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高中英语人教版 (2019)必修 第二册Unit 1 Cultural Heritage教学设计
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这是一份高中英语人教版 (2019)必修 第二册Unit 1 Cultural Heritage教学设计，共6页。
The Restrictive and Nn-restrictive Attributive Clause
Teaching cntents
New Senir English fr China Student’s Bk2
Mdule 2 Unit 1 Cultural Relics
Perid 2 Grammar
The Restrictive and Nn-Restrictive Attributive Clause
Teaching analysis
This perid mainly intrduces nn-restrictive attributive clause and the differences between restrictive and nn-restrictive clauses. The students have already learnt restrictive clause befre, which can lay a fundatin fr learning and mastering the cntents f this class.
As we all knw, grammar is always cnsidered bring and difficult t teach and learn, s I will try t transfer the traditinal teacher-centered apprach t student-centered apprach, cmbine teaching with pleasure, and mtivate the students t discver and slve the prblems themselves. And then they can learn and master this new grammatical structure in pleasant and relaxed atmsphere.
Teaching gals
※Cmpare and master the differences between restrictive and nn-restrictive attributive clauses, esp. the use f “which”﹠ “that”.
※Enable students t chse the prper relatives.
※Imprve students’ ability f speaking and writing using attributive clause.
Teaching imprtant and difficult pints
※The cmparisn between the restrictive and nn-restrictive clauses
※Get the students t use the restrictive and nn-restrictive attributive clauses prperly t describe sme things and persns.
※Get students t master this new grammatical structure
※Imprve students’ ability f speaking and writing using attributive clause
Teaching methds
※Inquiry-based and Student-centered Teaching Apprach
※Cperative and Inductive Methds
※Multimedia Cmputer Assisted Instructin
Teaching aids
A cmputer and sme slide shws
Teaching prcedures
Lead-in → Cmparisn﹠Inductin → Summary → Exercises→ Evaluatin → Hmewrk
Step Ⅰ Lead-in（3’）
First, I design a shrt intrductin f myself using sme attributive clauses, and shw sme pictures at the same time. I think this can aruse the students’ interest and draw their attentin t the teaching cntents.
I will say: Tday, I will lead yu t discuss the grammar f this unit: The nn-restrictive attributive clause. First, let me intrduce myself t yu.
I’ m Zha Liyuan wh will give yu this lessn.
I’ m a teacher wh cmes frm N. 1 Middle Schl.
I am teaching in the new campus which was built last year.
The campus is cmpletely new, where abut 4,000 students live and study happily.
There are many beautiful flwers which smell sweet in summer.
Welcme t visit the new campus f ur schl, where I believe yu can make many friends.
Then, I will shw the sentences I said n the screen, and ask the students t find sme different nes frm what they have learnt. The students can easily find 1, 4, 6 are different, and they all have a cmma. I will tell them this kind f attributive clause with a cmma is called the nn-restrictive attributive clause. Of curse they knw the cmma is nt the nly difference between them. S I will lead them t cmpare sme pairs f sentences t find ther differences.
Step Ⅱ Cmparisn and Inductin(15’)
In this part, I will give the students sme grups f sentences, and raise sme questins t help them find ut the differences between restrictive and nn-restrictive clauses. Ask the students discuss the questins with partners r in small grup, 1 r 2 minutes later, ask ne r tw students t reprt the result f their discussin, and then I will d sme cmplements and make a summary.
1) This is the mst beautiful girl that I have ever seen.
2) This is the mst beautiful girl in N.6 middle schl, whm I saw in Class 1.
1) Zhangjiaku is a city (that／which) I’ve always wanted t visit.
2) Zhangjiaku is a beautiful city, which I’ve always wanted t visit.
1）The teacher shwed us a pht which she tk in her ffice.
老师给我们看了一张她在办公室拍的照片。
2) The teacher shwed us this pht, which she tk in her ffice.
老师给我们看了这张照片，是在她的办公室拍的。
1) He will wear n clthes which will make him different frm thers.
他不会穿一些使他显得与众不同的衣服。
2) He will wear n clthes, which makes him different frm thers.
他不穿衣服，这会使他显得与众不同。
My father is a man whm yu can depend n.
我爸爸是一个你可以信赖的人。
2) My father, wh is nw n visit t Hangzhu, phned us yesterday.
我爸爸昨天给我们打电话了，他现在正在杭州访问。
(Design explanatin: This step is designed t let students themselves read and cmpare the tw kinds f attributive clauses thrugh individual wrk, pair wrk and grup discussin. In this prcess, they can find the differences between them in frm, functin and meaning. The teacher nly acts as an instructr and rganizer. )
Step Ⅲ Summary(3’)
Ask a student t fill in the frm---the cmparisn between restrictive and nn restrictive clause. And then ask them think abut the similarities f them.
(They use the same relatives)
(Design explanatin: Summarizing can let the students have a clear and systematical understanding abut the differences and similarities between the restrictive and nn-restrictive clauses, and lay the fundatin fr ding the fllwing exercises.)
Step Ⅳ Exercises(21’)
Befre ding exercises, I will shw sme tips fr hw t chse the relatives crrectly. Then, I design three parts f exercises:
Part 1 Try sme easy nes first: Find ut the mistake f each sentence and crrect it.(3’)
Part 2 A little bit mre difficult nes: Fill in the blanks with prper relatives, and then jin the tw sentences with prper relatives. (8’)
Part 3 Guessing game:(10’)
It’s a shw time fr the students. I will divide the students int 6 grups, give each grup a piece f paper, and ask the students describe the thing r the persn n the paper, using 2 r 3 restrictive and nn-restrictive clauses. And then read the sentences they write and let ther grups guess what r wh they describe. I will give them an example, and then give them abut 3 minutes t prepare. These 6 pictures are: Zhu Jielun, eyes, cmputer, N.6 middle schl, schlbag and washing-machine.
(Design explanatin: This step plays an imprtant rle in this class, which is designed t turn what they have learnt int practice and imprve their ability f speaking, meanwhile, t build up the students’ cnfidence and cperative spirit.)
Step Ⅴ Evaluatin(2’)
After all the grups have read the sentences, they are asked t evaluate the best grup wh write the best sentences with the fllwing frm, and I will give them sme prizes.
Step Ⅵ Hmewrk(1’)
(I will never frget t give them the hmewrk t cnslidate what they learn in class and at the same time imprve their writing ability.)
Describe smething r smebdy yu like using restrictive and nn-restrictive attributive clauses within 50 wrds.
教学反思：
从语法规则的呈现与练习来看，新教材重视在真实的情景中让学生体会语言的使用。本堂课的设计使学生在学习过程中经过观察、探究、理解、形成概念、初步运用、巩固等环节，强调发挥学生的自主意识，符合中学生的认知特点，在评价上既关注过程，也重视结果。在教学方式上，要将传统的静态讲述式教学变为师生、生生一起活动的动态运用式教学。通过创设真实情景或交际情景，即在语境中教授语法，让学生通过听、说、读、写去体验掌握语法规则，在运用语言知识的过程中培养综合语言运用能力。
Evaluatin
I knw what the nn-restrictive attributive clause is.
5
4
3
2
1
I knw the differences between restrictive and nn-restrictive attributive clauses.
5
4
3
2
1
I can use the restrictive and nn-restrictive clauses prperly.
5
4
3
2
1
The Restrictive and Nn-restrictive Attributive Clause
Teaching cntents
New Senir English fr China Student’s Bk2
Mdule 2 Unit 1 Cultural Relics
Perid 2 Grammar
The Restrictive and Nn-Restrictive Attributive Clause
Teaching analysis
This perid mainly intrduces nn-restrictive attributive clause and the differences between restrictive and nn-restrictive clauses. The students have already learnt restrictive clause befre, which can lay a fundatin fr learning and mastering the cntents f this class.
As we all knw, grammar is always cnsidered bring and difficult t teach and learn, s I will try t transfer the traditinal teacher-centered apprach t student-centered apprach, cmbine teaching with pleasure, and mtivate the students t discver and slve the prblems themselves. And then they can learn and master this new grammatical structure in pleasant and relaxed atmsphere.
Teaching gals
※Cmpare and master the differences between restrictive and nn-restrictive attributive clauses, esp. the use f “which”﹠ “that”.
※Enable students t chse the prper relatives.
※Imprve students’ ability f speaking and writing using attributive clause.
Teaching imprtant and difficult pints
※The cmparisn between the restrictive and nn-restrictive clauses
※Get the students t use the restrictive and nn-restrictive attributive clauses prperly t describe sme things and persns.
※Get students t master this new grammatical structure
※Imprve students’ ability f speaking and writing using attributive clause
Teaching methds
※Inquiry-based and Student-centered Teaching Apprach
※Cperative and Inductive Methds
※Multimedia Cmputer Assisted Instructin
Teaching aids
A cmputer and sme slide shws
Teaching prcedures
Lead-in → Cmparisn﹠Inductin → Summary → Exercises→ Evaluatin → Hmewrk
Step Ⅰ Lead-in（3’）
First, I design a shrt intrductin f myself using sme attributive clauses, and shw sme pictures at the same time. I think this can aruse the students’ interest and draw their attentin t the teaching cntents.
I will say: Tday, I will lead yu t discuss the grammar f this unit: The nn-restrictive attributive clause. First, let me intrduce myself t yu.
I’ m Zha Liyuan wh will give yu this lessn.
I’ m a teacher wh cmes frm N. 1 Middle Schl.
I am teaching in the new campus which was built last year.
The campus is cmpletely new, where abut 4,000 students live and study happily.
There are many beautiful flwers which smell sweet in summer.
Welcme t visit the new campus f ur schl, where I believe yu can make many friends.
Then, I will shw the sentences I said n the screen, and ask the students t find sme different nes frm what they have learnt. The students can easily find 1, 4, 6 are different, and they all have a cmma. I will tell them this kind f attributive clause with a cmma is called the nn-restrictive attributive clause. Of curse they knw the cmma is nt the nly difference between them. S I will lead them t cmpare sme pairs f sentences t find ther differences.
Step Ⅱ Cmparisn and Inductin(15’)
In this part, I will give the students sme grups f sentences, and raise sme questins t help them find ut the differences between restrictive and nn-restrictive clauses. Ask the students discuss the questins with partners r in small grup, 1 r 2 minutes later, ask ne r tw students t reprt the result f their discussin, and then I will d sme cmplements and make a summary.
1) This is the mst beautiful girl that I have ever seen.
2) This is the mst beautiful girl in N.6 middle schl, whm I saw in Class 1.
1) Zhangjiaku is a city (that／which) I’ve always wanted t visit.
2) Zhangjiaku is a beautiful city, which I’ve always wanted t visit.
1）The teacher shwed us a pht which she tk in her ffice.
老师给我们看了一张她在办公室拍的照片。
2) The teacher shwed us this pht, which she tk in her ffice.
老师给我们看了这张照片，是在她的办公室拍的。
1) He will wear n clthes which will make him different frm thers.
他不会穿一些使他显得与众不同的衣服。
2) He will wear n clthes, which makes him different frm thers.
他不穿衣服，这会使他显得与众不同。
My father is a man whm yu can depend n.
我爸爸是一个你可以信赖的人。
2) My father, wh is nw n visit t Hangzhu, phned us yesterday.
我爸爸昨天给我们打电话了，他现在正在杭州访问。
(Design explanatin: This step is designed t let students themselves read and cmpare the tw kinds f attributive clauses thrugh individual wrk, pair wrk and grup discussin. In this prcess, they can find the differences between them in frm, functin and meaning. The teacher nly acts as an instructr and rganizer. )
Step Ⅲ Summary(3’)
Ask a student t fill in the frm---the cmparisn between restrictive and nn restrictive clause. And then ask them think abut the similarities f them.
(They use the same relatives)
(Design explanatin: Summarizing can let the students have a clear and systematical understanding abut the differences and similarities between the restrictive and nn-restrictive clauses, and lay the fundatin fr ding the fllwing exercises.)
Step Ⅳ Exercises(21’)
Befre ding exercises, I will shw sme tips fr hw t chse the relatives crrectly. Then, I design three parts f exercises:
Part 1 Try sme easy nes first: Find ut the mistake f each sentence and crrect it.(3’)
Part 2 A little bit mre difficult nes: Fill in the blanks with prper relatives, and then jin the tw sentences with prper relatives. (8’)
Part 3 Guessing game:(10’)
It’s a shw time fr the students. I will divide the students int 6 grups, give each grup a piece f paper, and ask the students describe the thing r the persn n the paper, using 2 r 3 restrictive and nn-restrictive clauses. And then read the sentences they write and let ther grups guess what r wh they describe. I will give them an example, and then give them abut 3 minutes t prepare. These 6 pictures are: Zhu Jielun, eyes, cmputer, N.6 middle schl, schlbag and washing-machine.
(Design explanatin: This step plays an imprtant rle in this class, which is designed t turn what they have learnt int practice and imprve their ability f speaking, meanwhile, t build up the students’ cnfidence and cperative spirit.)
Step Ⅴ Evaluatin(2’)
After all the grups have read the sentences, they are asked t evaluate the best grup wh write the best sentences with the fllwing frm, and I will give them sme prizes.
Step Ⅵ Hmewrk(1’)
(I will never frget t give them the hmewrk t cnslidate what they learn in class and at the same time imprve their writing ability.)
Describe smething r smebdy yu like using restrictive and nn-restrictive attributive clauses within 50 wrds.
教学反思：
从语法规则的呈现与练习来看，新教材重视在真实的情景中让学生体会语言的使用。本堂课的设计使学生在学习过程中经过观察、探究、理解、形成概念、初步运用、巩固等环节，强调发挥学生的自主意识，符合中学生的认知特点，在评价上既关注过程，也重视结果。在教学方式上，要将传统的静态讲述式教学变为师生、生生一起活动的动态运用式教学。通过创设真实情景或交际情景，即在语境中教授语法，让学生通过听、说、读、写去体验掌握语法规则，在运用语言知识的过程中培养综合语言运用能力。
Evaluatin
I knw what the nn-restrictive attributive clause is.
5
4
3
2
1
I knw the differences between restrictive and nn-restrictive attributive clauses.
5
4
3
2
1
I can use the restrictive and nn-restrictive clauses prperly.
5
4
3
2
1
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