牛津譯林版高一英語必修一教學(xué)設(shè)計Unit3 Looking good feeling good-Grammar and usage 1

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牛高英教設(shè)元Unit3Lookinggood,feeling塊Grammarandusage(Non-restrictiveattributivethedesign:本單元的語法項目是非限制性定語從句塊中的第一二單元都介紹了限制性定語從句的用法在三單元中再紹非限制性定語從句于學(xué)生來說掌握前面的語法內(nèi)容本元的學(xué)習(xí)水到渠成筆首先用表格填空和填詞練習(xí)進(jìn)行全方位的復(fù)習(xí)過設(shè)置情景汶川地震與學(xué)生交流信息來呈現(xiàn)非限制性定語從句的概念生感受語言思、分析和歸納發(fā)現(xiàn)語法規(guī)律并足夠的語境支持下反復(fù)再現(xiàn)語法現(xiàn)象而現(xiàn)從教材中來到用中去讓學(xué)生通過本課的設(shè)計改變以教師為中心重語法知識講解和傳授的傳統(tǒng)的教學(xué)方法，突出學(xué)生為主體，提高學(xué)生學(xué)習(xí)語法的興趣。Teachingaims:AftergoingovertheRestrictiveAttributiveClause,studentswillbeabletolearnandmasterNon-restrictiveAttributiveClause；AftermasteringtheusageofNon-restrictiveAttributiveClause,thestudentswillbeabletofinishsomeexercisesaboutdifferentkindsAttributiveTeachingprocedures:Step1RevisionandLead-inInthelastseveralunits,wehavelearnedsomekindsofAttributiveClause.CanyoutellmebasicstructureofAttributiveclause?名/詞關(guān)代/系詞+完的子Fillinthechart.關(guān)系詞

先行詞（物）

先行詞（人）

時間

地點

原因主語

賓語

主語

賓語

定語

狀語

狀語

狀語which√√

that√√√

√關(guān)系who代詞whom

√

√√whose

√關(guān)系when副詞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教師引導(dǎo)學(xué)生回想定語從句的基本結(jié)構(gòu)——先行+關(guān)系+從句，并板書強(qiáng)調(diào)此結(jié)構(gòu)。然后讓學(xué)生完成關(guān)系詞表格填練習(xí)環(huán)節(jié)以公式和表格形式讓學(xué)生自我檢測對定語從句基本結(jié)構(gòu)以及關(guān)系詞的熟悉情況，簡單明了，有利于快速激活學(xué)生已有的知識。（PPT4—，于復(fù)習(xí)與導(dǎo)入環(huán)，首先復(fù)習(xí)和操練已學(xué)過的定語從句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?

以往的語法課往往呈現(xiàn)語法形式讓學(xué)生明白本節(jié)課的內(nèi)容通過解釋語法形式所表達(dá)的意義幫學(xué)生學(xué)習(xí)和識語法點接下來的操練做好鋪墊筆者以汶川大地震為背景與生的交談中入非限制性定語從句創(chuàng)設(shè)情景使學(xué)生在交流中體

會語法點的交際功能。作為本節(jié)課語法點的呈現(xiàn)，不僅呈現(xiàn)非限制性定語從句的形式，而且注重在交際中傳達(dá)其意義及用法。（PPT9—19,教先出示兩張風(fēng)景優(yōu)美的圖片讓學(xué)生猜這個美麗的地方是哪里，學(xué)生不知道答案接著教師問五月十二發(fā)生了什么事情師邊點擊圖片邊問問題最后把師生之間的問和答，用非限制性定語從句呈現(xiàn)出來，并閱讀這些句子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.新課程標(biāo)準(zhǔn)新材都主張采用“發(fā)現(xiàn)式”語法教學(xué)要點源于教材中生動

的背景材料，讓學(xué)生感受語言、通過思考、分析和歸納，發(fā)現(xiàn)語法規(guī)律，并在足夠的語境支持下反復(fù)再現(xiàn)語法現(xiàn)象從而實現(xiàn)從教材中來到應(yīng)用中去筆者通過列舉三種類型比較簡單的句子，讓學(xué)生采取討論式發(fā)現(xiàn)并歸納出非限制性定語從句的特點。因為這是針對剛剛進(jìn)入高一的學(xué)生需要全面更有必要列舉高考中的要點師可根據(jù)班級情況，適當(dāng)補(bǔ)充。（PPT20—26通過一環(huán)節(jié)的句呈現(xiàn)學(xué)生得出非限制性定語從句的最基本的特征。然后展示第4句第7句讓學(xué)生發(fā)現(xiàn)，并歸納出這兩種從句的用法和特點。本環(huán)節(jié)筆者呈現(xiàn)幾組幻燈片，引導(dǎo)學(xué)生回憶非限制性定語從句的功能和特點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.教師引導(dǎo)學(xué)生復(fù)習(xí)非限制性定語從句的基本知識進(jìn)入運用定語從句的學(xué)習(xí)環(huán)節(jié)。為了

緊扣本單元話題，既可以復(fù)習(xí)Reading里內(nèi)容，又可復(fù)習(xí)Power”的有關(guān)運動的建議這練習(xí)提供不同的情景學(xué)生