Unit5 第7课时Discovering useful structures教案-高中英语人教版(2019)必修第一册单

skybamboo

人教版(2019)必修一 Unit 1Languages around the world教学设计
第7课时教学设计

授课教师	李绮琪	学校、年级	广东省江门市棠下中学
课型	语用课	时长
教学设计理念
本节课基于英语学习活动观的六个层次的活动设计，分别为：一、围绕主题创设语境，激活已知，提出问题；二、梳理细节信息获取新知识，弥补认识偏差；三、概括、整合、重组信息，形成跟主题意义相关的新的认知；四、对于与主题的关联信息进行整合性的阐述、输出、表达，开展语言实践活动；五、分析语言结构和进行语言形式与主题意义的关联，在情境中感受语言的使用，加深理解和欣赏语言；六、将所学的知识和能力迁移到新的生活情境中解决真实的问题。在单元整体教学的背景下，本课时设计关注学生的探究过程，关注学生的结构化知识是否形成或得到发展，促使学生在活动中以合作和探究的方式获得知识、丰富经验、发展技能、提高能力、养成健康人格，强调学生之间的相互促进和共同提高。
文本解读
【What】 本节课呈现了连接词为关系副词when, where, why，介词加关系代词in/at which的定语从句用法。学生在上个单元初步理解定语从句含义，学习连接词为关系代词的定语从句的基础上，进一步明确定语从句的限定和补充信息的语用功能，着重体验使用定语从句对时间、地点、原因进行修饰和说明。 【Why】 对于连接词为关系副词、介词加关系代词定语从句的掌握和熟练使用，有助于提高学生的语言理解和运用能力，为所描述时间、地点和原因，提供更多丰富的信息。 【How】 为了帮助学生了解和掌握连接词为关系副词、介词加关系代词的定语从句用法，教材首先呈现了在阅读、听力语篇中出现的定语从句，让学生再次观察、体验和分析。其次，教材提炼出连接词是关系副词、介词加关系代词的定语从句的句型结构，帮助学生自主完成造句。教材还提供一篇关于外语学习的短文，让学生填写恰当的连接词，以明确连接词的用法。教材中任务链的设置覆盖了语言学习的各个环节，从感知注意到内化应用以及迁移创新。这些任务为语言使用创设了真实的情景，这对于学生在交际中灵活运用定语从句，达成交际目标奠定了坚实的基础。
学情分析
学生对基本的定语从句有一定的了解，但不是很了解使用关系副词when、where、why引导的限制性定语从句；在书面表达中正确运用定语从句也存在一定的困难；较少使用工具书并自学相关定语从句的语法知识，分组总结相关定语从句的形式和基本用法。
教学目标
1.1. Learn grammar: restrictive relative clause (when, where, why, 介词+关系代词); 2. use restrictive relative clauses to describe your favourite things(day, place, person…). 3. Write a short description of learning Chinese well for your foreign friends.
教学重难点
Main learning focus: 判断和概括连接词为关系副词、介词加关系代词的定语从句用法和功能； Potential difficulties: 运用定语从句到给外国友人分享学好中文的一篇文章
教学资源
课件PPT，黑板、白板。

教学目标	活动形式与步骤	活动意图	活动 层次	时间
目标一：词库的构成、词库单词的分类和组织。	StepⅠ  Warming up Guess what the language is. Clue No.1: The language is spoken in the countries where Chinese is the official language. Clue No.2: To see the world in a broader way is the reason why people learn the language. Clue No.3: I started to learn the language at the time when I was still in the kindergarten. Step 2 Identify and discuss. Underline the restrictive clauses and find out the information the clauses communicate. Separate the restrictive clauses from the main clauses and find out their connections. Step3  Use the language Conclude the rules of making up sentences. Complete the passage with the correct relative adverbs or pronouns. Add a preposition where necessary. When I started studying German, it was a struggle. The words felt strange on my tongue, and the grammar would not stay in my head. I told my mum that I wanted to give up, and that I would never live in a country______________ German was spoken. My mum told me that studying a language was not just for my future. It was exercise for the brain; the more I learnt of a language, the more my brain would grow. And I remember that day ____________ I suddenly felt like German was no longer a foreign language. It felt like my brain had doubled in size. I had finally come to a place _____ I could think in this foreign language, and I could see the world from a different point of view. I felt as if I had reached the goal_______ I had been fighting for. I could open a book and see meanings, not just a sea of words. I finally understood the reason _______ my mum had encouraged me not to give up. Thanks, Mum!	通过趣味活动方式，和复现已学目标语言，激发学生学习兴趣，为应用从句做准备。 通过呈现在阅读、听力语篇中出现的定语从句，让学生再次观察、体验和分析。其次，通过重新组合定语从句让学生体会关系副词所起到的连接作用。 通过创设情境，帮助学生获取和梳理目标语言的用法和功能。本环节是语言学习的重要内化阶段。	感知与注意 感知与注意、获取与梳理 分析与判断、内化与运用	2min 10mins 6mins
	Step 4 Group work Watch a video about foreigners’ learning Chinese ; Learn the elements of Chinese character Discuss and write a short description of learning Chinese well for foreign friends.   Step 5 Exchange ideas Exchange drafts and correct for each other. Comment others’ description according to the checklist: Step 6 Homework: Polish your draft according to the advice given by your classmates.	通过整理三个小单任务，引导学生搭建相应的写作支架。通过小组讨论，重新回顾本单元学习的与主题相关联的内容和表达，激发出学生主动学习的愿望。 进一步实践阶段：通过自主、合作、探究的学习方式，综合运用语言技能，学生通过互评，从中既看到自身不足，更是从其他学生那儿学习到优点，达到互惠作用，提升评价能力。	分析与判断、内化与运用 内化与应用、 想象与创造	15mins 7mins