探讨课题

The official language is English and the capital is London.

学科

英 语

年级

初三 (北师大版课改教材第15册)

主讲教师姓名

徐娜

任职学校

右安门三中

联系方式

一、课堂与培养学生的关系
1、理解课堂是学生生命的特殊片段。
2、遵循人的发展与教育发生规律设计、实施教育过程，实现三维目标的学生自主经历、体验感悟。

二、教学应把握的基本环节（激发学生体验、感悟知识的发生与形成过程）
1、依次、系列提出引发学生发现、思考指向知识目标的问题。
2、基于新知的发生与学生的认知基础，由浅到深环环相扣地将问题探究过程，引导学生依次展开。
3、依次引导学生理清由已知到未知（或由未知到已知）的系统关系，明确解决问题的缺失要素及求解思路。

三、教学目标的设置

1、教材及学生分析：

⑴本学科意义上的本节课的新知识是什么？
定语从句的用法和构成:由which, who, that, whose等关系代词或where, when等关系副词引导的定语从句修饰一个名词(先行词),用来描述其特征或补充说明其相关情况。

⑵对本节新知识而言，学生原有知识基础分析：
学生已接触过大量的形容词和名词作定语来修饰和限定中心名词的短语结构，对定语的语法功能积累了初步的感性认识；也学习了介词短语和动词不定式作后置定语来修饰中心名词的结构,对定语从句的位置能够理解和接受;学生学过疑问代词中用which问物, who问人及 whose问所属,容易理解关系代词的选择依据.

⑶学生对新知识认知过程的障碍：
1）理解从句的概念:用一个结构完整的句子去充当主句的某种成分;
2）识别定语从句并理解它和先行词之间的逻辑关系；
3）关系代/副词和疑问代/副词意义和功能的差别;
4）准确地分析出主从复合句的层次,从而正确理解句子的意思;
5）在语言实践中如何自觉准确地运用定语从句来描述事物的特征,从而丰富语言表达的内容和形式。

2、三维目标的设置 ：

⑴ 知识目标：（要有准确的程度）
语法：掌握定语从句的基本意义，结构和用法。
技能：1）能阅读简短的解说词，获取相关信息，了解目标事物；
2）能初步运用定语从句描述事物特征；
3）能按照一定的空间位置转换顺序，简要描述一些景点，仿写导游解说词。

⑵ 思维目标：（探究、解决问题的思路）
1) 通过搜索细节信息完成阅读理解题,初步感知先行词和定语从句之间的内在联系；
2）通过对比观察一组简单句和一个复合句及阅读"language contrast"的内容,深层理解定语从句是如何构成的以及它描写事物特征和补充说明信息的功能；
3）拓展运用，通过仿写进行相关语言实践,培养学生综合的语言运用能力。

⑶ 情感目标：
1）激发学生运用定语从句对事物的特征进行描述的欲望,并让他们学会初步地运用当堂所学；
2）了解英国的名胜古迹，增进对西方文化的理解和认识.

四、教学过程设计

1、引发学生发现、思考指向知识目标的问题系列：
1）Read the 1st and 3rd paragraphs carefully and answer the following questions:
a.How many visitors come to the British Museum every year? Why?
b.What is the most famous symbol of London?
2 ) Read the 2nd and 4th paragraphs carefully and tell True of False:
a.Buckingham Palace has a long history of over 3,000 years.
b.Buckingham Palace was built for the ruler of the UK in the 18th century.
c.The Buckinghams has moved out of Buckingham Palace.
d.Prince Charles and Lady Diana got married in the Buckingham Palace.

2、引导学生探究、解决问题的过程（引导学生自主建构知识的过程）：
1）When answering the above questions for some details, the students are asked to find out the compound sentences with attributive clauses to support their ideas;
2）Let the students observe the compound sentences and try to tell what kind of structure they share;
3）Present the sentences describing the same character or site but with attributive clauses removed in column 1 and ask if they are complete sentences;
4）Present the sentences which share the same content as the attributive clauses in column 2 and get the students to match them with the sentences in column 1;
5）While checking the answer, let the students observe how the two simple sentences are joined together into one complex by the relative pronouns ; and finish exe 2.4 on page 65.

3、探究、解决问题思路的梳理、归纳：
1）What is the relationship between the noun and the clause?
2）What else have we leant to be able to attribute a noun and where should they be put?
3）How can nouns and attributive clauses be joined together?

4、引导学生运用新学知识解决问题的典型题目（为知识现实运用奠基）
1）Read the following simple sentences carefully and try to get complex sentences with attributive clause;
a.I like the picture. It was taken on my 15th birthday.
b.
c.That is the boy.His leg was broken in the accident.
2）Complete the sentences : write attributive clauses to give additional information about the nouns;
a.That is Houses of Parliament_____________________________________.
b.Peter is a foreign teacher__________________________________.
3）Group work: present a picture of Tian’anmen Square and some useful expressions; each group cooperate to write a few sentences about a famous building on the square according to the information which they looked for to answer the questions designed by teacher; they are required to use attributive clauses as often as possible;
4）Suppose you are a tourist guide. Write a short passage to introduce Tian’anmen Square. (homework)