Unit 6 Surprising Plants Exploring and Using 教学设计-2024-2025学年高中英语重大版（2019）必修第一册

Unit 6 Surprising Plants：Exploring and Using（教学设计） 【教学年级】 高一 【教材版本】 重大版 【课题名称】 必修一 Unit 6 Surprising Plants 【课 型】 语法课 Attributive Clauses with Relative Adverbs I. 教学背景 主题语境 人与自然---自然生态 不同寻常的植物 语篇类型 说明文 语言知识 1. 语法知识： 关系代词引导的定语从句及关系副词引导的定语从句 2. 语用知识： 定语从句的用法及功能，及其在自由表达中的表意功能。 文化知识 对世界各地不同寻常的花的了解 语言技能 通过听说读看写等活动发展学生理解性技能和表达性技能。从文本中的定语从句归纳总结出定语从句的用法及功能，并加以运用，使之用于自由表达。 学习策略 元认知策略、认知策略和情感策略 基于六要素的语篇分析 II. 教学目标 1. 理解关系副词引导的定语从句； 2. 能辨别关系副词引导的定语从句与关系代词引导的定语从句间的区别； 3. 能运用定语从句描述物品和事件。 III. 教学方法 任务型教学法 IV. 教学重、难点 ￭ 教学重点 通过分析句子成分，比较关系代词引导的定语从句与关系副词引导的定语从句间的区别，掌握关系副词引导的定语从句的用法。 ￭ 教学难点 引导学生掌握关系副词引导的定语从句的特点，并运用关系副词及关系代词引导的定语从句描述物品和事件。 V. 教学过程 Stage I Understand the Meaning Step 1 Read the following paragraph and underline the attributive clauses with relative pronouns. 学生阅读含多个定语从句的与单元话题相关的文本，识别其中的由关系代词引导的定语从句。 In England, there is a kind of flower which looks like a lady’s slipper. It is called Lady’s Slipper. It is considered to be the rarest type of wild orchids. Although it was once found across Europe and the UK, now Lancashire in England is the only place where this plant can be found. One of the reasons why it is so rare is known to all. That is, people picked almost all of them. One who sells only a single cutting of this plant can get US $5,000. Another reason why it is so unique is that it is one of the most difficult plants to grow. Fortunately, strict protection policies have been established to protect it since 1917 when this endangered plant was once declared extinct in England. So over the years, people have grown increasingly aware of the need to protect this rare plant. 【设计意图】 通过识别关系代词引导的定语从句，学生复习之前学过的语法项目，并回顾定语从句的特点及用法。 Step 2 Step 2: Compare the attributive clauses with relative pronouns with the parts in red 学生通过比较红色语句与关系代词引导的定语从句之间的区别。 In England, there is a kind of flower which looks like a lady’s slipper. It is called Lady’s Slipper. It is considered to be the rarest type of wild orchids. Although it was once found across Europe and the UK, now Lancashire in England is the only place where this plant can be found. One of the reasons why it is so rare is known to all. That is, people picked almost all of them. One who sells only a single cutting of this plant can get US $5,000. Another reason why it is so unique is that it is one of the most difficult plants to grow. Fortunately, strict protection policies have been established to protect it since 1917 when this endangered plant was once declared extinct in England. So over the years, people have grown increasingly aware of the need to protect this rare plant. 并引导学生思考以下问题： Think about the following questions: 1. Do they also add more information to the noun? 2. Are they also attributive clauses? 3. What’s the difference between the parts in red and the underlined parts? 【设计意图】学生通过比较红色语句和关系代词引导的定语从句，教师引导学生思考红色语句的功能和作用，进一步感知关系副词引导的定语从句。 Stage II Discovering the Rule Step 1 Analyzing the structure of the two sentences and figure out the function and position of the attributive clauses 学生分析以下两句话的句子结构，并找出其中定语从句的功能及位置。 1) One who sells only a single cutting of this plant can get US $5,000. 2) Now Lancashire in England is the only place where this plant can be found 【设计意图】 通过分析句子结构，让学生感知关系副词引导的定语从句的功能及用法。 Step 2 Working in pairs to analyze the other sentences with the red parts in Understanding the meaning and then complete the rules by using the words or expressions in the box 学生小组活动，分析文本中其他红色语句并总结其使用规则。 【设计意图】 通过小组讨论，使学生深刻理解关系副词引导的定语从句的用法，同时训练学生发现规律和总结规律的能力。 Stage III Applying the Rule Step 1 Connecting the two sentences by using attributive clauses with relative adverbs. 学生使用关系副词，将两个简单句合为含定语从句的主从复合句。 【设计意图】 学生通过运用之前总结的规则重组句子，进一步理解关系副词引导的定语从句的用法。 Step 2 Discussing in groups to complete the following lyrics using attributive clauses 学生分组讨论，预测歌词的内容，并尝试用定语从句写出。 【设计意图】 通过讨论歌词的内容，学生初步尝试用定语从句进行创作，进行自由表达。 Step 3 Listening to a song and check the answers. 学生听歌，并补全歌词缺失部分。 【设计意图】 通过听歌写歌词的活动，在训练学生听辨定语从句的技巧的同时，让学生体味歌词的定语从句部分在信息补充方面的作用。并比较上一步骤中自己所写歌词与原歌词所表达信息的不同，从而进一步体会定语从句的修饰和限定及补充信息的功能。 Stage IV Assignment Writing a song using attributive clauses according to the following situation 学生的课后任务为：依据以下情景，合理运用定语从句，尝试创作一首歌。 Situation: You are writing a song for your former classmate in junior middle school. In the song, you may recall the days that you spent together or express how much you miss your classmate. Example: 1. You are one of my best friends who I’d like to share everything with. 2. I really miss the time when we studied hard and played hard in junior middle school. 【设计意图】课后作业的目的是巩固课内所学，帮助学生将所学知识和能力迁移到课外的生活情景中，用于解决真实生活情景中的问题。 Stage V Self-assessing Tick the following statements to assess your progress 学生完成对学习目标、学习过程以及学习策略的反思评价表。 【设计意图】通过反思评价表帮助学生认识自我，引导他们学会监控和调整自己的英语学习过程及学习方式，通过自我评估，达到以评促学的目的。 VI. 教学反思 6 / 6 学科网（北京）股份有限公司 $$