牛津译林版高一英语必修一教学设计Unit3 Looking good feeling good-Grammar and usage 1

单板

牛高英教设元Unit3Lookinggood,feeling块Grammarandusage(Non-restrictiveattributivethedesign:本单元的语法项目是非限制性定语从句块中的第一二单元都介绍了限制性定语从句的用法在三单元中再绍非限制性定语从句于学生来说掌握前面的语法内容本元的学习水到渠成笔首先用表格填空和填词练习进行全方位的复习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生感受语言思、分析和归纳发现语法规律并足够的语境支持下反复再现语法现象而现从教材中来到用中去让学生通过本课的设计改变以教师为中心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。Teachingaims:AftergoingovertheRestrictiveAttributiveClause,studentswillbeabletolearnandmasterNon-restrictiveAttributiveClause；AftermasteringtheusageofNon-restrictiveAttributiveClause,thestudentswillbeabletofinishsomeexercisesaboutdifferentkindsAttributiveTeachingprocedures:Step1RevisionandLead-inInthelastseveralunits,wehavelearnedsomekindsofAttributiveClause.CanyoutellmebasicstructureofAttributiveclause?名/词关代/系词+完的子Fillinthechart.关系词

先行词（物）

先行词（人）

时间

地点

原因主语

宾语

主语

宾语

定语

状语

状语

状语which√√

that√√√

√关系who代词whom

√

√√whose

√关系when副词where

√

√why

√Readthefollowingsentencesandfilltheusingtherelativepronounsandtherelativeadverbs.1.Theperson_______isstandingthereismyteacher.2.Theperson________youspokejustnowismyteacher.3.Theperson________youspoketojustnowismy4.Iboughtcar__________costlittle.5.Thecar__________boughtyesterdaycostlittle.6.Thisschoolistheone_________Istudiedtenyearsago.7.Thisisthelittlegirl___________parentswerekilledintheearthquake.8.Thebossin________companymyfatherworkedisverykindman.9.Iwillrememberthatday__________firstcametoBeijing.Thereseveralminutes_________wecantdothat.1.who/that2.to3.who/whom/that4.which/that5.which/that6.inwhich/where7.whose8.whose9.when/onwhich10.why/forwhich教师引导学生回想定语从句的基本结构——先行+关系+从句，并板书强调此结构。然后让学生完成关系词表格填练习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。（PPT4—，于复习与导入环，首先复习和操练已学过的定语从句2Presentation

ShowsomepicturesabouttheearthquakeinWen1.WhathappenedonMay12?WhereisWenchuan?2.Whattimedidthequaketakeplace?Whatweremostthestudentsdoingattime?3.Whereweremosthavingclasses?Whathappenedtoteachingbuildings?4.Whydidtheteachingbuildingsfalldown?Weretheystrongenough?5.WhathappenedtopeopleinWenTherefore,they’apeacefullife,can’they?6.Thoughmanypeoplesufferedlotinthequake,arethereanysurvivorswhosestoriesareencouraging?1)AbigearthquakeWenwhichliesinthenorthofSichuan.2)ThequaketookplaceonMondayafternoon,whenmostofthestudentswerehavingclasses.3)Theteachingbuildings,whereofthestudentswerehavingfelldown.4)Theteachingbuildings,mostwhichwerenotstrongenough,felldown.5)PeopleinWenchuan,whousedtoleadapeacefullife,becamehomelessafterthequake.6)Therearemanysurvivorswhosestoriesencouraging.7)Theycouldn’leadapeacefullifeatthatmoment,whichmadeallthepeopleintheworldworried.Canyoufindsomedifferencesbetweenthefirstfivesentencesandthe6sentence?

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通过解释语法形式所表达的意义帮学生学习和识语法点接下来的操练做好铺垫笔者以汶川大地震为背景与生的交谈中入非限制性定语从句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。（PPT9—19,教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，学生不知道答案接着教师问五月十二发生了什么事情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Non-restrictiveAttributiveclausesI.’lookatexamples.Lookandthesentences.CanyoufinddifferencesbetweentheNon-restrictiveAttributiveandRestrictiveAttributiveClause?Whocananswerthisquestion?Askstudentstodiscussinpairsandtellasmuchdifferenceaspossible.a.ThereisacommabeforetheNon-RestrictiveAttributiveClause.b.Wecan’use“that”inthiskindsentences.c.Andwecan’tmissrelativewords,either.II.Let’lookatsomeexamples:a.Theycouldn’leadapeacefullifeatmoment,whichmadethepeopleintheworldworried.b.Wecanuse“which”torefertowholemainclause.c.OK,andwecan’use“that”III.Otherexamples.Theteachingbuildings,mostofwhichwerenotstrongenough,felldown.a.Manypeople,someofarenotoverweight,goingondiets.b.Chinahashundredsofislands,thelargestofwhichisTaiwan.c.Ihavetwobooks,bothofwhichwereboughtinWecanfindanewkindofAttributiveWecanusemost/all/both/part/ofwhom/whichtoexpresscompletetopartialquantity.新课程标准新材都主张采用“发现式”语法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需要全面更有必要列举高考中的要点师可根据班级情况，适当补充。（PPT20—26通过一环节的句呈现学生得出非限制性定语从句的最基本的特征。然后展示第4句第7句让学生发现，并归纳出这两种从句的用法和特点。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PracticeLet’finishthegivenexercisesonPages48-49.Joineachpairsentencestoformonesentence.(PartA)1.LiDongdonatedhalfofhislivertoAmyherlife.HeisChinese.LiDong,whoisChinese,halfofhislivertotoherlife.2.Amyoffruitsandvegetables.Allofthemaregoodforherhealth.Amyeatslotsfruitsandvegetables,allofwhichgoodforherhealth.3.Amysometimesgoesforawalkinafternoon.Itisfineandwarmintheafternoon.Amysometimesgoesawalkinafternoon,whenitisfineandwarm.4.MyuncleisanengineerandisinItoldyouaboutyesterday.Myuncle,aboutwhomItoldyouyesterday,isanengineerandisworkingBeijing.5.MikehasdecidedtovisittheGreatWallnextHishobbyistraveling.Mike,whosehobbyistraveling,hastovisittheGreatWallnextmonth.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Reading里内容，又可复习Power”的有关运动的建议这练习提供不同的情景学生