Learning about Language国家获奖教案

英语必修2 Unit1 Discovering useful structures 教学设计

授课教师：王晓倩 学校：西北大学附属中学 一、教学内容分析

本单元的话题是“文化遗产”。通过学习本单元，学生应该对中国和世界上著名的文化遗产（包括人文的和自然的）有所了解，并且能够用英语说出它们的名称。此外，通过思考、讨论文化遗产的归属问题，树立文物保护意识。

本节课重点讲解Grammar—Restrictive attributive clause and Non-restrictive attributive clause介绍限定性定语从句和非限定性定语从句，学生应该掌握关系代词、关系副词的正确使用，记住在非限定性定语从句中不能用that。

二、教学目标

1. Knowledge aims :

The attributive clauses with that/ which/ who/ where/ when. 2. Ability aims Enable Ss to know how to use the relatives that/ which/ who/ where/ when properly.

三、学情分析

1.情感和认知方面：学生对于定语从句这块语言知识，心里是比较惧怕的，因为往往搞不清楚限制性定语从句和非限制性定语从句的关系词的运用。但定语从句确实随处可见，所以学生必须要学好这个部分。 2.语言技能方面：大部分学生英语语言能力较强，可以正确分析句子成分，这样有利于学生掌握定语从句。还有一些学生在分析句子成分方面比较薄弱，就比较难分析出定语从句。

四、教学重点及难点

1. The attributive clauses with that/ which/ who/ where/ when. 2. Enable Ss to know how to use the relatives that/ which/ who/ where/ when properly.

五、教学策略与设计

1.本节课设计的基本理念是基于高中英语课程强调明确英语学习目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。

2.在本节课中利用图片、提问、讨论等教学策略，并提高学生获取信息、处理信息、解决问题的能力。

六、教学用具

The multimedia and other normal teaching tools 七、教学过程

教师活动

学生活动

设计意图

Step1: dictation(5’)

some simple sentences.

Step2: lead-in (5’)

T: Now we are going to analyse these two sentences together.

由简单的句子的定语引1.

This is a beautiful girl. 2.

The handsome man is my father.

申到句子作定语，从而引出定语从句。学习定语从

句之前必须熟练掌握句Possible answers to Step 2:

Sharing their ideas about step 2.

子成分分析。

Step3: Grammar (20’)

This gift was the Amber Room, Task1:

introduction

(5’)

Task1:

introduces a sentence taken from the which was given this name because almost seven thousand tons of amber were used to reading passage:

make it.

Task2: Finding other sentences (15’)

T lets Ss find out more similar attributive Task2:

Frederick William I, to whom the clauses from Warming up, Pre-reading Amber Room belonged, decided not to and Reading, and then asks some Ss to keep it.

It was also a treasure decorated with gold explain them.

T explains the rules of Restrictive and and jewels, which took the country’s best Non-restrictive clauses(见教材P85-86).

artists about ten years to make. In 2003 it was ready for the people of St

Petersburg, when they celebrated the 300th

birthday of their city.

（1）让学生理解reading中的定语从句。 （2）通过句子对比，自己可以总结限制性定语从句与非限制性定语从句的区别。 （3）通过教师分析限制性定语从句与非限制性定语从句的规则，熟练掌握限制性定语从句与非限制性定语从句。

Step4:Consolidation(12’)

Ask some Students to do these exercises on the blackboard:

P4 Ex2 1, 3, 5

P4 Ex3 1, 3, 5

Step5:Assignment

(3’)

完成《学生用书》“课课练”有关练习

P4 Ex2 2, 4;

Finish homework P4 Ex3 2, 4 P43 Using structure 2, 4, 6 8

By practice，students will be familiar with attributive.

使学生对本课内容进行再回顾、再梳理，并通过作业达到巩固和提升的目的。

七、板书设计

Unit1 Discovering useful structures

Grammar—Restrictive attributive clause and Non-restrictive attributive clause

限制性定语从句

非限制性定语从句

与主句语意关系紧凑，定语从与主句语意关系松散,定语从句可以表意

句不能删除

删除

修饰先行词

功能

形式

修饰先行词或整个句子

无逗号与主句分开

有逗号与主句分开

使用时可以用that 引导