Unit
1
People
of
Achievement
Reading
and
Thinking教学设计
科目：英语
课题：Reading
and
Thinking
课时：1课时
教学目标与核心素养：
知识目标：掌握与人物描述有关的词汇和表达
能力目标：培养学生略读能力，以及按照逻辑顺序对文章进行总结的能力。
情感目标：通过了解屠呦呦这位杰出科学家的科研经历，学习如何面对困难和挑战，如何为实现目标而努力，从而为国家作贡献；树立尊重知识、尊重科学家的价值观。
教学重难点
教学重点：掌握人物传记类阅读的问题特点
教学难点：引导学生按一定的逻辑整理文章思路。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-reading
1.
Greeting
2.
Leading-in
教师活动：Let
students
discuss
following
questions
in
groups.
1.
What
kind
of
person
makes
great
discoveries?
2.
Which
is
more
important
for
making
a
great
discovery,
talent
or
effort?
Examples:
1
I
think
if
a
person
is
careful,
hardworking,
patient,
persistent,
committed
or
talented,
he/she
is
bound
to
make
great
discoveries.
2
In
my
opinion,
effort
is
more
important
than
talent
for
making
a
great
discovery.
It
takes
a
long
time
for
people
to
come
to
know
things.
If
a
person
does
not
make
effort,
he
does
not
have
patience
to
carry
on.
Even
if
he
is
very
talented,
he
will
achieve
nothing.
1.
While-
reading
2.
教师活动：Explain
the
new
words
in
the
text,
then
let
students
scan
the
text
and
find
descriptive
words
about
Tu
Youyou.
3.
学生活动：略读文本，完成以下问题，师生核对答案。
1、Where
would
you
most
likely
find
this
passage?
A.
In
a
blog.
B.
In
a
book
C.
In
a
letter.
D.In
a
newspaper
2、Passages
like
this
are
most
often
written
in
and
.
A.
the
active
voice/offer
many
opinions
B.
the
first
person/talk
about
feelings
C.
both
active
and
passive
voice/mostly
contain
facts
3、Which
two
pieces
of
information
were
not
included
in
the
passage?
A.
A
quote
from
Tu
Youyou
B.
The
details
of
how
artemisinin
was
discovered.
C.
Tu
Youyou’s
important
contributions
other
than
the
discovery
of
artemisinin.
D.
Tu
Youyou’s
personal
life.
E.
Tu
Youyou’s
road
to
discovering
artemisinin.
F.
What
Tu
Youyou
was
awarded.
4.
G.
Why
artemisinin
is
an
important
discovery.
5.
学生活动：精读文本，总结每段内容的主旨大意，在小组内讨论活动4的问题。
1
Why
is
the
discovery
of
artemisinin
important?
2
What
was
the
key
to
getting
a
good
extract
from
the
wormwood、
3
What
numbers
are
mentioned
in
the
text?
What
do
they
suggest?
4
Why
is
TuYouyou
considered
a
great
person?
Examples:
1
Because
when
it
was
tested
on
malaria
patients,
most
of
them
recovered.
2
The
key
to
getting
a
good
extract
from
the
wormwood
was
to
use
a
lower
temperature
to
draw
it
out.
3
In
Paragraph
one,“over
200
million”and
“about
600,000”are
mentioned,
which
show
the
number
of
the
people
who
get
malaria
each
year
and
the
people
who
die
from
malaria
respectively.
In
Paragraph
two,“over
2,000”“280,000”and“380”are
mentioned,
which
show
the
efforts
that
Tu
Youyou's
team
made.
In
Paragraph
four,“more
than
190”
is
mentioned,
which
suggests
the
difficulties
that
Tu's
team
once
met
and
their
determination
to
find
out
a
cure
for
malaria.
On
the
one
hand,
the
numbers
suggest
how
severe
malaria
is.
On
the
other
hand,
they
also
show
how
hard
it
was
to
find
artemisinin
and
what
efforts
Tu
and
her
team
made
in
finding
the
cure
for
the
disease.4
She
makes
great
contributions
to
the
cure
of
artemisinin
and
remains
modest.
She
owes
her
success
to
her
team
and
her
country.
三、After-reading
教师活动：Help
students
complete
the
chart
in
Activity
5.
Then
let
students
discuss
how
artemisinin
was
discovered.
After
discussion,
invite
some
students
to
show
their
answers
in
the
class.
四、Summary
生词：vital,
committed,
patient,
evaluate,
distinct,
acknowledge,
defeat,
conclude,
apparently,
insist。
语法：过去分词作定语，不定式作目的状语，on/upon
doing
sth的用法。
作业布置：复习文章涉及到的生词和短语。
PAGEUnit
1
Learning
about
Language教学设计
科目：英语
课题：Learning
about
Language
课时：1课时
教学目标与核心素养：
知识目标：理解非限制性定语从句含义及其用法。
能力目标：培养学生语法运用的能力。
情感目标：激发学生对语法学习的兴趣并使其喜欢语法学习，更好地将非限制性定语从句运用到实际生活中。
教学重难点
教学重点：让学生更好地理解非限制性定语从句含义及用法。
教学难点：使学生掌握非谓语从句并可以进行造句练习。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
1.
Greeting
2.
Leading-in
教师活动：向学生简要介绍课堂上语法的相关内容，包括非限制性定语从句含义及用法等。
学生活动：回忆初中时学过的相关语法知识。
活动目的：通过简单介绍，学生大致了解本堂课所学语法知识。
2、
While-class
1.
教师活动：介绍非限制性定语从句的定义，同时根据具体情况让学生通过造句理解非限制性定语从句。
非限制性定语从句：有些定语从句只对某个词作进一步的说明，例如：
She
was
married
to
Tony,
who
was
also
a
student．
这里who引起的就是一个非限定性定语从句，拿掉之后句子还能成立。在一般情况下，非限制性定语从句都由一个逗号把它和句子的其它部分分开，在句中起到补充说明的作用，在译成汉语时多译成一个并列句。
一、引导非限制性定语从句的关系词
引导非限制性定语从句的关系词有：
关系代词
which,
who,
whom,
whose,
as
关系副词when,
where等
Water,
which
is
a
clear
liquid,
has
many
uses.
水是一种清澈的液体，有许多用途。
He
will
put
off
the
picnic
until
May
1st,
when
he
will
be
free.
他将把野餐推迟到5月1日，那时他将有空。
关系词在句中所作成分：
关系代词：主语、宾语、表语、定语
关系副词：状语
The
boy,
whose
father
is
an
engineer,
studies
very
hard.
这个男孩，他的爸爸是一位工程师，学习很努力。
Once
more
I
am
in
Boston,
where
I
have
not
been
for
years.
我再次来到波士顿，我多年没来了。
二、as的用法
as
也可以作为关系代词引导限制性定语从句和非限制性定语从句，as在定语从句中可作主语、宾语或表语。
（1）as
引导限制性定语从句时，主要用在固定搭配
such.
.
.as,
the
same
.
.
.
as中。
He
is
not
the
same
man
as
he
was.
他和以前不一样了。
（2）
as引导非限制性定语从句时，指代主句的内容，在从句中作主语或宾语，常译为“正如”。
Smoking
is
harmful
to
one's
health,
as
is
known
to
us
all.
众所周知，吸烟有害健康。
（3）as引导的非限制性定语从句可置于主句前。
As
I
have
pointed
out,
it
is
important
to
include
vegetables
in
our
diet.
正如我所指出的，蔬菜在日常饮食中很重要。
（4）as引导的非限制性定语从句常可看作固定结构，如：
as
is
known
to
us
众所周知
as
is
reported
正如所提及的那样
as
we
all
know
众所周知
as
has
been
said
before
正如之前所说
三、使用非限制性定语从句时的注意事项
（1）that
不能引导非限制性定语从句。
在非限制性定语从句中，用who,
whom指代人，用which
指代物。
She
was
very
fond
of
speaking
French,
which
indeed
she
spoke
well.
她很喜欢讲法语，而且讲得确实很好。
（2）当先行词是专有名词或被物主代词、指示代词修饰时，其后的定语从句通常是非限制性定语从句。
They
went
to
London,
where
they
lived
for
six
months.
他们去了伦敦，在那儿住了六个月。
（3）非限制性定语从句可以补充说明整个主句。
In
the
presence
of
so
many
people
he
was
a
little
tense,
which
was
understandable.
在那么多人面前他有点紧张，这是可以理解的。
（4）非限制性定语从句表原因时，不用why引导，而用
for
which
代替
why。
I
had
told
them
the
reason,
for
which
I
didn't
attend
the
meeting.
我已经告诉了他们我没有参加会议的原因。
四、限制性定语从句和非限制性定语从句的区别
（1）形式不同
限制性定语从句与主句之间无逗号隔开；非限制性定语从句与主句之间有逗号隔开。
This
is
the
best
passage
that
I
have
ever
read.
这是我读过的最好的文章。
I
read
a
passage
last
night,
which
is
very
interesting.
我昨天晚上读了一篇文章，它非常有趣。
（2）作用不同
限制性定语从句可以修饰名词或代词，与先行词关系密切，若缺少，句意则不完整。非限制性定语从句修饰名词或代词，也可以修饰整个句子，对先行词仅起补充说明作用，若缺少，句意仍相对完整。
Do
you
remember
the
man
who
taught
us
English?
你记得教我们英语的那个人吗？
She
and
her
family
bicycle
to
work,
which
helps
them
keep
fit.
她和家人都骑车去上班，这有助于他们保持健康。
可通过以下两个例句对比理解两者的区别：
His
brother
who
is
19
years
old
is
serving
in
the
army
now.
他的一个19岁的哥哥正在部队服役。
(他有不止一个哥哥）
His
brother,
who
is
19
years
old,
is
serving
in
the
army
now.
他的哥哥今年19岁，正在部队服役。
(他只有一个哥哥）
（3）翻译不同
限制性定语从句的句子一般先译从句，后译先行词，即把从句放在先行词前，译为“……的＋先行词”。非限制性定语从句的句子一般先译主句，后译从句，形成两个分句。
He
is
the
man
who
lives
next
to
me.
他就是住在我隔壁的那个人。
He
is
a
warm-hearted
man,
who
lives
next
to
me.
他是个热心肠的人，住在我的隔壁。
（4）关系词不同
关系代词
that
不能引导非限制性定语从句。在限制性定语从句中，关系代词作宾语时可以省略；在非限制性定语从句中，所有关系词都不可省略。
Mr.
White,
whom
you
met
yesterday,
is
one
of
my
old
friends.
你昨天遇到的怀特先生是我的一个老朋友。
(非限制性定语从句，whom在从句中作宾语，不能省略）
五、特殊结构“名词／代词＋of
+
which/whom”
There
are
30
chairs
in
the
hall,
most
of
which
are
new.
大厅里有三十把椅子，绝大部分是新的。
六、关系代词、人称代词、指示代词的选择
关键是判断句子结构：
非限制性定语从句一选关系代词
并列句一选人称代词或指示代词
He
came
late
again
and
this
made
his
boss
angry.
他又迟到了，这使他的老板很生气。
This
is
my
smart
phone
and
it
was
bought
yesterday.
这是我昨天买的智能手机。
I
met
Professor
Xu,
who
told
me
the
result
of
the
election.
我遇到了许教授，他告诉了我选举的结果。
三、After-class
总结课堂所学知识。
学生分组讨论总结非限制性定语从句的重难点并用非限制性定语从句进行造句。
活动目的：师生共同回顾文本的内容，帮助学生巩固所学的内容。在此基础上，学生通过小组活动讨论本堂课的一些难点并提出相关问题，以确定学生的掌握程度。
四、Summary
老师总结课堂语法的要点。
作业布置：让学生用今天所学的知识造句。
PAGEUnit
1
Using
Language
&
Assessing
Your
Progress教学设计
科目：英语
课题：Using
Language
&
Assessing
Your
Progress
课时：1课时
教学目标与核心素养：
知识目标：学会并能熟练运用从语篇中学到的新词汇。
能力目标：培养对信息理解、提取和归纳的能力。
情感目标：引导学生理解有成就的人的伟大之处。
教学重难点
教学重点：强化学生运用略读策略快速获取文本的主要信息。
教学难点：帮助学生分析语篇的组织结构，引导学生比较和思考中外高中生活的异同。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-writing
1.
Greeting
2.
Leading-in
教师活动：展示爱因斯坦的图片并提问爱因斯坦相关知识。
二、While-writing
1.
教师活动：学生阅读文章
The
Man
Who
Changed
Our
understanding
of
the
Universe并完成下文时间轴。
学生活动：阅读文章并与同伴讨论完成时间轴。
2.
学生活动：再次阅读语篇，小组讨论回答下列问题.
1.
Apart
from
his
remarkable
achievements,
what
does
the
passage
tell
us
about
Einstein's
life?
Though
Einstein
was
slightly
odd-looking,
he
was
kind
and
funny.
Sometimes
he
may
be
forgetful.
He
was
loved
by
his
friends
and
neighbours.
2.
What
impressed
you
most
about
Einstein?
State
your
reasons.
What
impressed
me
most
about
Einstein
is
his
strong
passion
for
knowledge.
When
he
failed
in
the
first
college
entrance
exam,
he
didn't
give
up.
He
worked
hard
and
managed
to
pass
the
exam.
I
think
it
was
his
passion
for
knowledge
that
drove
him
to
do
like
that.
When
he
worked
in
the
patent
office,
he
made
full
use
of
his
spare
time
to
study
and
made
great
achievements
in
physics.
Without
his
strong
passion
for
knowledge,
he
wouldn't
have
been
where
he
was.
3.
学生活动：根据文章内容，完成活动3的问题。
（1）What
type
of
writing
is
this
text?
How
does
the
writer
develop
the
text?
It
is
a
biography
of
Albert
Einstein.
This
passage
is
developed
according
to
the
order
of
time.
（2）Find
the
descriptions
that
tell
us
what
Einstein
looked
like
and
what
kind
of
person
he
was.
He
had
a
thick
moustache
and
long
white
hair,
which
sometimes
stood
on
end
as
though
he
had
just
received
an
electric
shock.
He
was
seen
as
a
slightly
odd-looking
but
kind
and
funny
man.
（3）What
rhetorical
devices
are
used
in
the
passage?
Give
examples.
Einstein,
who
was
Jewish,
found
the
doors
of
academic
institutions
closed
to
him.
(metaphor)
He
had
a
thick
moustache
and
long
white
hair,
which
sometimes
stood
on
end
as
though
he
had
just
received
an
electric
shock.
(simile)
教师活动：引导学生讨论活动3的问题并校对答案。
三、After-writing
1.
学生活动：写一篇你最敬佩的人的介绍。
教师活动：教师在写作时进行指导。
2.
学生活动：完成人物介绍的写作并将草稿与同伴互换进行修改。
3.
学生活动：修改完成后将文章在班级上展示，与同学分享。
四、Summary
总结课上所学。
五、Homework
完成练习册习题。
PAGE
