教學(xué)設(shè)計(jì)課題Unit6AtonewithnatureUsinglanguage（1）學(xué)科英語(yǔ)班級(jí)Class授課教師教學(xué)目標(biāo)1引導(dǎo)學(xué)生進(jìn)一步了解定語(yǔ)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(shí)際語(yǔ)境中運(yùn)用。2通過學(xué)習(xí)定語(yǔ)從句，進(jìn)一步加深對(duì)英語(yǔ)的理解，培養(yǎng)起對(duì)英語(yǔ)學(xué)習(xí)的興趣。重點(diǎn)1了解“介詞+關(guān)系代詞”在定語(yǔ)從句中的功能；2會(huì)根據(jù)實(shí)際情況靈活正確選用相應(yīng)的介詞。難點(diǎn)在定語(yǔ)從句中適當(dāng)介詞的選擇使用。教學(xué)方法Teachgrammarinrealsituations.Learngrammarthroughpractice.教學(xué)內(nèi)容與過程Step1Leading-in:Attributiveclauses(3)此活動(dòng)聚焦課文素材，引導(dǎo)學(xué)生自己去發(fā)現(xiàn)、總結(jié)限制性定語(yǔ)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(xué)生提供支持性信息。第一步：學(xué)生朗讀例句，關(guān)注粗體部分，嘗試?yán)斫獯煮w部分表達(dá)的含義。第二步：學(xué)生分組活動(dòng)，各小組對(duì)比兩組例句，基于活動(dòng)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(yǔ)從句中“介詞+which/whom”結(jié)構(gòu)的表意功能及其在語(yǔ)篇層面的效果。第三步：請(qǐng)個(gè)別小組分享答案并總結(jié)限制性定語(yǔ)從句中“介詞+which/whom”的表意功能和用法，根據(jù)學(xué)生水平酌情進(jìn)行補(bǔ)充和擴(kuò)展。第四步：學(xué)生在課文中找出更多含“介詞+which/whom”結(jié)構(gòu)的限制性定語(yǔ)從句，體會(huì)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(yǔ)從句介詞+關(guān)系代詞講解1使用“介詞+關(guān)系代詞”引導(dǎo)定語(yǔ)從句的情況當(dāng)關(guān)系代詞在定語(yǔ)從句中作介詞的賓語(yǔ)時(shí)，通常用“介詞+關(guān)系代詞”引導(dǎo)定語(yǔ)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(gè)抓住小偷的男人是個(gè)優(yōu)秀的警察。②ThisisthereasonforwhichIwaspraisedbymychemistryteacher.這就是我得到化學(xué)老師表?yè)P(yáng)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(yǔ)從句中，經(jīng)?？梢愿鶕?jù)謂語(yǔ)動(dòng)詞的搭配習(xí)慣來(lái)確定介詞。3其他注意事項(xiàng)含有介詞的動(dòng)詞固定短語(yǔ)在定語(yǔ)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(shí)，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(gè)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(xué)生改寫句子，在真實(shí)語(yǔ)境中鞏固對(duì)定語(yǔ)從句“介詞+關(guān)系代詞”結(jié)構(gòu)的理解。第一步：學(xué)生閱讀語(yǔ)句，理解語(yǔ)句內(nèi)容和活動(dòng)目的。第二步：學(xué)生分組活動(dòng)，各小組畫出每組句子中的先行詞，討論并確認(rèn)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(qǐng)部分小組代表分享改寫的句子，全班核對(duì)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(dǎo)學(xué)生在真實(shí)、具體的語(yǔ)境中運(yùn)用“介詞+關(guān)系代詞”引導(dǎo)定語(yǔ)從句的結(jié)構(gòu)。第一步：學(xué)生閱讀語(yǔ)篇，整體理解語(yǔ)境和語(yǔ)篇大意。第二步：學(xué)生分組活動(dòng)，運(yùn)用恰當(dāng)?shù)摹敖樵~+關(guān)系代詞”填空，補(bǔ)全語(yǔ)篇。第三步：請(qǐng)個(gè)別小組閱讀完整的語(yǔ)篇，全班核對(duì)答案。第四步（適合程度較好的班級(jí)或?qū)W生）：請(qǐng)學(xué)生聯(lián)系實(shí)際生活，模仿語(yǔ)篇形式寫一篇短文，介紹生活中其他利用自然中動(dòng)植物資源的生產(chǎn)活動(dòng)，恰當(dāng)使用由“介詞+關(guān)系代詞”引導(dǎo)的定語(yǔ)從句，進(jìn)行知識(shí)和能力的遷移。Connectthesentenceswithapreposition+whom/which.1Guangxiisaprovince.TheLongjiRiceTerracesarelocatedinit.2Iwanttovisitthisculturallandscape.ThetitleofUNESCOWorldHeritageSitewasgiventoitin2016.3Heisanexpertonriceplantin