Unit4FriendsForeverUsinglanguage教学设计-高中英语

Unit4FriendsforeverPeriod3Usinglanguage教学分析教学和评价目标教学目标1.Leadthestudentstounderstandthestructureandfunctionoftherestrictiveattributiveclauses.2.Leadthestudentstounderstandandusetherelativepronounsthat,which,who,whomandtohoseinthecontext.3.Leadthestudentstounderstandthecontentofgeneraltopicsrelatedtofriendshipandbeabletousetheattributiveclausesappropriately.4.Leadthestudentstoinitiallyrecognisetheimportanceoffriendshipandthewaytogetalongwithfriends,andformahealtbyinterpersonalrelationship.评价目标1.Askthestudentstosummarisethebasicknowledgeoftheattributiveclausestofindoutiftheyunderstandthebasicstructureoftheattributiveclausesandthecorrectuseofrelativepronouns.2.Askthestudentstotalkaboutfriendshipbyusingtheattributiveclausestofindoutiftheycancorrectlyusetheattributiveclausesinactualcontexts.3.Askthestudentstowriteapassageaboutfriendshipandfindoutiftheycanappreciateandunderstandthevaluesoffriendship.教学重难点教学重点1.Leadthestudentstounderstandthebasicstructureoftheattributiveclauses.2.Leadthestudentstoappropriatelyexpressideas,anddescribepeopleandthingsbyusingtheattributiveclauses.教学难点1.Leadthestudentstousecorrectrelativepronounstointroducetherestrictiveattributiveclauses.2.Lcadthestudentstousetheattributiveclausesintherealcontext.3.Leadthestudentstorecognisetheimportanceoffriendship,thinkaboutwaystogetalongwithfriends,andformahealthyinterpersonaIrclationship.教法学法CooperativeTeachingMethod;TaskbasedApproach;municativeApproach.课时安排Oncperiod.教学准备Textbook;notebook;learningmaterials;multimedia.教学设计TeachingproceduresLeadingquestionsandtasksTeacher'sactivityStudents'activityPurposesLeadin1.DoyouliketheEnglishsongwhosenameis"That'swhyyougoaway?"2.Fillintheblankswiththelyrics.3.Whattypeofclausesaretheunderlinedpartsinthesentences?1.AskthestudentstoenjoyanEnglishsongThat'swhyyougoawaywiththeattributiveclauses.2.Askthestudentstofillintheblankswiththelyrics.3.Askthestudentstoobservetheunderlinedpartsandanswerthetypeofclauses.SummaryNowlet'slookatthetextbookandanalysethesentencesinthepassage.1.StudentsenjoythesongThat'swhyyougoaway.2.Studentsworkinpairsandfillintheblanks.Suggestedanswers(1)LoveisonebigillusionthatIshouldtrytoforget.(2)You'retheonewhosetitupnow.(3)I'mtheonewhoisfeelinglostrightnow.(4)Nowyouwantmetoforgeteverylittlethingthatyousaid.3.Studentsobservetheunderlinedpartsandidentifythetypeofclauses.SuggestedanswerTheyaretheattributiveclauses.1.Toarousestudents'interestintheattributiveclauses,andtointroducethetopicofthislesson.2.Togetfamiliarwiththeattributiveclauses.Discovery1.Whatdoes“that"refertoinsentence(a)?2.Whatdoes“who”refertoinsentence(b)?1.Askthestudentstoreadthesentencesinthefirstboxandpayspecialattentiontothewordsinbold.Thenaskthestudentstoanswerquestions12.2.Askthestudentstoparethesentencesinthesecondboxwiththoseinthefirstbox.Thenaskthestudentstoanswerquestions35.1.Studentsobservethetwosentencesinthefirstboxandanswerquestions12.Suggestedanswers(1)thepeople(2)pcople2.Studentsparesentencesinthesecondboxwiththoseinthefirstboxandanswerquestions35.Discovery3.Whatisthedifferencebetweenthetwogroupsofsentences?4.Whydoestheauthorchoosetousesentences(a)and(b)inthereadingpassage?5.Whatotherwordsareusedtointroducetheattributiveclauses?Whatdotheyreferto?3.Instructthestudentstolookformoresentenceswiththeattributiveclausesinthereadingpassageandunderlinethesentences.SummaryInthispart,you'vediscoveredthebasicstructureoftheattributiveclausesandnowlet'sanalysemoreaboutit.Suggestedanswers(3)Sentences(a)and(b)bothcontainaclausedefininganounineachsentence.Sentences(c)and(d)areeachconstructedwithapairofsimplesentences,withonedefininganounthatappearsintheothersentenceineachpair.(4)Becausethereisacloserlinkandconnectionbetween“people”andtheclausedefiningitinsentences(a)and(b).Italsomakesthepassageclearer,andcreatesanemphaticeffectonthepeopleorthingsbeingdefined.(5)Otherwordsusedtointroduceattributiveclausesinclude“which,whom,whose”.Theycanrefertoanobject,athing,orapersonastheobjectofanactionandtherelationshipofbelonging.3.Studentslookformoresentenceswiththeattributiveclausesinthereadingpassageandunderlinethem.Suggestedanswer1.Whatif...waswritinglettersthattookagestobedelivered?2.Wecan...stayintouchwiththepeoplethatwewanttoremainfriendswith.3.Allyouneedisawificonnection.4.Thedigitalagealsoenablesustofindpeoplewhoshareourinterests...5.Whateverourhobbies,theInternetcanconnectuswithotherswhoalsoenjoydoingthem...6....peopletendtopostonlypositiveupdatesthatmakethemappearhappyandfriendly.7.Althoughtechnologyhaschangedthewayweacquirefriends,themeaningof...Tofindoutthestructure,functionandlinkingwordsoftheattributiveclauses.Analysis1.Thedefinitionandstructureoftheattributiveclauses.2.Theusageofrelativepronouns.1.Askavolunteertofillintheblanksontheblackboardandsumup.2.Askthestudentstoanalysesentenceponents.3.Askthestudentstosummarisetheusageofrelativepronouns.SummaryInthispart,you'vemasteredthedefinitionandstructureoftheattributiveclauses,aswellastheusageofrelativepronouns.Nowlet'sdomorepractice.1.Studentsfillintheblanksontheblackboardandsumupthedefinitionandstructureoftheattributiveclauses.Suggestedanswer定义：在复合句中，充当定语的从句是定语从句；被定语从句限定的词是先行词；引导定语从句的词叫做关系代词或关系副词。结构：先行词＋关系词十定语从句Nezhaisaboywhohasmagicpower.先行词关系词定语从句关系词的分类：（1）关系代词：that，which，who，whom,whose,as。（2）关系副词：when，where，why。关系词的作用：（1）连接主句和从句（2）指代先行词（3）在从句中充当句子成分2.Studentssummarisetheusageofrelativepronouns.Suggestedanswer关系代词先行词（人／物）在从句中所作的成分（主语／宾语／表语／定语）that人、物主语、宾语、表语which物主语、宾语、表语who人主语、宾语、表语whom人宾语whose人、物定语as人、物主语、宾语Tohaveamoreclearunderstandingabouttheattributiveclausesandrelativepronouns.Tohaveamoreclearunderstandingabouttheattributiveclausesandrelativepronouns.PracticeRewritetheunderlinedsentenceswiththat,which,who,whomorwhose.1.Askthestudentstoreadthepassageandgetthemainideaofthepassage.2.Askthestudentstoreadtheunderlinedsentencescarefullyandrewritethem.3.Checktheanswerswiththeclass.SummaryInthispart,youcansuccessfullyrewritethesentenceswiththeattributiveclauses.Nowlet'sreadapassagetoconsolidatetheapplicationoftheattributiveclauses.2.Studentsreadandrewritetheunderlinedsentences.3.Studentschecktheanswerswiththeteacher.Suggestedanswers1.Lucyismyfriendwho/thathasahearingproblem.2.SoIlearntanewlanguagewhich/thatallowsmeto“speak"withmyhands.4.Isometimeshaveproblems(that/which)Ican'tsolve.5.Lucyisagoodlistener(whom/who/that)Ienjoysharingmomentsofmylifewith.Toapplytheattributiveclausesinarealcontext.Consolidationpletetheonlineforumpost.1.Askthestudentstoreadthepostandgetitsmainidea.2.Askthestudentstofillintheblanks.3.Checktheanswerswiththeclass.SummarySofar,youhavemasteredtheuseoftheattributiveclauses.Nowlet'smove1.Studentsreadthepostandgetitsmainidea.2.Studentsfillintheblanks.3.Studentschecktheanswerswiththeteacher.Suggestedanswers1.that/which2.whose3.who/that4.which/that5.whom/whoToconsolidatetheapplicationoftheattributiveclausesinarealcontext.Summary1.Summarisetheuseoftheattributiveclauses.2.Usetheattributiveclausestoendtheclass.①Don'tforgetallthatonceyouowned.②Treasuresomethingthatyoucan'tget.③Don'tgiveupanythingthatbelongstoyou.④Keepeverythingthatislostinmemory.1.Summarisetheuseoftheattributiveclauses.2.Askthestudentstoreadthefollowingsentencestogether.3.Askthestudentsaquestion“Canweus