教學設(shè)計新部編版Module7Unit5Grammar

精選教課教課方案設(shè)計|Excellentteachingplan教師學科教課方案[20–20學年度第__學期]任教課科：_____________任教年級：_____________任教老師：_____________市實驗學校育人如同春風化雨，授業(yè)不惜蠟炬成灰精選教課教課方案設(shè)計|ExcellentteachingplanTeachingPlanForModule7Unit5Travelingabroad（Grammar---RevisionofNon-attributiveClauses）TeacherSs:StudentsTeachingideologyNewCurriculumforEnglishadvocatesquality-orientededucationandallroundlearning.Grammarisnoexception.Whenitcomestogrammarsofanylanguage,itsrealfunctionistoserveitslanguagebetter.Thatistosay,onlyifonemasterthegrammars,hecanknowthelanguageitselfindeed.So,grammarteachingisforlanguageusing.Butinthisperiod,TshouldfollowtheSs-centeredprincipleandactastheroleofaguide,ahelperandafacilitatorofSs.TheanalysisofteachingmaterialThegrammar“RevisionofNon-attributiveClauses”istakenfromNSEFCModule7Unit5,ofwhich,“Discoveringusefulwordsandexpressions”istotrainSshowtotellNon-attributiveClausesfromattributiveClauses;“Revisingusefulstructures”isaimedathelpingSsmasteranduseNon-attributiveClauses.TheanalysisoflearningconditionObviously,thisunitisarevision,whichislearntinSenior1.Butit’sveryeasytoforgetunlessapplied.Ssmayrememberlittleaboutit.SoTtriestoenableSstofollowthememorytracesandconsolidatetherelevantknowledgefromthesimpletocomplicated,andreachtheultimatepurpose---understandandmasterhowtousethegrammarintherealcontextoflanguage.LearninggoalsBasedontheanalysisoftheteachingideology,theteachingmaterialandthelearningcondition,thefollowinggoalsareset:Bytheendoftheclass,theSswillbeableto:findoutthedifferencesbetweenattributiveclausesandnon-attributiveclauses;Grasptheusageofthenon-attributiveclauses;learnhowtousethenon-attributiveclausesintherealcontext.Languagefocuses&anticipateddifficultiesLanguagefocusesThedifferencesbetweenattributiveclausesandnon-attributiveclausesandthehowtousethenon-attributiveclausesproperly.育人如同春風化雨，授業(yè)不惜蠟炬成灰精選教課教課方案設(shè)計|ExcellentteachingplanAnticipateddifficultiesWritethepassagewithnon-attributiveclausesinSs’homework②ThetimesequenceofthepassageisnotclearTeachingmethodsTeachingmethodsHowtouseDiscoveryThinkingandcorrectionSentencePresentationFillingtheblanksSentencetranslation＊TeachingaidsTeachingaidsPurposeMulti-mediadevices,PPTdocumentToarouseSs’interest;toimprovelearningefficiencyBlackboardTohighlightthefocusesandcluesTeachingprocedures&waysStepIDiscoveryTask1:Lookatthefollowingthreegroupsofsentences,andtranslatethemintoChinese.Hisbrotherwhoisnowadoctoralwaysencourageshimtogotocollege.Hisbrother,whoisnowadoctor,alwaysencourageshimtogotocollege.Answers:他那當醫(yī)生的哥哥常鼓舞他要考上大學。（他還有其余的哥哥）他的哥哥是當醫(yī)生的，常鼓舞他要考上大學。（他只有一個哥哥））Doyouknowtheboy(who/whom)wetalkedaboutjustnow?DoyouknowtheTom,whomwetalkedaboutjustnow?Canyoutellmethereasonwhy/forwhichshewaslateforschool?Ihavetoldyouthereason,forwhichIwaslateforschool.（設(shè)計目的：按照“先語言后規(guī)律”的教課方案原則，先讓學生體驗語言。）Task2:Trytofindoutthedifferencebetweenthemintheirownfunction,usageandmeaningingroups.（設(shè)計目的：經(jīng)過小組合作，讓學生自己總結(jié)語言的規(guī)律。）StepIIPresentationandconclusion形式上意義上

限制性定語從句非限制性定語從句不用逗號和主句分開用逗號和主句分開是先行詞不行缺乏的是對先行詞的增補說明，刪除后意思仍完定語，不可以刪除。翻譯整（非限制性定語從句所修飾的名詞常常育人如同春風化雨，授業(yè)不惜蠟炬成灰精選教課教課方案設(shè)計|Excellentteachingplan成先行詞的定語，“......擁有獨一性）。翻譯時可譯成兩句話。的”。which,that,who,which,as,whom,whose,when,where關(guān)系詞whom,whose,when,where限制性定語從句中1.非限制性定語從句中，關(guān)系代詞充任關(guān)系代詞充任賓語賓語時不行省略時能夠省略。2.用which不用that（指物）2.可用that/which3.用whom不用who代指人充任賓語3.代指人充任賓語4.用forwhich不可以用why關(guān)系詞的使時，可用who/5.as和which可取代整個句子，相當于用whomandthis或andthat。as地點較靈巧，4.能夠用forwhich除了一般放在句首以外，它還能夠置取代why于句中。意為“正如”，which則放在主句后。as常用于asiswellknown,asweexpect,thesame...as,such...as構(gòu)造中。（設(shè)計目的：教師體現(xiàn)限制性從句和非限制性定語從句二者在形式上、意義上、關(guān)系詞等方面的差別，讓學生對它們有個整體的認識。）StepIIIThinkingandpracticeNon-restrictiveattributiveclausesareoftenusedtoaddadditionalinformation.Lookatthefollowingsentences,someofwhichneedcommas.Insertthemandgiveyourseasons.MarkTwainwhowasafamousAmericanauthorwroteTheMillionPoundBankNote.Joanpassedherexamwhichsurprisedmeagreatdeal.TheminibuswhichIusuallytakeonthecampushadanaccidentyesterday.Shenzhou-VwhichwassentintospaceonOctober15th,2003wasChina’sfirstmannedspaceship.Thebatterytowhichtherobottoyswereconnectedfailedtoworklastnight.Iaskedthedoctortotellmethereasonwhymyhandsarenumbsometimes.（Key：No.3,5,6don’tneedcommas）.（設(shè)計目的：依據(jù)學生的實質(zhì)基礎(chǔ)，從最簡單的練習下手，讓學生明確限制性與非限制性定語從句在形式和意義上的差別。）Some,butnotall,ofthesesentenceshaveincorrectgrammarorpunctuation.Correctthem.Whenhehadeatenhisdinner,thathethoughtwasdelicious,hethankedthecook.ShesawChris,thatisBella’suncle,waitingforsomeoneoutsidethecinema.Ahealthclubisaplace,whereyoucanloseweightbyexercising.Theylikedthesinging,someofthatwasinChinese.Fortheirmother’sbirthdaytheypickedflowerswhichwereabundantinthisunit.Oneoftheproblemsshehadwasgettingusedtotheforeigncurrency.育人如同春風化雨，授業(yè)不惜蠟炬成灰精選教課教課方案設(shè)計|ExcellentteachingplanTheflightthattheyshouldhavecaughtwascancelledbecauseofheavyfog.Samcannotunderstandwhysomanypeoplemovefrombigcitiestosmalltowns.（Key：No.5,6,7,8arecorrect）.（設(shè)計目的：在上一個練習的基礎(chǔ)上，略微加大一點難度，讓學生清楚兩種不一樣的定語從句在關(guān)系詞和關(guān)系詞的使用上的差別。）StepIVPracticalDrillsPractice1:Lookatthesesentenceswhichallhavenon-restrictiveclausesthatneedtobecompletedandfillintheblankswiththecorrectwordsandcompletethesentencessuitably.Myfriend,__________nameisBernard,saidthathewasverypleasedwithhisnewvideophone.(whose)Therestaurantmademeanapologyforthequalityofthemeal,_______Ihadwithmywifelastnight.(which)Thescientistsallagreedthattherulesofphysics,with_______weareallfamiliar,governtheworld.(which)Myparents,_______Ilovedsomuch,bothdiedlastyear.(whom)MrWhite,_________wasaverykindman,diedinaterribleearthquake.(who)Mystudents,mostof______havecomputersathome,cansearchfortheinformationontheInternet.(whom)Practice2:Jointhetwosentences.Youneedtoaddcommastomost.Peterdancedandsangallevening.PeopleusedtothinkPeterwasquiet.(Peter,whopeopleusedtothinkwasquiet,dancedandsangallevening.)Sharongavemeapictureformybirthday.Shehadpainteditespeciallyforme.(Formybirthday,Sharongavemeapicture(which)shehadpaintedespeciallyforme.)WhenIwentonatourroundChina,Isawmanyhistoricalsites.Itwasveryexciting.(IsawmanyhistoricalsiteswhenIwentonatouraroundChina,whichwasveryexciting.)Thetwotrafficaccidentshappenedonthesamemorning.Thentherewasaheavyfog.(Thetwotrafficaccidentshappenedonthesamemorning,whentherewasaheavyfog.)（設(shè)計目的：讓學生進行實質(zhì)性操作訓(xùn)練，讓其體驗非限制性定語從句在語境中的用法和技巧。）StepVConsolidationPractice1:TranslatethefollowingsentencesintoEnglishwithnon-restrictiveclauses.育人如同春風化雨，授業(yè)不惜蠟炬成灰精選教課教課方案設(shè)計|Excellentteachingplan正如上邊所提到的，抽煙的人數(shù)正在增添。_______________________________,thenumberofthesmokersisincreasing.(Key:Asismentionedabove)2008年奧運會在北京舉行。北京是中國的國都。The2008OlympicGameswereheldinBeijing,___________________________.(Key:whichisthecapitalofChina)我漏了一本書在圖書室。昨天我們在那邊舉行了會議。Ileftabookinthelibrary,___________________________________________.(Key:whereweheldameetingyesterday)Practice2:Trytodescribewhoorwhatyoulikewithnon-restrictiveclauses.(Possiblesentences:Ellen,whoisreadytohelpothers,ismydeskmate.Idon’tlikemath,whichalwaysmakesmeconfused....)（設(shè)計目的：經(jīng)過讓學生描繪自己感興趣的人和事，激發(fā)學生學習的興趣，更重要的是讓學生做到即學即用。）StepVIHomework寫作運用：依據(jù)以下提示與要求用英語寫一篇短文。（寫作內(nèi)容）若是你是紅星中學的學生，有兄弟學校的學生到你們學校來觀光，你負責向貴賓介紹你們學校的狀況。請依據(jù)一下內(nèi)容寫一篇短文：學校環(huán)境漂亮而又十分寂靜地理狀況學校前面有很多大樹，后邊有一條河建立于1998年，當時只有2座樓，約200名學生和老師在那邊吃學校歷史住和上課此刻學校有200多名教師，此中70%是男教師，有3000多名學生，師生狀況此中一半是女生在過去的幾年中，我們的學生在高考取獲得了好成績，這可能就成績是為何初中畢業(yè)生把我們學校作為他們的首選的原由（寫作要求）1）一定使用5個句子表達全班內(nèi)容，開頭已寫出，不計入總句數(shù)。2）盡量多使用定語從句。Possiblesample:Hello.everyone.Letmetellyousomethingaboutourschoolandourteachersthatyoumaybeinterestedin.Ourschoolisabeautifulandqui