中职英语高教版（2021）基础模块3Unit 6 Living History of Culture优秀教案及反思

 Unit 6 Living History of Culture

(Language Practice )

课  型

Language Practice

课  时

1

授课班级

授课时间

45mins

授课教师

教材分析

本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材，《英语3 基础模块》中第六单元的Language Practice板块，主要内容为关系副词引导的定语从句以及本单元的重点词汇。用本单元已学到的语句呈现新的语法应用，旨在给学生熟悉且较为完整的语法体系。词汇训练部分通过具体语境中运用单词和短语达到巩固效果，最终达到真正运用的目的。培养学生的探究能力和在具体语境中的语言应用能力。

学情分析

学生在Unit2已经学习了关系代词引导的定语从句，能够对关系代词和先行词进行识别和运用。但是对关系副词引导的定语从句还不熟悉，可通过关系代词引导的定语从句对比学习本节内容，辨别关系副词when, where, why引导的定语从句的不同之处。但大部分学生对于各种从句的区分，句子成分的把握仍有困难，还应设置具体的情景去习得新的知识，运用旧有知识过渡新的知识，最终达到灵活运用和掌握关系副词引导的定语从句以及本单元的重点词汇。

学习目标

Knowledge objectives:

To learn the basic usage of attributive clauses guided by when, where and why.

To grasp the words and phrases to describe living history of culture.

Ability objectives:

To recognize and use attributive clauses guided by when, where and why flexibly.

To use the key words and phrase which are stressed in this unit.

Emotional objectives:

To cultivate the good habit of using language correctly in daily life.

学习重难点

To when to use when, where and why in a attributive clause.

To recognize the different clauses guide by the same relative.

教学方法

小组讨论法、任务教学法、情境教学法

课前准备

PPT课件，语音素材，图片

教学媒体

PPT课件、多媒体设备、语音素材、拓展资源包等

教学过程

教学环节

教师活动设计

学生活动设计

设计意图

Step 1:

Warming up

1.Play a miro-lesson to learn the attributive clauses guided by when,where and why.

1.Watch the video to get the key information about this period.

微课呈现本节内容，条理的展现由关系副词引导的定语从句的特征及用法。

Step 2:

Grammar

1.   Read and underline.

1)     Show some attributive clause examples appeared in this unit to recognize the usage of when,where,and why.

1. when 先行词指时间，when在定语从句中作时间状语，when=“介词+关系代词”。
2. where先行词指地点，when在定语从句中作地点状语，where=“介词+关系代词”。
3. why先行词指原因，when在定语从句中作原因状语，why=“for+关系代词”。
4. 用法注意:

(1)当先行词为time，表示“次数”时，应用关系词that 或省略。

(2)当point, situation, case等词作先行词表示“情况，境地，场合”等意思时，其后常由where引导定语从句，where在句中作状语。

2)     Finish task16 to recognize the different clauses guide by the same relative.

2.Read and match.

Work in group to match two parts into a attributive clause.Share the answers and read the new sentences.

3.Discuss and complete.

Work in groups to plan a holiday trip ,describe own plan by attributive clauses.Then complete the task18 and share your plan and reasons in class.

4.Conclusion.

1.Read the model sentences to conclude the features of grammar ,take some notes and finish task16 in group.

2.   Finish task 17 and share the answers in class.

3.   Describe own holiday plan by attributive clauses in group and finish task18.

4.Review the whole class.

学生通过观察、对比分析、归纳总结，识别出由关系副词引导的定语从句，并能区分由同一关系词引导的不同从句。教师呈现和补充系统的语法知识，巩固和夯实知识体系。

通过组合句子，在具体语境中练习由关系副词引导的定于从句，检测学习效果。

设置情景，练习语法运用，提高语言综合运用能力，并养成准确使用语言的习惯。

总结回顾本堂课所学内容，加深印象。

Step 3:

Vocabulary

1.Discuss and decide.

Read the sentences and decide whether the descriptions are right.Check the answers together ,correct the errors and explain the reason.

2.Read and complete.

Review the words in the reading to know the usage of them，then fill in the sentences to finish task20.

Check the answers together ,correct the errors and explain the reason.

3.Read and complete.

Fill in the description about Stone Forest.Check the answers together ,correct the errors and explain the reason.

1.   Read sentences and decide whether the descriptions are right in groups.

2.Complete the sentences and learn to usage of the words.

3.Complete the description about Stone Forest in proper words and phrases.Share the answers and read the passage.

词汇用法判断，检测学生在听说读写板块学到的词汇。

在具体语境用中运用本单元核心单词和短语，注意形式变化，正确地使用词汇，锻炼学生的语用能力。

描述石林，阅读并理解所给短文，填写适当的词汇补全短文，再次检测词汇在真实语境的语用能力。

Step 4:

Summary

Grammar

1.when 先行词指时间，when在定语从句中作时间状语，when=“介词+关系代词”。

2.where先行词指地点，when在定语从句中作地点状语，where=“介词+关系代词”。

3.why先行词指原因，when在定语从句中作原因状语，why=“for+关系代词”。

4.用法注意:

(1)当先行词为time，表示“次数”时，应用关系词that 或省略。

(2)当point, situation, case等词作先行词表示“情况，境地，场合”等意思时，其后常由where引导定语从句，where在句中作状语。

Step 5:

Homework

1. Remember the vocabulary in the period.

2.Do more exercises about the attributive clause.

3.Draw a mind map about attributive clause.

板书设计

教学反思

（留白）