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Unit 7 The convenience store is over there.
（第三课时教学设计）
一、教材分析
1. 教学内容
本课时系教材《英语3（基础模块）》（高教版）第七单元的第三课时，包括Language in use 中Grammar focus部分。此部分内容包括由when, where引导的定语从句的学习和运用。
2. 教学重点、难点
(1) 教学重点
when, where引导的定语从句的学习和运用。
(2) 教学难点
在具体语境中运用when, where引导的定语从句。
二、教学目标
1. 知识目标
(1) 学生能理解when, where引导的定语从句所表达的意思。
(2) 学生掌握和正确使用when, where引导的定语从句来说明时间和地点。
2. 学习策略
能归纳总结句型结构及其用法。
三、教学步骤
Step I Lead-in
1. Review the attributive clause guided by “which, that, who” . Ask the students to read the sentences together.
Guide the students to analyze the bold part of the sentences. Ask them to summarize the common characteristics of them.
2. Group work (Activity 16). Read and discuss together. Underline the sentences guided by “when,where, which, that” .
The teacher will check the answers. Ask the students to share their answers and give their reasons. The teacher gives the feedback.
Reference answer:
(1) I met a friend that I hadn’t seen for nearly a year.
(2) ... to meet in the restaurant where we first meet.
(3) ... a company where car parts are made.
(4) It’s a big company where there are 3,000 workers.
(5) The car parts which they made are popular all over the world.
(6) ... talking about the time when we worked together in a small company and the people that we remembered.
Ask the students to pay attention to these two sentences: We walked for a while and decided that we would ... the word “that” here is used to guide an object clause.
When we met again, we spend about 2 hours talking about ... the word “when” here is used to guide an adverbial clause for time.
（设计意图：语法呈现，目的在于帮助学生逐步构建对由when, where引导的定语从句的 认知图式，了解其在主句中所起的作用，并将其与when, where连接的其他从句区分开， 为后面的语法应用活动做准备。）
3. Ask the students to read out their composition: My ideal community.
Choose one piece as a model. Ask the students to find out the attributive clause guided by “when, where” .
（设计意图：补充活动，利用上一课时的课外作业，对自己的小短文进行分析，用下画 线标出包含定语从句的句子。）
Step 2 Presentation
1. Discuss and match (Activity 17)
Ask the students to work in pairs. Discuss the pictures and the explanations. And then match the explanations to the pictures. The teacher will ask some pairs to share their answers and ask the others if they agree or disagree.
（设计意图：控制性练习，学生通过图片与文字进行匹配，进一步掌握由“when” “where”引导的定语从句的表现形式和作用，为后面的语法应用活动做准备。）
2. Have a guessing game.
The teacher gets some cards or pictures ready, providing some information about places, years, dates, persons or articles. Divide the students into groups. Select one student as a group leader. The teacher picks out a card, and the group leader will describe it using the attributive clause according to the given information. The members in other groups will guess. Whoever gets the most right answer will be the winner.
（设计意图：补充活动，猜谜游戏，活跃语法课堂气氛，调动学生的学习积极性。）
Step 3 Practice
Read and write (Activity 18)
Guide students to fully understand the mood of the sentences. Explain the method of rewriting. Increase the listening appropriately when necessary.
Ask the students to rewrite the sentences according to the model. The teacher will check
and give feedback. Reference answers:
1. When mom went out, I couldn’t wait to pull out the box where all my favorite toys were put.
2. The manager who is in charge of the department wasn’t in the office at the time when the accident happened.
3. The assembly line where are busy having our social practice as packagers these days broke down yesterdays.
4. I want to apply for a position in the company where my good friend, Catherine, works.
5. I never forget the day when I had my interview for the first time.
(设计意图：语法应用活动，利用语境帮助学生将前面语法知识的输入转为输出，从而 能更好应用由“when” “where”引导的定语从句。）
Step 4 Interview and complete (Activity 19)
Ask the students to have an interview in pairs. They can ask and answer like this:
What kind of places do you prefer to live in What communities do you like to live in
I prefer communities where there is a clinic.
I enjoy living in the place where there is fresh air and clean water.
It’s an open activity. The students may have various answers. Encourage them if the answers are reasonable.
(设计意图：语法应用活动，进一步巩固所学语言知识，帮助学生灵活地掌握“where” 引导的定语从句，将枯燥的语法学习与学生的现实生活联系起来，增强学生对语法学习 的兴趣。）
Step 5 Group Work
1. Divide the students into groups of 4 or 5. Ask them to draw a picture according to activity 19.
2. Present the picture and they may select a reporter to describe the ideal community using the attributive clause.
3. Ask all the students to vote for the best community.
4. The teacher gives the feedback.
(设计意图：语法应用活动，进一步巩固所学语言知识，为本单元任务活动做准备。）
Step 6 Grammar practice
Ask the students to choose the right answer.
Check them one by one. Train them not to shout the answer. The teacher gives the feedback and explain them if necessary.
1. This is the place we used to live ten years ago.
A. when B. why C. that D. in which
2. This is the place we visited yesterday.
A. when B. why C. that D. where
3. We shall never forget the day we went to college.
A. when B. why C. that D. in which
4. We shall never forget the time we spent in Beijing.
A. when B. why C. that D. in which
5. The day will soon come man will travel on another planet by spaceship.
A. when B. why C. that D. in which
6. They will visit the farm they worked.
A. when B. why C. that D. in which
(设计意图：补充语法控制性练习活动，相关练习能进一步巩固所学语法知识，增强学 生答题能力。）
Step 7 Homework
1. Finish Exercise Book P 66 Ex. 5.
2. Collect some brochures of communities.
四、 板书设计
Unit 7 The convenience store is over there. (Period Three)
(7) I met a friend that I hadn’t seen for nearly a year.
(8) ... to meet in the restaurant where we first meet.
(9) ... a company where car parts are made.
(10) It’s a big company where there are 3,000 workers.
(11) The car parts which they made are popular all over the world.
(12) ... talking about the time when we worked together in a small company and the people that we remembered.

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