2023学年完整版Unit5TravelingabroadGrammar设计

Unit5TravelingabroadGrammar教学设计教学目标1．语言知识目标：复习非限制性定语从句的特点和关系词2．语言能力目标：能够写出含有非限制性定语从句的句子，并在书面表达中进行运用教学重点难点1．教学重点：掌握非限制性定语从句的特点，关系代词和关系副词使用的场合；能够运用非限制性定语从句。2．教学难点：关系代词和关系副词使用的场合；在写作中运用非限制性定语从句；明确限制性定语从句与非限制性定语从句的区别。教学课时一课时教学准备1．学生的学习准备：复习非限制性定语从句的特点及关系词。2．教师的教学准备：整理关系代词和关系副词的使用场合，并设计合理的场景。3．教学用具的设计和准备：制作多媒体课件。教学过程Step1Presentation1．Enjoyabeautifulcompositionwhichcomesfromthe2008Zhejiangcollegeentranceexamination.IprefermyEnglishclassestobetaughtinbothEnglishandChinese，teacherfirstteachestheclassinEnglish，andthensheexplainsthosethat_are_hard_to_understand_to_ussothatwegetabetterunderstandingofthewillbegoodforus.However，teachingtheclassintwolanguageswillmaketheEnglishatmospherenotsostudentswho_wish_to_be_taught_in_English_willbedisappointed.Exceptforthedisadvantage，Ithinkitisreallygoodtoheartwolanguagesincanmakeusmorefamiliarwiththeforeignculture.2．Showthesentenceswiththerestrictiveandnon－restrictiveattributiveclausesinthecompositiononthescreen.[设计说明]欣赏高考满分范文，找出美丽的句子，能够很快地引起学生的兴趣，活跃课堂气氛，而且带有限制性定语从句和非限制性定语从句的出彩句子的出现，也为复习定语从句做好了准备。Step2Revision1．Revisethecharacteristicsofnon－restrictiveattributiveclauses.(ThestudentscansaythatinChinese.)从形式上看，非限制性定语从句与先行词(被定语从句修饰的名词或代词)之间有逗号。从功能上看，非限制性定语从句对先行词起着补充说明的作用，如果去掉从句，不会影响到整个主句的意思。Revisethedifferencesbetweenrestrictiveandnon－restrictiveattributiveclauses.从形式上看，限制性定语从句与先行词(被定语从句修饰的名词或代词)之间没有逗号。从功能上看，限制性定语从句对先行词起着限制解释的作用，如果去掉从句，会影响到整个主句的意思。2．Revisetheusageofnon－restrictiveattributiveclauses.引导非限制性定语从句的关系代词有as，which，who,whom，whose等，作定语从句的主语、宾语、表语及定语。关系副词有when，where等，作定语从句的状语。关系代词和关系副词在定语从句中一般不能省略。(1)which引导的非限制性定语从句来说明前面整个句子的情况或主句的某一部分，that不能用于引导非限制性定语从句。例如：Herhouse，whichwasbuiltahundredyearsago，stoodstillintheearthquake.(2)当先行词是专有名词或被物主代词和指示代词所修饰时，其后的定语从句通常是非限制性的。例如：CharlesSmith，whowasmyformerteacher，retiredlastyear.(3)as，which引导指代主句内容的非限制性定语从句时，表依据、评论与表事实、状态等没有多大差别，用在主句末时，有时可以通用。Heisquitepleased，as/whichcanbeseenfromhisface。但是，上面句中把定语从句置于主句句首时，就只能用as。(4)“n./pron./num.＋prep.＋which”定语从句Chinahasthousandsofislands，thelargestofwhichisTaiwan.[设计说明]借助第一环节中的句子，先让学生找出限制和非限制性定语从句，再复习非限制性定语从句的特征，区分与限制性定语从句的不同，为下面的环节——非限制性定语从句的运用打下基础。2．Fillintheblankswiththeproperrelativepronouns/adverbs.(1)Thattree，______branchesarealmostbare，isveryold.(2)I'mtakingsomeweight－losspills，______arequitepopularhere.(3)Jimchangedhismind，______mademeveryangry.(4)AfterlivinginParisforfiftyyearshereturnedtothesmalltown，______hegrewupasachild.(5)Ihavemanyfriends，someof______arebusinessmen.(6)MadamCurie，for______lifehadbeenveryhardearlyinherlife，wasthefirstpersonintheworldtoreceivetwoNobelPrizes.(7)______isknowntoeverybody，themoontravelsroundtheearthonceeverymonth.(8)Wewillbeshownaroundthecity：schools，museums，andsomeotherplaces，______othervisitorsseldomgo.Keys：(1)whose(2)which(3)which(4)where(5)whom(6)whom(7)As(8)where3．Completethesentenceswithyourownwords.(1)Paintingisapopularactivity，which____________.(2)Jack，who____________，hatedtheideaoftravellingtoScotlandonthetrain.(3)HemustbefromAfrica，where____________.(4)MyfatherwasbornonOctober1,1949，when____________.(5)Thesunheatstheearth，which____________.(6)Shegotagiftfromhermother，whom____________.(7)Hewaseducatedatalocalgrammarschool，afterwhich____________.(8)Igavehimawarning，towhich____________.答案：略4．Jointhetwoneedtoaddcommastomost.(Exercise3onPage41)Keys：(1)Peter，whopeopleusedtothinkwasquiet，dancedandsangallevening.(2)Formybirthday，Sharongavemeapictureshehadpaintedespeciallyforme.(3)Theoperation，whichimprovedmygrandfather'shearing，wasperformedinafamoushospital.(4)IsawmanyhistoricalsiteswhenIwentonatourroundChina，whichwasveryexciting.(5)Thetwotrafficaccidentshappenedonthesamemorning，whentherewasaheavyfog.(6)TangLingvolunteeredtohelpthewelfarehouse，wheresheteachesthehomelesschildren.(7)AsfarasI'mconcerned，Anne，whosedaughterisinmyclass，shouldnotbegoingtoAmericanextyear.(8)Hewentonabustourwithagroupofpeople，mostofwhomhadnevertravelledbefore.5．Writeapassageaboutyourhobbiesusingnon－restricitiveattributiveclausesproperly.[设计说明]语法运用在这个部分是层层递进的。练习一要求学生选择合适的关系代词或关系副词填空；练习二要求学生填写关系代词或关系副词；练习三要求学生造句，完成非限制性定语从句；练习四要求写出一个含有非限制性定语从句的完整的句子；练习五要求写一篇含有多个定语从句的文章，体现了“词—句—篇”的教学原则。如果学生的水平较弱，难以按照教师的要求完成写作练习，教师也可以要求学生翻译一段含有多个定语从句的文章以达到在语篇输出中运用非限制性定语从句的目的。Awritingsample：Ahobbycanbealmostanythingoffersenjoyment，friendship，knowledgeandrelaxationtous.Then，whatismyhobby？Well，whatIlikemostisIwasyoung，Ishowedgreatinterestsinmusic，Igrewup，mymusicteacherfoundthatIhadagoodvoice，soshesentmetotheChildren'sPalacetostudythenon，Ibegantomakeupadreamofbecomingasingerinthetimewentby，Icametorealizethatmydreamwouldn'tcometrue，fortherewerestrictconditionsofbeingaIstilltooksingingasmyhobbysinceIfoundinmusictheinterestsputallmyemotionintosingingasong，，itwasagood