【中职专用】高中英语Unit 6 Mobile Phones and Our Life Grammar 教学设计-2022-2023学年中职英语语文版（2021）基础模块2

课   程

Unit 6

Mobile Phones and Our Life

建议学时

About 4

教

学

目

标

1. Teachers should adopt various methods to encourage students to discuss the pros and cons of using smartphones, in order to ensure that students can participate more in classroom practice;

2. By providing timely assistance and support, students can understand English guides for various mobile applications;

3. Help students understand how mobile communication connects people and changes the world;

4. Guide students to develop their Critical thinking ability through discussion on the advantages and disadvantages of using mobile phones and how to use mobile phones rationally;

5. Guide students to master the basic knowledge and usage related to attributive clauses.

教学

重点

重点词汇和短语

communication, technology, ensure, connect, safe, control, contact, convenient, function, link, adult; take videos, in no time, stay away from, in addition, within reach

重点句型

That’s why...

I’d better not...

I’m afraid...

重点语法

1. Relevant knowledge points in attributive clauses (antecedents, relative pronouns, relative adverbs)

2. The relevant usage of attributive clauses guided by who, which, that, where, when, why, and who

教法与学法

1. Group Cooperative learning method

2. Task based teaching method

3. Competitive Incentive Learning Method

4. Autonomous learning method

教学手段

PPT

Language in Use

Part I  Grammar

1. The teacher demonstrates reading and guides students to read sentences aloud.

2. Understand the concept of attributive clauses and deepen conceptual understanding through Exercise 1.

3. Due to the large amount of content in attributive clauses, it is recommended that teachers print out the part that needs to be explained in advance and send it to students for preview. Students can also be prompted to log in to the "Vocational and Commercial Bank" website and watch the animated micro lesson "Attributive clauses" online in the "Resource Center" for preview.

During class, the teacher gives students some time to group discussions and see if they understand the concept, explanation, example sentences, etc. of attributive clauses.

Afterwards, the teacher will focus on answering questions based on the difficulties discussed by the students. Teachers do not need to explain grammar in too much detail to students from beginning to end.

6. Finally, the teacher presents a few sentences through the PPT and allows the students to read them thoroughly. An attributive clause is a clause guided by relative pronouns and adverbs, and its function is to act as an attributive modifier for a noun element of the main sentence. Attributive clauses are divided into two types: restrictive and non restrictive clauses. The basic structure of an attributive clause is: an antecedent+a relative pronoun, or a relative adverb+the clause itself.

Relative pronouns include that, which, who, who, who, who, who, as, etc., while relative adverbs include when, where, why, etc.

1）关系代词引导的定语从句

① who、 whom 引导的定语从句，先行词是表示人的名词或代词。

who 在定语从句中可以作为主语。

The children who ( 主 语 ) were injured in the car accident are being treated in the hospital now. 在车祸中受伤的孩子们目前正在医院接受治疗。

whom 在定语从句中作宾语，指人，可省略，也可用 who 代替。

Danny was the man (who / whom) ( 宾语 ) we rescued from the ruins. 丹尼是我们从废墟中救出来的那个人。

Rose is the person (who / whom) ( 宾语 ) you should care about.

罗丝是你应该关心的人。

The boy (whom) ( 宾语 ) the teacher often praises is their monitor.

老师经常表扬的那个男孩是他们的班长。

② whose 引导的定语从句，含义是“……（先行词）的……”，

whose 的先行词既可以是人也可以是物。

I know the person whose house was built five years ago. 我认识那个人，他的房子是五年前建的。

He lives in a room whose window faces north. 他住在一个窗子朝北的房间里。

③ which 在其引导的定语从句中指物，可以作主语、宾语等。多数情况下，可与 that 互换。但是要注意，当从句中介词提前时，只能用which。

The young man was very happy to get back the mobile phone

which (that) he had lost on the train. 那个年轻人取回了在火车上丢失的手机，非常高兴。

Great changes have taken place in the city in which we live.

我们所居住的城市发生了巨大的变化。

④ that 引导的定语从句，既可指人，也可指物。习惯上，指人时多用who / whom 替代，指物时多用 which 替代。

The number of people that (who) came to watch the film reached 1,000. 来看这部电影的人数达到了一千人。（that 指人，从句中作主语）

The book that (which) lies on the ground is hers.

地上放的那本书是她的。（that 指物，作主语）

2）关系副词引导的定语从句

① when 引导定语从句时，从句的先行词为表示时间的名词，when在从句中作时间状语，相当于“介词 in / at / on / during...+ which”结构。

I will never forget the day when I first saw you.

I will never forget the day on which I first saw you.

我永远不会忘记第一次见到你的日子。

② where 引 导 定 语 从 句 时， 从 句 的 先 行 词 为 表 示 地 点 的 名 词，where 在从句中作地点状语，相当于“介词 in / at...+ which”结构。

This is the room where I lived last year.

This is the room in which I lived last year. 这就是我去年住的房间。

③ why 引导定语从句时，从句的先行词通常是 reason，why 在从句中作原因状语，相当于“介词 for + which”结构。

This is the reason why you lost the race.

This is the reason for which you lost the race.

这就是你在比赛中失败的原因。

Part II  Pronunciation

1. This unit continues the learning of English pronunciation weak reading knowledge from the previous unit. Firstly, the teacher will briefly explain the examples in Exercise 1 to help students understand the weak reading methods and rules of the conjunctions "and," then, "but," and have them repeat and experience it.

2. The teacher demonstrates weak reading while encouraging students to follow and appreciate the role of weak reading in reading sentences aloud.

In Exercise 2, each sentence is read twice by the teacher, and students are asked to mark the areas that require weak reading. Then the students will practice reading aloud and apply the weak reading knowledge points they have learned. The teacher invited several students to stand up and read these sentences aloud, and the teacher provided feedback.

Culture Corner

Interesting stories about mobile phones

Self-check

Students will check their mastery of language knowledge such as vocabulary and phrases in this unit based on the exercise questions set. Based on the test results, identify the shortcomings and learn to summarize, self-evaluate, and reflect after class. During this process, teachers can provide necessary guidance based on the actual situation, guide students to cultivate good learning habits, and promote the continuous improvement of students' language learning and autonomous learning abilities.