一、教學(xué)課型：語法課
grammar and usage 是《牛津高中英語》七個單元結(jié)構(gòu)的組成之一，它通過語法規(guī)則的講解和多種圖示的呈現(xiàn),讓學(xué)生比較全面系統(tǒng)地掌握語法知識�；舅枷胧牵簹w納演繹并舉，講練結(jié)合，講求實效。
二、教材分析
1、 學(xué)內(nèi)容：Non-restrictive attributive clauses
2、教學(xué)目標(biāo):
（1） 知識目標(biāo)：
A. 讓學(xué)生了解什么是非限制性定語從句，其構(gòu)成以及用法。
B. 讓學(xué)生能夠區(qū)分非限制性定語從句與限制性定語從句及關(guān)系詞的使用。
（2） 能力目標(biāo)：培養(yǎng)學(xué)生聽、說、讀、寫的能力，尤其是培養(yǎng)學(xué)生在情境中和語篇中運用所學(xué)的語法知識的能力。
（3） 情感目標(biāo)： 讓學(xué)生認識到如何保持健康，青春延續(xù)的方式不應(yīng)該只注重外表，更應(yīng)注重內(nèi)涵。3、教學(xué)重點和難點
（1） 非限制性定語從句的理解及運用。關(guān)系代詞which .that 在定語從句中的正確使用。三、教學(xué)設(shè)計1、總體思路
按照《英語課程標(biāo)準(zhǔn)》：高中階段的語法教學(xué)，應(yīng)從語言應(yīng)用的角度出發(fā)，把語言的形式、意義和語法有機地結(jié)合起來，引導(dǎo)學(xué)生在語境中了解和掌握語法的表意功能，通過在語篇中的練習(xí)加以鞏固和提高。
2、 學(xué)情分析：
（1） 學(xué)生在unit 2學(xué)了限制性定語從句。
（2） 學(xué)生unit 3的reading and word power已學(xué)習(xí)。
3、 教學(xué)過程
Step I. lead in and revision
Carefully design the following questions relating to sleep ,exercise and diet, having a revision about the reading part “dying to be thin”.
Lead in :1. Did you have a good sleep last night?
2. Have you taken any exercise recently ?
3. You look so healthy .You have a balanced diet, don’t you ?
Revision: 1. Amy used to go to the gym to exercise, but what is she doing at present?
2. Who keeps telling her not to take them? Why ?
3. Which person donated more than half of his liver to save Amy ?
4. Are many people always going on diets or taking weight-loss pills?
【設(shè)計說明】
在輕松的日常會話中，逐步引入對上一單元結(jié)構(gòu)reading 的復(fù)習(xí)，既檢查了學(xué)生對課文內(nèi)容的掌握情況，又為自然過渡到新內(nèi)容-非限制性定語從句的學(xué)習(xí)埋下鋪墊。
Step II. Presentation :
1. List the answers to the above questions
*She is taking weight-loss pills.
*Her mother keeps telling her not to take them.
*Li Dong donated more than half of his liver to save Amy.
*Many people are always going on diets or taking weight-loss pills.
2. Ask students to provide extra information for the underlined parts.
*She is taking weight-loss pills, which contain a harmful chemical
which are called Fat-less.
which are quite popular among young women in Canada.
Which keep her slim.
Which make her look good and feel good.
….
*Her mother, whom you met last year, keeps telling her not to take them.
Who knows nothing is more important than health, keeps …….
Who told us not to damage our health for a slim and attractive figure, keeps ….
…
*Li Dong, who is in China, donated more than half of his liver to save Amy
Who was an exact match for her, donated…..
….
*Many people, who are not overweight at all, are always going on diets or taking weight-loss pills.
Who are ashamed of their weight, are always …
Who are embarrassed about their weight
Who want slim figures
…. ……
【設(shè)計說明】
讓學(xué)生給劃線名詞或代詞添加extra information ,充分發(fā)揮他們的主觀能動性，力除采用教師一言堂的模式，把學(xué)生的注意力引到形成語言運用能力上。這樣的設(shè)計同時也是對教材的充分利用，學(xué)生在不知覺中又將課文內(nèi)容復(fù)習(xí)了一遍，將語法教學(xué)與閱讀、口語等技能訓(xùn)練相互融合，整合使用。
Step III. Make a comparison with the sentences learned in unit 2
Are you familiar with these sentences?
1. The money with which you were to buy dog food is gone.
2. Remember the day when we left you in charge?
3. We thought you were a person from whom we could expect good decisions.
4. this is not a family where bad behavior goes unpunished.
T: : what if we take away the underlined parts ?
S: The meaning is not so clear .
T: Yes , why ?
Because they provide very important information instead of extra information
Conclusion :The attributive clause providing important information is called restrictive clause .
The attributive clause adding extra information is called non-restrictive clause .
Besides , pay attention to the comma between non-restrictive clause .
【設(shè)計說明】
通過幻燈片引入unit 2 growing pains 已為學(xué)生熟悉的定語從句，讓學(xué)生作一個比較和思考：什么是限制性定語從句，什么是非限制性定語從句。基于學(xué)生已對文章中的語言現(xiàn)象形成一定的感性認識，就能自然地引導(dǎo)學(xué)生歸納和總結(jié)出語法規(guī)則：對名詞或代詞提供重要信息，缺少會影響句意的從句是限制性定語從句，而對名詞或代詞提供額外信息的，則是非限制性定語從句，并注意標(biāo)點符號的使用。
Step IV. practice （I）
I. Project the students’ sentences to see if there are any mistakes to correct by his or her classmates
*Join each pair of sentences to form one sentence, using one of them as a non-restrictive attributive clause with who , whom , whose, which , where or when
1. Li dong donated more than half of his liver to Amy to save her life. He is Chinese.
2. The doctor at the hospital tried their best to save Amy . Amy spent about two months in that hospital.
3. Amy eats lots of fruit and vegetables. All of them are good for her health.
4. Amy sometimes goes for a walk in the afternoon . It is fine and warm in the afternoon.
5. My uncle is an engineer and is working in Beijing. I told you about him yesterday .
6. Mike has decided to visit the Great Wall next month . His hobby is traveling.
II. Read the combined correct attributive clauses.
【設(shè)計說明】
學(xué)生對從句的理解不等同于對從句的正確運用，教師有必要通過基礎(chǔ)練習(xí)，發(fā)現(xiàn)學(xué)生的掌握情況，并取得反饋，及時對錯誤加以糾正。
利用投影儀當(dāng)堂投射學(xué)生合并的句子 ，既有時效性，又有代表性，還可當(dāng)作改錯題來處理。朗讀正確句子以強化正確信息的輸入。
Step V. explanations and practice (II)
I. explanations
1. I shall never forget these years when I lived in the country, which has a great effect on my life.
2. Do you know Tom., whom we talked about?
I had told them the reason , for which I didn’t attend the meeting.
3. He has two brothers and both of them are doctors.
He has two brothers, both of whom are doctors.
4. China has succeeded in defeating SARS, which /as we have expected.
II. practice (II)
1. Wilma became the first American woman to win 3 Olympic gold medals in track, ____ made her mother very proud.
A. it B. that C. / D. which
2. Dorothy was always speaking highly of her role in the play , ___ of course, made the others unhappy.
A. who B. which C. this D. what
3. Helen was much kinder to her youngest son than to the others, ___ made the others envy him.
A. who B. that C. what D. which
4. He paid the boy $10 for washing the windows, most of ___ hadn’t been cleaned for at least a year.
A. those B. these C. that D. which
5. The factory produces half a million pairs of shoes every year, 80% are sold abroad.
A. of which B. which of C. of them D. of that
6. There are altogether eleven books on the shelf, ___ five are mine.
A.. on which B. in which C. of which D. from which
7. Have you seen the film “Titanic “, ___ leading actor is world famous?
A. its B. it C. whose D. which
8. ____ is often the case, we have worked out the production plan .
A. Which B,. When C. what D. As
9. ___ is mentioned above, the number of the students in senior high schools is increasing,
A. It B. As C. That D. Which
10. It was an exciting moment for these football fans this year, ____ for the first time in years their team won the World Cup.
A. that B. while C. which D. when
【設(shè)計說明】
在努力達到課標(biāo)要求的同時，充分考慮到當(dāng)前高中教學(xué)的實際情況，如：相當(dāng)一部分學(xué)生的求學(xué)目標(biāo)是通過高考，所以還補充了關(guān)系詞which 補充說明整個句子的用法時與as的區(qū)分等內(nèi)容，并配有當(dāng)堂練習(xí)。Step VI. Practice （III）
Group activities :choose a topic to talk about ，imagining yourself to be a salesman or the manager of a gym. and deliver a speech to your classmates.
1. Advertise a new weight-loss product
(you can introduce its name /taste /price /effect /safety ..ingredients …most important including at least 2 attributive clauses
2. or Advertise a gym you run …( you can introduce coach/ location/ equipment/ course / service…including at least 2 attributive clauses)
【設(shè)計說明】
通過設(shè)定任務(wù)，發(fā)揮了學(xué)生的能動性，合理組織和整合個人及他人所有的知識，通過語篇促使學(xué)生活學(xué)活用語法以達到運用目的，同時鍛煉他們的口語表達能力，此環(huán)節(jié)詣在調(diào)動學(xué)生用英語表達觀點的積極性，以表揚為主，不進行對或錯的簡單評判，并為寫作和下一單元結(jié)構(gòu)task作好鋪墊。
Step VII. Homework
Write a composition to advertise a new weight-loss product or a gym you run .
【設(shè)計說明】
通過以上各教學(xué)環(huán)節(jié)，為學(xué)生的書面表達奠定了基礎(chǔ)，寫作也就是順理成章的事。
4、 教學(xué)效果與反思
(1). 由于給學(xué)生創(chuàng)設(shè)一個做中學(xué)的學(xué)習(xí)環(huán)境，充分發(fā)揮和體現(xiàn)學(xué)生的主觀能動性，這節(jié)課的導(dǎo)入和結(jié)尾比較成功。
導(dǎo)入既加深學(xué)生對所學(xué)知識的印象，又不會對語法感到枯燥乏味。
reading （與減肥話題有關(guān)）和word power（與體育設(shè)施和運動項目關(guān)聯(lián)）在這節(jié)課之前已經(jīng)教授過，因此小組活動中學(xué)生參與意識強，氣氛相當(dāng)活躍 ，學(xué)生既掌握了新的句型，又運用和復(fù)習(xí)到了已學(xué)詞匯，獲得極大成就感，增強了學(xué)習(xí)的自信心。當(dāng)時課堂上各小組爭先恐后的情景我記憶猶新：有介紹減肥霜、藥、膏、減肥腰帶…下了課在過道還拉著我介紹減肥產(chǎn)品。
(2) 許多英語老師在公開課上盡量避開語法教學(xué)，這也是語法教學(xué)改革舉步維艱的原因。事實上，只要教師能更新觀念，正確領(lǐng)會新課程標(biāo)準(zhǔn)關(guān)于語法教學(xué)改革的精神，在教學(xué)設(shè)計也好，在課堂教學(xué)上也好，始終以學(xué)生為主體，更多地考慮通過怎樣的方法和途徑，給學(xué)生創(chuàng)設(shè)一個做中學(xué)的學(xué)習(xí)環(huán)境，充分發(fā)揮和體現(xiàn)學(xué)生的主觀能動性，使語法教學(xué)充滿趣味性、真實性、實用性，學(xué)生一定會更好地掌握語言基礎(chǔ)知識，有效提高其語言交際能力。