定语从句是英语中最基本也是最重要的从句结构之一, 同时也是中考重要语法考点之一。在日常交际中, 定语从句被经常使用尤其，对于初学者来说, 它是理解和解释一些新概念或者复杂概念的有用工具。但是, 学生们掌握定语从句的结构和功能却并不简单, 尤其是从句中关系代词的选用及句型的构建时常困扰着学生, 导致有些学生害怕定语从句, 也不敢也不能流利地使用它来表达。在此前的的英语阅读和其他一些学习活动中学生已经接触过了一些定语从句结构, 但仍然很难将语法转化为”学用结合”阶段。再者，农村学生基础较弱，对语法的把握掌握程度参差不齐，对语法的学习兴趣不够浓厚。
效果分析
本堂课，我采用所提倡的任务型教学活动，是为了让学生们在教师的指导下，通过感知，体验，实践，参与合作等方式，力求最大限度地把语言能力的培养落实到教学过程的每一个环节，逐步实现预定的任务目标并感受成功。我在这堂课的设计里要求自己新颖别致，突出教学环节的完整性，要有一气呵成的感觉，重点落实，定语从句自始至终贯穿每个环节，活而不乱，生动有趣，气氛活跃。能发挥学生们的主体互动性和能动性，在完成任务的过程中能积极参与。课后感觉任务型教学有所体现，学生们积极性高，参与面广，训练量较大，能初步运用定语从句。
一、教学目标：
1. 知识目标:?复习和掌握定语从句中关系代词和关系副词的作用和功能，能准确选择定语从句所需的关系代词或关系副词。
2. 能力目标:?能较好地分析运用定语从句，并能准确翻译包含定语从句的复合句。
3. 情感目标:?培养学生自主性学习,享受完成任务的过程,乐意与组员合作学习.?
二、教学重难点?
提高学生对语法复习的兴趣和积极性，较好地掌握定语从句的用法，理解定语从句，运用知识点解题。帮助学生将已学习的知识(the?attributive?clause)?转化为技能,从而培养其对该语法知识点的综合运用能力.
三、教学方法
以学生为主体，以任务为载体，采用讨论探究、和谐互助、竞赛的教学模式，引导学生灵活运用所学语法知识。
四、教学手段
多媒体，课件
五、教学过程：
Step 1. Lead-in
1）Show Ss the picture about the Great Wall. Let Ss guess the famous proverb they’ve got in mind.
He who doesn’t reach the Great Wall isn’t a true man.(不到长城非好汉)
设计意图：以图片和熟悉的谚语导入，旨在引起学生学习兴趣,帮助学生更直观自然地进入学习定语从句的语境,从而为下一个环节的复习和巩固打下基础.
2）According to this proverb, Let Ss recall the definition of the attributive clause, antecedent and relatives.
设计意图：通过分析该谚语，引导学生回忆起有关定语从句的定义。
Step 2. Task 1---Join and discuss
Join the two simple sentences into one with an attributive clause. Then discuss in groups about the functions of the relative pronouns.
Each group choose a representative to read out the answer and analyse the main points.
Ss in other groups can add their ideas.
设计意图： 要求学生先自主完成连句任务，然后小组内研究讨论关系代词作用，培养学生自主学习能力，同时和谐互助的学习模式也有助于提高学生学习兴趣。
Step 3. Consolidation--- relative pronouns
Point out the relative pronouns and the functions in the clause.
who指人,作主语或宾语 (作宾语可省略）
A person who steals things is called a thief.
The man (who) I like best is my father.
whom指人,作宾语(作宾语可省略,如介词提前则不能省)
The boy (whom/who) I talk with is Tom.
The boy with whom I talk is Tom.
which 指物，作主语或宾语 (作宾语可省略, 如介词提前则不能省)
These are the trees which were planted last year.
Is this the library (which) you borrow books from?
Is this the library from which you borrow books?
that 指人/物，作主语或宾语 (作宾语可省略）
A plane is a machine that can fly.
He is the man (that) I told you about.
whose 指人/物，作定语，表示从属关系。
The boy whose father is a teacher is my classmate.
The book whose cover is green is mine.
设计意图：根据之前学生的自主学习结果，带领学生梳理关系代词及其作用，使学生对定语从句关系代词的掌握更系统化，条理化。
Step 4. Practise---Exercise 1
Ss do the exercise related to the relative pronouns and analyse their functions in the sentences.
Rush to answer the questions and compare which group is the best.
设计意图：通过练习巩固关系代词的掌握，以竞赛的形式提高学生的兴趣和趣味性，同时也能反映出学生对知识掌握的熟练程度。
Step 5. Task 2---特殊的that(易考点)
Do the task first and discuss the special functions of that.
当先行词同时指人和物时，关系代词只能用that.
当先行词是something, anything, nothing, all 等不定代词时，关系代词只能用that.
当先行词被序数词，最高级, the only, the very，等词修饰时，关系代词只能用that.
当主句是who或which 引导的特殊疑问句，而中心词指人或物时，关系代词只能用that.
设计意图：通过任务引导学生总结关系代词that 的特殊用处，点明中考的易考点，帮助学生在做任务中主动归纳掌握。
Step 6. Practise---Exercise 2
Ss do the exercise related to that and analyse the usage.
Rush to answer the questions and compare which group is the best.
设计意图：通过练习巩固that 的特殊用法，以竞赛的形式提高学生的兴趣和趣味性，同时也能反映出学生对知识掌握的熟练程度。
Step 7. Task 3------Join and discuss
Join the two simple sentences into one with an attributive clause. Then discuss in groups about the functions of the relative adverbs.
Each group choose a representative to read out the answer and analyse the main points.
Ss in other groups can add their ideas.
设计意图： 要求学生先自主完成连句任务，然后小组内研究讨论关系副词作用，培养学生自主学习能力，同时和谐互助的学习模式也有助于提高学生学习兴趣。
Step 8. Consolidation--- relative adverbs
Point out the relative adverbs and the functions in the clause.
when在定语从句中作时间状语，相当于“介词+which”。
I’ll never forget the day when I joined the army.
where在定语从句中作地点状语，相当于“介词+which”。
This is the house where I lived two years ago.
why在定语从句中作原因状语，相当于“for+which”。
Do you know the reason why she was late？
设计意图：根据之前学生的自主学习结果，带领学生梳理关系副词及其作用，使学生对定语从句关系副词的掌握更系统化，条理化。
Step 9. Practise---Exercise 3
Ss do the exercise related to the relative adverbs and analyse their functions in the sentences.
Rush to answer the questions and compare which group is the best.
设计意图：通过练习巩固关系副词的掌握，以竞赛的形式提高学生的兴趣和趣味性，同时也能反映出学生对知识掌握的熟练程度。
Step 10. Task4--- Challenge yourself（易错点）
Do the exercise in this task and tell the difference from the two sentences.
设计意图：通过比较两个类似题目，引导学生区分关系词的选择，即先行词在从句中做何种成分决定使用那个关系词。
Step 11. Task5---Translation(易考点)
Translate the English sentences into Chinese. Pay attention to the attributive clause.
设计意图：将含有定语从句的复合句翻译成英语，结合中考任务型阅读中经常出现的英汉互译，使用插入式翻译法，培养学生翻译能力。
Step 12. Free talk
Talk about your members and their things around using attributive clause.
设计意图：利用定语从句进行生活化的口语表达，学以致用。
Step 13. Homework
Write a short passage about a place that you’ve visited. Use the attributive clause to describe it.
设计意图：利用作文活用定语从句来描述一个地方，培养学生书面表达能力，同时检验定语从句的运用水平。
教材分析
定语从句是新课标初中英语重要的语法知识之一,?同时也是中考乃至将来高考重要语法考点之一。它既是重点也是难点, 是学生平时最常接触的, 它在各个题型中无所不在。因此，复习好定语从句是十分必须的。
本堂课是初三下学期的语法复习课，内容是定语从句的复习。因为它是初三学过的语法内容，在平时的练习中也经常地接触，所以学生们对该语法比较熟悉。但是由于时间间隔长，所以某些语法点及其特殊用法可能有点模糊。
作为语法复习方面，重点突破点是关系代词who, that, which, whose及关系副词where, when, why的用法区别; 作为难度提升方面，突破关系词的选择及长难句的分析与翻译。
观评记录
1.注重课堂的高效性；处理好了教师在教学过程中的指导作用； 提高教学实效性的关键在于所选择的教学方式能否调动学生参与的积极性，因此，要在教学设计时选择恰当的教学方式。大胆的引用，真切的感受，胜过老师的千言万语。
2.先学后教，当堂训练。学习方式并不是特指任何一种具体的活动方式，我们所提到的自主学习、探究学习、体验学习、合作学习等更多的是针对它们的“自主、体验、探究、合作”的内在特征而言。每一种学习方式都具有这些特征，只不过在每一种特征的具体表现上有所侧重。真正在课堂教学中运用时，学生的学习方式其实是一种综合的运用。自主合作、小组讨论等在穿插中融合，都激发了学生的学习热情。
3.关注学生深层次思维的参与。学生的学习方式趋向多样化，但一些活动流于表面，看似热闹，学生却没有获得什么。其中一个很重要的原因，就是注重了学生行为的积极参与，有时却忽略了学生深层次思维的参与。所以在本节课中，除了让学生参与，为了突破难点，有专门设置问题可以激发学生深度的思考。
4.注重教学目标的生成与落实。教学设计中教学目标的确定和课堂中教学目标的真正达成，有时并不是一致的。因此，我们不仅要关注课前如何科学的确定一节课的教学目标，更要思考教学目标如何在课堂中真正落实。
5.课堂环节设计紧凑，练习题难易结合，课堂效果很好，拓展内容稍多，不同层次的学生均有收获。 教师基本功扎实，课堂设计思路清晰，驾驭课堂能力强，在教学手段上有独到之处，有亮点。
TASK 1: Group Work(Join and discuss)
1. This is a dream. The dream will never come true.
2. The boy has been found. The boy was lost.
3. This is the card. I’ve just received the card.
4. The man is a famous singer. He introduced the man just now.
5. The girl is clever. The girl’s parents are teachers.
Exercise 1 : 用关系代词填空
1. The boy ____________ is playing ping-pong is my classmate.
2. The e-mail ___________ I received yesterday was from my sister.
3. I hate people ______________ talk much but do little.
4. The car _____________ my father bought last month is very beautiful.
5. The man ______ hair is white is his grandfather.
6. Is there a student _________ father is a business man?
7. This is the house in ________ we have lived for 10 years.
8. I’ve never heard of the person about ________ you talked just now.
TASK 2: 特殊的that(讨论其中that的用法)
My father and his teacher talked a lot about the persons and things ______ they couldn’t remember.
Say all ________ you know.
Is there anything ______ I can do for you?
This is the first play ________ I have seen since I came here.
This is the best novel _______ I have read.
Who is the girl _______is standing under the tree?
Which is the machine ____ we used last Sunday.
Exercise 2
1. He is the very person __ I like.
A. it B. which C. this D. that
2. This is the first place ___ we visited last year.
A. which B. what C. that D. where
3. Money is not the only thing ___ is missing.
A. which B. that C. who D. whose
4. This is all___ I wanted.
A. the one B. what C. the one that D. that
5. Who is the teacher __ is working in the office?
A. who B. that C. whom D. which
6. I like things and persons ___ are interesting.
A. who B. that C. which D. whom
TASK 3: Group Work(Join and discuss)
I’ll never forget the day. I joined the army on that day.
This is the house. I lived in the house two years ago.
. Do you know the reason? She was late for the reason.
Exercise 3
1. October 1,1949 is the day _____ the PRC was founded.
which B. when C. that D. on that
2. Is that the reason _____ you are late for the plan?
A. which B. what C. why D. for that
3. Is this the place ______ you were born?
A. which B. where C. what D. that
TASK 4: Challenge yourself
1. Is this the place ______ you were born?
A. which B. where C. what D. that
2. Is this the place ______ some German friends visited last year?
A. which B. where C. what D. why
3. The house _______ the famous writer wrote his works is a museum now.
A. which B. where C. what D. that
4. The house _______ the famous writer bought many years ago is a museum now.
A. that B. where C. what D. why
5. He told her the reason____ he is unhappy, but she doesn’t believe the reason ______ he gives her.
A. why; why B. why; which C. that; why D. which; why
TASK 5: Translation
The young man who lives next door is a doctor..
The little girl that is reading under the tree is my sister.
Daming likes the music that he can dance to.
课件22张PPT。 Revision——Attributive Clauseby Katy XiuHe who doesn’t reach the Great Wall isn’t a true man.
(不到长城非好汉)Which proverb have you got in mind?Definition定语从句(Attributive Clause):
修饰名词或代词对其启到限定作用的句子。
先行词(antecedent)：
被定语从句修饰的名词或代词。
关系词(relative pronouns and adverbs)：
引导定语从句的词，分为关系代词和关系副词。 1. This is a dream. The dream will never come true. This is a dream which/that will never come true. 2. The boy has been found. The boy was lost. The boy who/that was lost has been found.TASK 1: Group Work (Join and discuss) 3. This is the card. I’ve just received the card. This is the card (which/that) I’ve just received. 4. The man is a famous singer. He introduced the man just now. The man ( who/ whom/ that ) he introduced just now is a famous singer. 5. The girl is clever. The girl’s parents are teachers. The girl whose parents are teachers is clever. 关系代词: 1. who指人,作主语或宾语 (作宾语可省略）The man (who) I like best is my father.A person who steals things is called a thief.2. whom指人,作宾语(作宾语可省略,如介词提前则不能省) The boy (whom/who) I talk with is Tom.The boy with whom I talk is Tom.3. which 指物，作主语或宾语 (作宾语可省
略, 如介词提前则不能省) These are the trees which were planted
last year.Is this the library (which) you borrow books from?Is this the library from which you borrow
books? 4. that 指人/物，作主语或宾语 (作宾语
可省略）A plane is a machine that can fly.He is the man (that) I told you about. 5. whose 指人/物，作定语，表示从属关系。The boy whose father is a teacher is my classmate.The book whose cover is green is mine.Exercise 1 : 用关系代词填空The boy ____________ is playing ping-pong is my classmate.
The e-mail ___________ I received yesterday was from my sister.
I hate people ______________ talk much but do little.
The car _____________ my father bought last month is very beautiful.who / that（which/ that）who / that（which / that）5. The man ______ hair is white is his grandfather.
6. Is there a student _________ father is a business man?
7. This is the house in ________ we have lived for 10 years.
8.I’ve never heard of the person about ________ you talked just now.whosewhosewhich whomTASK 2: 特殊的that(易考点)My father and his teacher talked a lot about the persons and things ______ they couldn’t remember.
Say all ________ you know.
Is there anything ______ I can do for you?thatthatthat当先行词是something, anything, nothing, all 等不定代词时，关系代词只能用that.当先行词同时指人和物时，关系代词只能用that.4.This is the first play ________ I have seen since I came here.
5. This is the best novel _______ I have read.thatthat当先行词被序数词，最高级, the only, the very，等词修饰时，关系代词只能用that.6.Who is the girl _______is standing under the tree?
7. Which is the machine ____ we used last Sunday.当主句是who或which 引导的特殊疑问句，而中心词指人或物时，关系代词只能用that.thatthat1. He is the very person __ I like.
A. it B. which C. this D. that
2. This is the first place ___ we visited last year.
A. which B. what C. that D. where
3. Money is not the only thing ___ is missing.
A. which B. that C. who D. whose
4. This is all___ I wanted.
A. the one B. what C. the one that D. that
5. Who is the teacher __ is working in the office?
A. who B. that C. whom D. which
6. I like things and persons ___ are interesting.
A. who B. that C. which D. whomDCBDBBExercise 2TASK 3: Group Work(Join and discuss)I’ll never forget the day when I joined the army.I’ll never forget the day.
I joined the army on that day.2. This is the house.
I lived in the house two years ago.This is the house where I lived two years ago.Do you know the reason why she was late？ 3. Do you know the reason?
She was late for the reason.1.when在定语从句中作时间状语，相当于“介词+which”。I’ll never forget the day when I joined the army.on which2.where在定语从句中作地点状语，相当于“介词+which”。This is the house where I lived two years ago.in which==关系副词Do you know the reason why she was late？for which=3.why在定语从句中作原因状语，相当于“for+which”。Exercise 31.October 1,1949 is the day _____ the PRC was founded.
which B. when C. that D. on that
2.Is that the reason _____ you are late for the plan?
which B. what C. why D. for that
3. Is this the place ______ you were born?
A. which B. where C. what D. that
BCBTASK 4:Challenge yourself（易错点）1. Is this the place ______ you were born?
A. which B. where C. what D. that
2. Is this the place ______ some German friends visited last year?
A. which B. where C. what D. why
√√先行词在从句中做何种成分决定使用那个关系词3.The house _______ the famous writer wrote his works is a museum now.
A. which B. where C. what D. that
4.The house _______ the famous writer bought many years ago is a museum now.
A. that B. where C. what D. why√√Challenge yourself5. He told her the reason____ he is unhappy, but she doesn’t believe the reason ______ he gives her.
A. why; why
B. why; which
C. that; why
D. which; why√Challenge yourselfTASK 5: Translation（易考点）1. The young man who lives next door is a doctor.
2. The little girl that is reading under the tree is my sister.
3. Daming likes the music that he can dance to.
Tips: 将定语从句插入到所修饰的名词或代词前FREE TALKTalk about your members and their things around using attributive clause.
For example:
The boy who is clever is Tom.
The subject Lucy likes best is English.HOMEWORK Write a short passage about a place that you’ve visited. Use the attributive clause to help you describe it.God helps those who help themselves.Thanks for listening!
教学反思
就此堂课而言，有些方面在今后可继续发扬：
一、教学设计思路较清晰，方向明确，直击中考，重点难点突出;
二、引导学生自主学习，探究相关的定语从句考点;
三、引用竞赛模式，分组抢答，调动了学生参与课堂的积极性。
尽管如此，仍有许多需要反思的地方：
一、给出的有些问题难度较大，学生信心受挫，影响课堂进程；
二、各个教学环节时间安排不够合理，致使出现拖堂现象；
在今后的教学中，我会发扬优点，优化不足，争取在今后的课堂改进。
新版《课程标准》更清晰地阐述了英语课程的目的，即在发展学生综合语言运用能力的过程中，能够开阔视野，丰富生活经历，形成跨文化意识，发展创新能力，形成良好的品格和正确的人生观与价值观。这为教师制定教学目标提供了很好的依据。教师应该置学生于一种动态,开放,主动,多元的语言学习环境中,让学生在观察,讨论,合作,探究,角色体验中创造性地掌握并自如应该语法结构的同时,体会英语语法之美并产生进一步探究的冲动.?新版《课程标准》对定语从句要求“能辨认出带有由that, which, who引导的限定性定语从句，并能理解句子意思”。这些对教师把握教学深度和难度有极大的指导意义，对推进素质教育、减轻学生过重的学业负担也有积极的推动作用。
