资源简介

Unit 5 Languages Around the World
Discovering Useful Structures教案
教材分析：
本课时是高中英语必修一最后一个单元的语法部分，基于四单元的语法知识，本节课主要围绕定语从句中关系代词和关系副词的用法。通过归纳法，让学生在隐形学习中习得语法规则，再观察中做出总结，掌握该语法规律。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，熟悉定语从句的用法，在语境中掌握关系副词和介词加关系代词的基本结构，并能够灵活运用。
思维品质上，以定语从句的关系副词和关系代词为基础，在语境中感受并归纳其用法，提高语法学习的语境意识。
学习能力上，通过阅读相关的文本，能够在归纳观察之后总结出语法知识和规律。
教学重点：
熟悉定语从句的用法，在语境中掌握关系副词和介词加关系代词的基本结构，并能够灵活运用。
教学难点：
以定语从句的关系副词和关系代词为基础，在语境中感受并归纳其用法，提高语法学习的语境意识。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead in: Free talk T asks Ss to answer three questions about their favourite things. Lead Ss to think about reasons and example. T try to speak the restrictive relative clauses to paraphrase Ss answers for making them make sense about sentence pattern. 用轻松简单的口语问题，引导学生通过口语输出表达。老师用限制性定语从句，让学生感受从句用法。 5’ CW
Step 2 Lead in: (review) T presents four sentences previously learnt, and asks Ss to fill in the blanks. After that, T asks Ss to observe the structures of these sentences. 通过对之前学习的内容简短复习，建立起与新知识的连接，并引起学生的注意。 2’ CW
Step 3 Underline and analyze: Ss look at these sentences and underline the restrictive relative clauses. What kind of information does each clause communicate Suggested answers： 1. In the unified country, the Chinese writing system began to develop in one direction. 2. At that time, people were divided geographically. 3. These reasons are about why people learn a foreign language. 4. On the animal bones and shells, symbols were carved by ancient Chinese people. 承接上一步的活动，让学生画出定语从句的部分，并解释其意义，加深对抽象语法知识的理解。 3’ CW
Step 4 Fill the table： T asks Ss to fill in the table to complete each phrase with a restrictive relative clause. Then use the phrases to make complete sentences. sentence is presented. Suggested answers： 1. The day when I see you 2. the reasons why I like English 3. the place where I was born 4. the place/time in/at which I lived Samples: 1. I still remember the day when I saw you. I can’t forget the day when I graduate. 2. I’d like to talk about the reasons why I like English. I am curious about the reasons why you come here. 3. I want to go to the place where I was born. Beijing is the place where I live. 4.He can’t find the place in which he lived forty years ago. His father died the time when he was away from home. 将长句细化，进一步引起学生注意。通过造句，让学生熟悉用法。 10’ CW/GW
Step 5 Grammar: T teaches the relations in restrictive relative clause through a map to get the structure clear. 1. When 引导的定语从句： when引导定语从句时，从句的先行词为表示时间的名词，when在句中作时间状语，相当于“介in/at/on/during/…+which”结构。 2. Where 引导的定语从句： Where引导定语从句时，从句的先行词为表示地点的名词,where在从句中做地点状语，相当于“介词in/at…+which”结构。 关系副词where表示“地点的模糊化”，当先行词表示某人/某物的situation，或某事发展的stage，或表达某事的某个方面时都可用关系副词where。常以point, case, position, condition为先行词。 3. Why 引导的定语从句： why引导定语从句时，从句的先行词常为reason，why在句中做原因状语，相当于“介词for+which”结构。 4. “介词+关系代词”引导的定语从句 当关系代词在定语从句中作介词的宾语时，我们通常用“介词+关系代词”引导定语从句。如果指人，用“介词+whom”；如果指物，用“介词+which”；关系代词有时也可以用whose作定语。 经过一定的观察，归纳出定语从句的语法规律。 10’ GW/CW
Step 6 Analysis: Ss are asked to complete the passage with the correct relative adverbs or pronouns. Add a preposition where necessary. 讲解规则之后，通过练习巩固所学知识。 5’ GW/CW
Step 7 Pair work： Ss are asked to Work in pairs. Ask and answer the questions. T can encourage Ss to ask more, for example, which day impresses you most Which place do you like？ 结合本单元的情景，让学生在口头表达和同伴交流中不断重复所学语法。 7’ CW
Step 8 Competition： T organizes a competition, and asks Ss to create stories started by “It’s a day when…” “it’s a place where…” “It’s the reason why…” “It’s the time in/at which …”. Encourage Ss to make creative stories. 通过竞赛和编故事的活动，让学生在活动中充分操练定语从句的用法。 6’ CW
Step 9 Homework： Write down your own creative story started by restrictive relative clause. Exchange your stories with your partner, and try to correct the grammar and polish the words. 承接上一个活动，让学生以书面的形式呈现故事，并且互相交流，互相更正。 2’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生能否理解并掌握关系代词和关系副词的区别，及其用法；
通过本节内容学习，学生能否掌握从例句中观察、归纳、分析语法现象的能力。

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