Unit 6 Period 2 Using language （第一課時語法課：定語從句3）教學設(shè)計 【新教材】外研版2019高一英語必修第一冊

教學設(shè)計課題Unit6AtonewithnatureUsinglanguage（1）學科英語班級Class授課教師教學目標1引導學生進一步了解定語從句的結(jié)構(gòu)和表意功能，掌握“介詞+關(guān)系代詞”的用法，并在實際語境中運用。2通過學習定語從句，進一步加深對英語的理解，培養(yǎng)起對英語學習的興趣。重點1了解“介詞+關(guān)系代詞”在定語從句中的功能；2會根據(jù)實際情況靈活正確選用相應(yīng)的介詞。難點在定語從句中適當介詞的選擇使用。教學方法Teachgrammarinrealsituations.Learngrammarthroughpractice.教學內(nèi)容與過程Step1Leading-in:Attributiveclauses(3)此活動聚焦課文素材，引導學生自己去發(fā)現(xiàn)、總結(jié)限制性定語從句中“介詞+which/whom”的表意功能。教師僅作為輔助者、監(jiān)督者，為學生提供支持性信息。第一步：學生朗讀例句，關(guān)注粗體部分，嘗試理解粗體部分表達的含義。第二步：學生分組活動，各小組對比兩組例句，基于活動中的問題展開討論，發(fā)現(xiàn)兩組例句在句子結(jié)構(gòu)上的不同之處，歸納限制性定語從句中“介詞+which/whom”結(jié)構(gòu)的表意功能及其在語篇層面的效果。第三步：請個別小組分享答案并總結(jié)限制性定語從句中“介詞+which/whom”的表意功能和用法，根據(jù)學生水平酌情進行補充和擴展。第四步：學生在課文中找出更多含“介詞+which/whom”結(jié)構(gòu)的限制性定語從句，體會其用法和表意功能。Lookatthesentencesfromthereadingpassageandanswerthequestions.a…theycouldincreasetheareasinwhichtheycouldgrowrice.b…theseterracesstillmeanalottothelocalpeopleforwhomtraditionsholdmuchvalue.1Whatdo“which”and“whom”refertoineachsentence?2Whydoweuseprepositionsbefore“which”and“whom”?3Insentence(a),canwereplace”inwhich“with”where“withoutchangingthemeaning?Comparethemwiththefollowingsentencesandanswerthequestions.c…theycouldincreasetheareas.Theycouldgrowcropsintheseareas.d…theseterracesstillmeanalottothelocalpeople.Traditionsholdmuchvalueforthem.4Whatisthedifferencebetweenthetwogroupsofsentences?5Whydoestheauthorchoosetousesentences(a)and(b)inthereadingpassage?Nowlookformoresentenceswithattributiveclausesinthereadingpassage.○參考答案1“Which”refersto“theareas”insentence(a),and“whom”refersto“thelocalpeople”insentence(b).2Because“which”and“whom”serveastheobjectoftheactionphrasesthatendwithapreposition.3Yes.4Sentences(a)and(b)bothcontainaclausedefininganouninthesentence.Sentences(c)and(d)areconstructedwithapairofsimplesentences,withonedefininganounintheothersentenceineachpair.5Becausethereisacloserlinkandconnectionbetweentheitemandtheclausedefiningitinsentences(a)and(b).Itwillalsomakethepassageclearer,andcreateanemphaticeffectontheobjectsbeingdefined.Step2Presenting定語從句介詞+關(guān)系代詞講解1使用“介詞+關(guān)系代詞”引導定語從句的情況當關(guān)系代詞在定語從句中作介詞的賓語時，通常用“介詞+關(guān)系代詞”引導定語從句。如果關(guān)系代詞在句中指人，則用“介詞+whom”；如果指物，則用“介詞+which”。例句：①Themanbywhomthethiefwascaughtwasagoodpoliceman.那個抓住小偷的男人是個優(yōu)秀的警察。②ThisisthereasonforwhichIwaspraisedbymychemistryteacher.這就是我得到化學老師表揚的原因。2介詞選用的規(guī)則介詞的選擇要根據(jù)其與先行詞的關(guān)系以及句意決定，在定語從句中，經(jīng)常可以根據(jù)謂語動詞的搭配習慣來確定介詞。3其他注意事項含有介詞的動詞固定短語在定語從句中一般不拆開，在這種情況下，介詞仍然放在后面，例如hearfrom,lookafter等。而在介詞處于句尾時，句中的關(guān)系代詞可以省略。例句：①Imetthechild(whom)Ilookedaftertenyearsago.我遇到了十年前我照料過的那個孩子。②Iwantedtovisitthehouse(which)mygrandparentslivedin.我想去看看我祖父母曾經(jīng)居住過的房子。Step3Consolidation教師帶領(lǐng)學生改寫句子，在真實語境中鞏固對定語從句“介詞+關(guān)系代詞”結(jié)構(gòu)的理解。第一步：學生閱讀語句，理解語句內(nèi)容和活動目的。第二步：學生分組活動，各小組畫出每組句子中的先行詞，討論并確認介詞結(jié)構(gòu)，按要求用“介詞+關(guān)系代詞”的結(jié)構(gòu)改寫句子。第三步：請部分小組代表分享改寫的句子，全班核對答案。Completethepassagewithapreposition+whom/which.Amongthemanybeautifultreasurespeoplecanreceivefromnaturearenaturaldyes.Themostcommonnaturalsource1.______naturaldyescomeisplants.Materialsformakingnaturaldyescanoftenbefoundingardens2.______colourfulflowersareplanted.Othernaturaldyesaremadefrominsects,seacreaturesandmineralcompounds.Naturaldyesarenowreturningtopopularity,especiallywithartistsandcraftspeople.Thereasons3.______theyprefernaturaldyesarethatthecoloursarebrighterandcanbekeptlonger.Naturaldyesarealsobecomingmorepopularwithconsumers4.______caringfortheenvironmentisapriority.Moreandmorepeoplefeelthatbyusingnaturaldyes,wecanremindourselvesofnature’sbeautyandprotectthenaturalworld.○參考答案1TheZhuangisanethnicgroup,ofwhichthepopulationisthelargestofallethnicgroupsin

China.2GuangxiisaprovinceinwhichtheLongjiRiceTerracesarelocated.3Iwanttovisitthisculturallandscape,towhichthetitleofUNESCOWorldHeritageSitewasgivenin2016.4Heisanexpertonriceplanting,fromwhomthelocalZhuangpeoplehavelearntalot.Step4PracticeActivity3教師引導學生在真實、具體的語境中運用“介詞+關(guān)系代詞”引導定語從句的結(jié)構(gòu)。第一步：學生閱讀語篇，整體理解語境和語篇大意。第二步：學生分組活動，運用恰當?shù)摹敖樵~+關(guān)系代詞”填空，補全語篇。第三步：請個別小組閱讀完整的語篇，全班核對答案。第四步（適合程度較好的班級或?qū)W生）：請學生聯(lián)系實際生活，模仿語篇形式寫一篇短文，介紹生活中其他利用自然中動植物資源的生產(chǎn)活動，恰當使用由“介詞+關(guān)系代詞”引導的定語從句，進行知識和能力的遷移。Connectthesentenceswithapreposition+whom/which.1Guangxiisaprovince.TheLongjiRiceTerracesarelocatedinit.2Iwanttovisitthisculturallandscape.ThetitleofUNESCOWorldHeritageSitewasgiventoitin2016.3Heisanexpertonriceplantin