必修1第5單元第3課時(shí)

1、Lesson Plan of Unit 5Nelson Mandela-a modern hero(第3課時(shí))一、教材內(nèi)容分析覆蓋內(nèi)容： Discoveri ng useful structures教材分析：本課時(shí)教學(xué)內(nèi)容是閱讀與語(yǔ)法教學(xué)相結(jié)合，在閱讀材料的背景下 來(lái)學(xué)習(xí)定語(yǔ)從句。前面進(jìn)行的課文閱讀教學(xué)、詞匯和短語(yǔ)教學(xué)是本課時(shí)可利用的 基礎(chǔ)。如何通過(guò)感知、觀察、對(duì)比、歸納、運(yùn)用來(lái)學(xué)習(xí)掌握新的語(yǔ)法項(xiàng)目是本課 時(shí)的重點(diǎn)。二、教學(xué)目標(biāo)By the end of this class, the stude nts will be able to Identify the attributive cla

2、uses and the relative adverbs with teacher s illustrations. Select right relatives to in troduce attributive clauses while the an tecede ntsare the same. Select proper prepositions for attributive clauses introduced byprep.+which/whom.三、教學(xué)過(guò)程Step 1 Revision (5 minutes)Review relative pronounces: that

3、, which, who. (group work)Get each group to introduce Mandela and Elisa according to the information give n inthe Read ing, using attributive clauses, such as:a.Nels on Man dela was once a lawyer who offered guida nee to black people.b. Elisa left the school which was too far from his home.c. Those

4、people that Mandela helped were poor black people.【設(shè)計(jì)說(shuō)明：本環(huán)節(jié)通過(guò)復(fù)習(xí)用關(guān)系代詞引導(dǎo)定語(yǔ)從句來(lái)導(dǎo)入目標(biāo)語(yǔ)言結(jié)構(gòu)，讓學(xué)生即鞏固了已有知識(shí)，進(jìn)而也自然銜接到由關(guān)系副詞引導(dǎo)的定語(yǔ)從句。Step 2 Discovering the grammar rules( 12 minute1. Scanning (single work)Ask the students to scan the text and find out the attributives clauses in it.a. The time whe n I first met Nel

5、s on Man dela 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 inJohannesburg.d. The last thirties years have seen the greatest number of laws stopping our rightsand

6、progress, un til today we have to face a stage where we have almost no rightsat all.e. The places outside the tow ns where they were sent to were the poorest parts ofthe Africa.f. The parts of tow n in which they had to live were decided by white people.e. we were putnto a position in which we had e

7、ither to accept we were lessimporta nt, or fight the gover nment.2. Coming up with a question (pair work)Ask the students to focus on the underlined parts of each sentence, and payattention to its structure function. Then ask them to discuss this question: In what casesdo we use relative adverbs, su

8、ch as whe n and where to in troduce attributives clauses?3. Comparing & finding the rules (group work)Prese ntthree groups of senten cesto the stude nts and ask them to compare thediffere nces.a. The government building which/that we votedjn was very tall.The gover nment buildi ng where we voted

9、 was very tall.The government building in which we voted was very tall.b. The date which/that he told me was thet5 of August.The date when I joined the ANC was the 5 of August.The date on which I joined the ANC was the 5 of August.c. This is the reason_why he left school.This is the reason for which

10、 he left school.4. Explaining the differences (class work)Ask a few students to try to explain the differences of these examples. Then teachergives a summary.【設(shè)計(jì)說(shuō)明：本環(huán)節(jié)先通過(guò)讓學(xué)生接觸大量含有定語(yǔ)從句結(jié)構(gòu)的語(yǔ)言材料，再通過(guò)學(xué)生自己觀察，發(fā)現(xiàn)，比較及教師的適當(dāng)引導(dǎo)，進(jìn)而從中總結(jié)歸納出關(guān)系副詞定語(yǔ)從句語(yǔ)法規(guī)則。這有利于學(xué)生探究學(xué)習(xí)和自主學(xué)習(xí)能力的提高?！縎tep 3 Further studying ( 12 minute1. Fil

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

12、repositions are different with the same an tecede nt.3. Explaining how to choose proper prepositions (class work)Ask a few students to try to explain the method of choosing the proper prepositi ons.Then teacher gives a summary.【設(shè)計(jì)說(shuō)明：本環(huán)節(jié)采用的 觀察一對(duì)比一分析一討論的教學(xué)模式讓學(xué)生體驗(yàn)探究定語(yǔ)從句中介詞+關(guān)系代詞引導(dǎo)定語(yǔ)從句的用法?！縎tep 4 Practis

13、ing( 12 minutes)1. Making simple sentences (pair work)Ask the stude nts to work in pairs and make simple senten ces based on Exercise 1on page 71.2. Making complex sentences (group work)Ask the stude nts to work in groups to comb ine pairs of senten ces by using rightrelatives based on Exercise 2 on

14、 page 71.3. Playing a game (group work)Ask the students to make their own sentencesbased on the simple sentencesinExercise 4 on page 37.【設(shè)計(jì)說(shuō)明：本環(huán)節(jié)為定語(yǔ)從句的操練及運(yùn)用階段。要求學(xué)生從簡(jiǎn)單練習(xí)，再過(guò)渡到復(fù)雜練習(xí)，操練的難度逐步加大,這符合學(xué)生的認(rèn)知規(guī)律。同時(shí)讓學(xué)生在具體運(yùn)用中體會(huì)內(nèi)化定語(yǔ)從句的結(jié)構(gòu)與用法也是行之有效的。 】Step 5 Assessment and summary( 3 minutes)Then select the most interesting sentences written by the students and read them outto share with the whole class.Then teacher give a brief summary for what has been learned this period.【設(shè)