高中英语_定语从句教学设计学情分析教材分析课后反思

定语从句教学设计一、教材分析：定语从句在英语教学中占据重要地位，它是英语中最主要的语法之一，掌握好定语从句，对学生们的阅读能力和理解能力有着极大的帮助。

二、学情分析：教学对象为高中二年级学生，学习英语语法一直都是高中阶段的难题，学生很难作为课堂活动的主体主动参与教师所设计的课堂活动。

因此，单纯的枯燥乏味的语法知识的讲解难以获得良好的教学效果，在定语从句的讲解中积极设置语境、注重对学生语用意识和情感意识的培养尤为重要。

另外，本班学生学习水平良莠不齐，在教学活动的设计过程中应兼顾各个层次的学生，使他们学有所获。

三、教学目标：知识与技能：1. 学生能够了解定语从句的基本用法。

2. 学生能够在日常学习及交往中根据定语从句原则恰当表达。

3. 情感、态度与价值观：学生能够逐步了解定语从句的用法并能恰当使用，培养学生对英语学习的兴趣。

四、教学重点：定语从句的概念、规则。

五、教学难点：定语从句的分类，关系代词的用法和区别。

六、教学方法：提问、小组活动七、教学手段：多媒体和学生学习支持材料八、教学过程：Step1: Leading-in猜猜看,下面的句子明白吗?1.Not all that glitters is gold.2.He that makes himself a sheep shall be eaten by the wolf.3.He who would climb that ladder must begin at thebottom.4. He who is full of himself is very empty.Step 2: Explanation and improvement一、定语从句的分类The Restrictive Attributive Clause限制性定语从句The Non-Restrictive Attributive Clause非限制性定语从句非限制性定语从句和单句的比较1.I am reading Harry Porter，_____is an interesting book.2.He failed in the exam._______ made his parents angry.3.He failed in the exam, _______made his parents angry.4.He has two sons. Both of ________ are teachers.5.He has two sons, both of ________ are teachers.二、关系代词的用法1. 只能用that 做关系代词的情况1) 当先行词是不定代词时,如:All ,few, little,much, every, something,anything,everything 等2) 当人和物合做先行词时3) 在疑问词who、which、what开头的句子中4) 当先行词被序数词或形容词最高级修饰时5) 当先行词被the only, the very, the same, little, few, no, any等修饰时2. 只能用which做关系代词的情况1) 在介词后面2) 在非限制性定语从句中3. as 引导的限制性定语从句Please compare:This is the same pen as I lost.这支钢笔和我丢的那支一模一样。

This is the same pen that I lost.这支钢笔就是我丢的那支。

as 引导的限制性定语从句Please complete the following sentences and compare:This is such an interesting book ____ we all like.This is so interesting a book _____ we all like.这是大家都喜欢的如此有趣的一本书。

(定语从句)This is such an interesting book ____we all like it.This is so interesting a book ____we all like it.这本书如此有趣，大家都喜欢。

(结果状语从句)as 引导的非限制性定语从句The earth is round._____ is known to all.The earth is round,_____ is known to all._____ is known to all, the earth is round______ is known to all that the earth is round.as 具有正如之意，与之搭配的动词一般是固定的，如：as you know/ as you see/as we planned/as we expected4. whose的用法Join the following pair of sentences.The teacher praised the student. His English is the best in our class.The teacher praised the student whose English is the best in our class.关系词whose实际上是先行词的所有格The house is mine. The window of the house is broken.The house whose window is broken is mine.whose=the house’s windowStep 3: Consolidation1.He did all / everything _______he could to help me.2.This is the very thing _______ I am after.3.We talked about the men and the things _______ we remembered at school.4.He is the only man _______ can do the work.5.This is the first thing _______ I want to say.6.He is the finest man _______ I have ever worked with.7.Who is the man _______ spoke to you at the gate.8.Which is the star _______ is nearest to the earth.9.Is there anything else _______ you want to say?10.Any person _______ has the money can join the group.11.He often speaks the role he played in the play, _______ made others upset.12.He opened the door, in front of _______ sat a boy.13.The man to _______ I spoke is a famous scientist.14.The boy _______ mother is dead was brought up by his father.Step 4:Summary定语从句用关系代词还是关系副词，注意两点：一，准确判断定语从句中的谓语动词，及物动词后面要用关系代词；不及物动词后面则要关系副词。

二，准确判断先行词在定语从句中的成分（主、谓、宾、定、状），来确定关系词。

Step 5: Homework:1. Go over the grammar.2. Finish the Exx in the Wb.学情分析教学对象为高中二年级学生，学习英语语法一直都是高中阶段的难题，学生很难作为课堂活动的主体主动参与教师所设计的课堂活动。

因此，单纯的枯燥乏味的语法知识的讲解难以获得良好的教学效果，在定语从句的讲解中积极设置语境、注重对学生语用意识和情感意识的培养尤为重要。

另外，本班学生学习水平良莠不齐，在教学活动的设计过程中应兼顾各个层次的学生，使他们学有所获。

效果分析1. 教学内容及目标达成：教学目标定位清晰准确，教学目标达成度高；围绕教学目标灵活地运用教材，根据学生的认知水平确定教学内容，信息量大。

2. 课堂教学活动：教学活动有明确的指向性，过渡与衔接合理自然，由浅入深，符合语言学习规律，课堂上创设合作学习与探究学习的机会，并有效的进行师生互动和生生互动，课堂气氛活跃。

教学过程中教师用表扬、鼓励，使学生保持学习的良好情绪和学习积极性,学生参与度高;学生出错误后，教师先进行引导或由同伴补充完善，再解释说明，帮助学生顺利掌握新知识。

3. 课件的设计与演示：课件的内容选择教学目标一致，重点突出，信息量适度；画面色彩柔和，搭配合理，声音和动作搭配流畅和谐；运行快捷，操作简单，灵活，有利于学生对新语言知识的学习。

教材分析“定语从句”一直都是英语教学的重要语法项目，也是学习难点和高考热点之一。

因此，掌握好该语法点，对于中学生来说有非常重要的意义。

在新高考大纲中对定语从句有了更高的要求就是要会使用定语从句。

高二的学生在高一的时候已经系统学习过定于从句，但是对于大部分文科班的学生来说仍然是一个模糊的知识。

对关于定语从句的基础知识掌握不够牢固，且知识的运用能力很差，在解题中不能作出正确的分析。

因此。

本节课帮助学生清晰地掌握次从句的基本概念，主要了解关系代词引导的定语从句的用法。

评测练习1.He did all / everything _______he could to help me.2.This is the very thing _______ I am after.3.We talked about the men and the things _______ we remembered at school.4.He is the only man _______ can do the work.5.This is the first thing _______ I want to say.6.He is the finest man _______ I have ever worked with.7.Who is the man _______ spoke to you at the gate.8.Which is the star _______ is nearest to the earth.9.Is there anything else _______you want to say?10.Any person _______has the money can join the group.11.He often speaks the role he played in the play, _______made others upset.12.He opened the door, in front of _______sat a boy.13.The man to _______ I spoke is a famous scientist.14.The boy _______mother is dead was brought up by his father.教学反思本节课的重点是让学生掌握定语从句用法的各种规则。