Unit3Grammarandusage教学设计新部编版

精品教学教案设计|Excellentteachingplan教师学科教案[20–20学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________市实验学校育人如同春风化雨，授业不惜蜡炬成灰精品教学教案设计|ExcellentteachingplanUnit3Grammarandusage（1）教学设计单元：Unit3Lookinggood,feelinggood板块：Grammarandusage(Non-restrictiveattributiveclauses)Thoughtsonthedesign: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。关于学生来说掌握前面的语法内容，本单元的学习瓜熟蒂落。笔者首先用表格填空和填词练习进行全方位的复习。经过设置情景汶川地震与学生沟通信息来体现非限制性定语从句的观点。让学生感觉语言，经过思考、剖析和概括，发现语法例律，并在足够的语境支持下频频再现语法现象，进而实现从教材中来，到应用中去。让学生经过本节课的设计改变以教师为中心、重视语法知识解说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:1.AftergoingovertheRestrictiveAttributiveClause，thestudentswillbeabletolearnandmasterNon-restrictiveAttributiveClause；2.AftermasteringtheusageofNon-restrictiveAttributiveClause，thestudentswillbeabletofinishsomeexercisesaboutdifferentkindsofAttributiveClause.Teachingprocedures:Step1RevisionandLead-inInthelastseveralunits，wehavelearnedsomekindsofAttributiveClause.CanyoutellmebasicstructureofAttributiveclause？名词/代词+关系代词/关系副词+不完整的句子Fillinthechart.关系词先行词(物)先行词(人)定语时间地址原因主语宾语主语宾语状语状语关系which√√代词that√√√√who√√whom√育人如同春风化雨，授业不惜蜡炬成灰精品教学教案设计|Excellentteachingplanwhose√关系when√副词where√why√Readthefollowingsentencesandfillintheblanksusingtherelativepronounsandtherelativeadverbs.Theperson_______isstandingthereismyteacher.Theperson________youspokejustnowismyteacher.Theperson________youspoketojustnowismyteacher.Iboughtacar__________costlittle.Thecar__________Iboughtyesterdaycostlittle.Thisschoolistheone_________Istudiedtenyearsago.Thisisthelittlegirl___________parentswerekilledintheearthquake.Thebossin________companymyfatherworkedisaverykindman.Iwillrememberthatday__________IfirstcametoBeijing.10.Thereareseveralminutesreasons_________wecan’tdothat.1.who/that2.towhom3.who/whom/that4.which/that5.which/that6.inwhich/where7.whose8.whose9.when/onwhich10.why/forwhich[Explanation]教师引导学生回想定语从句的基本构造——先行词+关系词+从句，并板书强调此构造。然后，让学生达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构造以及关系词的熟悉情况，简单了然，有利于迅速激活学生已有的知识。(PPT4—8，用于复习与导入环节，首先复习和演练已学过的定语从句。)Step2PresentationShowsomepicturesabouttheearthquakeinWenchuan.1.WhathappenedonMay12th？WhereisWenchuan？Whattimedidthequaketakeplace？育人如同春风化雨，授业不惜蜡炬成灰精品教学教案设计|ExcellentteachingplanWhatweremostofthestudentsdoingatthattime？Whereweremostofthemhavingclasses？Whathappenedtotheteachingbuildings？4.Whydidtheteachingbuildingsfalldown？Weretheystrongenough？WhathappenedtothepeopleinWenchuan？Therefore，theycan'tleadapeacefullife，can'tthey？Thoughmanypeoplesufferedalotinthequake，arethereanysurvivorswhosestoriesareencouraging？1)AbigearthquakehitWenchuan，whichliesinthenorthofSichuan.2)ThequaketookplaceonMondayafternoon，whenmostofthestudentswerehavingclasses.Theteachingbuildings，wheremostofthestudentswerehavingclasses，felldown.Theteachingbuildings，mostofwhichwerenotstrongenough，felldown.5)PeopleinWenchuan，whousedtoleadapeacefullife，becamehomelessafterthequake.Therearemanysurvivorswhosestoriesareencouraging.7)Theycouldn'tleadapeacefullifeatthatmoment，whichmadeallthepeopleintheworldworried.Canyoufindsomedifferencesbetweenthefirstfivesentencesandthe6thsentence？[Explanation]过去的语法课往往体现语法形式让学生理解本节课的内容。教师经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，为接下来的演练做好铺垫。笔者以汶川大地震为背景，在与学生的谈话中引入非限制性定语从句。再创设情景使学生在沟通中领会语法点的交际功能。作为本节课语法点的体现，不单体现非限制性定语从句的形式，而且着重在社交中传达其意义及用法。(PPT9—19，教师先出示两张景色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体现出来，并阅读这些句子。)育人如同春风化雨，授业不惜蜡炬成灰精品教学教案设计|ExcellentteachingplanStep3Non-restrictiveAttributiveclausesI.Let’slookatsomeexamples.Lookandanalyzethesentences.CanyoufinddifferencesbetweentheNon-restrictiveAttributiveClauseandRestrictiveAttributiveClause？Whocananswerthisquestion？Askstudentstodiscussinpairsandtellasmuchdifferenceaspossible.a.ThereisacommabeforetheNon-RestrictiveAttributiveClause.b.Wecan’tuse“that”inthiskindofsentences.c.Andwecan’tmisstherelativewords，either.II.Letlook’satsomeexamples:a.Theycouldn’tleadapeacefullifeatthatmoment，whichmadeallthepeopleintheworldworried.b.Wecanuse“which”torefertothewholemainclause.c.OK，andwecan’tuse“that”.III.Otherexamples.Theteachingbuildings，mostofwhichwerenotstrongenough，felldown.a.Manypeople，someofwhomarenotoverweight，aregoingondiets.b.Chinahashundredsofislands，thelargestofwhichisTaiwan.c.Ihavetwobooks，bothofwhichwereboughtinAmerica.WecanfindanewkindofAttributiveClause.Wecanusemost/all/both/part/of+whom/whichtoexpressacompletetopartialquantity.[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，让学生感觉语言、经过思考、剖析和概括，发现语法例律，并在足够的语境支持下频频再现语法现象，进而实现从教材中来，到应用中去。笔者经过列举三种种类比较简单的句子，让学生采取议论式发现并概括出非限制性定语从句的特点。因为这是针对刚才进入高一的学生，不需要全面，更没有必要列举高考取的要点，教师可根据班级情况，适合补充。(PPT20—26经过上一环节的句子体现，让学生得出非限制性定语从句的最基本的特点。然后展示第4句、第7句，让学生发现，并概括出这两种从句的用法和特点。育人如同春风化雨，授业不惜蜡炬成灰精品教学教案设计|Excellentteachingplan本环节笔者体现几组幻灯片，引导学生回想非限制性定语从句的功能和特点。)Step4PracticeLet’sfinishthevengiexercisesonPages48-49.Joineachpairofsentencestoformonesentence.(PartA)1.Amyisanactress.SheisZhouLing’sfriend.Amy，whoisanactress，isZhouLing'sfriend./Amy，whoisZhouLing'sfriend，isanactress.ThedoctorsatthehospitaltriedtheirbesttosaveAmy.Amyspentabouttwomonthsinthathospital.Thedoctorsatthehospital，whereAmyspentabouttwomonths，triedtheirbesttosaveAmy./ThedoctoratthehospitaltriedtheirbesttosaveAmy，whospentabouttwomonthsthere.Amyeatslotsoffruitsandvegetables.Allofthemaregoodforherhealth.Amyeatslotsoffruitsandvegetables，allofwhicharegoodforherhealth.Amysometimesgoesforawalkintheafternoon.Itisfineandwarmintheafternoon.Amysometimesgoesforawalkintheafternoon，whenitisfineandwarm.MyuncleisanengineerandisworkinginBeijing.Itoldyouabouthimyesterday.Myuncle，aboutwhomItoldyouyesterday，isanengineerandisworkinginBeijing.MikehasdecidedtovisittheGreatWallnextmonth.Hishobbyistraveling.Mike，whosehobbyistraveling，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，既能够复习Reading里的内容，又可复习“WordPower”里的相关运动的建议。这一练习提供不同的情景，为学生在语篇中演练和运用定语从句确立基础。在语篇输入同时，学生的积极情感因素获得激发，对提高学习效率有促使作用。育人如同春风化雨，授业不惜蜡炬成灰精品教学教案