上外版(2020) 必修第二册Unit 1 Nature Grammar in Use 教案（表格式）
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| 名称 | 上外版(2020) 必修第二册Unit 1 Nature Grammar in Use 教案（表格式） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2022-04-02 22:54:05 | ||
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nit 1 NATURE
Period 3 Grammar in Use 教学设计
课题 Relative Clause I 单元 Unit 1 学科 English 年级 Senior Grade 1
教材 分析 Relative clause is a very important grammar that shall be grasped in senior high school. In Relative Clause I, the basic elements of relative clause are introduced.
教学目标与核心素养 1. Knowledge objectives: understanding definitions of main clause, relative clause, and relative pronoun as well as the functions of relative clause and relative pronouns; 2. Skill objectives: practising using proper relative pronouns (that, which, who, whom, whose) to begin a relative clause; 3. Emotional objectives: protecting the environment; how to deal with a pandemic like COVID-19 4. Thinking quality objectives: think critically
重点 definition of relative clause and relative pronoun
难点 relative clauses that begin with a pattern of “preposition + relative pronoun”
教学过程
教学环节 教师活动 学生活动 设计意图
导入 PPT 2-4 1. discovering the structure of relative clause by splitting one complex sentence into two. 2. joining two sentence into one using relative clause 3. illustrating the processes of forming a relative clause; 4. encouraging students to speak out the proper relative pronouns; 5. analyzing the basic elements of relative clause 1. understanding the process of splitting one sentence into two; 2. carrying out the tasks of joining two sentence into one; 3. discussing how to solve the problem of juxtaposition of two same nouns while joining the two sentences 4. questioning what “relative” means here; 5. understanding the structure of relative clause; 1. introducing the concept of relative clause 2. examplifying the process of forming a relative pronoun; 3. encouraging students complete the task step by step; 4.guiding students to use “relative pronouns” to solve the juxtapostion of two same nouns; 5. interpreting the meaning of “relative” here;
讲授新课 PPT 5 - 10 “Grammar Highlights” This part presents detailed explanations to how relative clause is formed. Example sentences are given on relative clausese introduced by relative pronouns “that, which, who, whom, which, of which, etc.” PPT 5 Definition of Relative Clause A relative clause is used to give more information about the person(s) or the thing(s) referred to in the main clause. Structure: main clause, relative clause, relative pronoun, anteceden PPT 5 gives the definition and structure of relative clause. Example 1 shows a relative clause introduced by who. PPT 6 presents Example 2, a relative clause introduced by whom. PPT 7 presents Example 3, two relative clauses introduced by whose. PPT 8 presents Example 4, a relative clause introduced by which / that. PPT 9 presents Example 5, a relative clause introduced by (which / that). Here which/ that can be omitted because it serves as the object in the clause. PPT 10: Example 6 is the same as Example 5, where the relative pronoun which / that is omitted. PPT 11-12 present an exercise on relative clause – joining the two sentence into one using relative clause. 1. He took me to see the old garden bridge. (He is rebuilding it.) He is rebuilding the old garden bridge – he took me to see. 2. Sea lions are intelligent animals. (They can be trained to monitor and report on the underwater conditions.) Sea lions are intelligent animals which can be trained to monitor and report on the underwater conditions. 3. People have to pay for their actions or clean up. (They create air, water, and waste pollution) People create air, water and waste pollution – they have to pay for or clean up. 4. We are going to interview people. (Their job is to study human’s impact on our planet.) We are going to interview people whose job is to study human’s impact on our planet. PPT 13 – 16 present Exercise III of “Grammar Highlights”. This exercise is a little hard because it is a textual level choice of relative clause. It needs both patience and reading skills. Do pigs swim Anyone 1 ___F___ can answer this question. This island has attracted international media attention because of the swimming pigs 2 ___A___ . No one knows for sure how these pigs first got to the island. Some say they were left by a group of sailors 3 ____E____. Pigs beach has become a popular tour attraction. Those who want to take a break from their busy lives can swim with pigs 4 __D____. Because the pigs have got used to being fed by the tourists, they swim out to meet the boats 5 __B___. People 6 ___C__ can not only get a selfie with the swimming pigs, but also enjoy a boat trip along the attractive coastlines, and discover its endless natural beauty. A. that live there. B. that arrive each day C. who come to the island D. whose life is easy and relaxed E. who planned to come back and cook them F. who has visited the tiny island of Big Major Cay PPT 17 presents a summary of relative clause: √ A relative clause is used to give more information about the person(s) or the thing(s) referred to in the main clause. √ A relative clause starts with relative pronouns – that, which, who, whom, whose, etc. √ Relative pronouns are the subjuects or objects of the relative clauses √ main clause √ relative clause √ relative pronouns √ relative pronouns as subjects or objects PPT 18-22 presents extra exercises on relative clause –IV Split the following relative clauses into pairs of separate sentences. 1. The beginning of 2020 saw a formidable pandemic which/that was caused by a new virus COVID-19. (1)The beginning of 2020 saw a formidable pandemic. (2)The pandemic was caused by a new virus COVID-19. 2. Infection of COVID-19 will quickly cause respiratory system problems that / which lead to serious lung dysfunctions. (1) Infection of COVID-19 will quickly cause respiratory system problems. (2) The problems lead to serious lung dysfunctions. 3. News reported that the Trumps who are living in the White House got infected. (1) News reported that the Trumps got infected. (2) The Trumps are living in the White House. 4. It is said that the Trumps quickly recovered, whose treatment might cost over a million dollars. (1) It is said that the Trumps quickly recovered. (2) The Trumps’ treatment might cost over a million dollars. 5. But the Trumps are among the few whom most common Americans cannot compare themselves with. (1) But the Trumps are among the few. (2) Most common Americans cannot compare themselves with the few. PPT 23-26 present exercises on joining sentence into one using relative clause. 1. COVID-19 is a deadly virus. It spreads very quickly among people. COVID-19 is a deadly virus which spreads very quickly among people . 2. Doctor Li Wenliang is a hero. He blew the first warning . Doctor Li Wenliang is the hero who blew the first warning. 3. COVID 19 is a warning of nature. The attack of nature on man may befall if the situations continue. COVID 19 is a warning of nature whose attack on man may befall if the situatons continue. 4. Natural disasters may take away millions of people. We might rescue millions of people if we stop destroying nature. Natural disasters may take away millions of people whom we may rescue if we stop destroying nature. 5. Nature is home to all creatures. Man is just one species of creatures. Nature is home to all creatures of which man is just one species. PPT 27-28 present a quiz. VI Complete the passage with the proper relative clauses given below. There is one more than you need. Schools are gathering places __1__. Shutting them down can be a key part of slowing the spread of easily transmissible viruses __2__. Meanwhile, hospitals shall accommodate as many as possible patients __3__. All these help to buy time for the development of antiviral medications __4__. A. that / which cause COVID 19. B. who are affected or suspected to be affected. C. that /which may suppress the virus and bring it to an end. D. that /which may cause quick outbreak in communities. E. in which people are close to one another and viruses can easily spread. 1. E 2. D 3. B 4. C PPT 29, a summary of what we have learnt today, √ A relative clause is used to give more information about the person(s) or the thing(s) referred to in the main clause. √ A relative clause starts with relative pronouns – that, which, who, whom, whose, etc. √ Relative pronouns are the subjuects or objects of the relative clauses √ Relative pronouns can be omitted when they serve as objects of the relative clauses √ “prep. + which” patterns like “of which”, “from which”, etc. PPT 29, Recite and understand the following concepts: √ main clause √ relative clause √ relative pronouns √ relative pronouns as subjects or objects √ prep. + relative pronoun (1) Let’s do it; (2) Let’s try it; (3) Group Work (4)Group Discussion (5) Quiz Time All these activities can be carried out individually, in pair work or group work. Students should take notes here, especially of the use of relative pronouns – who, that, which, whom, whose, and the omitted “that / which”. Particularly, one point should be remembered by students – relative pronouns serve as subjects or objects of the relative clauses. In the omitted case, relative pronoun serves as the object of relative clause. In “Let’s do it”, students shall be given enough time to ponder on each complex sentence. Pair work, group work are encouraged here. (1) Students shall first choose the main clause in the two sentences. (2) Students shall decide where the relative clause starts. (3) Decide the relative pronoun. (4) Complete the task and write out the one sentence. In Exercise III of Grammar Highlights, students need some strategies to find the keys as quickly as possible. (1) Students shall try to get through the meaning of the sentences. (2) Students shall focus on antecedents; If the antecedents are people, the relative pronouns are usually who or whom, whose; (3) Students shall notice the verb tense before and after relative pronouns. Verb tenses are usually markers in deciding which to choose. Tense consistency is observed in relative clause. In summary of relative clause: Students are given time to think over the important concepts concerning relative clause. In Exercise IV, students are required to fininsh the task within a time limit. Student shall apply the strategis learned above, and split the sentence from the relative pronouns. In Exercise V, students have to decide the main clause first before they choose relative ponouns. Strategies comes first here. Students shall notice the “of which” patten here. Exercise VI is another textual-level exercise of relative clause. This is the hardest exercise of Period 3. Students are allowed to refer to dictionaries or have a group discussion before they complete the task. Students shall apply their reading skills as well as their world knowledge to make a choice. In summary, students shall think over what have been listed, and take some notes if necessary. “Grammar HIghlights” is designed for teachers to elaborate on grammar points. Relative clause is first introduced here as a very important grammar; Students are supposed to take it seriously. “Let’s do it” is designed as the beginning level exercise focusing on structures of relative clause. Exercise III of Grammar Highlights is designed for students to do more practice on relative clause on a textual level. Some strategies like consistency of tense in relative clause, consistency of antecedent and relative pronouns are taught here. summary of relative clause: is particularly designed for students to have a pause while perceiving the concepts. Questions are encouraged and teacher and students interactions may increase here. Exercise IV is designed to practise students skills in recognizing relative pronouns. The sentence structure is easy and the content is news-related, which may motivate students to finish the task quickly. Exercise VI is designed to pratise students’ critical thinking in the way that decision making needs both reading skills and objective judgement in a life situation. Summary is designed for the convienence of reviewing what we have learnt today as well as for students to do checklist.
课堂小结 1. splitting one sentence into two 2. joining two sentence into one using relative clause; 3. highlighting the formation of a relative clause; 4. explaining and interpreting the use of relative pronouns – who, whom, that, which, whose 5. explaining and interpreting the omission of relative pronouns; 6. doing exercises practising using relative clause in a textual level 7. a summary of relative clause I 1. joining two sentences into one using relative clause 2. splitting one sentence into two to discover the structure of relative clause; 3. using different relative pronouns to begin a relative clause; 4. omitting relative pronouns 5. using the pattern of “prep. + relative pronoun” 6. applying textual reading strategies and relative clause markers to make a choice. 7. using world knowledge as a global reading strategy when encounering a text-level relative clause exercise. Period 3 focuses on Relative Clasue (Part I). 1. presenting the structure of relative clause; 2. presenting the basic elements of relative clause 3. illustrating the functions of relative pronouns 4. illustrating the special cases of relative pronouns like omission of relative pronoun and prep. + relative pronoun; 5. teaching strategies in deciding relative pronoun; 6. teaching strategies of recognizing relative clause in a textual level; 7. activating students’ critical thinking globally in all aspects of relative clause
板书 main clause, relative clause, relative pronoun, who, whom, that, which, of which; of whom; √ A relative clause is used to give more information about the person(s) or the thing(s) referred to in the main clause. √ A relative clause starts with relative pronouns – that, which, who, whom, whose, etc. √ Relative pronouns are the subjuects or objects of the relative clauses √ Relative pronouns can be omitted when they serve as objects of the relative clauses √ “prep. + which” patterns like “of which”, “from which”, etc.
Period 3 Grammar in Use 教学设计
课题 Relative Clause I 单元 Unit 1 学科 English 年级 Senior Grade 1
教材 分析 Relative clause is a very important grammar that shall be grasped in senior high school. In Relative Clause I, the basic elements of relative clause are introduced.
教学目标与核心素养 1. Knowledge objectives: understanding definitions of main clause, relative clause, and relative pronoun as well as the functions of relative clause and relative pronouns; 2. Skill objectives: practising using proper relative pronouns (that, which, who, whom, whose) to begin a relative clause; 3. Emotional objectives: protecting the environment; how to deal with a pandemic like COVID-19 4. Thinking quality objectives: think critically
重点 definition of relative clause and relative pronoun
难点 relative clauses that begin with a pattern of “preposition + relative pronoun”
教学过程
教学环节 教师活动 学生活动 设计意图
导入 PPT 2-4 1. discovering the structure of relative clause by splitting one complex sentence into two. 2. joining two sentence into one using relative clause 3. illustrating the processes of forming a relative clause; 4. encouraging students to speak out the proper relative pronouns; 5. analyzing the basic elements of relative clause 1. understanding the process of splitting one sentence into two; 2. carrying out the tasks of joining two sentence into one; 3. discussing how to solve the problem of juxtaposition of two same nouns while joining the two sentences 4. questioning what “relative” means here; 5. understanding the structure of relative clause; 1. introducing the concept of relative clause 2. examplifying the process of forming a relative pronoun; 3. encouraging students complete the task step by step; 4.guiding students to use “relative pronouns” to solve the juxtapostion of two same nouns; 5. interpreting the meaning of “relative” here;
讲授新课 PPT 5 - 10 “Grammar Highlights” This part presents detailed explanations to how relative clause is formed. Example sentences are given on relative clausese introduced by relative pronouns “that, which, who, whom, which, of which, etc.” PPT 5 Definition of Relative Clause A relative clause is used to give more information about the person(s) or the thing(s) referred to in the main clause. Structure: main clause, relative clause, relative pronoun, anteceden PPT 5 gives the definition and structure of relative clause. Example 1 shows a relative clause introduced by who. PPT 6 presents Example 2, a relative clause introduced by whom. PPT 7 presents Example 3, two relative clauses introduced by whose. PPT 8 presents Example 4, a relative clause introduced by which / that. PPT 9 presents Example 5, a relative clause introduced by (which / that). Here which/ that can be omitted because it serves as the object in the clause. PPT 10: Example 6 is the same as Example 5, where the relative pronoun which / that is omitted. PPT 11-12 present an exercise on relative clause – joining the two sentence into one using relative clause. 1. He took me to see the old garden bridge. (He is rebuilding it.) He is rebuilding the old garden bridge – he took me to see. 2. Sea lions are intelligent animals. (They can be trained to monitor and report on the underwater conditions.) Sea lions are intelligent animals which can be trained to monitor and report on the underwater conditions. 3. People have to pay for their actions or clean up. (They create air, water, and waste pollution) People create air, water and waste pollution – they have to pay for or clean up. 4. We are going to interview people. (Their job is to study human’s impact on our planet.) We are going to interview people whose job is to study human’s impact on our planet. PPT 13 – 16 present Exercise III of “Grammar Highlights”. This exercise is a little hard because it is a textual level choice of relative clause. It needs both patience and reading skills. Do pigs swim Anyone 1 ___F___ can answer this question. This island has attracted international media attention because of the swimming pigs 2 ___A___ . No one knows for sure how these pigs first got to the island. Some say they were left by a group of sailors 3 ____E____. Pigs beach has become a popular tour attraction. Those who want to take a break from their busy lives can swim with pigs 4 __D____. Because the pigs have got used to being fed by the tourists, they swim out to meet the boats 5 __B___. People 6 ___C__ can not only get a selfie with the swimming pigs, but also enjoy a boat trip along the attractive coastlines, and discover its endless natural beauty. A. that live there. B. that arrive each day C. who come to the island D. whose life is easy and relaxed E. who planned to come back and cook them F. who has visited the tiny island of Big Major Cay PPT 17 presents a summary of relative clause: √ A relative clause is used to give more information about the person(s) or the thing(s) referred to in the main clause. √ A relative clause starts with relative pronouns – that, which, who, whom, whose, etc. √ Relative pronouns are the subjuects or objects of the relative clauses √ main clause √ relative clause √ relative pronouns √ relative pronouns as subjects or objects PPT 18-22 presents extra exercises on relative clause –IV Split the following relative clauses into pairs of separate sentences. 1. The beginning of 2020 saw a formidable pandemic which/that was caused by a new virus COVID-19. (1)The beginning of 2020 saw a formidable pandemic. (2)The pandemic was caused by a new virus COVID-19. 2. Infection of COVID-19 will quickly cause respiratory system problems that / which lead to serious lung dysfunctions. (1) Infection of COVID-19 will quickly cause respiratory system problems. (2) The problems lead to serious lung dysfunctions. 3. News reported that the Trumps who are living in the White House got infected. (1) News reported that the Trumps got infected. (2) The Trumps are living in the White House. 4. It is said that the Trumps quickly recovered, whose treatment might cost over a million dollars. (1) It is said that the Trumps quickly recovered. (2) The Trumps’ treatment might cost over a million dollars. 5. But the Trumps are among the few whom most common Americans cannot compare themselves with. (1) But the Trumps are among the few. (2) Most common Americans cannot compare themselves with the few. PPT 23-26 present exercises on joining sentence into one using relative clause. 1. COVID-19 is a deadly virus. It spreads very quickly among people. COVID-19 is a deadly virus which spreads very quickly among people . 2. Doctor Li Wenliang is a hero. He blew the first warning . Doctor Li Wenliang is the hero who blew the first warning. 3. COVID 19 is a warning of nature. The attack of nature on man may befall if the situations continue. COVID 19 is a warning of nature whose attack on man may befall if the situatons continue. 4. Natural disasters may take away millions of people. We might rescue millions of people if we stop destroying nature. Natural disasters may take away millions of people whom we may rescue if we stop destroying nature. 5. Nature is home to all creatures. Man is just one species of creatures. Nature is home to all creatures of which man is just one species. PPT 27-28 present a quiz. VI Complete the passage with the proper relative clauses given below. There is one more than you need. Schools are gathering places __1__. Shutting them down can be a key part of slowing the spread of easily transmissible viruses __2__. Meanwhile, hospitals shall accommodate as many as possible patients __3__. All these help to buy time for the development of antiviral medications __4__. A. that / which cause COVID 19. B. who are affected or suspected to be affected. C. that /which may suppress the virus and bring it to an end. D. that /which may cause quick outbreak in communities. E. in which people are close to one another and viruses can easily spread. 1. E 2. D 3. B 4. C PPT 29, a summary of what we have learnt today, √ A relative clause is used to give more information about the person(s) or the thing(s) referred to in the main clause. √ A relative clause starts with relative pronouns – that, which, who, whom, whose, etc. √ Relative pronouns are the subjuects or objects of the relative clauses √ Relative pronouns can be omitted when they serve as objects of the relative clauses √ “prep. + which” patterns like “of which”, “from which”, etc. PPT 29, Recite and understand the following concepts: √ main clause √ relative clause √ relative pronouns √ relative pronouns as subjects or objects √ prep. + relative pronoun (1) Let’s do it; (2) Let’s try it; (3) Group Work (4)Group Discussion (5) Quiz Time All these activities can be carried out individually, in pair work or group work. Students should take notes here, especially of the use of relative pronouns – who, that, which, whom, whose, and the omitted “that / which”. Particularly, one point should be remembered by students – relative pronouns serve as subjects or objects of the relative clauses. In the omitted case, relative pronoun serves as the object of relative clause. In “Let’s do it”, students shall be given enough time to ponder on each complex sentence. Pair work, group work are encouraged here. (1) Students shall first choose the main clause in the two sentences. (2) Students shall decide where the relative clause starts. (3) Decide the relative pronoun. (4) Complete the task and write out the one sentence. In Exercise III of Grammar Highlights, students need some strategies to find the keys as quickly as possible. (1) Students shall try to get through the meaning of the sentences. (2) Students shall focus on antecedents; If the antecedents are people, the relative pronouns are usually who or whom, whose; (3) Students shall notice the verb tense before and after relative pronouns. Verb tenses are usually markers in deciding which to choose. Tense consistency is observed in relative clause. In summary of relative clause: Students are given time to think over the important concepts concerning relative clause. In Exercise IV, students are required to fininsh the task within a time limit. Student shall apply the strategis learned above, and split the sentence from the relative pronouns. In Exercise V, students have to decide the main clause first before they choose relative ponouns. Strategies comes first here. Students shall notice the “of which” patten here. Exercise VI is another textual-level exercise of relative clause. This is the hardest exercise of Period 3. Students are allowed to refer to dictionaries or have a group discussion before they complete the task. Students shall apply their reading skills as well as their world knowledge to make a choice. In summary, students shall think over what have been listed, and take some notes if necessary. “Grammar HIghlights” is designed for teachers to elaborate on grammar points. Relative clause is first introduced here as a very important grammar; Students are supposed to take it seriously. “Let’s do it” is designed as the beginning level exercise focusing on structures of relative clause. Exercise III of Grammar Highlights is designed for students to do more practice on relative clause on a textual level. Some strategies like consistency of tense in relative clause, consistency of antecedent and relative pronouns are taught here. summary of relative clause: is particularly designed for students to have a pause while perceiving the concepts. Questions are encouraged and teacher and students interactions may increase here. Exercise IV is designed to practise students skills in recognizing relative pronouns. The sentence structure is easy and the content is news-related, which may motivate students to finish the task quickly. Exercise VI is designed to pratise students’ critical thinking in the way that decision making needs both reading skills and objective judgement in a life situation. Summary is designed for the convienence of reviewing what we have learnt today as well as for students to do checklist.
课堂小结 1. splitting one sentence into two 2. joining two sentence into one using relative clause; 3. highlighting the formation of a relative clause; 4. explaining and interpreting the use of relative pronouns – who, whom, that, which, whose 5. explaining and interpreting the omission of relative pronouns; 6. doing exercises practising using relative clause in a textual level 7. a summary of relative clause I 1. joining two sentences into one using relative clause 2. splitting one sentence into two to discover the structure of relative clause; 3. using different relative pronouns to begin a relative clause; 4. omitting relative pronouns 5. using the pattern of “prep. + relative pronoun” 6. applying textual reading strategies and relative clause markers to make a choice. 7. using world knowledge as a global reading strategy when encounering a text-level relative clause exercise. Period 3 focuses on Relative Clasue (Part I). 1. presenting the structure of relative clause; 2. presenting the basic elements of relative clause 3. illustrating the functions of relative pronouns 4. illustrating the special cases of relative pronouns like omission of relative pronoun and prep. + relative pronoun; 5. teaching strategies in deciding relative pronoun; 6. teaching strategies of recognizing relative clause in a textual level; 7. activating students’ critical thinking globally in all aspects of relative clause
板书 main clause, relative clause, relative pronoun, who, whom, that, which, of which; of whom; √ A relative clause is used to give more information about the person(s) or the thing(s) referred to in the main clause. √ A relative clause starts with relative pronouns – that, which, who, whom, whose, etc. √ Relative pronouns are the subjuects or objects of the relative clauses √ Relative pronouns can be omitted when they serve as objects of the relative clauses √ “prep. + which” patterns like “of which”, “from which”, etc.