Learning about Language优质公开课教案

高中英语人教版

Module 2

Unit 1 Cultural Relics Grammar

The Restrictive and Non-restrictive Attributive Clauses 教学设计

课文标题

单元名称

教材版本

授课年级

Module 2 Unit 1 Cultural Relics Unit 1 Learning about Language

Grammar 人教版

高一

一、

整体设计思路：

Attributive clauses are useful in our daily life. Without attributive clauses, people may not identify what we are talking about. In the previous periods, students have been able to use the relative pronouns of who, whom, which, that and whose in restrictive attributive clauses. Meanwhile, students have also learnt the usage of where, when and why in restrictive attributive clauses. Therefore, in this period, students will be able to tell the differences between restrictive and non-restrictive attributive clauses and properly use the relatives in non-restrictive attributive clauses. The whole process covers three steps. First, students have a brief revision of what they have learnt about attributive clauses with the help of some exercises. Second, students are required to compare and decide the differences between restrictive and non-restrictive attributive clauses according to the sentences given on the learning paper. Last, in order to arouse students’ passion for the use of attributive clauses, design three steps to practice the grammar. 二、

学情分析

本班学生英语基础较好，学习态度较认真，学习热情高。学生已基本掌握定语从句中关系代词和关系副词的使用。能在习题中识别出定语从句并准确地把握语义。但是多数学生不清楚定语从句的分类，并且不能在平时的练习中恰当地应用定语从句的知识。

三、

教学目标

At the end of this period, students will be able to: 1.

find out and explain the differences between restrictive and non-restrictive attributive clauses. 2.

use restrictive or non-restrictive attributive clauses to express themselves. 四、

教学重点

1. Students can find out and explain the differences between restrictive and non-restrictive attributive clauses. 2. Students can explain the principles for the relatives in non-restrictive attributive clauses. 五、

教学难点

Students can relate attributive clauses to noun clauses and v-ing used as adverbial. 六、

教学资源

教材、多媒体课件、学案、黑板和粉笔。

七、

教学过程

步骤

教师活动

学生活动

设计意图

互动时间和模式

Step 1 Revision 1.T will lead Ss to fill in the blanks with proper relatives. Ss will voice their answers and explain the reasons.

Step 2 Comparison

2.After finishing the sentences, let Ss summarize the mind-map of the Attributive Clause. Meanwhile, draw the learning focus of this class. 1.

Show Ss a group of sentences and ask them to observe carefully. Find out the differences according to their form, translation, function and relatives. 2.

Ask Ss to come into group and discuss their ideas with their partners. Later be ready for presentation and comment. 3.

Ask three groups to present their conclusion on the blackboard and another three groups to have a comment. 1.

Combine two sentences into one using restrictive Ss will draw the summary of the Grammar according to the sentences above and the T’s guidance. Ss will involve themselves quickly to look through the sentences and look for the points. To let Ss go

over what they

have learnt

about 5’

Attributive IndividClause and ual check Ss how Work much they’ ve got. To help Ss form

the basic

knowledge

system. 5’

Class Work To let Ss read

the sentences of

restrictive and

non-restrictive 3’

attributive Individclauses and try ual to find out the Work

difference. Ss will exchange their ideas with the group members and draw a conclusion. To activate

their potential 5’

of comparing Group the sentences Work and finding out the difference. To fully involve

every student in

the cooperative 7’

work. Group Work Ss will write their findings on the blackboard. The other groups will have a comment on their answers. Ss will combine To check 2’

the sentences. whether Ss can Individuse

restrictive ual

and non-restrictive attributive clauses on page 4 of the textbook.

Complete the sentences and learn to explain before Ss. 2.

T will give sentences

containing

non-restrictive Step 3 attributive clauses. Ask Ss to express Consolidation the sentence in another way.

3.

Micro-writing Let Ss translate four sentences using what is learnt in this class and combine them into an article. Let Ss come back Step 4 to the mind-map in the beginning and Summary

add more cotents to the knowledge system of attributive clause. Give Ss opportunities to share and explain in groups. and non-restrictive attributive clauses in a proper way. To check

whether Ss can relate attributive clauses to noun clauses served as subject and predictive. To guide Ss to use attributive clauses in their writing. Work

5’

Class Work

11’

Group Work One student finish To help Ss form

the mind-map. a complete

system of 2’

Attributive Individclauses. ual Work 八．板书设计

定语从句思维导图：

定义

先行词、定语从句、关系词

关系代词

定

语

sb: who, whom, that sth: which, that

when, where, why 从

关系词

关系副词

句

分类

介词+关系代词

(whom\which) 特殊关系词

限制性

非限制性

whose = of which\whom the + n. as: such\ the same ...... as......