选修七 Unit 4 Sharing Period 3 Grammar
一、教学课型: 语法复习课（45分钟） 二、教材分析：
1. 教学内容（见文末） 2. 教材处理
本课教学任务是复习限制性定语从句。笔者认为这节课的目的不是解决定语从句“是什么”，而是“怎么用” 的问题，因而不适合采用传统语法课以教师为主，讲述－操练的单调做法，而应侧重语法的运用，做到“活”与“实”相结合。但是，教材所提供地复习练习内容较少，笔者根据教学的实际需要，重新设计教学内容，主要通过展现各种情景，让学生在不同的情景下使用定语从句，查找漏洞，复习巩固已学的语法知识，，并提高知识的运用能力。
3．教学目标
（1）复习限制性定语从句的基本用法。
（2）提高学生在不同地情景中运用定语从句的能力。
（3）培养学生猜测能力以及积极合作的意识和相互竞争的能力。 4． 教学重点和难点
（1）引导学生复习定语从句用法与功能，发现和填补知识漏洞。 （2）提高学生在不同情景中运用定语从句的能力。 三、 教学设计 1．总体思路
笔者坚持以学生为主体，借助多媒体教学手段，以竞赛和游戏的方式组织课堂教学。本课紧扣本单元志愿者的话题，创设情景，让学生在了解志愿者和志愿者活动的特点以及参与志愿者活动的过程中，复习与运用定语从句。笔者在教学中首先引导学生回忆定语从句的基本结构，接着进行谜语竞猜，重现定语从句的功能作用；再利用选择填空必答题，让学生复习关系词的选用规则；然后通过开展看图组词成句和补全句子的抢答活动；最后设计志愿者活动，鼓励学生参加自己喜欢的活动，分组合作、讨论，谈谈加入的理由与看法。整个教学过程遵循由浅入深的教学原则，重点提高学生语言运用能力，学生边玩游戏，边学英语，课堂气氛活跃，效果好。
2．教学过程
Step 1: Basic structure revision
先行词+ 关系词+ 从句
先行词（物） 主 宾 先行词（人） 主 宾 定语 时间状语 which √ √ √ √ √ √ √ √ √ √ √ √ √ 地点原因状语 状语 关系代词 that who whom whose 关系副词[设计说明]
已有的知识。
when where why 此环节以公式和表格形式测试学生对定语从句基本结构的熟悉情况，简单明了，有利于快速激活学生
Step 2: Riddle competition & function
教师将学生分成若干小组，并进行以下谜语竞猜活动：
⑴ Raise a question and ask the Ss to guess who they are? The question is as followed: They are kind and warm-hearted people who can give time, energy and talents to help others in need and serve their communities, expecting nothing in return. (Key: volunteers)
⑵ Presenting some pictures on the screen, ask the Ss to look at the given riddles and try to choose the best answers as quickly as they can.
① He is the famous player who has become one of the volunteers of China Bone Marrow Bank.
② He was the singer whose money was completely spent in sponsoring(资助)poor children to go to school.
A B
C D
③ This is the volunteer sign which/that is designed for the 29th Beijing Olympic Games.
B A
B C
④ It is one part of our country where lots of graduators are willing to go and help poor people. November 15 December 5 September 20 July 5 ⑤ I can well remember the date when the Chinese Young Volunteers Association was founded.
⑶ Get the Ss to recall the significant function of attributive clause —— It can modify nouns or pronouns including giving a definition of a word and describing sth. / sb.
[设计说明]
这环节里笔者利用生动有趣的谜语竞猜游戏，调动课堂活跃气氛。在游戏当中进一步巩固和理解定语从句的基本结构和功能作用，这样才能引起学生复习的浓厚兴趣。
Step 3: Filling in the blanks
1. This is the baby________ I shall look after tomorrow.
2. The student to ______ you talked just now is a good football player.
3. My family climbed up the hills on the top of ________ we had a picnic before. 4. He still lives in the room _____ window faces to the east. whose window = the window of which
5. He still lives in the room _____ is in the north of the city. 6. He still lives in the room _____ there is a beautiful table. 7. I’ll never forget the days_____ we studied together. 8. I’ll never forget the days_____ we spent together. 9. Do you know the reason _____he didn’t come?
10. I’m one of the students who____ (do) well in English in my class. 11. He is the only one of the three who___ (have) got the new idea. [设计说明]
在这个环节里设计了填空练习，通过必答形式抽查学生回答，并且引导他们自己讲述解答的理由，从而让学生加深记忆关系词选择的规则——“瞻前顾后”以及重视定语从句主谓一致的问题。
Step 4: Multiple choice
1. I’ve read all the books ____ you gave me.
A. which B. them C. what D. that
2. There is no difficulty ____ can’t be overcome in the world. A. that B. which C. who D. what
3. The doctor did all ____ to save the wounded boy. A. what he could
B. he could
C. everything which he could D. for which he could do
4. He keeps a record of everything ____ he had seen there. A. this B. that C. which D. what
5. The TV play I watched last night is the best one _____ I have watched this year. A. which B. what C. whose D. that
6. Tell us about the people and the places ____ are different from ours. A. that B. who C. which D. whom
7. Who is the person _____ is standing at the gate of Beijing Tourism Tower? A. who B. that C. which D. whom
8. Anyone ____ is against this opinion may speak out. A. whom B. that C. whose D. who 9. Our school is no longer the place _____ it used it be. A. where B. what C. that D. which 10. It is not such an interesting magazine ____ I thought.
A. as B. that C. which D. 不填 [设计说明]
本环节的设计旨在利用选择题形式，让学生一边做必选题练习，一边自查关系词“仅用that”的特殊情况。
Step 6: Combining sentences
学生以小组为单位，通过抢答形式参与以下教学活动：
Show some pictures about Xu Benyu. Ask Ss to learn his voluntary performance and combine the following two sentences into one sentence, using attributive clauses.
1. Xu Benyu is a 24 –year- old boy. His family is very poor.
2. When he was still a student, he began to sponsor those students. Those students were poorer than him.
3. He arrived in the poor village in Guizhou Province and saw the Cave Primary School on that day. He would never forget the day.
4. He taught in a very poor mountainous village. There was no water, no electricity or telephone. 5. He still well remembered those happy days.
He spent those happy days in singing and playing games with the students. 6. At the meeting he told us his stories and the reason.
He told us why he could overcome all kinds of difficulties and help others. 7. Xu Benyu is the very person. We should learn from him. [设计说明]
教师渐渐引导学生由定语从句基本知识的复习进入定语从句的运用阶段。为了紧扣本单元主题，该设计以志愿者徐本禹为题材。学生既可以看到他真实的写照，又能在看图合并句子的练习中学习他的感人事迹，可谓一举两得。本环节的设计旨在提高学生获取信息，运用定语从句重组句子的能力。
Step 7: Completing sentences
Present some more pictures about other volunteers and ask Ss to complete the sentences below adding attributive clauses.
⑴ They are willing to go to the place where_____________________.
⑵ They are donating money for the children who/whose______________________. ⑶ They would take care of the old whose/who_______________________. ⑷ The volunteers are cleaning the rubbish which _______________________. ⑸ They are giving a benefit performance in public by which_____________________. ⑹ They provide free medical help for the villagers on weekends when ___________________.
⑺ They propagate the damage of drug among people, explaining the reasons why ________________________.
高中英语人教版选修7Unit4SharingGrammar教案(系列一)
