Unit1Wishyouwerehere非限制性定语从句教学设计-2023-2024学年高中英语牛津译林版（2020）选择性

教学设计

课程基本信息学科英语年级高二年级学期秋季课题Book3Unit1Wishyouwerehere（Grammarandusage—Nonrestrictiverelativeclauses）教科书书名：普通高中英语选择性必修第三册出版社：译林出版社出版日期：2021年6月教学目标Bytheendofthissection,studentsaresupposedto:1.identifythemeaningthatnonrestrictiverelativeclausesexpress;2.summarizethegeneralrulesofnonrestrictiverelativeclauses;3.distinguishnonrestrictiverelativeclausesfromrestrictiverelativeclauses;4.discusshowtobeasustainabletouristusingnonrestrictiverelativeclauses.教学内容TeachingFocuses:1.identifythemeaningthatnonrestrictiverelativeclausesexpress;2.summarizethegeneralrulesofnonrestrictiverelativeclauses;3.distinguishnonrestrictiverelativeclausesfromrestrictiverelativeclauses.TeachingDifficulties:1.summarizethegeneralrulesofnonrestrictiverelativeclauses;2.discusshowtobeasustainabletouristusingnonrestrictiverelativeclauses.TeachingandLearningMethods:municativeApproach;Discoverylearning;CooperativeApproach教学过程StepsActivitiesPurposesModeLeadinStep11.TheteacherhasstudentsenjoysomepicturesaboutsometouristattractionsinHuaianandparethefollowingpairofsentences.(1)TheplacewhereIwasbornisHuaian,Jiangsuprovince.(2)Myhometown,whichislocatedinHuaian,isanamazingcity.(3)TheplacesthatIlikemostareZhouEnlaiMemorialHallandHexiaAncientTown.(4)Huaianisanamazingcitywithmanytouristattractions,whereChinesecultureandartcanbeseen.2.Theteacherguidesstudentstoacquirethebasicknowledgeaboutnonrestrictiverelativeclauses.引导学生在与单元主题语境”可持续旅游”关联的语境中介绍淮安景点，让学生初步体会非限制性定语从句的用法。IndividualWorkExploringtherulesStep21.TheteacherhasstudentsreadthearticleonPage6andoutlinethestructure.2.Theteacherhasstudentsfindthesentenceswithnonrestrictiverelativeclausesrelatedtotheadvantagesanddisadvantagesoftourismandsummarizetherules.(1)Theseindustries,inturn,givejobstothelocalpopulation,whosewelfaredependsontourism.(2)Thepricesoftouristessentialssuchastransport,acmodationandfoodusuallyincreasetoo,whichbringsevenmorewealthtothesurroundingmunity.(3)Morenaturecentredtouristattractions,wheremanandnatureliveinharmony,canbegreatlyimpactedorevendestroyedbythefloodoftourists.(4)Asresourcesareusedmorerapidlythantheycanbesustained,wildlifehabitatsarelikelytosuffer,whichcouldendangerthelocalplantsandanimals.(5)Localfestivalsandcustoms,whichmayhavedeepmeaninginaparticularculture,cansimplybeeentertainmentfortourists.引导学生在语境中理解关系代词、关系副词引导的非限制性定语从句；引导学生在语篇中观察、探究非限制性定语从句的核心规则；引导学生联系学过的定语从句的语法知识，自主分析限制性定语从句和非限制性定语从句的差别，并拓展学习相关语法重难点。IndividualWorkandPairWorkApplyingtherulesStep31.TheteacherhasstudentsfinishB1onPage7.CouldyourewritethesentencesinB1onPage7usingnonrestrictiverelativeclauses?2.TheteacherhasstudentsfinishB2onPage7,andthenanswerthefollowingquestions.①Whatissustainabletourismabout?②Howtobeasustainabletourist?Theteacherhasstudentslistentotherecordofthepassageandthenfillintheblanks.以“旅游”为话题，通过句子改写练习来操练非限制性定语从句，以实现“形式—意义—使用”三者的统一，促进学生形成健康的生活方式和环保的旅游理念；并为接下来的讨论作话题铺垫。IndividualWorkStep4Theteacherguidesstudentstodiscussmorewaystobeasustainabletourist,usingasmanynonrestrictiverelativeclausesaspossible.针对非限制性定语从句中的重难点，在延续性话题文本中拓展相关语法知识。GroupWorkSummaryStep51.Theteacherhasstudentsreviewthissectionintheformoftable.Whathavewelearnttoday?2.Theteachermotivatesstudentstobeas