Unit1PeopleofAchievementLearningaboutLanguage语法教学设计高中英语人教版选择性23

教学设计课程基本信息学科英语年级高二学期秋季选择性必修第一册第一单元课题People ofAchievement Learningabout Language2Structures教科书书名普通高中英语教科书英语选择性必修第一册出版社人民教育出版社教学目标在本课结束时，学生能够,掌握限制性定语从句和非限制性定语从句的区别；1能够判定一个定语从句的类型；

2..能够准确理解限制性定语从句表达的“是先行词不可缺少的定语”和非限制性定语从句“只3是对先行词作些附加说明”的意义教学内容教学重点.通过情境分析限制性定语从句和非限制性定语从句的区别；

1.能够准确理解限制性定语从句和非限制性定语从句在运用中的区别;

2.提升对语法点进行分析、比较、概括、总结、内化、迁移、运用等“思维参与”能力教学难3点在情境中准确运用限制性定语从句和非限制性定语从句教学过程Stepl Thedefinition andstructure of a relative clause1T leadsin theclass byraising thequestion--------What is a relativeclause2T presentswhat is an Attributive.3Ss reviewwhat wordscan be used asattributives.4T usesexamples toexplain whyto userelative clauses.5T presentsthe followingexplanation of relative clausesfor studentsto understand.It issometimes calledan adjectiveclause“because itfunctions likean adjective-it givesmoreinformation abouta noun.6Ss reviewthe structureofaplex sentence.设计意图复习已有的定语从句定义知识，构建对定语从句的结构及其特征认知Step2Differences betweenrestrictive and nonrestrictive relative clauses1T presentsdifferent types of relative clauses—restrictive and nonrestrictive relative clauses.2T explainsdifferences of these two typesofrelative clauses.

①A nonrestrictive relativeclauseis separatedby mas.

②Restrictive relative clauses giveessential informationto definewhich one”,while nonrestrictiverelative clauses giveextra informationwhich canbe omitted.的©restrictiverelativeclauses aretranslated intowhile nonrestrictiveclauses canbe translatedto becoordinateclauses ina sentence.

④“that cannotbeusedto ina nonrestrictiveclause.设计意图通过对定语从句结构特征的观察和理解，总结这一从句现象的构成规律Step3Understanding theapplication ofthe relativeclauses1Before playingthe video,T playsthe followingintroduction ofthe video.Here wehave Mikeand Monica.Mike ishaving aparty athis apartment.Monica andMike aregoodfriends fromwhen theywere youngbut haventseen eachother fora while.Monica doesntknow someofthe peopleat theparty soshes askingMike aboutsome ofthem.2Ss watchthe videoand perceivethe useof restrictiveandnonrestrictiveclauses in the dialogue.3T explainand discusswith studentsthe exampleof restrictiverelativeclauses in thevideo.4T explainand discusswith studentsthe exampleof nonrestrictiverelativeclausesin thevideo.Ssanalyze,pare andsummarize threerelativeclausesfrom thedialogue.设计意图在语境中有效地运用定语从句来理解和表达意义，恰当地描述真实和虚拟世界中地人和物、情景和事件，表达观点、意图和情感态度，进行人际交流Step4Exercise1Ss doExercise8in thetextbook,reading the sentences,discussing whichwords theclausesinitalicsrefer toand whatfunctions dothe wordsserve,subjects orobjects.2Ss readthesentencesagain andidentify restrictiveandnonrestrictiveclauses.3Ss doExercise9in thetextbook,underlining therelativeclausesinthesentences,deciding ifthe relativeclausesare restrictiveD ornonrestrictive NDand translatingthem intoChinese.4Ss discussthe differencein meaningbetween thetwotypesofrelativeclauses.设计意图通过练习题理解定语从句形式的选择取决于具体语境所表达的语用意义；通过练习加深理解和内化两种定语从句Step5:Assignment1Read theprogressive story lacking important relativeclausesand passedamong agroup tocontinuewriting thestory.2Design yourown versionofthestory.设计意图将所学语言结构迁移到新的语境中去解决新的问题【作业与拓展学习设计】步骤以团队的形式接力补充完整以下欠缺重要定语从句信息的故事1:图1:Progressive Story:Relative ClausesBelowisastory lackingimportant relativeclauses.Fill inthe blankwith relativeclauses tocomplete thesentences.Sports Day力Oliver who心C,7had beenwaiting forSports Day.This daythat八源CpGrt5hH，was aspecial schoolday wherestudents couldplay sportsallday long.He wonderedwhat hisfriends whowould加〉/打play.Oliver knewFelicia who出AW牙£^7would playsoccer.He wasntsurewhat Alexwhowould play.It waspretty certainthat代步/明Maria would play softball,which6dm,Oliver couldntdecide;kept changing.As hewalked to school.his decisionwhich ishe met his teacher,who f,C/MJO,用asked whatsport he,who祗/JXV phy+工八＞W0would play.Finally,Oliver who-AdC电Code4由a said,^Basketball!*步骤独立构思完成一个与团队思路不一样的故事版本2图2Progressive Story:Relative ClausesBelowisastorylackingimportantrelativeclauses.Fill inthe blankwith relativeclauses tocomplete thesentences.Sports DayOliver who/a Schoo]______________________________had beenwaiting forSports Day.This daythatOnce C______was aspecial schoolday wherestudents couldplay sportsallday long.He wonderedwhat hisfriends whoZp hi$ciciSS_______________wouldplay.Oliver knewFelicia who（M2S CZ丫山）水「would playsoccer.He wasntsurewhat Alexwho0/OSb£上十would play.It waspretty certainthatMaria wouldplay softball,which（A/QS七枪,port S屋pbqpd.Oliver couldntdecide;£W/pcrtQJTthis decisionwhich|A/_________kept changing.As hewalkedtoschool.hemethisteacher,whoI c/1spirts Sheasked whatsport he,whosaid,BasketballP或乂,wouldplay.Finally,Oliverwho0H SaddMy教师将作业设置为分步骤作业，先进行以团队的形式接力补充完整以下欠缺重要定语从句信息的故事，再独立构思完成一个与团队思路不一样的故事版本【板书设计】RoJatiVeCJausQ^陛Owning A/on-cto^hfr g【特色说明】本课采用了“感知一发现一总结一练习一运用”的模式来设计语法教学活动，充分体现“形式

1.一一意义一一使用”相结合的三维动态语法观，并重学生在语法学习过程中的“思维参与”,而不仅仅是“行为参与”.本课设计运用语篇、图画、动画、视频等来创设语言情境，真正做到在情景中学习语法课2中的视频和篇章内容都充分体现了限制性定语从句和非限制性定语从句的内容与区别，实属优秀的资源课中对课本里的练习题进行了深度解剖，教师在使用该课件时会有得心应手的感觉

3..作业采用了分步骤进行的设计，分别以团队和个人的不同角度完成同一份作业体现了根据4学情灵活实施语法教学；且该作业采用语篇的形式呈现语法结构以突出其在语境中的语用意义【教学反思】本课的设计充分体现了语法课要重视学生语法学习的过程性和参与性的理论要求，发挥了学生在语法学习过程中的主体性，本课采用了以下方法为学生创造条件，引导学生主动发现限制性定语从句和非限制性定语从句的规律提供数量足够且最为典型的例句以突出语言特征；L

2.利用复习旧知识呈现定语从句的语用意义；采用语篇的形式呈现定语从句的结构以突出其在语

3.境中的语用意义；采用视频等直观手段展现限制性定语从句和非限制性定语从句运用的真实语

4.境等实现了大部分的教学目标本课在以下两个方面可以有所提升

一、给学生思考的时间应该要更充分，特别在观看视频后讲解例句部分

二、在完成课本相关练习题时应让学生有互相核对的时间再进行答案公布备注教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。