一、教學(xué)課型：語(yǔ)法課
grammar and usage 是《牛津高中英語(yǔ)》七個(gè)單元結構的組成之一，它通過(guò)語(yǔ)法規則的講解和多種圖示的呈現,讓學(xué)生比較全面系統地掌握語(yǔ)法知識�；舅枷胧牵簹w納演繹并舉，講練結合，講求實(shí)效。
二、教材分析
1、 學(xué)內容：Non-restrictive attributive clauses
2、教學(xué)目標:
（1） 知識目標：
A. 讓學(xué)生了解什么是非限制性定語(yǔ)從句，其構成以及用法。
B. 讓學(xué)生能夠區分非限制性定語(yǔ)從句與限制性定語(yǔ)從句及關(guān)系詞的使用。
（2） 能力目標：培養學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)的能力，尤其是培養學(xué)生在情境中和語(yǔ)篇中運用所學(xué)的語(yǔ)法知識的能力。
（3） 情感目標： 讓學(xué)生認識到如何保持健康，青春延續的方式不應該只注重外表，更應注重內涵。3、教學(xué)重點(diǎn)和難點(diǎn)
（1） 非限制性定語(yǔ)從句的理解及運用。關(guān)系代詞which .that 在定語(yǔ)從句中的正確使用。三、教學(xué)設計1、總體思路
按照《英語(yǔ)課程標準》：高中階段的語(yǔ)法教學(xué)，應從語(yǔ)言應用的角度出發(fā)，把語(yǔ)言的形式、意義和語(yǔ)法有機地結合起來(lái)，引導學(xué)生在語(yǔ)境中了解和掌握語(yǔ)法的表意功能，通過(guò)在語(yǔ)篇中的練習加以鞏固和提高。
2、 學(xué)情分析：
（1） 學(xué)生在unit 2學(xué)了限制性定語(yǔ)從句。
（2） 學(xué)生unit 3的reading and word power已學(xué)習。
3、 教學(xué)過(guò)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?
【設計說(shuō)明】
在輕松的日常會(huì )話(huà)中，逐步引入對上一單元結構reading 的復習，既檢查了學(xué)生對課文內容的掌握情況，又為自然過(guò)渡到新內容-非限制性定語(yǔ)從句的學(xué)習埋下鋪墊。
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
…. ……
【設計說(shuō)明】
讓學(xué)生給劃線(xiàn)名詞或代詞添加extra information ,充分發(fā)揮他們的主觀(guān)能動(dòng)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(yǔ)言運用能力上。這樣的設計同時(shí)也是對教材的充分利用，學(xué)生在不知覺(jué)中又將課文內容復習了一遍，將語(yǔ)法教學(xué)與閱讀、口語(yǔ)等技能訓練相互融合，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 .
【設計說(shuō)明】
通過(guò)幻燈片引入unit 2 growing pains 已為學(xué)生熟悉的定語(yǔ)從句，讓學(xué)生作一個(gè)比較和思考：什么是限制性定語(yǔ)從句，什么是非限制性定語(yǔ)從句�；趯W(xué)生已對文章中的語(yǔ)言現象形成一定的感性認識，就能自然地引導學(xué)生歸納和總結出語(yǔ)法規則：對名詞或代詞提供重要信息，缺少會(huì )影響句意的從句是限制性定語(yǔ)從句，而對名詞或代詞提供額外信息的，則是非限制性定語(yǔ)從句，并注意標點(diǎn)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.
【設計說(shuō)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(guò)基礎練習，發(fā)現學(xué)生的掌握情況，并取得反饋，及時(shí)對錯誤加以糾正。
利用投影儀當堂投射學(xué)生合并的句子 ，既有時(shí)效性，又有代表性，還可當作改錯題來(lái)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
【設計說(shuō)明】
在努力達到課標要求的同時(shí)，充分考慮到當前高中教學(xué)的實(shí)際情況，如：相當一部分學(xué)生的求學(xué)目標是通過(guò)高考，所以還補充了關(guān)系詞which 補充說(shuō)明整個(gè)句子的用法時(shí)與as的區分等內容，并配有當堂練習。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)
【設計說(shuō)明】
通過(guò)設定任務(wù)，發(fā)揮了學(xué)生的能動(dòng)性，合理組織和整合個(gè)人及他人所有的知識，通過(guò)語(yǔ)篇促使學(xué)生活學(xué)活用語(yǔ)法以達到運用目的，同時(shí)鍛煉他們的口語(yǔ)表達能力，此環(huán)節詣在調動(dòng)學(xué)生用英語(yǔ)表達觀(guān)點(diǎn)的積極性，以表?yè)P為主，不進(jìn)行對或錯的簡(jiǎn)單評判，并為寫(xiě)作和下一單元結構task作好鋪墊。
Step VII. Homework
Write a composition to advertise a new weight-loss product or a gym you run .
【設計說(shuō)明】
通過(guò)以上各教學(xué)環(huán)節，為學(xué)生的書(shū)面表達奠定了基礎，寫(xiě)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 )設一個(gè)做中學(xué)的學(xué)習環(huán)境，充分發(fā)揮和體現學(xué)生的主觀(guān)能動(dòng)性，這節課的導入和結尾比較成功。
導入既加深學(xué)生對所學(xué)知識的印象，又不會(huì )對語(yǔ)法感到枯燥乏味。
reading （與減肥話(huà)題有關(guān)）和word power（與體育設施和運動(dòng)項目關(guān)聯(lián)）在這節課之前已經(jīng)教授過(guò)，因此小組活動(dòng)中學(xué)生參與意識強，氣氛相當活躍 ，學(xué)生既掌握了新的句型，又運用和復習到了已學(xué)詞匯，獲得極大成就感，增強了學(xué)習的自信心。當時(shí)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(guò)道還拉著(zhù)我介紹減肥產(chǎn)品。
(2) 許多英語(yǔ)老師在公開(kāi)課上盡量避開(kāi)語(yǔ)法教學(xué)，這也是語(yǔ)法教學(xué)改革舉步維艱的原因。事實(shí)上，只要教師能更新觀(guān)念，正確領(lǐng)會(huì )新課程標準關(guān)于語(yǔ)法教學(xué)改革的精神，在教學(xué)設計也好，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(guò)怎樣的方法和途徑，給學(xué)生創(chuàng )設一個(gè)做中學(xué)的學(xué)習環(huán)境，充分發(fā)揮和體現學(xué)生的主觀(guān)能動(dòng)性，使語(yǔ)法教學(xué)充滿(mǎn)趣味性、真實(shí)性、實(shí)用性，學(xué)生一定會(huì )更好地掌握語(yǔ)言基礎知識，有效提高其語(yǔ)言交際能力。