必修1第5單元第3課時

1、Lesson Plan of Unit 5Nelson Mandela-a modern hero（第3課時）一、教材內(nèi)容分析覆蓋內(nèi)容：Discovering useful structures教材分析：本課時教學內(nèi)容是閱讀與語法教學相結(jié)合，在閱讀材料的背景下來學習定語從句。前面進行的課文閱讀教學、詞匯和短語教學是本課時可利用的基礎。如何通過感知、觀察、對比、歸納、運用來學習掌握新的語法項目是本課時的重點。二、教學目標By the end of this class, the students will be able tolIdentify the attributive clauses a

2、nd the relative adverbs with teachers illustrations. lSelect right relatives to introduce attributive clauses while the antecedents are the same. Select proper prepositions for attributive clauses introduced by prep.+which/whom.三、教學過程Step 1 Revision （5 minutes）Review relative pronounces: that, which

3、, who. (group work)Get each group to introduce Mandela and Elisa according to the information given in the Reading, using attributive clauses, such as:a. Nelson Mandela was once a lawyer who offered guidance to black people.b. Elisa left the school which was too far from his home.c. Those people tha

4、t Mandela helped were poor black people.【設計說明：本環(huán)節(jié)通過復習用關系代詞引導定語從句來導入目標語言結(jié)構，讓學生即鞏固了已有知識，進而也自然銜接到由關系副詞引導的定語從句?！縎tep 2 Discovering the grammar rules（12 minutes）1. Scanning (single work)Ask the students to scan the text and find out the attributives clauses in it.a. The time when I first met Nelson Mande

5、la was a very difficult period of time.b. The school where I studied for only two years was three kilometers away.c. However, this was a time when one had got to have a passport to live in Johannesburg.d. The last thirties years have seen the greatest number of laws stopping our rights and progress,

6、 until today we have to face a stage where we have almost no rights at all.e. The places outside the towns where they were sent to were the poorest parts of the Africa.f. The parts of town in which they had to live were decided by white people.e. we were put into a position in which we had either to

7、 accept we were less important, or fight the government.2. Coming up with a question (pair work)Ask the students to focus on the underlined parts of each sentence, and pay attention to its structure function. Then ask them to discuss this question: In what cases do we use relative adverbs, such as w

8、hen and where to introduce attributives clauses?3. Comparing & finding the rules (group work)Present three groups of sentences to the students and ask them to compare the differences.a. The government building which/that we voted in was very tall.The government building where we voted was very t

9、all.The government building in which we voted was very tall.b. The date which/that he told me was the 5th of August. The date when I joined the ANC was the 5th of August.The date on which I joined the ANC was the 5th of August.c. This is the reason why he left school.This is the reason for which he

10、left school.4. Explaining the differences (class work)Ask a few students to try to explain the differences of these examples. Then teacher gives a summary.【設計說明：本環(huán)節(jié)先通過讓學生接觸大量含有定語從句結(jié)構的語言材料，再通過學生自己觀察，發(fā)現(xiàn)，比較及教師的適當引導，進而從中總結(jié)歸納出關系副詞定語從句語法規(guī)則。這有利于學生探究學習和自主學習能力的提高。】Step 3 Further studying （12 minutes） 1. Fill

11、ing in blanks & translating (single work)Ask the students to complete and translate the sentences in Exercise 3 on page 37 in the textbook.2. Comparing & finding the rules (group work) Ask the students to compare the example sentences in Exercise 4 on page 37, then ask them to discuss why th

12、e prepositions are different with the same antecedent. 3. Explaining how to choose proper prepositions (class work)Ask a few students to try to explain the method of choosing the proper prepositions. Then teacher gives a summary.【設計說明：本環(huán)節(jié)采用的“觀察對比分析討論”的教學模式讓學生體驗探究定語從句中介詞+關系代詞引導定語從句的用法?！?#160;Step 4 P

13、ractising（12 minutes）1. Making simple sentences (pair work) Ask the students to work in pairs and make simple sentences based on Exercise 1 on page 71.2. Making complex sentences (group work) Ask the students to work in groups to combine pairs of sentences by using right relatives based on Exercise

14、2 on page 71. 3. Playing a game (group work)Ask the students to make their own sentences based on the simple sentences in Exercise 4 on page 37. 【設計說明：本環(huán)節(jié)為定語從句的操練及運用階段。要求學生從簡單練習，再過渡到復雜練習，操練的難度逐步加大,這符合學生的認知規(guī)律。同時讓學生在具體運用中體會內(nèi)化定語從句的結(jié)構與用法也是行之有效的?！縎tep 5 Assessment and summary （3 minutes）Then select the most interesting sentences written by the students and read them out to share with the whole class.Then teacher give a brief summary for what has been learned this period.【設計