into English这是2021奥运会冠军之一杨威，旁边是他的妻子，他妻子的名字叫杨云，杨云曾经也是一名优秀的体操运发动。
高中英语The Attributive Clause 教学设计
The Attributive Clause定语从句教学设计教材分析定语从句对英语学生来说是一个非常重要的语法。
在高考考试中定语从句也会经常考到，在高中的教材中也是一个难学的语法点。
相对而言，语法教学是难懂和苦涩无味的，所以我采用了歌曲导入的方法，帮助提高学生的学习积极性。
学情分析高中的学生对定语从句的定义已经有所了解，对关系代词which，that，who，whom 已经有所了解。
定语从句是一个难懂的知识点，学生们还没有很好地掌握它。
教学目标1.知识目标（1）学生了解和掌握定语从句的概念及句中的先行词、关系词的定义和掌握关系词在定语从句中的作用。
（2）学生了解和掌握which、that的用法以及只能用that和只能用which的情况。
（3）学生可以很好的区分关系代词和关系副词，分清它们在句子中的成分。
2.能力目标学生能正确的使用关系代词和关系副词等引导的定语从句来描述事物和人。
3.情感目标通过自主合作学习，培养学生细心观察的能力，在分析句子的过程中，学生可以相互交流，意识到合作的重要性。
教学重难点教学重点如何使用who、 that 、which等关系代词引导定语从句来描述人或事物。
教学难点（1）正确运用which、that、whose引导的定语从句来描述人或事物（2）能正确的区分句子的成分，分清关系代词和关系副词。
课前准备多媒体课件教学过程一、Leading in (歌曲导入,激发学生的学生兴趣)T: Let’s listen to music 播放歌曲歌曲欣赏完之后，带着学生一起详细的了解一下这首歌的歌词，从而引出定语从句，先行词和关系词的定义。
Baby won't you tell me why there is sadness in your eyes.I don't wanna say goodbye to you.Love is one big illusion I should try to forget.But there is something left in my head.You're the one who set it up.Now you're the one to make it stop.歌词中的Love is one big illusion I should try to forget.You're the one who set it up.这两句歌词中包含定语从句。
中考英语一轮复习TheAttributiveClause定语从句教案
The Attributive Clause 定语从句教案课题：定语从句The Attributive Clause一．教学目标本节课之前，学生已经对定语从句有所了解。
本节课列出定语从句的9个基础知识点，要求学生在45分钟之内全部理解并掌握。
(1)语言目标:能用定语从句较自如地描述及谈论人和物。
在活动中训练学生的听力，口头表达能力，培养学生的观察，想象和创造力。
(2)情感目标:促进同学间积极合作交流，发展同学间的友谊。
二．教学内容定语从句基础知识及练习:定语从句是中考考察的语法重点之一，是学生理解长难句及各类文章的基础，因此本节课的内容十分重要。
本人将以讲练结合的方式，是学生掌握定语从句的基础知识。
三．教学设计：相对于阅读、口语、听力等课堂，语法课堂经常是课堂气氛沉闷，学生理解相对困难，效率不佳。
针对这些问题，我创新教学方法，以视听课的形式讲解语法。
即影视语法课。
四．教学方法教学有法，教无定法; 一法为主，多法配合。
1.多媒体教学法贯穿整个授课过程，交际法，情景教学法灵活配合。
2.讲练结合，使学生通过即时练习掌握所学要点。
3.充分利用多媒体教学设备，使用自制PPT课件授课，特点：大容量，高效率等。
4. 双语授课（以学生为本，根据学生实际水平，改变英语授课的方式，使各层次的学生都能理解)。
五．教学重难点：重点：定语从句语法知识点难点：理解与应用。
六．教学过程：1.Who，whom指人, who在从句中作主语或宾语，whom只作宾语, 作宾语时可省略。
例如：The girl (whom ) I called just now is from America. 练习：略2. which 指物, 在句中作主语或宾语, 作宾语时可以省略。
例如： I’m not interested in the book which has just been published. 练习：略3. that 指人或物，在从句中做主语或宾语, 作宾语时可以省略。
人教版《高中英语必修1》Unit 4The Attributive Clause的语法教学实例
人教版《高中英语必修1》Unit 4The Attributive Clause的语法教学实例一、教学内容本节课的教学内容是关于高中英语必修1》Unit 4The Attributive Clause的语法知识。
在这个单元中，学生将学习有关定语从句的用法，以及在实际语境中如何正确地运用定语从句。
本节课将重点介绍定语从句的形式、用法和相关练习。
二、教学目标1.了解定语从句的基本形式和用法；2.能够正确地理解和分析句子中的定语从句；3.能够在实际语境中正确地运用定语从句；4.掌握定语从句的相关练习方法。
四、教学方法本节课将采用多种教学方法，包括讲解、示范、练习和讨论，并结合实际语境进行教学。
五、教学过程1.导入通过引入一个有趣的故事或情景，吸引学生的注意力，引起学生对定语从句的兴趣。
2.讲解定语从句的形式和用法老师可以通过讲解定语从句的定义、用法和基本形式来让学生了解定语从句的概念。
然后，老师可以逐个介绍定语从句的引导词和用法，如关系代词和关系副词的用法等。
3.示范定语从句的运用老师可以通过示范句子来让学生更加直观地了解定语从句的运用方法，例如用具体的句子来说明定语从句如何修饰名词，在实际语境中如何正确地使用定语从句等。
4.练习定语从句的用法通过一些练习题和活动来让学生熟练掌握定语从句的用法，包括单项选择、填空、句子改写等形式。
5.讨论和解答问题在学生掌握了定语从句的基本用法之后，老师可以提出一些有关定语从句的问题，并与学生进行讨论和解答，以检验学生对定语从句的掌握程度。
6.作业布置布置相关的作业，让学生在课后巩固和复习定语从句的知识。
八、教学评价通过课堂上学生的表现、练习的成绩以及课后作业的完成情况来评价学生对定语从句的掌握程度，并根据评价结果进行适当的调整和补救。
九、教学反思针对本节课的教学效果、学生的学习情况以及教学过程中遇到的问题进行总结和反思，为今后的教学提供借鉴和启示。
人教版《高中英语必修1》Unit 4The Attributive Clause的语法教学实例
人教版《高中英语必修1》Unit 4The Attributive Clause的语法教学实例一、教学目标1. 知识目标1）能够掌握定语从句的定义和分类；2）能够掌握定语从句的引导词和用法；3）能够掌握定语从句的关系代词和关系副词的用法；4）能够掌握定语从句的特殊用法。
2. 能力目标1）能够独立理解和运用定语从句；2）能够通过阅读和写作等方式灵活运用定语从句。
3. 情感目标培养学生对英语的兴趣，增强学生的语言综合运用能力，培养学生对英语语法的兴趣和热爱。
2. 教学难点1）学会正确区分定语从句和其他从句；2）学会灵活运用定语从句。
三、教学过程第一步：导入通过图片、视频或故事等方式引入定语从句的概念，让学生了解定语从句的作用和重要性。
第二步：讲解1. 讲解定语从句的概念和作用，引导学生理解定语从句在句子中的基本功能。
2. 讲解定语从句的引导词和用法，包括关系代词和关系副词的用法。
3. 讲解定语从句的特殊用法，如省略关系代词和关系副词、whose的用法等。
第三步：例句分析通过一些例句进行分析，让学生理解定语从句的具体用法和句型结构，提高学生对定语从句的理解和掌握能力。
例句1：The book (that/which) I borrowed from the library is very interesting.分析：定语从句修饰先行词book，关系代词that/which在定语从句中作为主语。
第四步：练习1. 选择题练习：根据句意和首字母提示完成下列句子。
（1）I like the book ___________ is about history.A. whoB. whereC. whichD. what（2）This is the factory ___________ my father works.A. whereB. whichC. whoD. what通过练习，巩固定语从句的用法，让学生在实践中熟练掌握定语从句的使用。
高中英语新人教版精品教案《The Attributive Clause》
学生抽象逻辑思维较弱，理解困难：因为定语从句涉及知识点内容较多，有时需要整体把握句意，分析、判断和选用关系词，所以学生容易顾此失彼。
难点教学方法
1.通过视频直观解释定语及定语从句的含义，帮助学生理解定语从句的语用情境。
2.举例分析解释关系词的用法，帮助学生理解和掌握 。
3.通过练习稳固和加深对定语从句的理解和应用。
教师姓名
陈 洋
单位名称
阿克苏地区第一中学
填写时间
2021年8月5日
学科
英 语
年级/册
高一年级 / 必修2
教材版本
人教版
课题名称
Unit 1 Cutura reic
难点名称
The Attributive Caue
难点分析
从知识角度分析为什么难
知识点本身内容复杂：定语从句是英语三大复合句中的非常重要的一种句型，涉及知识点非常多，如：句子成分、语序、时态、不定代词、序数词、形容词最高级等。教学来自节教学过程导入
观看视频，解释定语及定语从句的含义。
知识讲解
〔难点突破〕
Ue of Reative Pronoun
Ue of Reative Adverb
课堂练习
〔难点稳固〕
the bet anwer
the foowing entence
小结
定语从句英语教案
定语从句英语教案【篇一：定语从句公开课教案】教案学科英语课题the attributive clauserelative pronounswho, whom, which, whose, thatthe way to deal with ? 1.先行词； the attributive clause? 2.从句? 3.成分 ? 4.关系词using language: my partner is a boy/ girl who……【篇二：高中英语定语从句公开课教学设计】【篇三：英语：定语从句教学案】定语从句i 概念定语从句通常是指用来修饰或限制某一名词或代词的从句，其作用相当于形容词。
1.先行词：被定语从句所修饰和限制的名词或代词称之为先行词。
2.关系词：引导定语从句的词。
关系代词that, which, who, whom, whose, as, but, than关系词关系副词 when, where, why解题思路：找先行词，看先行词在定语从句中充当何种成分，然后确定用何种关系词。
he still lives in the house ______is in the north of the city.he still lives in the house ______window faces to the south.he still lives in the house ____there is a piece of furniture.(先行词分别在定语从句中作主语、定语、地点状语。
因此分别用which/that; whose; where.) i’ll never forget the days ______we spent together.i’ll never forget the days ______we stayed together.(先行词the days分别在定语从句中作宾语、时间状语。
人教版《高中英语必修1》Unit 4The Attributive Clause的语法教学实例
人教版《高中英语必修1》Unit 4The Attributive Clause的语法教学实例一、教学目标：1. 知识与技能：学生能够掌握定语从句的定义、基本结构和用法，并能够正确运用在实际语境中。
2. 过程与方法：通过实例教学的方式，让学生通过实际语境来理解和掌握定语从句的用法，并能够熟练运用在写作和口语中。
3. 情感态度价值观：培养学生对英语学习的兴趣，增强学生对定语从句的学习的信心，让学生体会在实际语境中用好定语从句的乐趣。
二、教学重难点：1. 掌握定语从句的定义和基本结构2. 能够熟练运用定语从句在实际语境中三、教学准备：1. 教师备课：熟悉定语从句的定义和结构，准备相关练习题。
2. 学生课前准备：预习课本相关内容，了解定语从句的基本概念。
四、教学过程：Step 1：导入新课教师可以展示一段含有定语从句的对话或文章，引导学生了解定语从句的概念，并引出新课的学习内容。
Step 2：学习定语从句的定义和基本结构教师通过课件或板书的形式，向学生介绍定语从句的定义和基本结构，引导学生理解定语从句的作用和结构。
Step 3：例句讲解教师选取几个典型的例句，讲解定语从句的构成和用法，引导学生掌握定语从句的特点和运用。
Step 4：练习教师组织学生进行一些定语从句的练习，让学生在实际操作中掌握定语从句的用法。
Step 6：总结和小结教师对本节课的内容进行总结和小结，强调定语从句的重点和难点，并对学生提问和解答疑惑。
五、教学反思：定语从句是英语语法中的一个重要内容，对学生的语法水平和语言表达能力有较高的要求。
在教学中要注重培养学生的语感，让学生在实际运用中能够灵活地运用定语从句，提高语言表达能力。
要注意结合实际情境进行教学，让学生在实际语境中感受和掌握定语从句的用法，加深对定语从句的理解和记忆。
高中英语_The Attributive Clause (I)教学设计学情分析教材分析课后反思
人教版必修一Unit 4 Grammar The Attributive Clause（I）教学设计一、三维目标【Teaching aims】1. 知识与技能（Knowledge and skills）：使学生了解定语从句的含义；学会分析定语从句的句子成分；掌握定语从句关系代词that, which, who, whom和whose的使用规则，并能在具体的语境中灵活使用定语从句。
2. 过程与方法（Processes and methods）：教师的引导和学生的探究相结合，通过小组合作，在具体语境的使用中加深对定语从句语法规则的理解和掌握。
3. 情感态度价值观（Emotions, attitudes and values）：培养学生自主学习和探究能力，增强他们的合作意识，提高学生的语言分析能力和口头表达能力。
二、教学重难点【Important and difficult points】1. 理解并掌握定语从句的规则及关系代词在从句中的成分；2. 在不同语境中灵活使用定语从句。
三、教学方法【Teaching methods】1. 讨论法2. 演示法3. 练习法4. 自主探究法5. 总结归纳法6. 启发式教学法四、教学过程（Teaching procedures）Step 1. Preview（引发思考：什么是定语？）请划出以下句子中的定语，并分别说出是什么词充当了定语。
1）Jinan is a beautiful city.2) I’ve got Li Ming’s number.3) I have two dogs and three cats.4) The boy there is from America.5) I’d like to have something to eat.6) Students like songs sung by Mao Buyi.7) The woman sitting there looked very sad.8) I need to buy a washing machine this weekend.9) The exercise books on the table are bought for Su Mingyu.10）The boy who/that is standing in front of me is our monitor.【小结】1）从以上句子可知，定语是修饰____词或代词的一种句子成分。
定语从句The-Attributive-clause教案
2.These are the treeswhich/thatwere planted last year.
3.The woman whom/who they wanted to visit is a teacher.
4.I know the girl whose mother is a teacher.
Distinguish the difference betweenthat＆which.
Step4.
Consolidation
let the students listen the song called
Groove Coverage - Sheand combined with the lyrics, try to fill in the vacancies.
5.Tom is the cleverest boy that I have ever known.
Based onwhatwehaveknown,thesetwo sentences are calledAttributiveClause.
Ask a question: What is thedefinition ofattributive clause?
2.Enable the students tolearnthe ability of dealing with the Attributive Clause.
3. Develop students’ skills at describing the people and further develop the ability in communication especially when the attributive clause is used.
2016.03.25The Attributive Clause教案
The Attributive Clause单位阿城区交界中心学校姓名邹静Teaching Aims:Ⅰ. Knowledge Aims：Students review and master the role and function of the relative pronoun in the attributive clause, and they can choose the relative pronoun accurately.Ⅱ. Ability Aims：Students can use the attributive clause better, they can organize the compound sentences that contain the attributive clause correctly.Ⅲ. Mode Aims：By reviewing the attributive clauses to arouse the enthusiasm of learning, the students can realize the interest and practicality of English.Ⅳ.Important and difficult points:How to improve the students' interest and enthusiasm in grammar review, grasp the usage of attributive clauses, understand the attributive clauses and solve the problems.Ⅴ. Teaching Procedures:Step 1. Leading inBefore class, let the students enjoy the music Lemon Tree.Show some pictures to the students, ask them to describe their favorite cats/people using attributive clause.T: Which cat do you like best?S1: I like the cat which is playing chess.S2: I prefer the cat that is sleeping on the bed.S3：I like the cat which is touching a toothbrush in the morning.S4: I like the cat whose head is lying on the thick book.Step 2. PresentationReview the attributive clause, the antecedent and the relative pronouns.Let the students to guess what I am describing|1)It is a country that has a great country.2)It is a wall which is about 8800 kilometers long.3)He was a famous philosopher whose wise sayings have influenced many people in different countries.4)He was a man who was the first emperor.5)He was a Ming dynasty explorer whom we Chinese people are proud of.Then let the students pay special attention to the sentence structure and revise the basic structure of attributive clause. Ask them to fill in the table about how the pronouns are used. Then check it together.Step 3. CompetitionDivided the class into two groups, to see which part get a high score. The competition is divided into five partsI. Fill in the blanks, using the pronouns above.1.This is the baby________________ I shall look after tomorrow.2.The student to __________ you talked just now is a good football player.3.He still lives in the room ________ window faces to the east.4.He still lives in the room ___________ is in the north of the city.5.I’ll never forget the days ___________ we spent together..6.The boy _______ mother is dead was brought up by his father.7.I’ve read all the books ____ you gave me.8. There is no difficulty ____ can’t be overcome in the world.9. This is the first thing _______ I want to say.10. He keeps a record of everything ____ he had seen there.11. The TV play I watched last night is the best one _____ I have watched this year.12.Tell us about the people and the places ____ are different from ours.13. This is the very thing _______ I am after.14. Any person _______ has the money can join the group.15. Who is the person _____ is standing at the gate of Beijing Tourism Tower?16. Which is the star _______ is nearest to the earth.II. Ask the students to combine two sentences into one, using the attributive clause. It is about Xu Benyu’s story. There are some pictures to accompany this exercise.Do you know Xu Benyu who was rewarded as one of the famous people that made the whole nation moved in 2004? Let’s learn his stories by combining these sentences.A. Xu Benyu is a 27-year-old boy.B. His family is very poor.____________________________________________________A. When he was still a student, he began to sponsor(资助) those students.B. Those students were poorer than him._____________________________________________________A. He arrived in the poor village in Guizhou Province and saw the Cave Primary School on that day.B. He would never forget the day._______________________________________________________A. He taught in a very poor mountainous village.B. There was no water, no electricity or telephone._______________________________________________________A. He still well remembered those happy days.B. He spent those happy days in singing and playing games with the students._______________________________________________________A. Xu Benyu is the very person.B. We should learn from him._______________________________________________________III Translate the following English proverbs into Chinese and then pick out the attributive clauses.(Quick Responses Questions)1. God help those who help themselves . 天助自助者。
The Attributive Clause定语从句 初中九年级初三英语教案教学设计教学反思 人教版
教学设计案
王志强 乌鲁木齐市第十五中学
一、教学目标
人教版，九年级全一册，英语，The Attributive Clause定语从句
二、教学重难点
1.掌握定语从句的基本用法
2.定语从句的三要素，先行词，定语从句和关系词的选择
三、教学方法和手段
通过简单句引入定语以及定语从句，观察定语从句的位置以及构成，进而逐步讲解定语从句的三要素，关系词的选择取决于先行词，同学们观看教学视频掌握其重要用法，能轻松解答同类型题，中考时不再丢分。
学习方法建议：建议同学们先看视频，然后再去做题，再看视频。
四、教学过程
Step1 Lead in
简单句导入定语以及定语从句的概念和句型
Step2 Presentation
展现并逐一讲解定语从句的三要素考点以及特殊情况
Step3 Practice
通过练习运用所学技巧，掌握巩固定语从句的考点以及解题技巧
Step 4 Summary
通过讲解和练习总结定语从句需要注意的三要素以及考点分析归纳并且总结。
五、总结反思
通过讲解和练习，可以自己总结和归纳定语从句的考点、用法以及解题技巧，从而在考试中有的放矢，轻松应对。
定语从句TheAttributiveClause
◆难点：需要学生有较高的句子分析和归纳 概括的能力。
三. 学情分析
本节课的授课对象是高一学生。积极引导 学生应用已掌握的基础知识，通过理论分析 和推理归纳来获得新知识，发展其抽象思维 能力。
四. 教法和学法
◆3P教学法 （Presentation→Practice→Production） 教与学双边活动的规律，创设英语情境让学 生参与语言实践，边动口边思考。
2.《算你狠》 你要学学那个屡战屡败的陈小春… 3.2. Love is a wonder which takes my breath away. 4.《爱情三十六计》
5. 爱是一种奇妙的东西，会让人突然不能呼吸。
6.3. There is a beautiful girl whose name is Xiaowei.
◆Use “who/whom/that/whose” to describe people in real life.
Consolidation 5min Fill in the blanks
• Yesterday Emily was wearing the new dress ________ I gave her.
新课导入 (Leading-in) 3min
Read the English version of the lyrics together.
1.You’d better learn from Chen, who keeps fighting no matter how many times he loses.
4)指物并充当从句中的表语时，只用that。 5)先行词既有人，又有物时，只用that。 6) 避免重复。Which, Who开头的疑问句中，
高一英语必修1 Unit 4-2 The attributive clause (1) 教案
一、教学内容必修1 Unit 4-2 The attributive clause (1)关系代词that/ which / who / whom/ whose/as 引导的定语从句（一）定语从句的几个基本概念1. 定语：用来修饰名词和代词的成分。
定语可以由形容词、副词、名词、分词、不定式、介词短语等来担任，修饰名词。
例：a beautiful flower 一朵漂亮的鲜花English-speaking country 说英语的国家the book written by Lu Xun鲁迅写的书nothing to say 没什么可说的a visiting friend 一位来访的朋友2. 定语从句：在英语中，修饰名词或代词，充当定语的句子叫定语从句例：This is the house which we bought last month. 这就是我们上个月买的房子。
注意：定语的位置单个的形容词、分词作定语时，通常放在所修饰词之前；短语和从句作定语时，要放在所修饰词之后。
3. 先行词和关系词先行词：在定语从句中，被定语从句修饰的名词或代词叫先行词。
关系词：引导定语从句的词叫关系词在英语当中，先行词、关系词（引导词）是对等的。
That is the bike which my father bought for me.4. 限制性定语从句和非限制性定语从句限制性定语从句是先行词不可缺少的部分，去掉它后主句意思往往不明确。
非限制性定语从句是先行词的附加说明，去掉它后也不会影响主句的意思，它与主句之间通常用逗号分开。
例：The only thing that we can do is to give you some advice.我们唯一能做的就是给你一些建议。
Charles Smith, who was my former teacher, retired last year.查理·史密斯去年退休了，他曾经是我的老师。
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《中学英语语法教学》2014级课程考查教学设计一、目标语法概述（形式、意义和使用）二、目标语法教学设计三、附录(所用教学材料，包括教材复印件、教师自行编写补充材料、任务单等)一、目标语法概述1、形式特征：where, when, why关系副词作为定语从句的引导词，在定语从句中作状语。
2、意义（功能）：where在定语从句中作地点状语，代指地点；when在定语从句中作时间状语，往往代指时间；why在定语从句中作原因状语,常常表示原因。
3、使用语境：在定语从句中，关系副词在从句中作状语。
当先行词是地点名词（e.g.the place）时引导词使用where，先行词是时间名词时（e.g.the day）时引导词使用when，而关系副词why的先行词通常都是the reason，表示原因。
二、教学设计（包括教学目标和教学过程）1.Learning Objectives:Help Ss to understand what Attributive Clause is and its function.especially the relative adverbs.Help Ss to use “ when, where,why” in Attributive Clause properly.Use the Attributive Clause to tell people more clearly which thing is being discussed.2.Learning Procedure:Stage 1: Lead inStep 1: T plays the song for students. When students are listening to music,and asks the students to find out the attributive clause.You are the girl whose heart is so silly.You are the girl whom we love so really.When you go you’ll take all the rain that has watered my heart all the nights.I don’t know the reason why you are leaving.I don’t know the time when you are here.I don’t forget the river where you often swim and the valley where you often walk.I can’t forget the house in which you live and the one for whom I am waiting.Step 2: Teacher shows the sentences with relative adverbs and writes these sentences in Bb With the Chinese meaning. And asks students whether they know how to sing these sentences.I don’t know the reaso n why you are leaving. 我不知道你为什么要离开 I don’t know the time when you are here. 我不知道你什么时候会来。
I don’t forget the river where you often swim and the valley where you often walk. 我不能忘记你游泳的小河和你经常走过的山谷。
Step3: the teacher guides students to get a general understanding of he meaning of these Attributive Clauses and relative adverbs.Stage 2: Discovery and SummaryStep 1:the teacher shows students 3 pictures and shows the sentences one by onecorrespondences.Step2: the teacher guides students to translate the sentences.Step3: the students are asked to know the meaning ofwhen, where ,why.Step 4. Ask Ss to point out which word the clause modifies in each sentence.Step5: the teacher shows other pictures in PPT, and guide students to describe these pictures and then try to combine the sentences into one.The students can ask questions in pair.sample: where is this ? When did this happen?This is ...... . It was....... .What happened there? What happened in that day?I was ...... . ......... .This is ....where I was...... . It was..... When ......... .What happened ?.......... .Why did it happen ?Because ..... .The reason why (what happened) is that (the reason).Stage 3:Step 1: The teacher guides the students to summarize the usage of relative adverbs. The clause used as the attribute in a sentence is called Attributive Clause, which is used to modify a noun or a pronoun.Structure：( the time,the place,the reason) antecedent + (as adverbial) (when / where / why) Why is used to introduce an Attributive Clause about reasons.and as the Adverbial Clause of Reason.Where is used to introduce an Attributive Clause about places. And as the Adverbial Clause of place.When is used to introduce an Attributive Clause about time.and as the Adverbial Clause of Time .Step 2: practice（1）completing the sentences.The teacher give some pictures and ask students to make sentences by using the giving words. and then confirms the answer.(picture 1)(picture 2)(Picture 3)(2)Write the sentences according to the given situations:1) Meat goes bad easily in summer. So do remember to put it in a place__________________________________________ ( Key: where it is cool)2) In 1976, an earthquake struck Tangshan. Twenty years has passed and the city of Ta ngshan takes on a new look. However, many people there will never forget the day __Middle school , Studied , two years agoJuly 1 , Hong Kong , returnedTyphoon , HaiNan , was destroyed,______________________________. ( Key: when the earthquake destroyed the city) 3) He was late for the class. So what’s the possible reason for him to late?______________________________.(key: the reason why he was late for class is that he got up late.)(3) Christmas Day is coming, please write a short passage to introduce the Christmas Day to your friends. (do use the attributive clauses.)Stage 3:Summary and homeworkStep 1:summaryIn this lesson, we have mainly learned the relative adverbs in Attributive Clause “when,where,why ”to show the time,the place and the reason to describe the things. and we can use these three words to combine two simple sentences into one ,to facilitate writing skills. By learning relative adverbs in Attributive clause, we can use the Attributive Clause to tell people more clearly which person or thing is being discussed.Step 2: HomeworkUse the relative adverbs to make six Attributive clauses to describe things.三、附录 (教案中所用教学材料，包括教材复印件、教师自行编写补充材料、任务单等)Student ’s worksheetTask 1: completing the sentences by using the given words.________________________________________________________________.________________________________________________________________.________________________________________________________________.Task 2: Write the sentences according to the given situations:1) Meat goes bad easily in summer. So do remember to put it in a place____________ ______________________________.2)In 1976, an earthquake struck Tangshan. Twenty years has passed and the city of Ta ngshan takes on a new look. However, many people there will never forget the day __ ______________________________.3) He was late for the class. So what’s the possible reason for him to late?______________________________.Task 3: writingChristmas Day is coming, please write a short passage to introduce the Christmas Day to your friends. (do use the attributive clauses.)_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________板书设计。