本课从真实原则和学生兴趣原则出发，以歌曲为载体准备语料。通过帮助学生理解、归纳、总结、讨论等方式学习定语从句并最终通过“写作”来实现其语用功能。通过情景凸显语法意义；通过探究体验语法形式；通过操练内化语法规则；通过运用实现语用功能。
教学目标：
1.语言知识目标：(1)?了解定语从句的概念和基本用法
(2)?区别并正确使用引导词
(3)?了解引导词与先行词之间的位置关系?
2.能力目标：能在交际中正确,恰当地使用定语从句.
3?情感目标：?(1)?激发学生的学习兴趣,培养学生的探究精神?
(2)?增强师生情感交流，增强集体荣誉感，培养学生对母校的感情。
Step 1：猜猜他/她是谁.——— 两句合一(定语从句)
（1）教师让学生用英语描述一位同学，师生根据描述寻找这位学生。
T: Good afternoon, boys and girls! Would you like to play a guessing game today?
Ss: ( a little excited ) yes!
T: Remember, describe one of your classmates in short sentences, and we’ll try to find you quickly. now, let’s try the first one. Who’d like to….?
(2) 教师边听不同的学生描述边寻找被描述的学生，同时，适当板书学生所说的描述人物的话语，如:
He is a boy. He has a long neck. He likes play GO. (此句是好朋友间的调皮玩笑。)
(此时有调皮学生会开其它玩笑，例如：He is the most handsome boy in the world. 教师微笑提示学生描述appearance.)
（3）教师找到被描述的学生之后，请学生注意黑板上的句子，启发他们将这些短句连成长句，引导学生说出定语从句。
T: Look, there are so many short sentences on the blackboard, can you join them together to make a longer sentence?
S1: He is a boy and he has a long neck.
T: Good, any other ways?
S2: He is a boy who has a long neck.
T: yes, that’s a better way.
(教师擦掉第二句的主语he,替换为who)
T: Class, the word “who” is used to replace “he”, so we can regard “who” as a bridge connecting the two short sentences. Also, we can call it a “connecting word”.
Ss: …….
T: Now it’s my turn to introduce someone and your turn to guess.
(1). He is a basketball player that is always compared with Michael Jordan.
He is a basketball player who said goodbye to his basketball career on April 4th, 2016.
----Kobe Bryant
(2).He is a football player that is called the “new Maradona”by all the fans all over the world.
He is a football player who won the European golden boot Award in 2013.---- Messi
(3). He is a pop star _______ was the lead singer of EXO. ---- Lu Han
【设计意图】师生互动自然地将学生带入到了学习情境中,（老师的课堂用语尽可能多地使用定语从句）没有先将语法概念告诉学生，而是直接呈现定语从句的用法，激发了学生的兴趣，直观清楚，也锻炼了学生直接用英语思维的能力和运用所学语言的能力。例句的选择考虑到男生女生的兴趣差异----乔丹梅西和鹿晗。
Step 2: 看微视频，听歌曲，感受和分析歌词特点。——— （定语从句）一句拆二
播放“麦克学摇滚”的经典歌曲That’s why you go away，让学生听并且结合所给歌词，体会含有定语从句的句子。
T: Lu Han used to be the lead singer of EXO. We all know that EXO is a band. I’d like to introduce one of my favorite music bands to you---Michael Learns to Rock. Would you like ….?
S: Yes, please! (a little excited)
That’s why you go away
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
I'm the one who's feeling lost right now
Now you want me to forget every little thing you said
T: Can you find some special characteristics of the four sentences in the song? Can you divide them into two shorter sentences?
学生们欣赏歌曲，分析查找定语从句。可以在小组内讨论，彼此相互启发，能更快的找出答案。小组讨论，拆分句子。
S1: (1) Love is one big illusion. (2) I should try to forget the illusion.
S2: (1) You're the one. (2) the one set it up now.
S3: (1) I'm the one. (2) who's feeling lost right now.
S4: (1) Now you want me to forget every little thing (2) you said every little thing.
【设计意图】上一步是“两句合一”，这一步让学生 “一句拆二”， 引导学生归纳出定语从句的结构和位置。体会了引导词的桥梁作用。这样达到了快速理解和运用定语从句的目的，也进一步增加了探究所学语法的兴趣。课堂的进行都是真实的语言场景，是师生之间在分享自己喜欢的明星或歌手乐队，老师邀请学生欣赏歌曲。歌词带来的挑战，使学生乐于实践。
Step 3:分析句子，准确定位各种情况下的引导词
T：From the lyrics of the song, we can see that sometimes there is no “bridge” between the two sentences. And look at the sentence “I'm the one who's feeling lost right now”, are there any words that can replace “who”? Why can’t we use “when” here? Are there any clues?
Can you analyze the sentences and fill in the blanks?
1. The boy who broke the window is called Tom.
2. Who is the man that is reading a book over there?
3. The foreigner who visited our class yesterday is from Canada.
4. The person to whom you just talked is Mr Li.
5. The girl that we saw yesterday was Jim’s sister.
6. This is the scientist whose name is known all over the world.
7. They planted some trees which didn’t’t need much water.
8. A plane is a machine that can fly.
9. The fish which we bought this morning were not fresh.
10. The noodles that I cooked were delicious.
11.I prefer this room whose window is bigger.
12. Do you remember the afternoon when we first met three years ago?
13. I recently went to the town where I was born.
14.This wasn’t the reason why I left.
People
Subject （主语）
Object （宾语）
Attribute（定语）
Things
Subject （主语）
Object （宾语）
Attribute（定语）
Time
Adverbial（状语）
Place
Adverbial（状语）
Reason
Adverbial（状语）
学生先独立完成表格,教师鼓励其遇到问题,可以与小组内的同伴讨论,共同解决。相互启发，促进，能得出更全面的信息。
【设计意图】此环节让学生对所学的知识加以升华，并在大脑里形成知识框架，把知识系统化。通过自主探究与合作探究，而不是教师的讲解，准确定位定语从句在不同情况下的引导词。使学生真正理解定语从句，从而避免学生看到time就填when看到 place就填where看到reason就填why这种机械做法。
Step 4:听第二首歌曲，挑战“补全歌词”游戏。
Swim to the ocean shore fish in the sea,
She is the story the story is she,
She sings to the moon and stars in the sky,
Shining from high above you shouldn’t’t ask shy,
She is the one _____you never forget,
She is the heaven-sent angle
_____ you met ,
Oh, she must be a reason_____
God made a girl,
She is so pretty all over the world,
【设计意图】第二首歌选择了与第一首歌的不同的呈现形式。语言教学贵在情景真实，因此这一步没有让学生做填空题来训练，而是继续通过学生非常感兴趣的歌曲这种形式，让学生接受挑战，利用上一步他们研讨分析得出的规律，来补全歌词，然后奖励他们听下一段，这同时也是核对答案的过程。学生会更加放松自信，没有做题的紧张感。
Step 5:看图片，体会贴近生活的情境中的“定语从句”。
【设计意图】以学生真实参加过的校园活动为载体，补充前几步骤练习较少的where, when ,why 等先行词在定语从句中作状语的句子。通过比较有难度的句子来检测和巩固学生对定语从句的掌握。
Step 6:小组讨论跟校长谈话的内容 + 给校长写一封建议信（下学期的课外活动）
T：We are going to say goodbye to this term. What are the activities that you would like to take part in next term? Write a letter to our headmaster using as many attributive clauses as possible.
Dear Headmaster,
Thanks for holding so many interesting activities which we enjoyed very much.
I suggest that …
【设计意图】创设情境，学以致用。学生在前几步中已经对定语从句有所了解，这一步适时地通过“对校长发声”让他们表达出完整的含有定语从句的句子来。加强巩固，在表达过程中，学生的语句会有较多扩展，教师可以走到各组中间给予适当指导。为下一步写作做好铺垫。
写作这一步是整节课的升华，有梯度地将听说落实到读写上，体现了“学中用，用中学”的教学理念。这节课上学生们爱上了“写作”， 同时给校长的信也激发了学生爱学校爱集体的热情，他们愿意为集体献计献策。多种评价形式旨在让学生不断完善作品，提高学生的写作水平。学生写完作文后，教师挑选了一位近日有挫败情绪的同学的作文，鼓励学生，激发其自信。
Step 7:评测练习
【设计意图】检查课堂效果
Step 8:课后作业。
课后作业分书面作业和选作部分。书面部分是巩固所学的定从知识，选作部分为激发和保持学生英语学习兴趣，推荐学生聆听学习英语经典老歌Lemon?Tree, 和The?One?You?Love?并注意体会歌词中的定语从句的使用。
【设计意图】巩固所学的定从知识；在教学中多注入或推荐一些生活、艺术、音乐等元素对于学生保持良好的学习心态很有好处。
学生自评表
自评项目
Excellent
Good
Average
Poor
Awful
理解语境中的定语从句
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掌握关系词的用法
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在听、说、读、写中熟练运用定语从句
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小组合作学习参与情况
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课件24张PPT。Guess who he/she is
1.He is a basketball player that is always compared with Michael Jordan.
2.He is a basketball player who said goodbye to
his basketball career on April 4th, 2016.Guess who he/she is
1.He is a football player that is called the “new Maradona”by all the fans all over the world.
2.He is a football player who won the European
golden boot Award in 2013.
3.He is a football player whose football shirt is
just like this.
Guess who he/she isLionel Messi is a football player
______ has won the Golden
Globe Awards for five times.
which/thatwhoThe boy from Afghanistan
is wearing a football?shirt
___________
was made by a plastic bag.He is a pop star _______ used to be the lead singer of EXO. Do you know the reason ______ so many fans
are waiting in line to take photos with the
mailbox？
The Music Band---EXO Michael Learns to Rock
That’s why you go away
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 that 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
I'm the one who is feeling lost right now
Now you want me to forget every little thing which you said1234TimeThingsHumansPlaceReasonSubject(主语)Object(宾语)Attribute(定语)Subject(主语)Object (宾语)Attribute(定语)Adverbial(状语)Adverbial(状语)Adverbial(状语)who/ thatwho/whom/ thatwhosewhich/ thatwhich/ thatwhosewhenwherewhy Love is one big illusion __________I should try to forget
which/that1TimeThingsHumansPlaceReasonSubject(主语)Object(宾语)Attribute(定语)Subject(主语)Object (宾语)Attribute(定语)Adverbial(状语)Adverbial(状语)Adverbial(状语)who/ thatwho/whom/ thatwhosewhich/ thatwhich/ thatwhosewhenwherewhy. You're the one _________ set it up now
who/that2TimeThingsHumansPlaceReasonSubject(主语)Object(宾语)Attribute(定语)Subject(主语)Object (宾语)Attribute(定语)Adverbial(状语)Adverbial(状语)Adverbial(状语)who/ thatwho/whom/ thatwhosewhich/ thatwhich/ thatwhosewhenwherewhy. I'm the one ________ is feeling lost right now who/that3TimeThingsHumansPlaceReasonSubject(主语)Object(宾语)Attribute(定语)Subject(主语)Object (宾语)Attribute(定语)Adverbial(状语)Adverbial(状语)Adverbial(状语)who/ thatwho/whom/ thatwhosewhich/ thatwhich/ thatwhosewhenwherewhy Now you want me to forget every little thing _________you said
which/that4She-Groove CoverageSwim to the ocean shore fish in the sea
She is the story the story is she
She sings to the moon and the stars in the sky
Shining from high above you shouldn’t ask why
She is the one that you never forget
She is the heaven-sent angel you met
Oh, she must be the reason why God made a girl
She is so pretty all over the world
Swim to the ocean shore fish in the sea,
She is the story the story is she,
She sings to the moon and stars in the sky,
Shining from high above you shouldn’t ask shy,
She-Groove CoverageSwim to the ocean shore fish in the sea
She is the story the story is she
She sings to the moon and the stars in the sky
Shining from high above you shouldn’t ask why
She is the one that you never forget
She is the heaven-sent angel you met
Oh, she must be the reason why God made a girl
She is so pretty all over the world
She is the one _____you never forget,
She is the heaven-sent angel
_____ you met ,
Oh, she must be a reason_____
God made a girl,
She is so pretty all over the world
Swim to the ocean shore fish in the sea
She is the story the story is she
She sings to the moon and the stars in the sky
Shining from high above you shouldn’t ask why
She is the one that/whom/who you never forget
She is the heaven-sent angel that/whom/who you met
Oh, she must be the reason why God made a girl
She is so pretty all over the world
Chorus competitionThe opening ceremony of sports meetingThere is a circle____________ the students are performing. whereAerobics [e??r??b?ks] performance健美操 We are amazed at the fine rubber stamps
___________ are made by students from
our school.
which/thatrubber stamps carvingWe can see several students _______clothes are made of paper.whoseWhat other activities would you like to take part in next term?Can you offer suggestions to our headmaster? Have a group discussion.Dear Headmaster,
Thanks for holding so many interesting activities which we enjoyed very much.
I suggest that…
______________________
______________________
________________________________________________________________________________________
Yours,
(Please use attributive clauses)Homework1.Exercise1 and 2 on page43 in Workbook.
2.Listen to the songs
Lemon?Tree, and The?One?You?Love 评测练习
There was a time1._______ I was tired of learning English and disliked to speak English. And this is the reason 2. _______ my father forced me to join in a 30-day training in an English club before I went to senior high school. When I first came to the club, 3. _______ I met many strangers, I missed my parents very much. So I packed up my things and wanted to go home. Fortunately, my guide 4. _______teacher was Li Yang, communicated with me face to face. He also showed me a good partner, and we got along well with each other. Gradually, I adapted to the life there. Every day I would like to talk to other teenagers and set down a series of activities 5. _______ we enjoyed. The guide 6. _______ encouraged me to fall in love with English should be appreciated. Now I feel it interesting to learn English. Every day I will read my words and passages aloud. In class I will join in English discussions. I believe in the words 7. ________our English teacher often says, “As long as we form the habit of learning English every day and have perseverance, we will conquer English sooner or later.”
Keys: 1.when 2.why 3.where 4.whose
5.which/that/略6.who 7.which/that/略
