【正文】 英語語法上行不通。在本題中，prevent由于是行為動(dòng)詞，所以正確選項(xiàng)應(yīng)為B。正如39。s 。who/whoever1）what = the thing which；whatever = anything。例如：（錯(cuò)）Who breaks the law will be punished.（錯(cuò)）Whoever robbed the bank is not clear.（對(duì)）Whoever breaks the law will be ，與庶民同罪。What只能引導(dǎo)名詞性從句，用作連接代詞，作從句的具體成分，且不能省略。例如：（錯(cuò)）The tree, that is four hundred years old, is very famous ）介詞后不能用。c）先行詞有the only, the very修飾時(shí)，只用that。Finally, the thief handed everything that he had stolen to the 。d like most to visit keeps a record of everythinghe had seen said that Suzhou was the first cityhe had visited in TV play I watched last night is the best one I have watched this this the museum you visited the other day? which one is the very filmI39。ve made the same mistake you made last is not such an interesting magazineI D.／ know, he is a famous D.／ Zhou，native language was Chinese, could read and write several foreign took my friend to the Summer Palace，we had some photos D.／ you remember the day your sister graduated as a Master of Arts? which whichD.／ bus, was already full, was surrounded by an angry of most of which of the most of that all remember the days we studied together at D.／ you know the reasonhe didn39。which of whom。所以教學(xué)難度較大。.教學(xué)背景分析： 1，教學(xué)內(nèi)容分析：本課是人教版英語教材九年級(jí)unit 6 i like music that i can dance to 的第一課時(shí)，為了便于學(xué)生對(duì)本話題的學(xué)習(xí)，我對(duì)本話題的教材進(jìn)行了適當(dāng)?shù)娜∩崤c拓展，調(diào)整了部分教學(xué)內(nèi)容呈現(xiàn)的先后順序，增加了導(dǎo)入，謎語和圖片等教學(xué)，目的是為了激發(fā)學(xué)生的學(xué)習(xí)興趣，使學(xué)生盡快進(jìn)入狀態(tài)。④key vocabulary: prefer, gentle, lyric, target language: what kind of music do you like? i like music that i can sing along prefer musicians who write their own 、能力目標(biāo)：①能在交際中正確，恰當(dāng)?shù)厥褂枚ㄕZ從句； ②能靈活，恰當(dāng)，適度地表達(dá)自己的觀點(diǎn)。教學(xué)過程設(shè)計(jì) Step 1：內(nèi)容：師生互相了解，導(dǎo)入話題（1）教師讓學(xué)生用英語描述一位同學(xué)，教師則根據(jù)學(xué)生的描述尋找這位學(xué)生以這種方式主動(dòng)與學(xué)生相互了解（2）教師邊聽不同的學(xué)生描述邊尋找被描述的學(xué)生，同時(shí)，適當(dāng)板書學(xué)生所說的描述人物的話語。Step 2： 內(nèi)容:教師講解設(shè)計(jì)意圖:教師詳細(xì)講解定于從句的相關(guān)知識(shí)。設(shè)計(jì)意圖：學(xué)生在前幾步中已經(jīng)對(duì)定語從句有所了解，這一步適時(shí)地通過做調(diào)查讓他們表達(dá)出完整的含有定語從句的句子來。有效避免了枯燥、單調(diào)的講解和練習(xí)活動(dòng)，充分發(fā)揮了學(xué)生的主體作用。1）游戲規(guī)則：一個(gè)學(xué)生描述班里的人或事物，其他學(xué)生竟猜。三：書面練習(xí)。同時(shí)，注意各環(huán)節(jié)之間的銜接。二、教學(xué)目的（1）學(xué)習(xí)和掌握形容詞和副詞的比較級(jí)和最高級(jí)的構(gòu)成方法。（2）教學(xué)難點(diǎn)：形容詞比較級(jí)在句子中的運(yùn)用。Step7作業(yè)：以班上同學(xué)的身高為題材做比較，作為下節(jié)課前的“free talk”材料。目前語法教學(xué)最流行的趨勢是多做交流活動(dòng)，即把語法融入話題，以交流活動(dòng)為載體，語法就不再是枯燥的條條框框，再加上合理適當(dāng)?shù)恼n件，語法學(xué)起來也會(huì)生動(dòng)有趣、有創(chuàng)造性。它在高考中占的比例也是舉足輕重的，無論單選、完型還是在閱讀理解中，它都無所不在。, which, who, whose, when, where, why的基本用法。這一語法現(xiàn)象比較復(fù)雜和概念化，不容易理解和準(zhǔn)確運(yùn)用。教學(xué)方法：針對(duì)學(xué)生的實(shí)際情況，通過創(chuàng)設(shè)學(xué)生易錯(cuò)問題對(duì)定語從句進(jìn)行由淺入深的詳細(xì)講解，重心放在對(duì)其重難點(diǎn)的分析上，并采取教與練相結(jié)合的方式，由知識(shí)點(diǎn)切入到題目，給學(xué)生一個(gè)融會(huì)貫通的過程，再由題目返回到知識(shí)點(diǎn)中，讓學(xué)生有一種恍然大悟、豁然開朗的感覺。（設(shè)計(jì)思路：學(xué)生對(duì)Harry Porter很熟悉，通過描述圖片的形式，可以引導(dǎo)學(xué)生輕松自然地進(jìn)入語法話題。 you have anything that you don’t know? 當(dāng)先行詞被不定代詞something , everything, nothing, 等及l(fā)ittle, some, every, few 等詞修飾時(shí)。(4).as 與which 的區(qū)別：The earth is round, _as__ we all is known to all, the earth is father is too hard on her, _____ she can’t 正如……，可位于句首句中句末。（設(shè)計(jì)思路：通過列出和分析定語從句的難點(diǎn)和考點(diǎn)，讓學(xué)生對(duì)什么是定語從句的重、難點(diǎn)有一個(gè)透徹、完整的理解與把握。1.(2013, 北京)When I arrived, John took me to see the house ____ I would be 2.(2013,山東)There is no simple answer, _____ is often the case in 3.(2010,湖南)I’ve bee good friends with several of the students in my school_____I met in the English speech contest last 4.(2013,江西)He wrote a letter ____ he explained what had happened in the 5.(2013,天津)We have launched another manmade satellite, ____ is announced in today’s （設(shè)計(jì)思路：這是幾道往年的高考題，依照循序漸進(jìn)的理念，本部分提高了難度，考察學(xué)生用定語從句組織復(fù)合句的能力。逐步創(chuàng)設(shè)問題讓學(xué)生來思考，生成知識(shí)。Summarize the rules of the attributive ：本課教學(xué)設(shè)計(jì)采用創(chuàng)設(shè)學(xué)生易錯(cuò)問題對(duì)定語從句進(jìn)行由淺入深的詳細(xì)講解，重心放在對(duì)其重難點(diǎn)的分析上，并采取教與練相結(jié)合的方式，由知識(shí)點(diǎn)切入到題目，使得學(xué)生對(duì)定語從句有一個(gè)透徹、完整的理解與把握。 have a friend ________ likes listening to classical is the machine __________ we used last Sunday? ’d like a room ______ window looks out over the is the last time __________ I’ve given your is the boy with _____ he is such an interesting film _____ we all , Jimmy left for Canada, ______ he had stayed two said she had finished her work, _____ I doubted very _____we can do is to study ’d like you to explain the reason _____ you were absent.（設(shè)計(jì)思路：貫徹由易漸難的原則，先從相對(duì)簡單的填空題開練，鼓舞士氣，提高自信心。(5)關(guān)系代詞和關(guān)系副詞的選用１）I’ll never forget the day _________ we first met in the )I’ll never forget the day _________ we spent ）This is the place __________ I once ）This is the place _____________ I once ）This is the reason ___________ I missed the ）The reason __________ she gave was not ，地點(diǎn)或原因的先行詞在定語從句中作主語，用which或that引導(dǎo)從句。 last place that we visited was the Great talked a lot about the people and the things that we saw last “人”又包含“物”時(shí) is the very pen that I am looking only, the very ,等特殊詞修飾時(shí)。 關(guān)系代詞指代人： who, whom, that, as 指代事物：that, which, as 所屬關(guān)系：whose 關(guān)系副詞指地點(diǎn)：where 指時(shí)間：when 指原因：why（設(shè)計(jì)思路：復(fù)習(xí)理論知識(shí)，為以下的實(shí)際操練做較好的準(zhǔn)備，提高準(zhǔn)確率。教學(xué)過程：第一步：導(dǎo)引目標(biāo)。高中生的思維方式由形象思維向抽象思維過渡，因此在教學(xué)中應(yīng)注意積極引導(dǎo)學(xué)生應(yīng)用已掌握的基礎(chǔ)知識(shí)，通過理論分析和推理判斷來獲得新知識(shí)，發(fā)展抽象思維能力。學(xué)情分析：大多數(shù)學(xué)生上進(jìn)心強(qiáng)，學(xué)習(xí)態(tài)度端正，有良好的學(xué)習(xí)習(xí)慣，但是缺乏一定的探索研究問題的能力。因此，掌握它的使用對(duì)學(xué)生有非常重要的意義，我們要對(duì)它進(jìn)行著重的講解。定語從句對(duì)于高中英語來說是一個(gè)非常重要的語法點(diǎn)。六、教學(xué)反思學(xué)生的生活經(jīng)歷作為英語交流的素材，可以巧妙展現(xiàn)生活情景，讓學(xué)生在情景中學(xué)英語，給學(xué)生創(chuàng)造英語實(shí)踐的環(huán)境。 Hua is Lei is taller than Li Qiang is taller than Li He Qiang is the Qiang is Lei is shorter than He Qiang Li Hua is shorter than Li Li Hua is the :［利用課件］總結(jié)The Super lative of Adjects and Adverbs(重點(diǎn)為Adjectives)。（3）通過自主學(xué)習(xí)和合作學(xué)習(xí)，使學(xué)生懂得合作的重要性，學(xué)會(huì)與他人相處。最后學(xué)生合作練習(xí)，再次突出了本課的主題，總結(jié)并鞏固了本節(jié)課的學(xué)習(xí)內(nèi)容。并結(jié)合練習(xí)把該講的地方講一講，這樣學(xué)生就能熟練應(yīng)用了。3）我將事先準(zhǔn)備好的圖畫、照片、有文字的卡片展示給學(xué)生，讓一同學(xué)描述，其他同學(xué)猜。我口頭描述班里的人或事物，讓學(xué)生聽后作出反應(yīng)和回答。Step 4 內(nèi)容：學(xué)習(xí)交流設(shè)計(jì)意圖：學(xué)生將上一步的調(diào)查結(jié)果以書面的形式表達(dá)出來，以總結(jié)前一步的活動(dòng)，并練習(xí)和鞏固所學(xué)內(nèi)容。Step 3：內(nèi)容：做調(diào)查“what kind of music/ musicians do you like/ prefer?”用定語從句交際來鞏固所學(xué)知識(shí))。這種師生互動(dòng)也容易快速消除師生之間的陌生感。教學(xué)重點(diǎn)、難點(diǎn)分析 教學(xué)重點(diǎn)：重點(diǎn)詞匯：prefer重點(diǎn)句型：what kind of music do you like? i like music that??i prefer music/ musicians that/ who??了解如何將定語從句插入主句之中。2，學(xué)生情況分析：經(jīng)過兩年多的學(xué)習(xí)，九年級(jí)的學(xué)生已具有一定的英語綜合能力，也積累了一定的詞匯．定語從句在七年級(jí)教材中就已經(jīng)出現(xiàn)過，只不過當(dāng)時(shí)沒有要求學(xué)生能正式學(xué)習(xí)和掌握．所以對(duì)于九年級(jí)的學(xué)生來說，理解由關(guān)系代詞that和who引導(dǎo)的定語從句不會(huì)太難，但較多同學(xué)英語語法基礎(chǔ)相對(duì)薄弱，因此，我在設(shè)計(jì)本節(jié)課時(shí)，盡最大可能面向全體，兼顧不同層次的學(xué)生，鼓勵(lì)他們大膽實(shí)踐，勇于探索。我運(yùn)用“學(xué)中用，用中學(xué)”的教學(xué)理念，讓學(xué)生在“談?wù)撌煜さ耐瑢W(xué)，猜謎語”之類的真實(shí)語境中盡快融入課堂學(xué)習(xí)中，理解、歸納和應(yīng)用有關(guān)定語從句的知識(shí)。that hardworking farmers and their happy life_____ we saw in t