Unit1NATURE

Period3GrammarinUse教學(xué)設(shè)計

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課題RelativeClauseI單元Unit1學(xué)科English年級

Grade1

Relativeclauseisaveryimportantgrammarthatshallbegraspedinseniorhigh

教材

分析school.InRelativeClauseI,thebasicelementsofrelativeclauseareintroduced.

1.Knowledgeobjectives:understandingdefinitionsofmainclause,relativeclause,

andrelativepronounaswellasthefunctionsofrelative

教

學(xué)clauseandrelativepronouns;

標(biāo)

目

核

與2.Skillobjectives:practisingusingproperrelativepronouns(that,which,who,

素

心whom,whose)tobeginarelativeclause;

養(yǎng)

3.Emotionalobjectives:protectingtheenvironment;howtodealwith

apandemiclikeCOVID-19

4.Thinkingqualityobjectives:thinkcritically

definitionofrelativeclauseandrelativepronoun

重點(diǎn)

難點(diǎn)relativeclausesthatbeginwithapatternof"preposition+relativepronoun”

教學(xué)過程

教學(xué)環(huán)節(jié)教師活動學(xué)生活動設(shè)計意圖

1.understandingthe1.introducing

1.discoveringthestructureofrelative

processofsplittingtheconceptof

clausebysplittingonecomplex

onesentenceintorelativeclause

sentenceintotwo.

two;2.examplifying

2.joiningtwosentenceintooneusing

2.carryingoutthetheprocessof

relativeclause

導(dǎo)入tasksofjoiningtwoforminga

3.illustratingtheprocessesofforming

PPT2-4sentenceintoone;relative

arelativeclause;

3.discussinghowtopronoun;

4.encouragingstudentstospeakout

solvetheproblem3.encouraging

theproperrelativepronouns;

ofjuxtapositionofstudents

5.analyzingthebasicelementsof

twosamenounscompletethe

relativeclause

whilejoiningthetaskstepby

twosentencesstep;

4.questioningwhat4.guiding

“relative”meansstudentstouse

here;"relative

5.understandingthepronouns”to

structureofrelativesolvethe

clause;juxtapostion

oftwosame

nouns;

5.interpreting

themeaningof

“relative”

here;

講授新課(1)Let'sdoit;

(2)Let'stryit;

(3)GroupWork

(4)GroupDiscussion

(5)QuizTime

Alltheseactivities

canbecarriedout

individually,inpair

workorgroupwork.

PPT5-10“GrammarHighlights99Studentsshouldtake

Thispartpresentsdetailedexplanationsnoteshere,especially"Grammar

tohowrelativeclauseisformed.oftheuseofrelativeHighlights”is

pronouns-who,designedfbr

Examplesentencesaregivenonthat,which,whom,teachersto

relativeclauseseintroducedbyrelativewhose,andtheelaborateon

pronouns"that,which,who,whom,omitted“that/grammar

which,ofwhich,etc.”which”.points.

Particularly,oneRelativeclause

PPT5DefinitionofRelativeClausepointshouldbeisfirst

rememberedbyintroducedhere

Arelativeclauseisusedtogivemorestudents-relativeasavery

informationabouttheperson(s)pronounsserveasimportant

orthething(s)referredtointhesubjectsorobjectsofgrammar;

mainclause.therelativeclauses.Studentsare

Intheomittedcase,supposedto

Structure:mainclause,relativerelativepronountakeitseriously.

clause,relativepronoun,antecedenservesastheobject

ofrelativeclause.

PPT5givesthedefinitionand

structureofrelativeclause.Example1

showsarelativeclauseintroducedby

who.

PPT6presentsExample2,arelative

clauseintroducedbywhom.

PPT7presentsExample3,two

relativeclausesintroducedbywhose.

PPT8presentsExample4,arelative

clauseintroducedbywhich/that.

PPT9presentsExample5,arelative

clauseintroducedby(which/that).

Herewhich/thatcanbeomitted

becauseitservesastheobjectinthe

clause.

PPT10:Example6isthesameas

Example5,wheretherelativepronoun

which/thatisomitted.

PPT11-12presentanexerciseon

relativeclause-joiningthetwoIn"Let'sdoit”，

sentenceintooneusingrelativeclause.studentsshallbe

givenenoughtimeto

1.Hetookmetoseetheoldgardenponderoneach

bridge.(Heisrebuildingit.)complexsentence.

Pairwork,group

Heisrebuildingtheoldgardenworkareencouraged

bridge-hetookmetosee.here.

2.Sealionsareintelligentanimals.(1)Studentsshall

(Theycanbetrainedtomonitorandfirstchoosethemain"Let'sdoit”is

reportontheunderwaterclauseinthetwodesignedasthe

conditions.)sentences.beginninglevel

(2)Studentsshallexercise

Sealionsareintelligentanimalsdecidewherethefocusingon

whichcanbetrainedtomonitorrelativeclausestarts.structuresof

andreportontheunderwater(3)Decidetherelativeclause.

conditions.relativepronoun.

(4)Completethetask

3.Peoplehavetopayfortheirandwriteouttheone

actionsorcleanup.(Theycreateair,sentence.

water,andwastepollution)

Peoplecreateair,waterandwaste

pollution-theyhavetopayforor

cleanup.

4.Wearegoingtointerview

people.(Theirjobistostudy

human'simpactonourplanet.)

Wearegoingtointerviewpeople

whosejobistostudyhuman's

impactonourplanet.

PPT13-16presentExerciseIIIof

"GrammarHighlights”.InExerciseIIIof

ThisexerciseisalittlehardbecauseitGrammarHighlights,

isatextuallevelchoiceofrelativestudentsneedsomeExerciseIIIof

clause.ItneedsbothpatienceandstrategiestofindtheGrammar

readingskills.keysasquicklyasHighlightsis

possible.designedfor

Dopigsswim?Anyone1___F___studentstodo

cananswerthisquestion.Thisisland(1)Studentsshalltrymorepractice

hasattractedinternationalmediatogetthroughtheonrelative

attentionbecauseoftheswimmingmeaningoftheclauseona

pigs2___A___,Nooneknowsforsentences.textuallevel.

surehowthesepigsfirstgottothe(2)StudentsshallSomestrategies

island.Somesaytheywereleftbyafocusonantecedents;likeconsistency

groupofsailors3E.Iftheantecedentsareoftensein

people,therelativerelativeclause,

Pigsbeachhasbecomeapopularpronounsareusuallyconsistencyof

tourattraction.Thosewhowanttowhoorwhom,antecedentand

takeabreakfromtheirbusyliveswhose;relative

canswimwithpigs4_D____.(3)Studentsshallpronounsare

Becausethepigshavegotusedtonoticetheverbtensetaughthere.

beingfedbythetourists,theyswimbeforeandafter

outtomeettheboats5_B.relativepronouns.

Verbtensesare

People6C_cannotonlyusuallymarkersin

getaselfiewiththeswimmingpigs,decidingwhichto

butalsoenjoyaboattripalongthechoose.Tense

attractivecoastlines,anddiscoveritsconsistencyis

endlessnaturalbeauty.observedinrelative

clause.

A.thatlivethere.

B.thatarriveeachday

C.whocometotheisland

D.whoselifeiseasyandrelaxed

E.whoplannedtocomebackand

cookthem

F.whohasvisitedthetinyislandof

BigMajorCay

PPT17presentsasummaryofrelative

clause:

NArelativeclauseisusedtogive

moreinformationaboutthe

person(s)orthething(s)referredtoInsummaryofsummaryof

inthemainclause.relativeclause:relativeclause:

NArelativeclausestartswithisparticularly

relativepronouns-that,which,Studentsaregivendesignedfor

who,whom,whose,etc.timetothinkoverthestudentstohave

7Relativepronounsaretheimportantconceptsapausewhile

subjuectsorobjectsoftherelativeconcerningrelativeperceivingthe

clausesclause.concepts.

NmainclauseQuestionsare

Vrelativeclauseencouragedand

Nrelativepronounsteacherand

Vrelativepronounsassubjectsorstudents

objectsinteractions

mayincrease

here.

PPT18-22presentsextraexerciseson

relativeclause-IVSplitthefollowingInExerciseIV,

relativeclausesintopairsofseparatestudentsarerequiredExerciseIVis

sentences.tofininshthetaskdesignedto

withinatimelimit.practise

1.Thebeginningof2020sawaStudentshallapplystudentsskills

formidablepandemicwhich/thatwasthestrategislearnedinrecognizing

causedbyanewvirusCOVID-19.above,andsplittherelative

sentencefromthepronouns.

(l)Thebeginningof2020sawarelativepronouns.

formidablepandemic.

(2)Thepandemicwascausedbya

newvirusCOVID-19.

2.InfectionofCOVID-19will

quicklycauserespiratorysystem

problemsthat/whichleadtoserious

lungdysfunctions.

(1)InfectionofCOVID-19will

quicklycauserespiratorysystem

problems.

(2)Theproblemsleadtoserious

lungdysfunctions.

3.NewsreportedthattheTrumps

whoarelivingintheWhiteHouse

gotinfected.

(1)NewsreportedthattheTrumps

gotinfected.

(2)TheTrumpsarelivinginthe

WhiteHouse.

4.ItissaidthattheTrumpsquickly

recovered,whosetreatmentmight

costoveramilliondollars.

(1)ItissaidthattheTrumps

quicklyrecovered.

(2)TheTrumps9treatmentmight

costoveramilliondollars.

5.ButtheTrumpsareamongthe

fewwhommostcommon

Americanscannotcompare

themselveswith.

(1)ButtheTrumpsareamongthe

few.

(2)MostcommonAmericanscannot

comparethemselveswiththefew.

PPT23-26presentexercisesonjoining

sentenceintooneusingrelativeclause.InExerciseV,Thesentence

studentshavetostructureiseasy

1.COVID-19isadeadlyvirus.Itdecidethemainandthecontent

spreadsveryquicklyamongpeople.clausefirstbeforeisnews-related,

theychooserelativewhichmay

COVID-19isadeadlyviruswhichponouns.Strategiesmotivate

spreadsveryquicklyamongpeople.comesfirsthere.studentsto

Studentsshallnoticefinishthetask

2.DoctorLiWenliangisahero.Hethe“ofwhich"pattenquickly.

blewthefirstwarning.here.

DoctorLiWenliangistheherowho

blewthefirstwarning.

3.COVID19isawarningofnature.

Theattackofnatureonmanmay

befallifthesituationscontinue.

COVID19isawarningofnature

whoseattackonmanmaybefallif

thesituatonscontinue.

4.Naturaldisastersmaytakeaway

millionsofpeople.Wemightrescue

millionsofpeopleifwestop

destroyingnature.

Naturaldisastersmaytakeaway

millionsofpeoplewhomwemay

rescueifwestopdestroyingnature.

5.Natureishometoallcreatures.

Manisjustonespeciesofcreatures.

Natureishometoallcreaturesof

whichmanisjustonespecies.

PPT27-28presentaquiz.

VICompletethepassagewiththe

properrelativeclausesgivenbelow.

Thereisonemorethanyouneed.ExerciseVIisExerciseVIis

anothertextual-leveldesignedto

Schoolsaregatheringplaces_1一,exerciseofrelativepratisestudents'

Shuttingthemdowncanbeakeyclause.criticalthinking

partofslowingthespreadofeasilyinthewaythat

transmissibleviruses_2—.Thisisthehardestdecision

Meanwhile,hospitalsshallexerciseofPeriod3.makingneeds

accommodateasmanyaspossibleStudentsareallowedbothreading

patients_3—?Allthesehelptobuytorefertoskillsand

timeforthedevelopmentofantiviraldictionariesorhaveaobjective

medications_4—.groupdiscussionjudgementina

beforetheycompletelifesituation.

A.that/whichcauseCOVID19.thetask.

B.whoareaffectedorsuspectedtoStudentsshallapply

beaffected.theirreadingskillsas

C.that/whichmaysuppressthewellastheirworld

virusandbringittoanend.knowledgetomakea

D.that/whichmaycausequickchoice.

outbreakincommunities.

E.inwhichpeopleareclosetoone

anotherandvirusescaneasily

spread.

l.E2.D3.B4.C

PPT29,asummaryofwhatwehave

learnttoday,Insummary,studentsSummaryis

shallthinkoverwhatdesignedforthe

VArelativeclauseisusedtogivehavebeenlisted,andconvienenceof

moreinformationaboutthetakesomenotesifreviewing

person(s)orthething(s)referredtonecessary.whatwehave

inthemainclause.learnttodayas

NArelativeclausestartswithwellasfor

relativepronouns-that,which,studentstodo

who,whom,whose,etc.checklist.

VRelativepronounsarethe

subjuectsorobjectsoftherelative

clauses

VRelativepronounscanbe

omittedwhentheyserveasobjects

oftherelativeclauses

N“prep.+which"patternslike"of

which”,"fromwhich”,etc.

PPT29,Reciteandunderstandthe

followingconcepts:

?mainclause

Vrelativeclause

Nrelativepronouns

Vrelativepronounsassubjectsor

objects

Nprep.+relativepronoun

課堂小結(jié)1.splittingonesentenceintotwo1.joiningtwoPeriod3

2.joiningtwosentenceintooneusingsentencesintoonefocuseson

relativeclause;usingrelativeclauseRelativeClasue

3.highlightingtheformationofa2.splittingone(PartI).

relativeclause;sentenceintotwoto1.presenting

4.explainingandinterpretingtheusediscoverthestructurethestructureof

ofrelativepronouns-who,whom,ofrelativeclause;relativeclause;

that,which,whose3.usingdifferent2.presenting

5.explainingandinterpretingtherelativepronounstothebasic

omissionofrelativepronouns;beginarelativeelementsof

6.doingexercisespractisingusingclause;relativeclause

relativeclauseinatextuallevel4.omittingrelative3.illustrating

7.asummaryofrelativeclauseIpronounsthefunctionsof

5.usingthepatternrelative

of“prep.+relativepronouns

pronoun”4.illustrating

6.applyingtextualthespecial

readingstrategiescasesofrelative

andrelativeclausepronounslike

markerstomakeaomissionof

choice.relative

7.usingworldpronounand

knowledgeasaprep.+relative

globa