教学设计新部编版Module7Unit5Grammar

精品教学教案设计 精品教学教案设计 |Excellentteachingplan精品教学教案设计 精品教学教案设计 |Excellentteachingplan教师学科教案[20[20-20学年度第一学期］任教学科:任教年级:任教老师:xx市实验学校精品教学教案设计 精品教学教案设计 |Excellentteachingplan育人犹如春风化雨，授业不惜蜡炬成灰育人犹如春风化雨，授业不惜蜡炬成灰精品教学教案设计 精品教学教案设计 |Excellentteachingplan育人犹如春风化雨，授业不惜蜡炬成灰育人犹如春风化雨，授业不惜蜡炬成灰精品教学教案设计 精品教学教案设计 |Excellentteachingplan育人犹如春风化雨，授业不惜蜡炬成灰育人犹如春风化雨，授业不惜蜡炬成灰TeachingPlanForModule7Unit5Travelingabroad(Grammar---RevisionofNon-attributiveClauses)T:TeacherSs:StudentsTeachingideologyNewCurriculumforEnglishadvocatesquality-orientededucationandallroundlearning.Grammarisnoexception.Whenitcomestogrammarsofanylanguage,itsrealfunctionistoserveitslanguagebetter.Thatistosay,onlyifonemasterthegrammars,hecanknowthelanguageitselfindeed.So,grammarteachingisforlanguageusing.Butinthisperiod,TshouldfollowtheSs-centeredprincipleandactastheroleofaguide,ahelperandafacilitatorofSs.TheanalysisofteachingmaterialThegrammar“RevisionofNon-attributiveClauses”istakenfromNSEFCModule7Unit5,ofwhich,“Discoveringusefulwordsandexpressions”istotrainSshowtotellNon-attributiveClausesfromattributiveClauses;“Revisingusefulstructures”isaimedathelpingSsmasteranduseNon-attributiveClauses.TheanalysisoflearningconditionObviously,thisunitisarevision,whichislearntinSenior1.Butit’sveryeasytoforgetunlessapplied.Ssmayrememberlittleaboutit.SoTtriestoenableSstofollowthememorytracesandconsolidatetherelevantknowledgefromthesimpletocomplicated,andreachtheultimatepurpose---understandandmasterhowtousethegrammarintherealcontextoflanguage.LearninggoalsBasedontheanalysisoftheteachingideology,theteachingmaterialandthelearningcondition,thefollowinggoalsareset:Bytheendoftheclass,theSswillbeableto:findoutthedifferencesbetweenattributiveclausesandnon-attributiveclauses;Grasptheusageofthenon-attributiveclauses;learnhowtousethenon-attributiveclausesintherealcontext.＊Languagefocuses&anticipateddifficultiesLanguagefocusesThedifferencesbetweenattributiveclausesandnon-attributiveclausesandthehowtousethenon-attributiveclausesproperly.Anticipateddifficulties①Writethepassagewithnon-attributiveclausesinSshomework②ThetimesequenceofthepassageisnotclearTeachingmethodsTeachingmethodsHowtouseDiscoverySentencePresentationThinkingandcorrectionFillingtheblanksSentencetranslation*TeachingaidsTeachingaidsPurposeMulti-mediadevices,PPTdocumentToarouseSs'interest;toimprovelearningefficiencyBlackboardTohighlightthefocusesandclues*Teachingprocedures&waysStepIDiscoveryTask1:Lookatthefollowingthreegroupsofsentences,andtranslatethemintoChinese.Hisbrotherwhoisnowadoctoralwaysencourageshimtogotocollege.Hisbrother,whoisnowadoctor;alwaysencourageshimtogotocollege.（Answers:他那当医生的哥哥常鼓励他要考上大学。（他还有其他的哥哥）他的哥哥是当医生的，常鼓励他要考上大学。（他只有一个哥哥））Doyouknowtheboy（who/whom）wetalkedaboutjustnow?DoyouknowtheTom,whomwetalkedaboutjustnow?Canyoutellmethereasonwhy/forwhichshewaslateforschool?Ihavetoldyouthereason,forwhichIwaslateforschool.（设计目的：遵循“先语言后规律”的教学设计原则，先让学生体验语言。）Task2:Trytofindoutthedifferencebetweenthemintheirownfunction,usageandmeaningingroups.（设计目的：通过小组合作，让学生自己总结语言的规律。）StepIIPresentationandconclusion限制性定语从句非限制性定语从句形式上不用逗号和主句隔开用逗号和主句隔开意义上是先行血J/、口」缺少的定语，不能删除。翻译是对先行词的补充说明，删除后意思仍完整（非限制性定语从句所修饰的名词往往成先行词的定语，”......的”。具有唯一性）。翻译时可译成两句话。关系词which,that,who,whom,whose,when,wherewhich,as,whom,whose,when,where关系词的使用.限制性定语从句中关系代词充当宾语时可以省略。.可用that/which.代指人充当宾语时，可用who/whom.可以用forwhich代替why.非限制性定语从句中，关系代词充当宾语时/、可省略.用which不用that（指物）.用whom不用who代指人充当宾语.用forwhich不能用why.as和which可代替整个句子，相当于andthis或andthat。as位置较灵活,除了一般放在旬首.之外，它还可以置于句中。意为正如 ，which则放在上句后。 as常用于asiswellknown,asweexpect,thesame...as,such...as结构中。（设计目的：教师呈现限制性从句和非限制性定语从句两者在形式上、 意义上、关系词等方面的区别，让学生对它们有个整体的认识。）StepIIIThinkingandpracticeNon-restrictiveattributiveclausesareoftenusedtoaddadditionalinformation.Lookatthefollowingsentences,someofwhichneedcommas.Insertthemandgiveyourseasons.MarkTwainwhowasafamousAmericanauthorwroteTheMillionPoundBankNote.Joanpassedherexamwhichsurprisedmeagreatdeal.TheminibuswhichIusuallytakeonthecampushadanaccidentyesterday.Shenzhou-VwhichwassentintospaceonOctober15th,2003wasChinasfirstmannedspaceship.Thebatterytowhichtherobottoyswereconnectedfailedtoworklastnight.Iaskedthedoctortotellmethereasonwhymyhandsarenumbsometimes.（Key:No.3,5,6don'tneedcommas.（设计目的：根据学生的实际基础，从最简单的练习入手，让学生明确限制性与非限制性定语从句在形式和意义上的区别。）Some,butnotall,ofthesesentenceshaveincorrectgrammarorpunctuation.Correctthem.Whenhehadeatenhisdinner,thathethoughtwasdelicious,hethankedthecook.ShesawChris,thatisBellasuncle,waitingforsomeoneoutsidethecinema.Ahealthclubisaplace,whereyoucanloseweightbyexercising.Theylikedthesinging,someofthatwasinChinese.Fortheirmothersbirthdaytheypickedflowerswhichwereabundantinthisunit.Oneoftheproblemsshehadwasgettingusedtotheforeigncurrency.精品教学教案设计 精品教学教案设计 |Excellentteachingplan育人犹如春风化雨，授业不惜蜡炬成灰育人犹如春风化雨，授业不惜蜡炬成灰精品教学教案设计 精品教学教案设计 |Excellentteachingplan育人犹如春风化雨，授业不惜蜡炬成灰育人犹如春风化雨，授业不惜蜡炬成灰Theflightthattheyshouldhavecaughtwascancelledbecauseofheavyfog.Samcannotunderstandwhysomanypeoplemovefrombigcitiestosmalltowns.(Key：No.5,6,7,8arecorrect).(设计目的：在上一个练习的基础上，稍微加大一点难度，让学生清楚两种不同的定语从句在关系词和关系词的使用上的区别。)StepIVPracticalDrillsPractice1:Lookatthesesentenceswhichallhavenon-restrictiveclausesthatneedtobecompletedandfillintheblankswiththecorrectwordsandcompletethesentencessuitably.Myfriend, nameisBernard,saidthathewasverypleasedwithhisnewvideophone.(whose)Therestaurantmademeanapologyforthequalityofthemeal, Ihadwithmywifelastnight.(which)Thescientistsallagreedthattherulesofphysics,with weareallfamiliar,governtheworld.(which)Myparents, Ilovedsomuch,bothdiedlastyear.(whom)MrWhite, wasaverykindman,diedinaterribleearthquake.(who)Mystudents,mostof havecomputersathome,cansearchfortheinformationontheInternet.(whom)Practice2:Jointhetwosentences.Youneedtoaddcommastomost.Peterdancedandsangallevening.PeopleusedtothinkPeterwasquiet.(Peter,whopeopleusedtothinkwasquiet,dancedandsangallevening.)Sharongavemeapictureformybirthday.Shehadpainteditespeciallyforme.(Formybirthday,Sharongavemeapicture(which)shehadpaintedespeciallyforme.)WhenIwentonatourroundChina,Isawmanyhistoricalsites.Itwasveryexciting.(IsawmanyhistoricalsiteswhenIwentonatouraroundChina,whichwasveryexciting.)Thetwotrafficaccidentshappenedonthesamemorning.Thentherewasaheavyfog.(Thetwotrafficaccidentshappenedonthesamemorning,whentherewasaheavyfog.)(设计目的：让学生进行实际性操作训练，让其体验非限制性定语从句在语境中的用法和技巧。)StepVConsolidationPractice1:TranslatethefollowingsentencesintoEnglishwithnon-restrictiveclauses..正如上面所提到的，吸烟的人数正在增加。,thenumberofthesmokersisincreasing.(Key:Asismentionedabove).2008年奥运会在北京举行。北京是中国的首都。The2008OlympicGameswereheldinBeijing,(Key:whichisthecapitalofChina).我漏了一本书在图书馆。昨天我们在那里举行了会议。Ileftabookinthelibrary, (Key:whereweheldameetingyesterday)Practice2:Trytodescribewhoorwhatyoulikewithnon-restrictiveclauses.(Possiblesentences:Ellen,whoisreadytohelpothers,ismydeskmate.Idon'tlikemath,whichalwaysmakesmeconfused....)(设计目的：通过让学生描述自己感兴趣的人和事，激发学生学习的兴趣，更重要的是让学生做到即学即用。)StepVIHomework写作运用：根据下列提示与要求用英语写一篇短文。(写作内容)假如你是红星中学的学生，有兄弟学校的学生到你们学校来参观，你负责向来宾介绍你们学校的情况。请根据一下内容写一篇短文：学校划、境美丽而乂十分安静地理情况学校前面有许多大树，后面有一条河学校历史成立于1998年，当时只有2座楼，约200名学生和老师在那里吃住和上课师生情况现在学校有200多名教师，其中70%是男教师，有3000多名学生，其中一半是女生成绩在过去的几年中，我们的学生在高考中取得了好成绩，这可能就是为什么初中毕业生把我们学校作为他们的首选的原因(写作要求)(1)必须使用5个句子表达全班内容，开头已写出，不计入总句数(2)尽量多使用定语从句。Hello.everyone.Letmetellyousomethingaboutourschoolandourteachersthatyoumaybeinterestedin. Possiblesample:Hello.everyone.Letmetellyousomethingaboutourschoolandour