1、教学设计 课课 题题 Unit6 At one with nature Using language（1） 学学 科科 英语英语 班班 级级 Class 授课授课 教师教师 教教 学学 目目 标标 1 引导学生进一步了解定语从句的结构和表意功能，掌握“介词 + 关系代词”的用 法，并在实际语境中运用。 2 通过学习定语从句，进一步加深对英语的理解，培养起对英语学习的兴趣。 重重 点点 1 了解“介词+关系代词”在定语从句中的功能； 2 会根据实际情况灵活正确选用相应的介词。 难难 点点 在定语从句中适当介词的选择使用。 教教 学学 方方 法法 Teach grammar in real sit
2、uations. Learn grammar through practice. 教教 学学 内内 容容 与与 过过 程程 Step1 Leading-in: Attributive clauses (3) 此活动聚焦课文素材，引导学生自己去发现、总结限制性定语从句中“介 词 + which / whom”的表意功能。教师仅作为辅助者、监督者，为学生提 供支持性信息。 第一步：学生朗读例句，关注粗体部分，尝试理解粗体部分表达的含义。 第二步：学生分组活动，各小组对比两组例句，基于活动中的问题展开讨 论，发现两组例句在句子结构上的不同之处，归纳限制性定语从句中“介 词 + which / who
3、m”结构的表意功能及其在语篇层面的效果。 第三步：请个别小组分享答案并总结限制性定语从句中“介词 + which / whom”的表意功能和用法，根据学生水平酌情进行补充和扩展。 第四步：学生在课文中找出更多含“介词 + which / whom”结构的限制性 定语从句，体会其用法和表意功能。 Look at the sentences from the reading passage and answer the questions. a they could increase the areas in which they could grow rice. b these terraces
4、 still mean a lot to the local people for whom traditions hold much value. 1 What do “which” and “whom” refer to in each sentence? 备注备注 2 Why do we use prepositions before “which” and “whom”? 3 In sentence (a), can we replace ”in which“ with ”where“ without changing the meaning? Compare them with th
5、e following sentences and answer the questions. c they could increase the areas. They could grow crops in these areas. d these terraces still mean a lot to the local people. Traditions hold much value for them. 4 What is the difference between the two groups of sentences? 5 Why does the author choos
6、e to use sentences (a) and (b) in the reading passage? Now look for more sentences with attributive clauses in the reading passage. 参考答案 1 “Which” refers to “the areas” in sentence (a), and “whom” refers to “the local people” in sentence (b). 2 Because “which” and “whom” serve as the object of the a
7、ction phrases that end with a preposition. 3 Yes. 4 Sentences (a) and (b) both contain a clause defining a noun in the sentence. Sentences (c) and (d) are constructed with a pair of simple sentences, with one defining a noun in the other sentence in each pair. 5 Because there is a closer link and co
8、nnection between the item and the clause defining it in sentences (a) and (b). It will also make the passage clearer, and create an emphatic effect on the objects being defined. Step2 Presenting 定语从句介词定语从句介词 + 关系代词讲解关系代词讲解 1 使用“介词 + 关系代词”引导定语从句的情况当关系代词在定语从句 中作介词的宾语时，通常用“介词 + 关系代词”引导定语从句。如果关 系代词在句中指人
9、， 则用 “介词 + whom” ； 如果指物， 则用 “介词 + which” 。 例句： The man by whom the thief was caught was a good policeman. 那个抓住小 偷的男人是个优秀的警察。 This is the reason for which I was praised by my chemistry teacher. 这就是 我得到化学老师表扬的原因。 2 介词选用的规则 介词的选择要根据其与先行词的关系以及句意决定，在定语从句中，经常 可以根据谓语动词的搭配习惯来确定介词。 3 其他注意事项 含有介词的动词固定短语在定语从句中
10、一般不拆开，在这种情况下，介词 仍然放在后面，例如 hear from, look after 等。而在介词处于句尾时，句 中的关系代词可以省略。 例句： I met the child (whom) I looked after ten years ago. 我遇到了十年前我照料过的那个孩子。 I wanted to visit the house (which) my grandparents lived in. 我想去看看我祖父母曾经居住过的房子。 Step3 Consolidation 教师带领学生改写句子，在真实语境中巩固对定语从句“介词 + 关系代 词”结构的理解。 第一步：学生阅
11、读语句，理解语句内容和活动目的。 第二步：学生分组活动，各小组画出每组句子中的先行词，讨论并确认介 词结构，按要求用“介词 + 关系代词”的结构改写句子。 第三步：请部分小组代表分享改写的句子，全班核对答案。 Complete the passage with a preposition + whom / which. Among the many beautiful treasures people can receive from nature are natural dyes. The most common natural source 1._ natural dyes come is
12、 plants. Materials for making natural dyes can often be found in gardens 2._ colourful flowers are planted. Other natural dyes are made from insects, sea creatures and mineral compounds. Natural dyes are now returning to popularity, especially with artists and craftspeople. The reasons 3._ they pref
13、er natural dyes are that the colours are brighter and can be kept longer. Natural dyes are also becoming more popular with consumers 4._ caring for the environment is a priority. More and more people feel that by using natural dyes, we can remind ourselves of natures beauty and protect the natural w
14、orld. 参考答案 1 The Zhuang is an ethnic group, of which the population is the largest of all ethnic groups in China. 2 Guangxi is a province in which the Longji Rice Terraces are located. 3 I want to visit this cultural landscape, to which the title of UNESCO World Heritage Site was given in 2016. 4 He
15、 is an expert on rice planting, from whom the local Zhuang people have learnt a lot. Step4 Practice Activity 3 教师引导学生在真实、具体的语境中运用“介词 + 关系代词”引导定语 从句的结构。 第一步：学生阅读语篇，整体理解语境和语篇大意。 第二步：学生分组活动，运用恰当的“介词 + 关系代词”填空，补全语 篇。 第三步：请个别小组阅读完整的语篇，全班核对答案。 第四步（适合程度较好的班级或学生）：请学生联系实际生活，模仿语篇 形式写一篇短文，介绍生活中其他利用自然中动植物资源的生产活
16、动，恰 当使用由“介词 + 关系代词”引导的定语从句，进行知识和能力的迁移。 Connect the sentences with a preposition + whom / which. 1 Guangxi is a province. The Longji Rice Terraces are located in it. 2 I want to visit this cultural landscape. The title of UNESCO World Heritage Site was given to it in 2016. 3 He is an expert on rice planting. The local Zhuang people have learnt a lot from him. 4 The Zhuang is an ethnic group. Its population is the largest of all ethnic groups in China. 参考答案 1 from which 2 in which 3 for which 4 for whom Step5 Homework 总结定语从句“介词 + 关系代词”的用法，并完成课后习题。
