牛津译林版(2019) 英语必修第一册 Unit 4 Looking good, feeling good Grammar and usage 教案
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| 名称 | 牛津译林版(2019) 英语必修第一册 Unit 4 Looking good, feeling good Grammar and usage 教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-09-01 14:03:51 | ||
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Unit 4 Looking good, feeling good教案
Grammar and usage
I. Learning objectives
By the end of the lesson, students will be able to:
1. get to know the form of restrictive relative clauses with relative adverbs;
2. understand the meaning of restrictive relative clauses with relative adverbs;
4. learn to use restrictive relative clauses with relative adverbs in different situations.
II. Key competence focus
1. Learn how to use restrictive relative clauses with relative adverbs in communication.
2. Write a passage using restrictive relative clauses with relative adverbs.
III. Predicted area of difficulty
1. Tell the difference between relative adverbs and relative pronouns.
2.How to write a passage using restrictive relative clauses with relative adverbs.
IV. Teaching procedures
Step 1Lead-in
T asks Ss to do some exercise.
T: Hello, everyone. In Unit 3 we learned restrictive relative clauses with relative pronouns. Now let’s have a revision with some exercise.
T: Look at these similar sentences and try to understand the differences.
T explains some rules and asks and introduces the target grammar of this lesson.
A restrictive relative clause is used to modify a noun, pronoun or noun phrase before it.
The noun, pronoun or noun phrase is the antecedent.
We can use relative adverbs to introduce restrictive relative clauses.
【设计意图：学生已经学习了定语从句关系代词的具体用法，所以首先通过复习回顾的方式给学生提供相对熟悉的语境，然后在学生相对熟悉的语境中呈现新的语法知识——关系副词引导的限制性定语从句，帮助学生了解新的语法知识。】
Step 2 Exploring the rules
1. T asks Ss to find out the restrictive relative clauses with relative adverbs in a passage.
T: Below is a part of a magazine article about sleep problems. Find the sentences with restrictive relative clauses in the article and fill in the box below. The first one has been done for you.
T: Please find out all the restrictive relative clauses.
T: When you had no worries stopping you from getting a good night’s restis the restrictive relative clause to modify the pronoun time. Time is the antecedent. When is the relative adverbto introduce the restrictive relative clause. And the restrictive relative clause is rewritten as two sentences. They are: Do you remember a time You had no worries stopping you from getting a good night's rest at the time.
T: Now let’s analyze the structure and components of the other restrictive relative clauses and try to rewrite each of them as two sentences, following the example above.
【设计意图：在学生认识定语从句关系副词的基本形式后，引导学生在关系代词的基础之上了解关系副词在具体语境中的用法，同时让学生了解定语从句可以由两个句子合并而成，帮助学生初步理解定语从句关系副词的一些基本规则。】
2. T asks Ss to work out some rules according to the above sentences.
We have relative adverbs: where, when and why.
The relative adverb where refers to a place, the relative adverb when refers toa time, and the relative adverb why refers to a reason.
Restrictive relative clauses can be rewritten as two sentences.
3. T asks Ss to imitate the examples above to make sentences with restrictive relative clauses with relative adverbs.
T: Please complete the sentences using restrictive relative clauses.
Night is the time when ...
Teenagers may experience situations where ...
One of the reasons why ... is pressure from school/work.
4. T shows Ss three groups of sentences and leads Ss to work out the rules.
In more formal English, the relative adverbs where, when and why can be replaced by “preposition + which”.
The antecedents are usually the words related to place, time and reason.
【设计意图：通过层层深入的应用实践类活动，在学生了解定语从句关系副词的基本规则之后，指导学生尝试在熟悉的语境中模仿使用定语从句，来加深对定语从句的理解。】
Step 3 Applying the rules
Apply the rules in sentence exercise.
T asks Ss to fill in the blanks with proper relative pronouns or adverbs.
T asks Ss to translate the sentences using restrictive relative clauses with relative adverbs.
T: Now let’s try to translate some sentences with restrictive relative clauses with relative adverbs.
(3) T asks Ss finish B1 in the textbook to rewrite sentences using restrictive relative clauses.
(4) T asks Ss to rewrite more sentences.
Apply the rules in passage exercise.
T asks Ss to finish B2 in the textbook.
T: Please complete the passage with correct relative pronouns, relative adverbs or “preposition +which” where necessary. You can follow these steps: find the antecedent; complete the clause with the antecedent; use the right relative pronoun, relative adverb or “preposition + which” to replace the antecedent.
Apply the rules in writing.
T asks Ss to finish B3 in the textbook.
T: Write a short passage paragraph using restrictive relative clauses where necessary.
【设计意图：用定语从句来改写句子，在实践活动中，让学生进一步了解定语从句的构成和关系副词的具体使用。 然后为学生提供更多的练习，旨在让学生在感受、熟悉定语从句后再通过模仿和操练加强知识的内化过程。】
V. Homework
Exchange your writing with your partners and correct the mistakes if there is any.
Grammar and usage
I. Learning objectives
By the end of the lesson, students will be able to:
1. get to know the form of restrictive relative clauses with relative adverbs;
2. understand the meaning of restrictive relative clauses with relative adverbs;
4. learn to use restrictive relative clauses with relative adverbs in different situations.
II. Key competence focus
1. Learn how to use restrictive relative clauses with relative adverbs in communication.
2. Write a passage using restrictive relative clauses with relative adverbs.
III. Predicted area of difficulty
1. Tell the difference between relative adverbs and relative pronouns.
2.How to write a passage using restrictive relative clauses with relative adverbs.
IV. Teaching procedures
Step 1Lead-in
T asks Ss to do some exercise.
T: Hello, everyone. In Unit 3 we learned restrictive relative clauses with relative pronouns. Now let’s have a revision with some exercise.
T: Look at these similar sentences and try to understand the differences.
T explains some rules and asks and introduces the target grammar of this lesson.
A restrictive relative clause is used to modify a noun, pronoun or noun phrase before it.
The noun, pronoun or noun phrase is the antecedent.
We can use relative adverbs to introduce restrictive relative clauses.
【设计意图：学生已经学习了定语从句关系代词的具体用法，所以首先通过复习回顾的方式给学生提供相对熟悉的语境，然后在学生相对熟悉的语境中呈现新的语法知识——关系副词引导的限制性定语从句，帮助学生了解新的语法知识。】
Step 2 Exploring the rules
1. T asks Ss to find out the restrictive relative clauses with relative adverbs in a passage.
T: Below is a part of a magazine article about sleep problems. Find the sentences with restrictive relative clauses in the article and fill in the box below. The first one has been done for you.
T: Please find out all the restrictive relative clauses.
T: When you had no worries stopping you from getting a good night’s restis the restrictive relative clause to modify the pronoun time. Time is the antecedent. When is the relative adverbto introduce the restrictive relative clause. And the restrictive relative clause is rewritten as two sentences. They are: Do you remember a time You had no worries stopping you from getting a good night's rest at the time.
T: Now let’s analyze the structure and components of the other restrictive relative clauses and try to rewrite each of them as two sentences, following the example above.
【设计意图：在学生认识定语从句关系副词的基本形式后，引导学生在关系代词的基础之上了解关系副词在具体语境中的用法，同时让学生了解定语从句可以由两个句子合并而成，帮助学生初步理解定语从句关系副词的一些基本规则。】
2. T asks Ss to work out some rules according to the above sentences.
We have relative adverbs: where, when and why.
The relative adverb where refers to a place, the relative adverb when refers toa time, and the relative adverb why refers to a reason.
Restrictive relative clauses can be rewritten as two sentences.
3. T asks Ss to imitate the examples above to make sentences with restrictive relative clauses with relative adverbs.
T: Please complete the sentences using restrictive relative clauses.
Night is the time when ...
Teenagers may experience situations where ...
One of the reasons why ... is pressure from school/work.
4. T shows Ss three groups of sentences and leads Ss to work out the rules.
In more formal English, the relative adverbs where, when and why can be replaced by “preposition + which”.
The antecedents are usually the words related to place, time and reason.
【设计意图：通过层层深入的应用实践类活动，在学生了解定语从句关系副词的基本规则之后，指导学生尝试在熟悉的语境中模仿使用定语从句，来加深对定语从句的理解。】
Step 3 Applying the rules
Apply the rules in sentence exercise.
T asks Ss to fill in the blanks with proper relative pronouns or adverbs.
T asks Ss to translate the sentences using restrictive relative clauses with relative adverbs.
T: Now let’s try to translate some sentences with restrictive relative clauses with relative adverbs.
(3) T asks Ss finish B1 in the textbook to rewrite sentences using restrictive relative clauses.
(4) T asks Ss to rewrite more sentences.
Apply the rules in passage exercise.
T asks Ss to finish B2 in the textbook.
T: Please complete the passage with correct relative pronouns, relative adverbs or “preposition +which” where necessary. You can follow these steps: find the antecedent; complete the clause with the antecedent; use the right relative pronoun, relative adverb or “preposition + which” to replace the antecedent.
Apply the rules in writing.
T asks Ss to finish B3 in the textbook.
T: Write a short passage paragraph using restrictive relative clauses where necessary.
【设计意图：用定语从句来改写句子，在实践活动中，让学生进一步了解定语从句的构成和关系副词的具体使用。 然后为学生提供更多的练习，旨在让学生在感受、熟悉定语从句后再通过模仿和操练加强知识的内化过程。】
V. Homework
Exchange your writing with your partners and correct the mistakes if there is any.