高中英語(yǔ) Unit5 Travelling abroad教案 新人教版選修7.doc

unit5 travelling abroad一、教學(xué)目標(biāo)：教學(xué)目標(biāo)： 1.復(fù)習(xí)和掌握定語(yǔ)從句的定義以及關(guān)系代詞和關(guān)系副詞的用法及功能，能夠準(zhǔn)確的選擇定語(yǔ)從句的關(guān)系代詞和關(guān)系副詞。 2.提高學(xué)生對(duì)語(yǔ)法復(fù)習(xí)的興趣和積極性，較好的掌握定語(yǔ)從句的用法，能夠運(yùn)用知識(shí)點(diǎn)解題。能力目標(biāo)：能夠熟練運(yùn)用定語(yǔ)從句的語(yǔ)法規(guī)則組織含有定語(yǔ)從句的復(fù)合句。情感目標(biāo)：培養(yǎng)學(xué)生分析問(wèn)題解決問(wèn)題的能力，學(xué)會(huì)競(jìng)爭(zhēng)與合作，建立自信心和集體榮譽(yù)感。二、教學(xué)方法 以學(xué)生為主體，嘗試創(chuàng)新思維，聯(lián)系實(shí)際采用討論、協(xié)作、探究、競(jìng)爭(zhēng)的教學(xué)模式，引導(dǎo)學(xué)生靈活的掌握語(yǔ)法知識(shí)。三、教學(xué)手段 采用多媒體計(jì)算機(jī)、網(wǎng)絡(luò)利用多媒體計(jì)算機(jī)、網(wǎng)絡(luò)資源創(chuàng)設(shè)教學(xué)情景、問(wèn)題情景，擴(kuò)大教學(xué)容量，增強(qiáng)教學(xué)的趣味性和時(shí)效性。（設(shè)計(jì)依據(jù)：新課程標(biāo)準(zhǔn)要求教師在教學(xué)中要以學(xué)生為主體，采用研究性學(xué)習(xí)方法，寓教于樂(lè)。檢驗(yàn)一節(jié)課成功與否，不是教師講了多少，而是以學(xué)生的學(xué)習(xí)效果為評(píng)價(jià)標(biāo)準(zhǔn)。因此我借助多媒體，以網(wǎng)絡(luò)上一篇小短文導(dǎo)入語(yǔ)法定語(yǔ)從句，讓學(xué)生通過(guò)觀察和比較來(lái)學(xué)習(xí)定語(yǔ)從句的相關(guān)知識(shí)，力求使枯燥的語(yǔ)法生動(dòng)趣味化；并且考慮學(xué)生英語(yǔ)基礎(chǔ)的實(shí)際情況，教學(xué)過(guò)程也要體現(xiàn)素質(zhì)教育的全體性，因此設(shè)計(jì)任務(wù)循序漸進(jìn)（如按“詞句文”遞進(jìn)），由淺入深，由易到難，導(dǎo)引學(xué)生參與整個(gè)學(xué)習(xí)過(guò)程，獲得更佳的學(xué)習(xí)效果及發(fā)展智力，提高思維，觀察，注意，記憶，想象，聯(lián)想等能力。）四、課前準(zhǔn)備1、布置學(xué)生熟記定語(yǔ)從句各關(guān)系代詞和關(guān)系副詞的用法。2、教師準(zhǔn)備相關(guān)多媒體課件。五、教學(xué)課時(shí)：一課時(shí)六、教學(xué)過(guò)程第一步：導(dǎo)入dont forget the things that once you owned. treasure the things that you cant get.dont give up the things that belong to youand keep those lost things in memory. 首先讓學(xué)生讀一下文章，并翻譯漢語(yǔ)意思，注意劃線句子的語(yǔ)序及句子的特點(diǎn)。t:whattypeofclausearetheunderlinedpartsinthetwosentences?ss:theattributiveclause設(shè)計(jì)思路：簡(jiǎn)單的美文欣賞很符合學(xué)生的口味，重要的是短文中含有定語(yǔ)從句，可以導(dǎo)引學(xué)生輕松自然地進(jìn)入語(yǔ)法話題。）第二步：定語(yǔ)從句的定義和結(jié)構(gòu)的簡(jiǎn)單呈現(xiàn)?；A(chǔ)知識(shí)回顧定語(yǔ)從句的定義、組成、分類、作用定義：在復(fù)合句當(dāng)中，修飾名詞或者代詞的從句就叫做定語(yǔ)從句，作用相當(dāng)于形容詞。 被定語(yǔ)從句修飾的詞叫做先行詞， 引導(dǎo)定語(yǔ)從句的詞就做關(guān)系詞。引導(dǎo)定語(yǔ)從句的關(guān)系詞指代人 who , whom, that 指代物 which ,that 關(guān)系代詞表所屬 whose ,of which指代時(shí)間 when指代地點(diǎn) where 關(guān)系副詞指代原因 why作用：關(guān)系代詞和關(guān)系副詞有三大作用，即連接（連接定語(yǔ)從句和主句）、替代（替代前面的先行詞）、成分（在定語(yǔ)從句中要充當(dāng)一定的句子成分）。在此出現(xiàn)四個(gè)改錯(cuò)句子，檢測(cè)學(xué)生對(duì)基礎(chǔ)知識(shí)的掌握。（設(shè)計(jì)思路：使學(xué)生加深對(duì)定語(yǔ)從句的結(jié)構(gòu)和關(guān)系代詞、關(guān)系副詞的印象，以便下面的學(xué)習(xí)探究中更好的發(fā)揮。）第三步：探究與歸納1. that與which （用that不用which的幾種情況）2. as與which（位置、意思方面）3. 特殊用法（3中）如1.在定語(yǔ)從句中先行詞是 way 后面的定語(yǔ)從句的引導(dǎo)詞為in which /that/不填，如： i recognized hes from australia from the way _ he speaks. 2.在定語(yǔ)從句中，先行詞是situation,position,point,stage等詞，且從句不缺主語(yǔ)和賓語(yǔ)，由where來(lái)引導(dǎo)從句。we were put into a position _ we had either to accept we were less important ,or fight the government. we have reached a stage we have almost no rights at all.（設(shè)計(jì)思路：通過(guò)學(xué)生自己觀察、分析、討論、總結(jié)語(yǔ)法規(guī)則，使學(xué)生在理解的基礎(chǔ)上牢記語(yǔ)法規(guī)則，為后面實(shí)際操練打好基礎(chǔ)。）第四步:學(xué)以致用correct the following sentences.1.im using the pen which he bought it yesterday.2. the man whom i talked is from canada.3 i still remember the holidays i stayed with them.4. im going to work in the hospital where needs me.5. can you think of a situation that this idiom can be used?6. i dont like the way which you talked to your friend.7. that was the reason because she looked old.8. taiwan, that we know, belongs to china.9. the third place which we are going to visit is hangzhou.10. the students and things which you spoke of are known to us.（設(shè)計(jì)思路：改錯(cuò)是今年高考的新題型，以改錯(cuò)的形式處理定語(yǔ)從句，既考查了語(yǔ)法規(guī)則又練習(xí)了改錯(cuò)的形式。貫徹由易漸難的原則，鼓舞士氣，提高自信心。）第五步：當(dāng)堂小結(jié)定語(yǔ)從句先行詞關(guān)系詞關(guān)系代詞關(guān)系副詞指人指物表所屬表時(shí)間表地點(diǎn)表原因考點(diǎn)1.which與that2.as的用法3.幾種特殊用法（設(shè)計(jì)思路：讓學(xué)生歸納總結(jié)本節(jié)課所學(xué)的知識(shí)，在歸納過(guò)程中對(duì)學(xué)生的易錯(cuò)點(diǎn)進(jìn)行點(diǎn)撥，同時(shí)也為后面在文章中的運(yùn)用打好基礎(chǔ)。第六步：homeworkcomplete the passage correctly by what we have learnt today.though i cant remember everything happened during the time in university, i still remember some people and things were related to miss brown, used to be monitor in our class. if you want to know who the lady is i referred to in my diary, i can tell you its her, miss brown. here is a story makes me remember miss brown until now. one afternoon, she and i arrived in new york, we would look forward to. we went to the biggest bookshop in there were different kinds of books to be sold. there, she persuaded me to read every grammar book could offer me knowledge of grammar and buy a dictionary i could look up the new words in. miss brown also bought the same books i did. just when we left the bookshop and were ready to go back to our university, a big man stopped us and robbed me of my necklace.