Unit 4 Looking good, feeling good_Grammar and usage 教案

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Book 1 Unit 4 Looking good, feeling good
Grammar and usage
Restrictive relative clauses with relative adverbs
教学目标
By the end of this section, students will be able to:
1. explain meanings and basic grammatical rules of restrictive relative clauses with relative adverbs;
2. properly apply restrictive relative clauses with relative adverbs in contexts;
3. learn more grammatical rules of restrictive relative clauses with relative adverbs;
4. increase the awareness of a good sleep as part of a healthy lifestyle.
教学重难点
1. To distinguish restrictive relative clauses with relative adverbs and those with relative pronouns;
2. To learn special usages of where and when to introduce restrictive relative clauses.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 1. The teacher has students define a restrictive relative clause, list relative pronouns and explain their rules. (1) What is a restrictive relative clause (2) What can introduce a restrictive relative clause (3) How do these words introduce a restrictive relative clause (4) Could you split the underlined sentence into two simple sentences (5) Could you join the two sentences above 2. The teacher has students analyze the function of why as a relative adverb to introduce a restrictive relative clause. 联系第三单元关于“由关系代词引导的限制性定语从句”的语法知识，结合第四单元Reading语篇中的例句，自主分析由关系副词引导的限制性定语从句的含义及基本规则。 3’ Individual Work
Exploring the rules
Step 2 1. The teacher has students find out and rewrite all restrictive relative clauses with relative adverbs in the article on Page 48. (1) Could you find out all the restrictive relative clauses with relative adverbs in the article (2) Could you rewrite all these restrictive relative clauses 2. The teacher guides students to work out the rules on Page 48. 3. The teacher offers students more rules of restrictive relative clauses with relative adverbs. 在与单元主题语境关联的“世界睡眠日”的新语篇中理解关系副词when、where、why引导的限制性定语从句，在教师的引导下自主归纳基本规则，并拓展学习相关语法重难点。 10’ Individual Work Pair Work
Applying the rules
Step 3 1. The teacher has students finish B1 on Page 49. Could you rewrite the sentences in B1 on Page 49 using a relative adverb or “preposition + which” 2. Teacher has students finish B2 on Page 49. Could you complete the passage in B2 on Page 49 with correct relative pronouns or relative adverbs where necessary 3. The teacher has students finish B3 on Page 49. Could you write a short paragraph about World Sleep Day based on the information in B3, using restrictive relative clauses where necessary 以“睡眠”为话题，通过单句改写练习、A部分杂志文章的续写填空、话题写作，操练when、where、why引导的限制性定语从句，以期实现“形式—意义—使用”三者的统一，形成健康的生活方式、积极的生活态度。 20’ Individual Work
Step 4 1. The teacher guides students to choose the proper preposition. 2. The teacher guides students to compare relative pronouns and relative adverbs after the same antecedent. 3. The teacher guides students to understand special usages of where and when. 针对限定性定语从句中的重难点，拓展相关语法知识，构建限定性定语从句语法体系。 10’ Class Work
Homework 1. Go through the grammar notes on Pages 99–100. 2. Finish Part C on Page 76. 2’
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