人教课标版高中英语必修1 Unit4_Grammar名师教学设计

教学 重难点
2.master the usage of who, which, that and whose in the Attributive Clause. Important point: The Attributive Clause: the structure and the usage of who, whose, that, and which. Difficult point:
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Step2 basic information (16 mins)
1. T: asks them to find out more attributive clauses in the text.
S: find out more similar attributive clauses.
让学生通过找出课文中类似句型，来搜集 部分学生能找出文中的定
教材版本：人教版
册数：必修一
Unit4 Grammar 名师教学设计
单元： 4
课型：grammar
这是一篇记叙文，用第三人称的形式讲述了 1976 年唐山大地震。文章从地震发生前的征兆、地震发生中的震撼和地震 发生后的救援工作三个方面，对地震发生的全部过程进行了细致的描写，在行文中体现了作者对地震这一灾害所造成的危 害的震惊和对唐山人民的同情。
下只能用 that 或只能用 which。
(17mins)
2. T: encourages the class to do some more exercise to consoli-
DEL C6
3
深度
date. S: do some exercise to have a review.
通过教师讲解、学生自主练习对知识进行 消化和巩固。
S: There are more than one. For example: The army organized teams to dig out those who were trapped and to bury the dead.
T: Great! I find there are some similar sentences, too. Please look at the screen. Try to accomplish these without looking at the text.
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Step 4 Review（2 mins） DEL C7 4 评价 学生
学习
T: uses a simple mind-map to let Ss review what they have learned this period and check whether they have understood the concept. S: Ss remember what they have learned.
3. T: leads the class to do some exercise. S: finish some exercise related.
DEL C5
2 获取 新知 识
1. T: Can you find out more sentences like these three proverbs?
same place. Sometimes we can only use that, though. And
the occasions are like these. There are seven of them, as is
often the case….
T: Also sometimes we use which only, instead of that. That
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structure: attributive clause. Have you heard of it before?
S: No. T: So first, let me introduce the concept to you, as well as the structure… 3. T: Now are you clear about attributive clause? Let’s do some exercise to have review.
our class begins. S: OK! T: The first one is God helps those who help themselves. The second one is He who laughs last laughs best. The third one is He who doesn’t reach the Great Wall is not a true man.
1.语法部分加强了学生对定语从句的理解，掌握和运用。安排的练习分别给出了定语从句的功能，基本结构及各种关系代 教材分析
词的用法，便于学生自学。
By the end of the class, most of the students will be able to:
教学目标 1: master the structure of the Attributive Clause, and can speak out these sentences loudly, clearly and correctly.
S1: which was almost as strong as the first one. S2:… S3:…
2. T: Can you make s sentence, following these sentences in the text?
S: I can have a try…. T: Well done! Today we will learn about the sentence
S: learn the proverbs.
1.通过英语谚语导入话题，激发学生的学习 通过谚语巧妙引入定语从
兴趣，让学生能为他们所用。
句，且有一定德育的作
用。
2.隐形介绍定语从句的应用，为接下来的学
习做好准备。
DELC 4
1 预备与 激活先 期知识
T: Today I’d like to introduce some proverbs to you before
通过思维导图，再次回顾本堂课的英语谚 通过思维导图形式能让大
语、定语从句的概念和应用，以及一些特 多数学生清晰回顾本堂课
殊用法，让学生能基本理解定语从句的结 的课脉结构；通过课后作
构和作用。
业，让学生进一步了解本
单元的相关内容，并为后
来的教学安排做好准备。
3. Homework Finish related exercise on P33-35.
定语从句的结构
语从句。
2. T: introduces the concept and structure of attributive clause.
S: learn about the attributive clause.
帮助学生了解定语从句的概念和运用。
学生能够通过听老师的讲 解，内化知识并完成练 习，来理解定语从句。
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Step 3
1. T: shows the differences between that and which as relative介绍定语从句的特殊用法，分辨哪些情况
pronoun. special usage S: learn the differences and understand the examples.
is when we use prepositions before the relative pronoun, and
in non-restrictive attributive clause. Do you have any trouble
understanding them?
S: Yes, please…/ No…
The usage of the words that, which, who and whose.
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建议教法 student-centered method
教学流程 （详见相应教学设计） 通过思维导图，让学生回顾并进行自我评价，是否已经了解了定语从句的概念和应用。
教学评价
【本课时教学设计】
步骤 过程
大部分学生能完全正确地 理解定语从句的特殊用法 并保质完成练习。
2. T: If in that case, I’d like to invite you to do some exercise to check whether you have fully understood the attributive clause. S:…
措施（教师活动与学生活动）
目的
持续性评价
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Step 1 1. T: greet: greet the teacher and get ready for the class. and Lead-
ing
in
(5mins ) 2.T : introduces some proverbs including attributive clause.
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1. T: OK, now that we’ve already learnt the basic rules of attributive clause, we can recognize them, right?
加工 知识
S: Yes! T: But there are some special usages of the relative pronouns, that and which. Usually we can use that or which at the