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教学设计Unit3Grammar andusage1单元Unit3Looking good,feeling good板块Grammar andusage Non-restrictive attributiveclausesThoughts onthe design:本单元的语法项目是非限制性定语从句模块一中的第
一、第二单元都介绍了限制性定语从句的用法在第三单元中,再介绍非限制性定语从句对于学生来说掌握前面的语法内容,本单元的学习水到渠成笔者首先用表格填空和填词练习进行全方位的复习通过设置情景汶川地震与学生交流信息来呈现非限制性定语从句的概念让学生感受语言,通过思考、分析和归纳,发现语法规律,并在足够的语境支持下反复再现语法现象,从而实现从教材中来,到应用中去让学生通过本节课的设计改变以教师为中心、侧重语法知识讲解和传授的传统的教学方法,突出学生为主体,提高学生学习语法的兴趣Teaching aims:
1.After goingover theRestrictive Attributive Clause,the studentswill beable tolearn andmaster;Non-restrictive Attributive Clause
2.After masteringthe usageof Non-restrictive AttributiveClause,the studentswill beable tofinishsome exercisesabout differentkinds of AttributiveClause.Teaching procedures:Step1Revision andLead-inIn thelast severalunits,we havelearned somekinds of AttributiveClause.Can youtell mebasic structureofAttributiveclause名词/代词+关系代词/关系副词+不完整的句子Fill in the chart.关系词先行词物先行词人定语时间地点原因主语宾语主语宾语状语状语关系which代词thatwhowhomwhose4关系when副词where qwhyReadthe followingsentences andfill in the blanksusing the relative pronounsand therelativeadverbs.
1.The personis standingthere is my teacher.
2.The personyou spokejust now ismy teacher.
3.The personyou spoketo justnowismyteacher.
4.I boughta carcost little.
5.The carI boughtyesterday costlittle.
6.This schoolis theone Istudied tenyears ago.
7.This isthe littlegirl parentswere killedin the earthquake.
8.The bossin companymy fatherworked isa verykind man.
9.I willremember thatday Ifirst cameto Beijing.
10.There areseveral minutesreasons wecant dothat.
1.who/that
2.to whom
3.who/whom/that
4.which/that
5.which/that
6.in which/where
7.whose
8.whose
9.when/on whichlO.why/for which[Explanation]教师引导学生回想定语从句的基本结构——先行词+关系词+从句,并板书强调此结构然后,让学生完成关系词表格填空练习此环节以公式和表格形式让学生自我检测对定语从句基本结构以及关系词的熟悉情况,简单明了,有利于快速激活学生已有的知识(用于复习与导入环节,首先复习和操练已学过的定语从句)PPT4—8,Step2PresentationShow somepictures abouttheearthquakein Wenchuan.
1.What happenedon May12th Whereis Wenchuan
2.What timedid thequake takeplaceWhat weremost of the studentsdoing at that time
3.Where weremost of them having classesWhat happenedto the teaching buildings
4.Why didtheteachingbuildings falldownWere theystrong enough
5.What happenedto thepeople inWenchuanTherefore,they cantlead a peaceful life,cant they
6.Though manypeople suffereda lotin thequake,are thereany survivorswhose storiesareencouraging1A bigearthquake hitWenchuan,which liesin thenorth ofSichuan.2The quaketook placeon Mondayafternoon,when most ofthestudents werehaving classes.3The teachingbuildings,where most ofthestudents werehavingclasses,fell down.4The teachingbuildings,mostof which werenot strongenough,fell down.5People inWenchuan,who usedto lead apeaceful life,became homelessafter thequake.6There aremany survivorswhose storiesare encouraging.7They couldntlead apeaceful lifeat thatmoment,which madeall thepeople inthe worldworried.Can youfind somedifferences between the firstfive sentencesand the6th sentence[Explanation]以往的语法课往往呈现语法形式让学生明白本节课的内容教师通过解释语法形式所表达的意义,帮助学生学习和认识语法点,为接下来的操练做好铺垫笔者以汶川大地震为背景,在与学生的交谈中引入非限制性定语从句再创设情景使学生在交流中体会语法点的交际功能作为本节课语法点的呈现,不仅呈现非限制性定语从句的形式,而且注重在交际中传达其意义及用法教师先出示两张风景优美的图片让学生猜这个美丽的地方是哪里,学生不知道答PPT9-19,案,接着教师问五月十二日发生了什么事情,教师边点击图片边问问题,最后把师生之间的问和答,用非限制性定语从句呈现出来,并阅读这些句子Step3Non-restrictive AttributiveclausesL Lets look at some examples.Look andanalyze thesentences.Can youfind differencesbetweentheNon-restrictive AttributiveClause andRestrictiveAttributive ClauseWho cananswer thisquestion Askstudents todiscuss inpairs andtell asmuch differenceaspossible.a.There isa commabefore theNon-Restrictive AttributiveClause.b.We cant use thatin thiskind ofsentences.c.And wecant misstherelativewords,either.II.Letslookatsomeexamples:a.They couldntleadapeacefullifeatthatmoment,which madeall thepeople inthe worldworried.b.We canuse which“to referto thewhole mainclause.c.OK,and wecantusethat.III.Other examples.The teachingbuildings,mostofwhich werenot strongenough,fell down.a.Many people,some ofwhom arenot overweight,are goingon diets.b.China hashundreds ofislands,the largestofwhichis Taiwan.c.I havetwo books,both ofwhich werebought inAmerica.We canfind anew kindofAttributiveClause.We canuse most/all/both/part/of+whom/which toexpress acomplete topartial quantity.[Explanation]新课程标准、新教材都主张采用“发现式”语法教学,教学要点源于教材中生动的背景材料,让学生感受语言、通过思考、分析和归纳,发现语法规律,并在足够的语境支持下反复再现语法现象,从而实现从教材中来,到应用中去笔者通过列举三种类型比较简单的句子,让学生采取讨论式发现并归纳出非限制性定语从句的特点因为这是针对刚刚进入高一的学生,不需要全面,更没有必要列举高考中的要点,教师可根据班级情况,适当补充通过上一环节的句子呈现,让学生得出非限制性定语从句的最基本的PPT20-26特征然后展示第句、第句,让学生发现,并归纳出这两种从句的用法和特点47本环节笔者呈现几组幻灯片,引导学生回忆非限制性定语从句的功能和特点Step4PracticeLets finishthe givenexercises onPages48-
49.Join eachpair ofsentences toform onesentence.Part A
1.Amy is an actress.She is Zhou Lings friend.Amy,who is an actress,isZhou Lingsfriend./Amy,who isZhouLingsfriend,is anactress.
2.The doctorsat the hospital tried their best to save Amy.Amy spent about two months inthat hospital.The doctorsat thehospital,where Amyspentabout twomonths,tried theirbest tosave Amy./Thedoctor atthehospitaltriedtheirbesttosaveAmy,who spentabouttwomonths there.
3.Amy eatslots offruits andvegetables.All ofthem aregood forher health.Amy eatslots offruits andvegetables,all ofwhich aregood forher health.
4.Amy sometimesgoes fora walkinthe afternoon.It is fine and warm intheafternoon.Amy sometimesgoes fora walkintheafternoon,when itisfineandwarm.
5.My uncleisanengineer andis workingin Beijing.I toldyou abouthim yesterday.My uncle,about whomI toldyou yesterday,isanengineer andis workingin Beijing.
6.Mike has decided to visit the Great Wall next month.His hobbyis traveling.Mike,whose hobbyis traveling,hasdecidedtovisittheGreatWallnextmonth.[Explanation]教师引导学生复习非限制性定语从句的基本知识进入运用定语从句的学习环节为了紧扣本单元话题,既可以复习里的内容,又可复习里的有关运动的建议这Reading“Word Power”一练习提供不同的情景,为学生在语篇中操练和运用定语从句奠定基础在语篇输入同时,学生的积极情感因素得到激发,对提高学习效率有促进作用Step5Multiple choicesFinishthe followingexercises andcheck theanswers.The studentsshould givenecessaryexplanation.fExplanation]先让学生独立完成选择练习,然后采用抽查方式,由每个小组中个别学生讲述答案及其理由本环节旨在让学生通过自查,复习和巩固非限制性定语从句中的特殊规则(PPT28—30让学生操练定语从句的用法)Step6Consolidation
1.Finish PartC1on page104in workbook.
2.After finishingit,according tothe information,write acomposition byusing asmany asattributiveclauses.[Explanation]本环节已进入语言的运用过程,这个练习的每道题都具有延续性,并且都是同一个话题,紧扣本单元的主题,通过两种定语从句来改写句子,学生完成第一项任务之后,笔者要求学生根据句子的情景,运用恰当的连接词,把这些句子串连在一起,就成了一篇紧扣本单元主题的简要概述,并提出要求,让学生尽可能多地使用定语从句Step7HomeworkComplete PartB withwho,whose,which,where orwhen.[Explanation]课外作业是课堂教学的延续和升华。