人教版高中英語選修七教案Unit完整內(nèi)容SharingPeriod完整內(nèi)容

Period4Grammar教學目標語言知識目標：復習限制性定語從句的特點和關(guān)系詞。語言能力目標：能夠造成含有限制性定語從句的句子，在書面表達中進行運用。重點難點教學重點：掌握限制性定語從句的特點，關(guān)系代詞和關(guān)系副詞使用的場合，能夠運用限制性定語從句。教學難點：關(guān)系代詞和關(guān)系副詞使用的場合，在寫作中運用限制性定語從句。教學準備學生的學習準備：復習限制性定語從句的特點及關(guān)系詞。教師的教學準備：整理關(guān)系代詞和關(guān)系副詞的使用場合，并繪制表格。3?教學用具的設計和準備：制作多媒體課件。教學過程Step1PresentationAgame“Guesswhohe/sheis."：Listentoseveralsentences，andthenguesswhohe/sheisaccordingtothedescription.Showthesentenceswiththerestrictiveattributiveclausesinthegameinthescreenandmakethestudentsfindthemout.e.g.Thestudentisaboywho_is_taller_than_e.Thestudentisaboywho_is_always_ready_to_help_others_and_popular_among_the_classmates.Thestudenthasanicknamewhich_is_relatedjto_a_lovely_animal.［設計說明］聽句子，猜猜他/她是誰的游戲，能夠很快地引起學生的興趣，活躍課堂氣氛，而且，在描述中使用的一些句子帶有限制性定語從句，也為限制性定語從句的呈現(xiàn)做好了準備。Step2RevisionRevisethecharacteristicsofrestrictiveattributiveclauses.(ThestudentscansaythatinChinese.)從形式上看，限制性定語從句與先行詞(被定語從句修飾的名詞或代詞)之間沒有逗號。從功能上看，限制性定語從句對先行詞起著修飾和限制的作用，如果去掉從句，會影響到整個主句的意思。2.Revisetherelativepronounsandadverbsofrestrictiveattributiveclauses.theusageoftherelativepronoun關(guān)系代詞指代在定語從句中所充當?shù)某煞謕ersonthingSubject主語Object賓語Attributive定語who777whom77which777that7777whose777theusageoftherelativeadverb關(guān)系副詞指代在定語從句中所充當?shù)木渥映煞謜hentimeadverbialwhereplaceadverbialwhyreasonadverbial關(guān)系副詞=介詞+whichRevisetheusageof“that".that和which在指物的情況下一般可以互換，但在下列情況下,一般用that而不用which。先行詞為all,everything，nothing，something，anything，little，much等不定代詞時。先行詞被all，every，no，some，any，little，much，theonly，thevery，thesame，thelast，序數(shù)詞或形容詞最高級等修飾時。先行詞是who或who引導的主句。主句是therebe句型時。先行詞中既有人又有物時。注意：介詞后面只能用which而不能用that。［設計說明］借助第一環(huán)節(jié)中的句子，先讓學生找出限制性定語從句，再復習限制性定語從句的特征和關(guān)系詞的用法，尤其是關(guān)系代詞that的用法，為下面的環(huán)節(jié)一一關(guān)系詞的運用打下基礎(chǔ)。Step3PractisingFillintheblankswiththeproperrelativepronoun/adverb.Thereasonhedidn'tcometoschoolyesterdayisthathewasill.ThebabytrousersisredisJack.ThewomancanspeakRussiangotthejob.Thewomanwesawonthestreetgotthejob.Canyoulendmethebookaboutyoutalkedlastnight?Isthisthelibraryfromyouborrowbooks?I'vereadallthebooksarenotmine.1amsureshehassomething”youcanborrow.Thereasontheaccidenthappenedisstillunknown.Hewillhavetoputoffhisconcertuntilnextmonthhefinisheshistravelaroundtheworld.Keys:(1)why(2)whose(3)who(4)whom(5)which(6)which(7)that(8)that(9)why(10)whenCompletethesentenceswithyourownwords.Paintingisanactivitythat.Theinterpretertowhomyouisonholiday.Themanwhoisadoctor.Thewomanwhosedaughterisoverthere.Theschoolwhereyouhasbeenimproved.Anneisdoingsomeresearchonthetimewhen.ThereasonwhyhewasthathewaswatchinganinterviewofthefirstChineseastronautonTV.3．Answerthefollowingquestionsusingattributiveclauseswiththepronouns/adverbsinthebrackets.Example：Whatkindoffriendwouldyouliketohave？(whom)I'dliketohaveafriendwhomIcantrust.Whatkindofplacewouldyouliketogotoforaholiday？(where)Whatstorydoyouenjoymost？(which/that)Whichmusicalinstrumentwouldyouliketolearntoplay？(which/that)Whydidn'tyoufinishyourhomework?(why)Whatkindofpersonisshemarriedto？(towhom)Whatsportdoyouparticipateinmostoften？(which/that)Whichdaywon'tyoueverforget?(when)4．Writeapassageaboutyourclass/familyusingrestricitiveattributiveclausesasmanyaspossible.［設計說明］語法運用在這個部分是層層遞進的，練習1要求學生填寫關(guān)系代詞或關(guān)系副詞，練習2要求學生造句，完成定語從句，練習3則要求學生根據(jù)給出的關(guān)系詞寫出一個含有定語從句的完整的句子，練習4要求寫一篇含有多個定語從句的文章，體現(xiàn)了“詞—句—篇”的教學原則。如果學生的水平較弱，難以按照教師的要求完成寫作練習，教師也可以要求學生翻譯一段含有多個定語從句的文章以達到在語篇輸出中運用限制性定語從句的目的。(下劃線的句子要求用上限制性定語從句)瞧！這是一張我們班級的照片。我們班是一個由27個男生和26個女生組成的大家庭。那個留著短發(fā)的女老師是我們的班主任周老師.班長是一個喜歡體育的男孩。你能找出他嗎？站在第三排中間最高的那個就是我們的班長—李明。笑得最開心的是我那可愛的同桌。我永遠不會忘記那些我們一起學習和生活的難忘的日子。Awritingsampl：eLook！Thisisaphotoofourclass.Ourclassisabigfamilywhichismadeupof27boysand26girls.ThewomanteacherwhowearsshorthairisourheadteacherMissZhou.Ourmonitorisaboywholikessports.Canyoufi