【教学设计】新人教版 X3U5 Discovering useful structures

2019 新人教

X3U5Poems

Discovering useful structures

教参分析

The Theme Context: Grammar-thepresent prefer continuous tense

Language Competence: Review the attributive clause; Be able to understand the function, meaning and usage of all kinds of attributive clauses correctly, and be able to correctly apply them to oral and written expressions. (复习定语从句;能够正确理解各类定语从句的功能,意义和用法,并能正确运用到口头和书面表达中。)

教材分析

The grammar part of this unit mainly reviews attributive clauses. It covers both restrictive and non-restrictive relative clauses introduced by relative pronouns and adverbs. It also provides supplementary training for several cases in which the relative pronoun "which" is not usually used in attributive clauses. In addition, there are grammar notes on page 105 for reference. (本单元的语法部分主要复习定语从句,内容涵盖了由关系代词和关系副词引导的限制性定语从句和非限制性定语从句,同时也针对定语从句中通常不使用which作关系代词的几种情况进行了补充训练。另外,教材第105页有相关的语法注释可供参考。)

Analysis of Student(学情分析)

In the previous study, students have frequently come into contact with attributive clauses and have some understanding of their function and definition. However, students still have a big problem with the practical application of attributive clauses. Today's lesson is a systematic review of attributive clauses. Considering students' level, this lesson focuses on students' ability to analyze sentences and the choice of antecedents. (在之前的学习中,学生已经频繁接触过定语从句,对于其功能和定义已经有所了解。然而,学生对于定语从句的实际应用仍然存在较大问题。今天这节课主要是对定语从句进行系统化的复习。考虑到学生的水平,本节课主要针对学生分析句子的能力以及先行词的选择进行练习。)

Teaching aims:

1)Knowledge aims

a. To know some basic definitions, such as attributive clause , antecedent , relative pronouns.

b. To learn how to choose a relative pronoun — that, which, who, whom, whose,where,when and why.

2)Ability aims

a. Enable the students to master the usage of who, which, that,whose,where,when and whyin the Attributive Clause.

b.Help students participate in the activities actively and cooperatively through group learning.

3)Emotional aims

a. Help students set up their confidence of conquering grammar learning and experience the pleasure.

b. Develop students`sense of group cooperation and teamwork.

Teaching key points:

To grasp the way of selecting a relative pronoun.

Teaching difficult points:

1) How to use the relative pronoun correctly in the attributive clause.

2) How to use the attributive clause to make sentences.

Teaching methods and teaching aids

Teaching methods:Task-based teaching approach, Group learning method,

Question-and-answer activity teaching method

Teaching procedures:

Lead-in

学生通过听歌That’s Why You Go Away找出定语从句。

You're the one who set it up.

I'm the one who’s feeling lost right now.

Love is one big illusion I should try to forget.

Now you want me to forget every little thing you said.

I won't forget the way you're kissing.

But I’m not the man your heart is missing.

【设计意图】这首歌曲歌词朗朗上口,含有典型的定语从句结构,学生通过听歌,激活之前所学的定语从句相关结构特点。

Activity 1: Basic structure

学生从歌词中总结定语从句的基本结构为:先行词n. +关系词+从句(陈述)

关系词有:that/which/who/whom/whose/when/where/why/as/介词+which

功能为:形容词性的从句/修饰前面的名词

操练:

1. In the office I never seem to have time until after 5:30 pm, _____ many people have gone home.

A. that B. which C. whose time D. by which time

2. They will fly to Washington, ___ they plan to stay for two or three days.

A. where B. there C. which D. when

3. We went through a period ___ communications were very difficult in the rural areas.

A. which B. whose C. in which D. with which

4. The factory was built in a secret place, around ______ high mountains.

A. which was B. it was C. which were D. them were

5. Is this the reason _______ at the meeting for his carelessness in his work?

A. he explained B. what he explained

C. how he explained D. why he explained

6. For many cities in the world, there is no room to spread our further, _______ New York is an example.

for which B. in which C. of which D. from which

7. When he was working there he caught a serious illness from _____ efforts he still suffers.

A. which B. that C. whose D. what

8. The man pulled out a gold watch, _________ were made of small diamonds.

A. the hands of whom B. whom the hands of

C. which the hands of D. the hands of which

9. It’s said that he’s looking for a new job, one ______ he can get more money to support his family.

A.when B. that C. where D. which

10. It was in his words ________ we got the whole picture of the story.

A. that B. which C. what D. when

【设计意图】本活动旨在巩固学生对定于从句最基本的知识,并通过一些典型例子操练知识。

总结:

主格

宾格

所有格

指代人

Who that

Whom who that

Whose

指代物

Which that

Which that

Whose / of which

7.Shanghai is the city ______ I was born.

8.The time ______we got together finally came.

9.Please tell me the reason______ you are late.

总结:

关系副词

when

时间

时间状语

可用on which

where

地点

地点状语

可用in which

why

原因

原因状语

可用for which

特殊情况

1、遇到以下情况只能用who,不能用that。

(1)当先行词是one,ones,anyone,those时,只能用who

(2)当先行词是人称代词时,只能用who

2.在下列情况下,关系词用that而不用which。

(1)当先行词是anything,everything,nothing(something除外),few,all,none,little等代词时,或者是由any,every,all,some,no,little,few,much,each等修饰时:

(2)当先行词被序数词修饰时:

(3)当先行词被形容词最高级修饰时:

(4)当先行词被the very/only/same/last 修饰时:

(5)当先行词前有who,which等疑问代词时:

(6)当先行词既有人,又有动物或者物体时:

Activity 2: Join these sentences as concise as possible

去中国汉字博物馆的几个独立句子。

对博物馆正门的描写:

It was in shape of the Chinese character字.

It was made up of bronze and brass.

It was decorated with the Taotie.

Taotie is an imaginary creature in Chinese folk tale.

On access to the museum, the brass-made Character Archway, in shape of the Chinese character字, caught our eyes, which was decorated with the Taotie, an imaginary creature in Chinese folk tale.

【设计意图】基于故事情节,在有意义的语篇中呈现与讲解语法点,本活动主要关注该语法的适用语境和功能。

Activity 3: Compare the usage of that/which

在体会了定语从句的功能—使得语句更简洁,语篇逻辑更流畅之后,教师再次给出该语境下的that/which用法区别:

The National Museum of Chinese Writing is the best _________ I have ever visited.

The only fly in the ointment(美中不足的是)_____ let me down is the bad weather.

The very day _______ I went there turned out to be the best day in my life!

I was the last visitor ______ left the museum when it was closing time.

学生列举其他场合中只能用that不可以用which的情况:

There was nothing that could stop me from appreciating these delicate pieces of national treasure.

An indescribable respect was all that I had in the face of these stunning works.

The great exhibits and the friendly guide that impressed me made me want to visit it again in the future.

If you think there is little that we can do to popularize the history of Chinese characters, you’re wrong!

None that I have visited in the past can make me feel so proud for my nation.

Lee told me he had gone and visited the same museum that I had visited before.

从而得出结论:

先行词被最高级/序数词所修饰时;

先行词被all等表示确定意思的限定词修饰时;

先行词被不定代词修饰时;

先行词中既有人又有物时。

【设计意图】在有意义的语篇中呈现与讲解语法点,学生通过观察归纳,关注在定语从句中关系词that/which的特殊场合。

Activity 4: Compare with other easily-confused structure

学生对比分析易混淆的其他从句。

【设计意图】学生从对比之中能够分析出定语从句区别于其他类型从句的特点,进而巩固定语从句修饰先行词这一功能。

Activity 5: Polish the passage

教师提供以独立句子为主的一个语段,邀请学生使用所学语法定语从句对该语段进行润色。

前:Oracle bone inscriptions is called Jiaguwen in mandarin. They are an ancient Chinese language and they are named for their inscriptions on tortoise shells and animal bones. They are a primitive form of Chinese characters and the oldest fully-developed characters in China.

后:Oracle bone inscriptions, Jiaguwen in mandarin, are an ancient Chinese language named for their inscriptions on tortoise shells and animal bones, which are a primitive form of Chinese characters and the oldest fully-developed characters in China.

【设计意图】本活动回归原先创设的情景,由教师提供例子,学生在润色过程中实现对改语法条目的迁移。

Activity 6: Describe what you see

【设计意图】通过提供的语境相关的图片,学生意识到定语从句适用于描述性语句,并在使用知识的过程中,增强对传统文化的理解和认同。

Assignment

Let’s have a panorama tour of the museum!

http://www.wzbwg.com/Szzb

Visit the museum online and describe what you see and introduce what impresses you most by applying the relative clauses. Prepare for a presentation to guide others! You may start with:

Today I browsed the online National Museum of Chinese Writing. By having a panorama tour, what impressed me most is….., and let’s have a closer look at it.

【设计意图】本活动旨在利用本节课所学内容进行创新性迁移。在线上中国汉字博物馆的参观中,学生描述自己所看,使用定语从句表达,培养学生的创新思维。

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