Unit 3 Sports Are Good for You Grammar教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 3 Sports Are Good for You Period 6 Grammar Teaching Analysis 【Textbook Analysis】 This is the sixth period of Unit 3, designed as a dedicated grammar lesson focusing on the Attributive Clause (定语从句). This grammar point was introduced in the reading material of Period 2 ("The 8th of August is China's National Fitness Day. It was set up to celebrate the 2008 Beijing Olympics...") where the clause "that you are good at" functions as an attributive clause modifying "fitness events." This lesson will systematically explain the concept, structure, and basic usage of attributive clauses, particularly those introduced by the relative pronouns "that" and "who", within the familiar context of sports and fitness. 【Student Analysis】 Students have encountered attributive clauses in the unit texts but likely haven't analyzed them formally. They are familiar with simple sentences but may find combining sentences using clauses challenging. The concept of a clause modifying a noun is abstract. However, the highly contextualized and relevant theme of sports provides ample authentic material for examples and practice, making the grammar point more accessible. Students need clear rules, visual aids, and graduated practice. 【Teaching Focus & Difficulties】 Teaching Focus: 1.Understanding the concept: An attributive clause modifies a noun or pronoun (the antecedent) and comes after it. 2.Recognizing and using the relative pronouns "that" (for things/people) and "who" (for people) to introduce attributive clauses. 3.Combining two simple sentences into one using an attributive clause in the context of sports. Teaching Difficulties: 1.Distinguishing the antecedent and understanding which noun the clause describes. 2.Choosing the correct relative pronoun ("that" vs. "who") and knowing when they can be omitted in object clauses. 1. 2. 3.Avoiding common errors such as missing the relative pronoun or misplacing the clause. 3. 1. Learning Objectives 【Knowledge & Skills】 1.Students will be able to identify attributive clauses (with "that"/"who") in sentences related to sports and fitness. 2.Students will be able to explain the function of an attributive clause (to give more information about a noun). 3.Students will be able to combine two simple sentences into one compound sentence containing an attributive clause using "that" or "who". 4.Students will be able to complete sentences and short paragraphs by choosing or writing correct attributive clauses. 1. 1. 【Process & Methods】 Through an inductive approach, students will first notice the grammar in context (Noticing). The teacher will then provide explicit explanation and rules (Deduction). Students will engage in controlled practice (identification, combination exercises) before moving to more meaningful practice (creating sentences about their sports life). Visual diagrams (e.g., connecting arrows) and sentence transformation tasks will be key methods. 【Affect, Attitude & Values】 To demystify grammar by showing its practical use in describing the world more precisely, especially in a topic they enjoy (sports). To build confidence in constructing more complex and descriptive sentences. To appreciate how grammar helps in effective communication. Procedure Design 步 骤 教 学 活动 设 计 意 图 step 1 1. Review & Lead-in: Quickly review two sentences from the unit: "I play basketball with my classmates. They are friendly." Ask: "Can we say this in one sentence?" 2. Noticing Activity: Show the key sentence from Period 2 reading: "You can join in fitness events that you are good at." Highlight the clause. Ask: "Which word does this part describe? (fitness events) What does it tell us about them?" 3. Introduce the Term: Write "Attributive Clause" and "定语从句" on board. Explain simply: It's a part of a sentence that describes a noun. The noun is called the "antecedent" (先行词). To create a need for the grammar (combining ideas) and guide students to discover it in a familiar text, making the introduction natural and relevant. step 2 1. The Basic Structure: Present the formula: Antecedent (Noun) + Relative Pronoun (that/who) + Clause Use clear examples from the unit/sports: - A sports shoe that protects your feet is important. (描述shoe) - The teacher who gives us tips is very kind. (描述teacher) 2. Relative Pronouns "that" & "who": - "that": Used for both THINGS and PEOPLE. (A sport that is fun; A friend that plays with me) - "who": Used only for PEOPLE. (An athlete who never gives up) 3. Function in a Sentence: Use diagrams or underlining to show the clause is an adjective for the noun. Compare: "I have a ball." vs. "I have a ball that is new." To provide clear, simple rules with visual and contextual support. Differentiating "that" and "who" is a key teaching point. The formula gives students a concrete structure to follow. step 3 1. Find the Clause (Learning Plan Task 1): Students read sentences from the unit/text and underline the attributive clause, circle the antecedent, and box "that/who." 2. Sentence Combination Drills: Provide pairs of simple sentences. Students combine them using "that" or "who." e.g., I have a friend. + He loves marathon running. → I have a friend who loves marathon running. This is an exercise. + It builds endurance. → This is an exercise that builds endurance. 3. Choosing the Pronoun: Multiple-choice or fill-in-the-blank exercises where students choose "that" or "who." To build accuracy through structured, low-risk practice. Identification reinforces understanding of structure. Sentence combination is the core skill being developed. step 4 1. Complete the Sentence: Students complete sentences about sports using their own attributive clauses. (e.g., My favourite athlete is someone who ______.) 2. Sportswear/Equipment Description: In pairs, students describe an item using an attributive clause for their partner to guess. "It's something that we wear on our feet when we run." (Sports shoes) 3. Error Correction: Show sentences with common errors (missing relative pronoun, wrong pronoun). Students correct them. To move towards more meaningful use of the grammar. The description game makes practice communicative and fun. Error correction raises awareness of common mistakes. step 5 1. Writing Task: Students write 3-5 sentences about their sports life or a favourite athlete/sport, using at least two attributive clauses with "that" or "who." They will use this for the Learning Plan. 2. Peer Check: Students exchange sentences with a partner. The partner underlines the attributive clauses and gives a "like" if they are correct. 3. Summary & Rule Reinforcement: Quickly review the rules on the board. Emphasize: It makes our English richer and clearer. Assign the Learning Plan's consolidation tasks. To achieve the final goal: independent production of accurate attributive clauses in personalized writing. Peer checking fosters collaborative learning. Summarizing solidifies the key takeaways. Assessment & Reflection 【Assessment】 Formative Assessment: Accuracy in identification and combination exercises; participation in the description game; quality of peer feedback. Summative Assessment: The written sentences produced in Step 5/ Learning Plan "Production" task; completion of all practice exercises.【Reflection】 Teaching grammar in context is crucial. Starting from the unit text builds legitimacy. The distinction between "that" and "who" must be emphasized, but also note that "that" can often replace "who" in informal usage (though teaching the standard rule first is best). The concept of the clause as a "big adjective" is helpful. Students may struggle with word order in the clause itself (it should be a complete subject-verb structure). Provide plenty of examples. The pace should allow for ample practice at each stage before moving on. For advanced learners, the concept of omitting "that/who" when it is the object of the clause can be mentioned briefly. 学科网（北京）股份有限公司 $