Unit 4 Friends forever Using language 教学设计（表格式）-2024-2025学年高中英语外研版（2019）必修第一册
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| 名称 | Unit 4 Friends forever Using language 教学设计（表格式）-2024-2025学年高中英语外研版（2019）必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 28.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-16 15:22:40 | ||
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Unit 4Friends forever
Period 3Using language
教学分析
教学和评价目标
教学目标
1. Lead the students to understand the structure and function of the restrictive attributive clauses.
2.Lead the students to understand and use the relative pronouns that,which,who,whom and tohose in the context.
3.Lead the students to understand the content of general topics related to friendship and be able to use the attributive clauses appropriately.
4.Lead the students to initially recognise the importance of friendship and the way to get along with friends,and form a healtby interpersonal relationship.
评价目标
1.Ask the students to summarise the basic knowledge of the attributive clauses to find out if they understand the basic structure of the attributive clauses and the correct use of relative pronouns.
2. Ask the students to talk about friendship by using the attributive clauses to find out if they can correctly use the attributive clauses in actual contexts.
3.Ask the students to write a passage about friendship and find out if they can appreciate and understand the values of friendship.
教学重难点
教学重点
1.Lead the students to understand the basic structure of the attributive clauses.
2. Lead the students to appropriately express ideas, and describe people and things by using the attributive clauses.
教学难点
1. Lead the students to use correct relative pronouns to introduce the restrictive attributive clauses.
2. Lcad the students to use the attributive clauses in the real context.
3. Lead the students to recognise the importance of friendship,think about ways to get along with friends,and form a healthy interpersonaI rclationship.
教法学法
Cooperative Teaching Method;Task-based Approach;Communicative Approach.课时安排
Onc period.
教学准备
Textbook;notebook;learning materials;multimedia.
教学设计
Teaching procedures Leading questions and tasks Teacher's activity Students' activity Purposes
Lead-in 1. Do you like the English song whose name is "That's why you go away " 2. Fill in the blanks with the lyrics. 3. What type of clauses arethe underlined parts in the sentences 1. Ask the students to enjoy an English song That's why you go away with the attributive clauses. 2.Ask the students to fill in the blanks with the lyrics. 3. Ask the students to observe the underlined parts and answer the type of clauses. Summary Now let's look at the textbook and analyse the sentences in the passage. 1. Students enjoy the song That's why you go away. 2.Students work in pairs and fill in the blanks. Suggested answers (1)Love is one big illusion that I should try to forget. (2)You're the one who set it up now. (3)I'm the one who is feeling lost right now. (4)Now you want me to forget every little thing that you said. 3. Students observe the underlined parts and identify the type of clauses. Suggested answer They are the attributive clauses. 1.To arouse students'interestin the attributive clauses,and to introduce the topic of this lesson. 2. To get familiar with the attributive clauses.
Discovery 1.What does “that" refer to in sentence (a) 2.What does “who” refer to in sentence (b) 1.Ask the students to read the sentences in the first box and pay special attention to the words in bold. Then ask the students to answer questions 1-2. 2. Ask the students to compare the sentences in the second box with those in the first box. Then ask the students to answer questions 3-5. 1.Students observe the two sentences in the first box and answer questions 1-2. Suggested answers (1)the people (2)pcople 2. Students compare sentences in the second box with those in the first box and answer questions 3-5.
Discovery 3. What is the difference between the two groups of sentences 4. Why does the author choose to use sentences(a)and(b)inthe reading passage 5.What other words are used to introduce the attributive clauses What do they refer to 3. Instruct the students to look for more sentences with the attributive clauses in the reading passage and underline the sentences. Summary In thispart, you've discovered the basic structure of the attributive clauses and now let's analyse more about it. Suggested answers (3)Sentences (a)and (b) both contain a clause defining a noun in each sentence. Sentences (c) and (d) are each constructed with a pair of simple sentences,with one defining a noun that appears in the other sentence in each pair. (4)Because there is a closer link and connection between “people” and the clause defining it in sentences (a) and (b). It also makes the passage clearer,and creates an emphatic effect on the people or things being defined. (5)Other words used to introduce attributive clauses include “which,whom,whose”. They can refer to an object, a thing, or a person as the object of an action and the relationship of belonging. 3. Students look for more sentences with the attributive clauses in the reading passage and underline them. Suggested answer 1.What if... was writing letters that took ages to be delivered 2.We can...stay in touch with the people that we want to remain friends with. 3. All you need is a wi-fi connection. 4. The digital age alsoenables us to find people who share our interests... 5.Whatever our hobbies,the Internet can connect us with others who also enjoy doing them... 6.... people tend to post only positive updates that make them appear happy and friendly. 7. Although technology has changed the way we acquire friends,the meaning of... To find out the structure,function and linking words of the attributive clauses.
Analysis 1. The definition and structure of the attributive clauses. 2. The usage of relative pronouns. 1. Ask a volunteer to fill in the blanks on the blackboard and sum up. 2. Ask the students to analyse sentence components. 3. Ask the students to summarise the usage of relative pronouns. Summary In this part, you've mastered the definition and structure of the attributive clauses,as well as the usage of relative pronouns. Now let's do more practice. 1. Students fill in the blanks on the blackboard and sum up the definition and structure of the attributive clauses. Suggested answer 定义：在复合句中，充当定语的从句 是定语从句；被定语从句限定的词是 先行词；引导定语从句的词叫做关系 代词或关系副词。 结构： 先行词＋关系词十定语从句 Nezha is a boy who has magic power. 先行词关系词 定语从句 关系词的分类： （1）关系代词：that，which，who，whom,whose,as。 （2）关系副词：when，where，why。 关系词的作用： （1）连接主句和从句 （2）指代先行词 （3）在从句中充当句子成分 2. Students summarise the usage of relative pronouns. Suggested answer 关系 代词 先行词（人／物）在从句中所作的成分（主语／宾语／表语／定语） that 人、物主语、宾语、表语 which物主语、宾语、表语 who人主语、宾 语、表语whom人宾语whose人、物定语as人、物主语、宾语
To have a more clear understanding about the attributive clauses and relative pronouns. To have a more clear understanding about the attributive clauses and relative pronouns.
Practice Rewrite the underlined sentences with that, which,who, whom or whose. 1. Ask the students to read the passage and get the main idea of the passage. 2. Ask the students to read the underlined sentences carefully and rewrite them. 3. Check the answers with the class. Summary In this part, you can successfully rewrite the sentences with the attributive clauses. Now let's read a passage to consolidate the applicationof the attributive clauses. 2. Students read and rewrite the underlined sentences. 3. Students check the answers with the teacher. Suggested answers 1.Lucy is my friend who/that has a hearing problem. 2.So I learnt a new language which/that allows me to “speak" with my hands. 4.I sometimes have problems(that/ which) I can't solve. 5.Lucy is a good listener (whom/ who/that) I enjoy sharing moments of my life with. To apply the attributive clauses in a real context.
Consolidation Complete the online forum post. 1. Ask the students to read the post and get its main idea. 2. Ask the students to fill in the blanks. 3. Check the answers with the class. Summary So far,you have mastered the use of the attributive clauses. Now let's move 1.Students read the post and get its main idea. 2.Students fill in the blanks. 3.Students check the answers with the teacher. Suggested answers 1.that/which 2.whose 3.who/that 4.which/that 5.whom/who To consolidate the application of the attributive clauses in a real context.
Summary 1.Summarise the use of the attributive clauses. 2. Use the attributive clauses to end the class. ① Don't forget all that once you owned. ② Treasure something that you can't get. ③ Don't give up anything that belongs to you. ④ Keep everything that is lost in memory. 1. Summarise the use of the attributive clauses. 2. Ask the students to read the followingsentences together. 3. Ask the students a question “Can we use which instead of that ” Summary In this class, you have learnt about the attributive clauses. It's of great importance to master the usage of it, especially in real situations. You have to practise more after class. 1.Students summarise the use of the attributive clauses. 2. Students read the following sentences together and get the main idea. 3. Students answer the question and think about more special use of that.Suggested answer The relative pronoun "that" should not be replaced by "which" in the four sentences. To stímulate students'curiosity and interest,make them realise that knowledge is endless and encourage them to enjoy learning.
教学反思
首先，本堂课导入部分新颖，能激发学生的学习兴趣。一堂教学效果良好的课应该是一个学生在老师的引导下发挥主导作用的学习过程。该课使用歌曲作为教学载体，鼓励学生自主发现定语从句的基本用法，以打破无聊的传统语法课堂，更好地培养学生自主学习的习惯。第二，本堂课提倡合作学习法，使学生将语法知识与实际应用联系起来，培养学生的语感，达到教学设计的预期目标。另外，本课堂由于播放歌曲等气氛比较活跃，一些自我控制能力较弱的学生容易分心。总之，在这节课中，在学生情感的驱动下，在同伴的帮助下，在老师的指导下，通过合作学习的方式，学生对定语从句有了很好的掌握，并提高了综合运用语言的能力。
Period 3Using language
教学分析
教学和评价目标
教学目标
1. Lead the students to understand the structure and function of the restrictive attributive clauses.
2.Lead the students to understand and use the relative pronouns that,which,who,whom and tohose in the context.
3.Lead the students to understand the content of general topics related to friendship and be able to use the attributive clauses appropriately.
4.Lead the students to initially recognise the importance of friendship and the way to get along with friends,and form a healtby interpersonal relationship.
评价目标
1.Ask the students to summarise the basic knowledge of the attributive clauses to find out if they understand the basic structure of the attributive clauses and the correct use of relative pronouns.
2. Ask the students to talk about friendship by using the attributive clauses to find out if they can correctly use the attributive clauses in actual contexts.
3.Ask the students to write a passage about friendship and find out if they can appreciate and understand the values of friendship.
教学重难点
教学重点
1.Lead the students to understand the basic structure of the attributive clauses.
2. Lead the students to appropriately express ideas, and describe people and things by using the attributive clauses.
教学难点
1. Lead the students to use correct relative pronouns to introduce the restrictive attributive clauses.
2. Lcad the students to use the attributive clauses in the real context.
3. Lead the students to recognise the importance of friendship,think about ways to get along with friends,and form a healthy interpersonaI rclationship.
教法学法
Cooperative Teaching Method;Task-based Approach;Communicative Approach.课时安排
Onc period.
教学准备
Textbook;notebook;learning materials;multimedia.
教学设计
Teaching procedures Leading questions and tasks Teacher's activity Students' activity Purposes
Lead-in 1. Do you like the English song whose name is "That's why you go away " 2. Fill in the blanks with the lyrics. 3. What type of clauses arethe underlined parts in the sentences 1. Ask the students to enjoy an English song That's why you go away with the attributive clauses. 2.Ask the students to fill in the blanks with the lyrics. 3. Ask the students to observe the underlined parts and answer the type of clauses. Summary Now let's look at the textbook and analyse the sentences in the passage. 1. Students enjoy the song That's why you go away. 2.Students work in pairs and fill in the blanks. Suggested answers (1)Love is one big illusion that I should try to forget. (2)You're the one who set it up now. (3)I'm the one who is feeling lost right now. (4)Now you want me to forget every little thing that you said. 3. Students observe the underlined parts and identify the type of clauses. Suggested answer They are the attributive clauses. 1.To arouse students'interestin the attributive clauses,and to introduce the topic of this lesson. 2. To get familiar with the attributive clauses.
Discovery 1.What does “that" refer to in sentence (a) 2.What does “who” refer to in sentence (b) 1.Ask the students to read the sentences in the first box and pay special attention to the words in bold. Then ask the students to answer questions 1-2. 2. Ask the students to compare the sentences in the second box with those in the first box. Then ask the students to answer questions 3-5. 1.Students observe the two sentences in the first box and answer questions 1-2. Suggested answers (1)the people (2)pcople 2. Students compare sentences in the second box with those in the first box and answer questions 3-5.
Discovery 3. What is the difference between the two groups of sentences 4. Why does the author choose to use sentences(a)and(b)inthe reading passage 5.What other words are used to introduce the attributive clauses What do they refer to 3. Instruct the students to look for more sentences with the attributive clauses in the reading passage and underline the sentences. Summary In thispart, you've discovered the basic structure of the attributive clauses and now let's analyse more about it. Suggested answers (3)Sentences (a)and (b) both contain a clause defining a noun in each sentence. Sentences (c) and (d) are each constructed with a pair of simple sentences,with one defining a noun that appears in the other sentence in each pair. (4)Because there is a closer link and connection between “people” and the clause defining it in sentences (a) and (b). It also makes the passage clearer,and creates an emphatic effect on the people or things being defined. (5)Other words used to introduce attributive clauses include “which,whom,whose”. They can refer to an object, a thing, or a person as the object of an action and the relationship of belonging. 3. Students look for more sentences with the attributive clauses in the reading passage and underline them. Suggested answer 1.What if... was writing letters that took ages to be delivered 2.We can...stay in touch with the people that we want to remain friends with. 3. All you need is a wi-fi connection. 4. The digital age alsoenables us to find people who share our interests... 5.Whatever our hobbies,the Internet can connect us with others who also enjoy doing them... 6.... people tend to post only positive updates that make them appear happy and friendly. 7. Although technology has changed the way we acquire friends,the meaning of... To find out the structure,function and linking words of the attributive clauses.
Analysis 1. The definition and structure of the attributive clauses. 2. The usage of relative pronouns. 1. Ask a volunteer to fill in the blanks on the blackboard and sum up. 2. Ask the students to analyse sentence components. 3. Ask the students to summarise the usage of relative pronouns. Summary In this part, you've mastered the definition and structure of the attributive clauses,as well as the usage of relative pronouns. Now let's do more practice. 1. Students fill in the blanks on the blackboard and sum up the definition and structure of the attributive clauses. Suggested answer 定义：在复合句中，充当定语的从句 是定语从句；被定语从句限定的词是 先行词；引导定语从句的词叫做关系 代词或关系副词。 结构： 先行词＋关系词十定语从句 Nezha is a boy who has magic power. 先行词关系词 定语从句 关系词的分类： （1）关系代词：that，which，who，whom,whose,as。 （2）关系副词：when，where，why。 关系词的作用： （1）连接主句和从句 （2）指代先行词 （3）在从句中充当句子成分 2. Students summarise the usage of relative pronouns. Suggested answer 关系 代词 先行词（人／物）在从句中所作的成分（主语／宾语／表语／定语） that 人、物主语、宾语、表语 which物主语、宾语、表语 who人主语、宾 语、表语whom人宾语whose人、物定语as人、物主语、宾语
To have a more clear understanding about the attributive clauses and relative pronouns. To have a more clear understanding about the attributive clauses and relative pronouns.
Practice Rewrite the underlined sentences with that, which,who, whom or whose. 1. Ask the students to read the passage and get the main idea of the passage. 2. Ask the students to read the underlined sentences carefully and rewrite them. 3. Check the answers with the class. Summary In this part, you can successfully rewrite the sentences with the attributive clauses. Now let's read a passage to consolidate the applicationof the attributive clauses. 2. Students read and rewrite the underlined sentences. 3. Students check the answers with the teacher. Suggested answers 1.Lucy is my friend who/that has a hearing problem. 2.So I learnt a new language which/that allows me to “speak" with my hands. 4.I sometimes have problems(that/ which) I can't solve. 5.Lucy is a good listener (whom/ who/that) I enjoy sharing moments of my life with. To apply the attributive clauses in a real context.
Consolidation Complete the online forum post. 1. Ask the students to read the post and get its main idea. 2. Ask the students to fill in the blanks. 3. Check the answers with the class. Summary So far,you have mastered the use of the attributive clauses. Now let's move 1.Students read the post and get its main idea. 2.Students fill in the blanks. 3.Students check the answers with the teacher. Suggested answers 1.that/which 2.whose 3.who/that 4.which/that 5.whom/who To consolidate the application of the attributive clauses in a real context.
Summary 1.Summarise the use of the attributive clauses. 2. Use the attributive clauses to end the class. ① Don't forget all that once you owned. ② Treasure something that you can't get. ③ Don't give up anything that belongs to you. ④ Keep everything that is lost in memory. 1. Summarise the use of the attributive clauses. 2. Ask the students to read the followingsentences together. 3. Ask the students a question “Can we use which instead of that ” Summary In this class, you have learnt about the attributive clauses. It's of great importance to master the usage of it, especially in real situations. You have to practise more after class. 1.Students summarise the use of the attributive clauses. 2. Students read the following sentences together and get the main idea. 3. Students answer the question and think about more special use of that.Suggested answer The relative pronoun "that" should not be replaced by "which" in the four sentences. To stímulate students'curiosity and interest,make them realise that knowledge is endless and encourage them to enjoy learning.
教学反思
首先，本堂课导入部分新颖，能激发学生的学习兴趣。一堂教学效果良好的课应该是一个学生在老师的引导下发挥主导作用的学习过程。该课使用歌曲作为教学载体，鼓励学生自主发现定语从句的基本用法，以打破无聊的传统语法课堂，更好地培养学生自主学习的习惯。第二，本堂课提倡合作学习法，使学生将语法知识与实际应用联系起来，培养学生的语感，达到教学设计的预期目标。另外，本课堂由于播放歌曲等气氛比较活跃，一些自我控制能力较弱的学生容易分心。总之，在这节课中，在学生情感的驱动下，在同伴的帮助下，在老师的指导下，通过合作学习的方式，学生对定语从句有了很好的掌握，并提高了综合运用语言的能力。