资源简介

Unit 1 Cultural Heritage
Discovering Useful Structures教案
教材分析：
本课时基于上一课时阅读文本中的定语从句，重点介绍了定语从句中关系代词与关系副词的意义与用法。重点内容在于学生了解并掌握的定语从句中关系代词与关系副词意义与用法。本课时的价值取向在于学生通过学习，了解关系代词与关系副词的意义与用法，通过这一语法点熟悉定语从句的意义与使用。
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，进一步了解熟悉阅读文本中的定语从句，学习定语从句中关系代词与关系副词的意义，掌握他们的用法。
思维品质上，熟悉定语从句中关系代词与关系副词的意义与用法，熟悉定语从句中关系代词与关系副词所修饰的成分与其关系，梳理成表格或思维导图。
学习能力上，形成语法发现意识，感知观察语法用法形式特点，通过制作表格及思维导图提高归纳总结的学习能力。
教学重点：
学生了解并掌握定语从句中关系代词与关系副词的意义与用法。
教学难点：
学生能正确判断限制性定语从句与非限制性定语从句的异同。
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: Ss are asked to find out the person or things in the picture according to the hints. T could lead Ss to review the relative pronouns who and that briefly. 利用图片，创设情境，激活学生已有知识。 5’ CW/IW
Step 2 Look and underline: Ss are asked to look at the sentences below and underline the relative pronouns and adverbs. Ss are asked to find more sentences containing relative clauses from the text on page 4, and discuss with a partner the major function of them. 引导学生发现结构，提高语法识别能力并从语法角度复习文本内容。既时操练，理清定语从句修饰内容与成分。 5’ CW/IW
Step 3 Summary: Ss are asked to review the relative pronouns and adverbs one by one. Ss are asked to make a short summary in a table and recall other relative pronouns and adverbs they know. T needs to remind Ss to explain pronouns and adverbs by giving sample sentences. 引导学生复习关系代词与关系副词功能与意义特点。 引导学生根据所学内容制作表格。提高学习能力。 8’ CW/IW
Step 4 Summary: Ss are asked to classify the words into relative pronouns and relative adverbs accordingly. 引导学生对所复习语法比进行分类，提高学生语言能力。 5’ CW
Step 5 Explore the relative clause: Making a mind map like the sample picture given. T could offer some helps in composing if necessary. T encourages Ss to complete mind map creatively. 或思维导图，提升学生思维品质及学习能力。 10’ CW/GW
Step 6 Rewrite: Ss are asked to rewrite the sentences using relative clauses. T could lead Ss to check how to rewrite the sentence. Then T leads the Ss to check the answers one by one. 引导学生运用所学内容，进行句子改写操练。 8’ CW/IW
Step 7 Discuss: Ss are asked to discuss the following questions. Which relative pronouns can be deleted in your sentences When can you go without the relative pronouns like this Then T leads Ss to check the answers and summarize the principles in using relative pronouns. 引导学生总结发现总结关系代词的细节用法。 5’ CW/IW
Step 8 Discuss: Ss are asked to discover the differences in the two sentences. Then T leads Ss to check the answers and watch a video about the restrictive relative clauses and non-restrictive relative clauses. 引导学生发现总结异同，区别限制性定语从句与非限制性定语从句。 5’ GW/CW
Step 9 Work in pairs: Ss are asked to work in pairs and play a game of definitions. Then they can switch their roles and guess the words with the definition. 组织活动，引导学生运用关系代词与关系副词并提高口语语言能力。 5’ GW
Step 10 Homework: Make your tables or mind maps about restrictive and non-restrictive clause according to what you have learned in the class. Switch your work with your classmates and find out what else you can learn from them.
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本节课的学习，能否了解定语从句关系代词与关系副词的主要语法形式。
学生通过本节课的学习，能否理解定语从句关系代词与关系副词主要含义，能否根据语境与语法需要正确使用定语从句关系代词与关系副词，并进行句子改写。

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