Grammar教学设计实例

康平高中教学设计

年部

课题

Grade Two

学科

English

时间

Otc. 设计人

Wangyu 教师活动

As we all know, smoking is harmful to health.我们都知道，吸烟有害健康。

He finished the task ahead of time, which is very important to us.他提前完成了任务，这对我们很重要。

当非限制性定语从句放在主句前面时，只能用as。

As is known to everybody, the moon travels round the earth once every month. ＝The moon travels round the earth once every month, as/which is known to everybody. ＝It is known to everybody that the moon travels round the earth once every month. ＝What is known to everybody is that the moon travels round the earth once every month. 众所周知，月亮每月绕地球转一圈。

Step 3. Exercises用适当的关系代词/关系副词填空

1．The child

answered the question was John. 2．The book

you lent me was interesting. 3．Thank you for the help

you have given me. 4．I can't see the reason

she looks unhappy today. 5．You may take any book

you like. 学生活动

集备意见

Period 3 Grammar

知识与能力

过程与方法

情感态度

与价值观

To get Ss to have a good knowledge of attributive clauses.

Teaching and learning.

To train Ss to use grammar in context. 教学难点

教具

教学过程设计

Attributive clauses

A PPT, A blackboard

教

学

过

程

教

学

目

标

教学重点

教学方法

Translate sentences Ss to use into grammar English.

in context.

To train Help the Ss to improve their understanding of attributive clauses.

Task-based Approach Cooperation

复习提问

导入新课

A words and phrases quiz. Step 1. Lead-in Ask Ss to give a brief introduction of attributive clauses.

教师活动

Step 2. as/which引导的非限制性定语从句

引导非限制性定语从as 句时，修饰整句话或整件事

修饰主句或主句的一部分

位置较灵活，可置于所修饰的句子前面、插在句子中或放在句子后

定语从句只置于所修饰的句子后

一般译为“结果”

一般译为“正如，就像”

学生活动

集备意见

Step 4. Revision. Do more exercises in the workbook.

巩固

练习 Do more exercises on P74

布置

作业

Practice To get Ss to have general impression of the grammar through exercises.

板书 定语从句关系代词

who，

whom，

which，

that，

whose，

as

设计

教学反思

which