Unit6SurprisingPlantsExploringandUsing教學設計-高中英語重大版

Unit6SurprisingPlants：ExploringandUsing（教學設計）【教學年級】高一【教材版本】重大版【課題名稱】必修一Unit6SurprisingPlants【課型】語法課AttributiveClauseswithRelativeAdverbs I.教學背景主題語境人與自然自然生態(tài)不同尋常的植物語篇類型說明文語言知識1.語法知識：關系代詞引導的定語從句及關系副詞引導的定語從句2.語用知識：定語從句的用法及功能，及其在自由表達中的表意功能。文化知識對世界各地不同尋常的花的了解語言技能通過聽說讀看寫等活動發(fā)展學生理解性技能和表達性技能。從文本中的定語從句歸納總結出定語從句的用法及功能，并加以運用，使之用于自由表達。學習策略元認知策略、認知策略和情感策略基于六要素的語篇分析II.教學目標1.理解關系副詞引導的定語從句；2.能辨別關系副詞引導的定語從句與關系代詞引導的定語從句間的區(qū)別；3.能運用定語從句描述物品和事件。III.教學方法任務型教學法I=5\*ROMANV.教學重、難點?教學重點通過分析句子成分，比較關系代詞引導的定語從句與關系副詞引導的定語從句間的區(qū)別，掌握關系副詞引導的定語從句的用法。?教學難點引導學生掌握關系副詞引導的定語從句的特點，并運用關系副詞及關系代詞引導的定語從句描述物品和事件。=5\*ROMANV.教學過程StageIUnderstandtheMeaningStep1Readthefollowingparagraphandunderlinetheattributiveclauseswithrelativepronouns.學生閱讀含多個定語從句的與單元話題相關的文本，識別其中的由關系代詞引導的定語從句。InEngland,thereisakindofflowerwhichlookslikealady’sslipper.ItiscalledLady’sSlipper.Itisconsideredtobetheraresttypeofwildorchids.AlthoughitwasoncefoundacrossEuropeandtheUK,nowLancashireinEnglandistheonlyplacewherethisplantcanbefound.Oneofthereasonswhyitissorareisknowntoall.Thatis,peoplepickedalmostallofthem.OnewhosellsonlyasinglecuttingofthisplantcangetUS$5,000.Anotherreasonwhyitissouniqueisthatitisoneofthemostdifficultplantstogrow.Fortunately,strictprotectionpolicieshavebeenestablishedtoprotectitsince1917whenthisendangeredplantwasoncedeclaredextinctinEngland.Soovertheyears,peoplehavegrownincreasinglyawareoftheneedtoprotectthisrareplant.【設計意圖】通過識別關系代詞引導的定語從句，學生復習之前學過的語法項目，并回顧定語從句的特點及用法。Step2Step2:paretheattributiveclauseswithrelativepronounswiththepartsinred學生通過比較紅色語句與關系代詞引導的定語從句之間的區(qū)別。InEngland,thereisakindofflowerwhichlookslikealady’sslipper.ItiscalledLady’sSlipper.Itisconsideredtobetheraresttypeofwildorchids.AlthoughitwasoncefoundacrossEuropeandtheUK,nowLancashireinEnglandistheonlyplacewherethisplantcanbefound.Oneofthereasonswhyitissorareisknowntoall.Thatis,peoplepickedalmostallofthem.OnewhosellsonlyasinglecuttingofthisplantcangetUS$5,000.Anotherreasonwhyitissouniqueisthatitisoneofthemostdifficultplantstogrow.Fortunately,strictprotectionpolicieshavebeenestablishedtoprotectitsince1917whenthisendangeredplantwasoncedeclaredextinctinEngland.Soovertheyears,peoplehavegrownincreasinglyawareoftheneedtoprotectthisrareplant.并引導學生思考以下問題：Thinkaboutthefollowingquestions:Dotheyalsoaddmoreinformationtothenoun?Aretheyalsoattributiveclauses?What’sthedifferencebetweenthepartsinredandtheunderlinedparts?【設計意圖】學生通過比較紅色語句和關系代詞引導的定語從句，教師引導學生思考紅色語句的功能和作用，進一步感知關系副詞引導的定語從句。StageIIDiscoveringtheRuleStep1Analyzingthestructureofthetwosentencesandfigureoutthefunctionandpositionoftheattributiveclauses學生分析以下兩句話的句子結構，并找出其中定語從句的功能及位置。1)OnewhosellsonlyasinglecuttingofthisplantcangetUS$5,000.2)NowLancashireinEnglandistheonlyplacewherethisplantcanbefound【設計意圖】通過分析句子結構，讓學生感知關系副詞引導的定語從句的功能及用法。Step2WorkinginpairstoanalyzetheothersentenceswiththeredpartsinUnderstandingthemeaningandthenpletetherulesbyusingthewordsorexpressionsinthebox學生小組活動，分析文本中其他紅色語句并總結其使用規(guī)則?！驹O計意圖】通過小組討論，使學生深刻理解關系副詞引導的定語從句的用法，同時訓練學生發(fā)現(xiàn)規(guī)律和總結規(guī)律的能力。StageIIIApplyingtheRuleStep1Connectingthetwosentencesbyusingattributiveclauseswithrelativeadverbs.學生使用關系副詞，將兩個簡單句合為含定語從句的主從復合句。【設計意圖】學生通過運用之前總結的規(guī)則重組句子，進一步理解關系副詞引導的定語從句的用法。Step2Discussingingroupstopletethefollowinglyricsusingattributiveclauses學生分組討論，預測歌詞的內(nèi)容，并嘗試用定語從句寫出?！驹O計意圖】通過討論歌詞的內(nèi)容，學生初步嘗試用定語從句進行創(chuàng)作，進行自由表達。Step3Listeningtoasongandchecktheanswers.學生聽歌，并補全歌詞缺失部分?！驹O計意圖】通過聽歌寫歌詞的活動，在訓練學生聽辨定語從句的技巧的同時，讓學生體味歌詞的定語從句部分在信息補充方面的作用。并比較上一步驟中自己所寫歌詞與原歌詞所表達信息的不同，從而進一步體會定語從句的修飾和限定及補充信息的功能。StageIVAssignmentWritingasongusingattributiveclausesaccordingtothefollowingsituation學生的課后任務為：依據(jù)以下情景，合理運用定語從句，嘗試創(chuàng)作一首歌。Situation:Youarewritingasongforyourformerclassmateinjuniormiddleschool.Inthesong,youmayrecallthedaysthatyouspenttogetherorexpresshowmuchyoumissyourclassmate.Example:YouareoneofmybestfriendswhoI’dliketoshareeverythingwith.Ireallymissthetimewhenwestudiedhardandplayedhardinjuniormiddleschool.【