Unit3Grammarandusage教學(xué)設(shè)計(jì)新部編版

精品教學(xué)教案設(shè)計(jì)|Excellentteachingplan教師學(xué)科教案[20–20學(xué)年度第__學(xué)期]任教學(xué)科：_____________任教年級(jí)：_____________任教老師：_____________市實(shí)驗(yàn)學(xué)校育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案設(shè)計(jì)|ExcellentteachingplanUnit3Grammarandusage（1）教學(xué)設(shè)計(jì)單元：Unit3Lookinggood,feelinggood板塊：Grammarandusage(Non-restrictiveattributiveclauses)Thoughtsonthedesign:本單元的語(yǔ)法項(xiàng)目是非限制性定語(yǔ)從句。模塊一中的第一、第二單元都介紹了限制性定語(yǔ)從句的用法。在第三單元中，再介紹非限制性定語(yǔ)從句。關(guān)于學(xué)生來(lái)說掌握前面的語(yǔ)法內(nèi)容，本單元的學(xué)習(xí)瓜熟蒂落。筆者首先用表格填空和填詞練習(xí)進(jìn)行全方位的復(fù)習(xí)。經(jīng)過設(shè)置情景汶川地震與學(xué)生溝通信息來(lái)體現(xiàn)非限制性定語(yǔ)從句的觀點(diǎn)。讓學(xué)生感覺語(yǔ)言，經(jīng)過思考、剖析和概括，發(fā)現(xiàn)語(yǔ)法例律，并在足夠的語(yǔ)境支持下頻頻再現(xiàn)語(yǔ)法現(xiàn)象，進(jìn)而實(shí)現(xiàn)從教材中來(lái)，到應(yīng)用中去。讓學(xué)生經(jīng)過本節(jié)課的設(shè)計(jì)改變以教師為中心、重視語(yǔ)法知識(shí)解說和傳授的傳統(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(yǔ)法的興趣。Teachingaims:1.AftergoingovertheRestrictiveAttributiveClause，thestudentswillbeabletolearnandmasterNon-restrictiveAttributiveClause；2.AftermasteringtheusageofNon-restrictiveAttributiveClause，thestudentswillbeabletofinishsomeexercisesaboutdifferentkindsofAttributiveClause.Teachingprocedures:Step1RevisionandLead-inInthelastseveralunits，wehavelearnedsomekindsofAttributiveClause.CanyoutellmebasicstructureofAttributiveclause？名詞/代詞+關(guān)系代詞/關(guān)系副詞+不完整的句子Fillinthechart.關(guān)系詞先行詞(物)先行詞(人)定語(yǔ)時(shí)間地址原因主語(yǔ)賓語(yǔ)主語(yǔ)賓語(yǔ)狀語(yǔ)狀語(yǔ)關(guān)系which√√代詞that√√√√who√√whom√育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案設(shè)計(jì)|Excellentteachingplanwhose√關(guān)系when√副詞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]教師引導(dǎo)學(xué)生回想定語(yǔ)從句的基本構(gòu)造——先行詞+關(guān)系詞+從句，并板書強(qiáng)調(diào)此構(gòu)造。然后，讓學(xué)生達(dá)成關(guān)系詞表格填空練習(xí)。此環(huán)節(jié)以公式和表格形式讓學(xué)生自我檢測(cè)對(duì)定語(yǔ)從句基本構(gòu)造以及關(guān)系詞的熟悉情況，簡(jiǎn)單了然，有利于迅速激活學(xué)生已有的知識(shí)。(PPT4—8，用于復(fù)習(xí)與導(dǎo)入環(huán)節(jié)，首先復(fù)習(xí)和演練已學(xué)過的定語(yǔ)從句。)Step2PresentationShowsomepicturesabouttheearthquakeinWenchuan.1.WhathappenedonMay12th？WhereisWenchuan？Whattimedidthequaketakeplace？育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案設(shè)計(jì)|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]過去的語(yǔ)法課往往體現(xiàn)語(yǔ)法形式讓學(xué)生理解本節(jié)課的內(nèi)容。教師經(jīng)過解釋語(yǔ)法形式所表達(dá)的意義，幫助學(xué)生學(xué)習(xí)和認(rèn)識(shí)語(yǔ)法點(diǎn)，為接下來(lái)的演練做好鋪墊。筆者以汶川大地震為背景，在與學(xué)生的談話中引入非限制性定語(yǔ)從句。再創(chuàng)設(shè)情景使學(xué)生在溝通中領(lǐng)會(huì)語(yǔ)法點(diǎn)的交際功能。作為本節(jié)課語(yǔ)法點(diǎn)的體現(xiàn)，不單體現(xiàn)非限制性定語(yǔ)從句的形式，而且著重在社交中傳達(dá)其意義及用法。(PPT9—19，教師先出示兩張景色優(yōu)美的圖片讓學(xué)生猜這個(gè)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日發(fā)生了什么事情，教師邊點(diǎn)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(yǔ)從句體現(xiàn)出來(lái)，并閱讀這些句子。)育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案設(shè)計(jì)|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]新課程標(biāo)準(zhǔn)、新教材都主張采用“發(fā)現(xiàn)式”語(yǔ)法教學(xué)，教學(xué)要點(diǎn)源于教材中生動(dòng)的背景材料，讓學(xué)生感覺語(yǔ)言、經(jīng)過思考、剖析和概括，發(fā)現(xiàn)語(yǔ)法例律，并在足夠的語(yǔ)境支持下頻頻再現(xiàn)語(yǔ)法現(xiàn)象，進(jìn)而實(shí)現(xiàn)從教材中來(lái)，到應(yīng)用中去。筆者經(jīng)過列舉三種種類比較簡(jiǎn)單的句子，讓學(xué)生采取議論式發(fā)現(xiàn)并概括出非限制性定語(yǔ)從句的特點(diǎn)。因?yàn)檫@是針對(duì)剛才進(jìn)入高一的學(xué)生，不需要全面，更沒有必要列舉高考取的要點(diǎn)，教師可根據(jù)班級(jí)情況，適合補(bǔ)充。(PPT20—26經(jīng)過上一環(huán)節(jié)的句子體現(xiàn)，讓學(xué)生得出非限制性定語(yǔ)從句的最基本的特點(diǎn)。然后展示第4句、第7句，讓學(xué)生發(fā)現(xiàn)，并概括出這兩種從句的用法和特點(diǎn)。育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案設(shè)計(jì)|Excellentteachingplan本環(huán)節(jié)筆者體現(xiàn)幾組幻燈片，引導(dǎo)學(xué)生回想非限制性定語(yǔ)從句的功能和特點(diǎn)。)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]教師引導(dǎo)學(xué)生復(fù)習(xí)非限制性定語(yǔ)從句的基本知識(shí)進(jìn)入運(yùn)用定語(yǔ)從句的學(xué)習(xí)環(huán)節(jié)。為了緊扣本單元話題，既能夠復(fù)習(xí)Reading里的內(nèi)容，又可復(fù)習(xí)“WordPower”里的相關(guān)運(yùn)動(dòng)的建議。這一練習(xí)提供不同的情景，為學(xué)生在語(yǔ)篇中演練和運(yùn)用定語(yǔ)從句確立基礎(chǔ)。在語(yǔ)篇輸入同時(shí)，學(xué)生的積極情感因素獲得激發(fā)，對(duì)提高學(xué)習(xí)效率有促使作用。育人如同春風(fēng)化雨，授業(yè)不惜蠟炬成灰精品教學(xué)教案