资源简介

Using language Grammar教学设计
课型 Grammar
主题语境 人与社会——良好的人际关系与社会交往
内容分析 本板块分为两部分，语法、词汇。语法部分包括对定语从句的感知发现、规律总结和真实语境运用，其中两个小语篇的话题分别为“我的朋友”和“社团招新”，前者描述了和朋友相处的细节，后者以网络论坛的形式介绍了远足社团，欢迎志同道合的朋友加入；词汇部分以“友谊汤”食谱的形式呈现了有关友谊的可贵行为和品质的词汇，帮助学生描述、评价朋友的行为和品质；
教学目标 语言能力目标 掌握定于从句的基本概念：定语，定语从句，先行词，关系代词； 了解关系代词在定于从句中的功能；会根据实际情况灵活正确选用相 应的关系代词。 思维品质目标： 通过观察、分析、举例等方式，了解定语从句的相关基础知识，从而加深对定语从句的认识。 文化意识目标： 通过学习定语从句，进一步加深对英语的理解，进一步培养起对英语学习的兴趣。 在学习过程中养成善观察，善钻研，善自学，不畏困难迎头而上的优秀学习品质。 学习能力目标： 能够借助老师提供给自己的资源，通过自主学习和合作学习等方式，探究定语从句的相关概念，学会正确使用关系代词。
教学重点 引导学生了解限定性定语从句的基本特征并在真实语境中运用； 引导学生掌握并恰当地使用描述朋友行为和品质的词汇描述朋友，讨论朋友的行为和品质；
教学难点 引导学生在真实语境中运用定语从句； 引导学生初步认识到友谊的重要性，思考与朋友相处的方法，形成健康的人际关系。
教学策略 任务型教学法、交际教学法、
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the first box and pay special attention to the words in bold. Then ask students Questions 1–2. Teacher asks students to compare the sentences in the second box with those in the first box. Then ask students Questions 3–5. Teacher instructs students to look for more sentences with attributive clauses in the reading passage and underline the sentences. Students observe the two sentences in the first box and answer Questions 1–2. Students compare sentences in the second box with those in the first box and answer Questions 3–5. Students look for more sentences with attributive clauses in the reading passage and underline them. To find out the structure, function and linking words of the attributive clauses. To get familiar with the attributive clauses.
Activity 2 Teacher asks students to read the passage and get the main idea of the passage. Teacher asks students to read the underlined sentences carefully and rewrite them. Teacher checks the answers with the class. Students read the passage and get its main idea. Students read and rewrite the underlined sentences. Students check the answers with the teacher. To apply the attributive clauses in a context.
Activity 3 Teacher asks students to read the post and get its main idea. Teacher asks students to fill in the blanks. Teacher checks the answers with the class. Students read the post and get its main idea. Students fill in the blanks. Students check the answers with the teacher. To consolidate the application of the attributive clauses in a real context.
Activity 4 Teacher asks students to read the title and look at the picture, then predict the ingredients of the friendship soup. Teacher asks students to read the recipe and work out the meaning of the words in bold. Teacher invites some students to share the answers with the class and others make comments. Students read the title and look at the picture, then predict the ingredients of the friendship soup. Students read the recipe and work out the meaning of the words in bold. Some students share the answers with the class. Others make comments. To further understand the definition of friendship and accumulate relative words.
Activity 5 Teacher asks students to read the dictionary entries and pay attention to their features. Teacher asks students to match the words in bold in Activity 4 to the dictionary entries. Teacher invites some students to share the answers with the class. Students read the dictionary entries and pay attention to their features. Students match the words in bold in Activity 4 to the dictionary entries. Some students share the answers with the class. To further understand the relative words in Activity 4.
Activity 6 Teacher asks students to think about the keywords of their own “Friendship soup”. Teacher asks students to work in pairs and create their own recipe. Teacher encourages several pairs to show their recipes to the class. Students think about the keywords of their own “Friendship soup”. Students work in pairs and create their own recipe. Different pairs show their recipes to the class. To enlarge and review the vocabulary about the topic of friendship.

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