Unit 4 Grammar and usage教案-高中英語譯林牛津版（2020）必修第一冊(cè)

第4課時(shí)BooklUnit4Grammarandusage(1):Restrictiverelativeclauseswithrelativeadverbs1.教材分析What：在本課時(shí)里，學(xué)生將在以“體重”、“睡眠”為主題的語境中，展開對(duì)由關(guān)系副詞when、where>why引導(dǎo)的限制性定語從句的探究歸納和應(yīng)用實(shí)踐。How：學(xué)生首先在以“體重問題”為主題的語篇中觀察、感知、理解和探究由關(guān)系副詞引導(dǎo)的限制性定語從句的形式和意義，并歸納出其核心語法規(guī)那么；然后，在“睡眠問題”的主題語境下、通過單句來應(yīng)用實(shí)踐其語法規(guī)那么；接著，通過幾組對(duì)比練習(xí)區(qū)分關(guān)系代詞和關(guān)系副詞的用法；最后，在關(guān)于“睡眠建議”的語篇中嘗試綜合運(yùn)用關(guān)系代詞、關(guān)系副詞來引導(dǎo)定語從句，實(shí)現(xiàn)知識(shí)的融會(huì)貫通。Why：學(xué)生能感知和理解關(guān)系副詞引導(dǎo)的限制性定語從句的形式和意義，并在具體語境中嘗試恰當(dāng)、準(zhǔn)確地應(yīng)用關(guān)系副詞和關(guān)系代詞。2.學(xué)情分析通過第三單元的學(xué)習(xí)，學(xué)生對(duì)由關(guān)系代詞（which、that、who>whom>whose）引導(dǎo)的定語從句及其語法規(guī)那么掌握較好，并能恰當(dāng)、準(zhǔn)確、得體地在真實(shí)情境中運(yùn)用。但他們對(duì)關(guān)系副詞的了解還比擬淺顯，沒有形成結(jié)構(gòu)化知識(shí)體系。關(guān)系副詞與關(guān)系代詞的區(qū)分，以及在具體語境中的準(zhǔn)確運(yùn)用對(duì)他們而言更是挑戰(zhàn)。3.教學(xué)目標(biāo)Throughthisperiod,Sswillbeableto:Languageskills:understandandanalyserestrictiverelativeclauseswithrelativeadverbs.Thinkingqualities:makeconnectionsbetweenthenewlypresentedstructureandpreviouslylearnedstructures;exploregrammarrulesincontextualizedscenarios;understandgrammaticalitemsthroughcomparison.Learningabilities:strengthenbeliefsinEnglishlearningandimprovestrategies;participateinthepracticeofusingEnglishactively.Culturalawareness:learnaboutthesleepproblemtroublingteenagersandsometipsonbettersleep.4.*重點(diǎn)難點(diǎn)Sscanunderstandrestrictiverelativeclauseswithrelativeadverbsandsummarizethegeneralrules.Sscantellthedifferencebetweenrelativeadverbsandrelativepronouns.5.教學(xué)過程教學(xué)目標(biāo)教學(xué)活動(dòng)與步驟評(píng)價(jià)要點(diǎn)時(shí)間與互動(dòng)模式學(xué)生通過遷移創(chuàng)新復(fù)習(xí)weight詞匯搭配。Step1CheckinghomeworkSsreviewthecollocationsof“weight“bysharingashortpassagewrittenbeforeclass.Tshowsherversionasalead-intoGrammarandusage.附：學(xué)生課前生成學(xué)生能把關(guān)于weight的搭配用于理解和表達(dá)有關(guān)“健康”主題的觀點(diǎn)；能積極、正確看待體重問題。IW3,A/owodoys.manyteenagersustextntmmetMsthatdoharmtotheir/va/ttitonod)theirtargetwr/.In叫甲nnn.pe畸whoarediqti叫owvoqttdon'tneedtoHntrvw.Ihoawhohawwf研an*叫thaMzduaeinpropor陰呼一idTKfiet偽明Iwilldoist/nt】Milcontort嗎weightwithThese叼e,力1"UcMathatif1moverwe加.thest?istooskthedoctorsfor叫properMight.Tocontra,1所〃boh耽the(Hetonidoe^ercix叼uMyonciIbelies1砌7/rroch叫target%瓢ond"收ohealthylife.0awfwhtrouble.\ma/itfhign^c/kkLstuduntsScweeuentnfceextrememetnah1tolaxweight4s-foras刀nconcurred,rftfuYe.“中吟hoMerman”averoq^i^exfht./uctantnaiAetoMcvry.If供uhsCfuitB■CrysLcsene3tznaproperst/toreoc/ianqntweight.設(shè)計(jì)意圖：承前啟后：依托Reading話題創(chuàng)設(shè)語用情境，引導(dǎo)學(xué)生運(yùn)用前一課時(shí)所學(xué)的關(guān)于weight的相關(guān)搭配表達(dá)有關(guān)“健康”的觀點(diǎn)，鞏固詞匯學(xué)習(xí)策略。同時(shí)，授課教師推出自己設(shè)計(jì)的包含weight搭配、又承載目標(biāo)語法定語從句的語篇情境（關(guān)于Reading的summary）,為下一步語法學(xué)習(xí)做好鋪墊。學(xué)生復(fù)習(xí)由關(guān)系代詞引導(dǎo)的定語從句。Step2Revision.SscompleteabriefsummaryofReadingwithproperrelativepronouns..TleadsSstoreviewthegeneralrulesofrestrictiverelativeclauseswithrelativepronounslearntinUnit3..TinspiresSstothinkabouttheusageofrelativeadverbs.能在主題語境中理解和正確使用由關(guān)系代詞which、that>who>whom、whose引導(dǎo)的限制性定語從句；能對(duì)關(guān)系副詞引導(dǎo)定語從句產(chǎn)生期待。CW5,設(shè)計(jì)意圖：用關(guān)于Reading的summary語篇呈現(xiàn)主題語境，承載目標(biāo)語法，通過填空練習(xí)激活學(xué)生，復(fù)習(xí)鞏固關(guān)系代詞引導(dǎo)的限制性定語從句用法，并對(duì)關(guān)系副詞引導(dǎo)定語從句新知識(shí)產(chǎn)生期待。學(xué)生獲取由關(guān)系副詞引導(dǎo)的定語從句的形式、意義和核心規(guī)那么。Step3Exploringtherulesl.TleadsSstofindouttherestrictiverelativeclauseswithrelativeadverbsinthesummary.2.Ssaresupposedtounderstandtheusageofrestrictiverelativeclauseswithrelativeadverbsinthecontextofsentences,andtrytoworkoutsomerules.3.Tillustratesrelativeadverbscan能在語篇中發(fā)現(xiàn)、感知并理解由關(guān)系副詞when、where和why引導(dǎo)的定語從句；能自主梳理、歸納出其核心語法規(guī)那么。CW/IW5,bereplacedby"preposition+which”.設(shè)計(jì)意圖：引導(dǎo)學(xué)生在語篇中觀察、感知由關(guān)系副詞引導(dǎo)的限制性定語從句，并通過句子層面的理解和探究自主梳理、歸納出其核心語法規(guī)那么，如關(guān)系副詞在定語從句充當(dāng)狀語成分，關(guān)系副詞可以用介詞+關(guān)系代詞取代等等，使目標(biāo)語法知識(shí)結(jié)構(gòu)化。Step4Applyingtherules(atsentencelevel).TprovidesSswithanewcommunicativecontextunderthethemeofsleepproblems(shownasbelow).asbelow).asbelow).學(xué)生在句子層面應(yīng)用實(shí)踐語法新知。能抓取語境信息；能理解并嘗試應(yīng)用由關(guān)系副詞引導(dǎo)的限制性定語從句改寫句子；能準(zhǔn)確地用介詞+關(guān)系代詞替代關(guān)系副詞。CW/IWasbelow).學(xué)生在句子層面應(yīng)用實(shí)踐語法新知。能抓取語境信息；能理解并嘗試應(yīng)用由關(guān)系副詞引導(dǎo)的限制性定語從句改寫句子；能準(zhǔn)確地用介詞+關(guān)系代詞替代關(guān)系副詞。CW/IW10'.TleadsSstoapplythegeneralrulesofrelativeadverbsinthecontextbyrewritingthesentencesusingrelativeadverbsor“preposition+which”.設(shè)計(jì)意圖：將教材的PartB1練習(xí)巧設(shè)為微信聊天界面，導(dǎo)入中學(xué)生“睡眠問題”，給學(xué)生提供真實(shí)情境，使語法知識(shí)功能化，具有交際意義。學(xué)生在句子層面通過改寫方式嘗試應(yīng)用關(guān)系副詞引導(dǎo)限制性定語從句，鞏固、內(nèi)化語法新知。Step5Comparingdifferences.TleadsSstotellthedifferencesbetweenrelativepronounsandrelativeadverbsthroughcomparison.學(xué)生區(qū)分關(guān)系代詞與關(guān)系副詞的用法。CW/IW學(xué)生能判斷先行詞在定語從句所充當(dāng)?shù)某煞?，?zhǔn)確、恰中選擇關(guān)系代詞或關(guān)系副詞。學(xué)生區(qū)分關(guān)系代詞與關(guān)系副詞的用法。CW/IW.TprovidesmoregroupsofsentencesforSstopracticeandfurthertheirunderstanding.egShemissesthosedayswhensheusedtosleepreallywell.

Shemissesthosedays（that/which）shespentwithhergrandparents.設(shè)計(jì)意圖：捕捉學(xué)生在嘗試使用目標(biāo)語法過程中的問題和亮點(diǎn)（Step4句子改寫練習(xí)的最后一題，在先行詞相同情況下定語從句有兩種不同引導(dǎo)方式），引導(dǎo)學(xué)生比照、分析、判斷區(qū)分關(guān)系代詞與關(guān)系副詞用法的關(guān)鍵是先行詞在定語從句中充當(dāng)?shù)某煞?，并通過四組例句進(jìn)一步加深對(duì)目標(biāo)語法的理解和運(yùn)用，培養(yǎng)思維能力。Step6Applyingtherules(attextlevel)l.TasksSstocompletethepassageconcerningsleeptips(PartB2)withcorrectrelative能在具體情境中理學(xué)生在語篇層面綜合應(yīng)用限制性定語從句知識(shí)。pronouns,relativeadverbsor“preposition+which”.2.TencouragesSstoprovidetheirowntipsforbettersleepusingrestrictiverelativeclauses.解并準(zhǔn)確使用關(guān)系代詞、關(guān)系副詞或介詞+關(guān)系代詞；能用至少一個(gè)定語從句介紹更多的睡眠CW/IW6，建議，實(shí)現(xiàn)知識(shí)的遷移創(chuàng)新。IW5,&g建議，實(shí)現(xiàn)知識(shí)的遷移創(chuàng)新。IW5,Listeningtothemusicthatcanmakemerelaxed.Putyourdevicesataplacewhereyoucantreachthemeasily.設(shè)計(jì)意圖：基于前面目標(biāo)語法知識(shí)的整合，學(xué)生在關(guān)于“睡眠建議”的語篇情境中滾動(dòng)式強(qiáng)化知識(shí)的應(yīng)用實(shí)踐，并嘗試在句子層面的遷移創(chuàng)新，提高整體語言知識(shí)運(yùn)用能力。同時(shí)，也獲取關(guān)于促進(jìn)睡眠的建議。6.板書設(shè)計(jì)GothroughGrammarNotesfrompage99to100.（通過參看語法筆記局部更好地構(gòu)建目標(biāo)語法的體系化。）FinishPartConpage76.7.作業(yè)布置（通過單句填空練習(xí)在單句層面鞏固新知，突出綜合運(yùn)用。）Talkaboutyoursleepproblems./Thinkaboutmorewaystodealwithsleepproblems.Useatleastonerestrictiverelativeclause.（通過以“睡眠建議”為主題語境的單句造句方式實(shí)現(xiàn)知識(shí)的遷移創(chuàng)新。）

學(xué)生能積極參與到課堂相關(guān)聯(lián)的各項(xiàng)學(xué)習(xí)活動(dòng)中來，在每個(gè)環(huán)節(jié)基本都能到達(dá)預(yù)設(shè)的教學(xué)目標(biāo)，學(xué)習(xí)效果良好。亮點(diǎn)之處：.突出語篇承載目標(biāo)詞匯和目標(biāo)語法的功能，讓學(xué)生在主題語篇中觀察、感知、理解由關(guān)系副詞