Period4 Grammar教学目标 1．语言知识目标：复习限制性定语从句的特点和关系词。2．语言能力目标：能够造成含有限制性定语从句的句子，在书面表达中进行运用。重点难点 1．教学重点：掌握限制性定语从句的特点，关系代词和关系副词使用的场合，能够运用限制性定语从句。2．教学难点：关系代词和关系副词使用的场合，在写作中运用限制性定语从句。教学准备 1．学生的学习准备：复习限制性定语从句的特点及关系词。2．教师的教学准备：整理关系代词和关系副词的使用场合，并绘制表格。3．教学用具的设计和准备：制作多媒体课件。教学过程 Step1 Presentation1．Agame“Guesswhohe/sheis.”：Listentoseveralsentences，andthenguesswhohe/sheisaccordingtothedescription.2．Showthesentenceswiththerestrictiveattributiveclausesinthegameinthescreenandmakethestudentsfindthemout.e．g.Thestudentisaboywho_is_taller_than_me.Thestudentisaboywho_is_always_ready_to_help_others_and_popular_among_the_classmates.Thestudenthasanicknamewhich_is_related_to_a_lovely_animal.[设计说明]听句子，猜猜他/她是谁的游戏，能够很快地引起学生的兴趣，活跃课堂气氛，而且，在描述中使用的一些句子带有限制性定语从句，也为限制性定语从句的呈现做好了准备。Step2 Revision1．Revisethecharacteristicsofrestrictiveattributiveclauses.(ThestudentscansaythatinChinese.)从形式上看，限制性定语从句与先行词(被定语从句修饰的名词或代词)之间没有逗号。从功能上看，限制性定语从句对先行词起着修饰和限制的作用，如果去掉从句，会影响到整个主句的意思。2．Revisetherelativepronounsandadverbsofrestrictiveattributiveclauses.theusageoftherelativepronoun关系代词指代在定语从句中所充当的成分personthingSubject主语Object宾语Attributive定语whowhom3,whichthatwhosetheusageoftherelativeadverb关系副词指代在定语从句中所充当的句子成分whentimeadverbialwhereplaceadverbialwhyreasonadverbial关系副词＝介词＋which3．Revisetheusageof“that”．that和which在指物的情况下一般可以互换，但在下列情况下，一般用that而不用which。(1)先行词为all，everything，nothing，something，anything，little，much等不定代词时。(2)先行词被all，every，no，some，any，little，much，theonly，thevery，thesame，thelast，序数词或形容词最高级等修饰时。(3)先行词是who或who引导的主句。(4)主句是therebe句型时。(5)先行词中既有人又有物时。注意：介词后面只能用which而不能用that。[设计说明]借助第一环节中的句子，先让学生找出限制性定语从句，再复习限制性定语从句的特征和关系词的用法，尤其是关系代词that的用法，为下面的环节——关系词的运用打下基础。Step3 Practising1．Fillintheblankswiththeproperrelativepronoun/adverb.(1)Thereason______hedidn'tcometoschoolyesterdayisthathewasill.(2)Thebaby______trousersisredisJack.(3)Thewoman______canspeakRussiangotthejob.(4)Thewoman______wesawonthestreetgotthejob.(5)Canyoulendmethebookabout______youtalkedlastnight?(6)Isthisthelibraryfrom______youborrowbooks?(7)I'vereadallthebooks______arenotmine.(8)Iamsureshehassomething______youcanborrow.(9)Thereason______theaccidenthappenedisstillunknown.(10)Hewillhavetoputoffhisconcertuntilnextmonth，______hefinisheshistravelaroundtheworld.Keys：(1)why (2)whose (3)who (4)whom (5)which (6)which (7)that (8)that (9)why (10)when2．Completethesentenceswithyourownwords.(1)Paintingisanactivitythat____________.(2)Theinterpretertowhomyou____________isonholiday.(3)Themanwho____________isadoctor.(4)Thewomanwhosedaughter____________isoverthere.3,(5)Theschoolwhereyou____________hasbeenimproved.(6)Anneisdoingsomeresearchonthetimewhen____________.(7)Thereasonwhyhe____________wasthathewaswatchinganinterviewofthefirstChineseastronautonTV.3．Answerthefollowingquestionsusingattributiveclauseswiththepronouns/adverbsinthebrackets.Example：Whatkindoffriendwouldyouliketohave？(whom)I'dliketohaveafriendwhomIcantrust.(1)Whatkindofplacewouldyouliketogotoforaholiday？(where)(2)Whatstorydoyouenjoymost？(which/that)(3)Whichmusicalinstrumentwouldyouliketolearntoplay？(which/that)(4)Whydidn'tyoufinishyourhomework？(why)(5)Whatkindofpersonisshemarriedto？(towhom)(6)Whatsportdoyouparticipateinmostoften？(which/that)(7)Whichdaywon'tyoueverforget？(when)4．Writeapassageaboutyourclass/familyusingrestricitiveattributiveclausesasmanyaspossible.[设计说明]语法运用在这个部分是层层递进的，练习1要求学生填写关系代词或关系副词，练习2要求学生造句，完成定语从句，练习3则要求学生根据给出的关系词写出一个含有定语从句的完整的句子，练习4要求写一篇含有多个定语从句的文章，体现了“词—句—篇”的教学原则。如果学生的水平较弱，难以按照教师的要求完成写作练习，教师也可以要求学生翻译一段含有多个定语从句的文章以达到在语篇输出中运用限制性定语从句的目的。(下划线的句子要求用上限制性定语从句)瞧！这是一张我们班级的照片。我们班是一个由27个男生和26个女生组成的大家庭。那个留着短发的女老师是我们的班主任周老师。班长是一个喜欢体育的男孩。你能找出他吗？站在第三排中间最高的那个就是我们的班长——李明。笑得最开心的是我那可爱的同桌。我永远不会忘记那些我们一起学习和生活的难忘的日子。Awritingsample：Look！Thisisaphotoofourclass.Ourclassisabigfamilywhichismadeupof27boysand26girls.Thewomanteacherwhowearsshorthairisourheadteacher，MissZhou.Ourmonitorisaboywholikessports.Canyoufindhimout？ThetallestboywhoisstandinginthemiddleofLine3isourmonitor—LiMing.Thegirlwhosesmileisthebiggestismylovelydeskmate.Iwillneverforgettheunforgettabledayswhenwestudiedandlivedtogether.3
