主语从句教学设计案例
(Subject clauses)（第一次研究课）
【主题语境】人与自我一“生命的意义和价值”
【语篇类型】多模态语篇
【教材分析】
这篇阅读材料紧扣本单元的中心话题“介绍人物"。以周华健和洛天依合唱的一首英文歌曲进行欣赏导入，引出虚拟歌手----洛天依这一角色，并把她作为本节语法课所有例句和练习的主要人物线索，简单却极富炫动感的MV能立刻吸引学生的眼球，且熟悉的偶像能引起学生情感上的共鸣，为进入语法学习做好铺垫。
【学情分析】
学生对本单元的主题“洛天依”这一角色，并把她作为本节语法课所有例句和练习的主要人物线索，本文在一定主题意义下学习定语从句，能激发学生兴趣。
【教学目标】
At the end of the lesson, the students will be able to
1.Learn the structure, different conjunctions and the usages of the subject clause
2. Recognize the subject clause in the passage.
3. Train the Ss’ ability of using the subject clause.
4. Cultivate the Ss’ respect famous people and try their best to study hard to realize dreams.
【教学重点】Learn different conjunctions and the usages of the subject clause in different situations.
【教学难点】How to use the subject clause in different situations and the usages of different conjunctions.
【教学资源】Multi-media, a blackboard, worksheets.
【教学过程】
Step 1“导”:语境创设，语法导入
Enjoy a video clip ----a song Let it Go by Zhou Huajian(周华健) and Luo Tianyi（洛天依）.
① The girl is Luo Tianyi.
② Luo Tianyi is a virtual singer(虚拟歌手) created by computers.
③ She is the most popular virtual idol(虚拟偶像) in China.
④ That a virtual singer can perform with a human singer is amazing.
Conclusion:在句子中充当主语的从句叫做主语从句。
【设计目的】此活动属于“五环”语法教学模式“五环”中的第一环“导”。以周华健和洛天依合唱的一首英文歌曲进行欣赏导入，引出虚拟歌手----洛天依这一角色，并把她作为本节语法课所有例句和练习的主要人物线索，简单却极富炫动感的MV能立刻吸引学生的眼球，且熟悉的偶像能引起学生情感上的共鸣，为进入语法学习做好铺垫。
Step 2“读”:语境阅读，感知强化
让学生阅读以下关于洛天依进行介绍，找出内含与文中划线句子有相同结构的其他句子，并归纳其语法结构。(学习理解类活动)
Practice: Underline the subject clause in the following sentences.
1.What Luo tianyi sang is a song from the Disney movie Frozen（冰雪奇缘）.
2. That Luo tianyi sang an English song for the first time excited her fans.
3. Whoever came to the New Year Party would be amazed by the presence of Luo tianyi.
4.Why Luo tianyi becomes so successful lies in the development of AI(人工智能).
5.Whether Luo Tianyi will attend Spring Festival Gala Evening(春晚) is still a question.
【设计目的】此活动整合了“五环”语法教学模式中的“读”和“悟”两个环节。在该活动中教师把含有大量目标语法项目的典型例子融入到相应主题语境中，让学生在真实语料中感受目标语法的结构特征。用四个句子对洛天依进行介绍，并分析句子成分，从单个词做主语到句子做主语，由浅入深地引出“主语从句”的概念，让学生在欢快的节奏中轻松自然地进入语法主题。然后，给出五个与视频内容相关的句子，让学生找出句子中的主语从句，强化对主语从句定义的理解。并观察总结出主语从句的两大特征：1.由连接词引导；2. 用陈述语序。
Step 3“悟”:探究规则，意识提升
再次阅读文章，并找出课文中其它含有此项语法结构的句子，然后通过小组合作，探讨什么时候应当用现在完成时的被动语态这一语法结构。(学习理解类活动)
1. However, what concerned him most was that farmers often had poor harvests and sometimes even had a serious shortage of food to eat.
2.How this could be done was a challenging question at the time.
3. However, whether it was possible to develop a hybrid of self- pollinating plants such as rice was a matter of great debate.
4. Today, it is estimated that about 60 percent of domestic rice...
5. What impresses people most about Yuan Longping is his ongoing ability to fulfil his dreams.
归纳:主语从句连接词
1.从属连词: that, whether/if
That he will come is certain.
Whether he will come is uncertain.
that只起连接作用，本身无意义，不充当任何成分，但不能省略。
whether/if意为是否，只起连接作用，不作成分。
2.连接代词：what, who, whom, whose, which, whatever, whoever, whichever等。它们在主语从句中既起连接作用又在从句中充当主语、宾语、或表语。
Who will go makes no difference.
What we need is more time.
Which book I shall choose hasn't been decided.
Whoever breaks the law will be punished.
Whatever I have is yours.
3.连接副词: when, where, how ,why. 在从句中作状语。
When we will leave hasn't been decided.
How she keeps healthy is a secret.
Why he cries is not clear.
Where the meeting will be held is not known.
【设计目的】此活动属于“五环”语法教学模式“五环”中的第三环“悟”，，与前两活动的“导”和“读”共同组成“三段”中的第一阶段(感知与领悟)。此环节教师利用课本中原有的主语句子作为学生探究的重点，学生首先找出课本中含有此项语法结构的其他句子，然后通过小组合作的形式归纳出何时能够运用主语从句这一语法结构。
Step 4“练”:意义练习，整合内化
学习语言的最终目的是用语言做事，而学生在学会用语言做事前，限时操练目标语言这一环节必不可少。学生在头脑中输入了大量语言信息后，要想转化为语言输出，需要一定量的意义练习。在此环节，教师根据学生的认知特点，由浅入深、由句子到篇章设计了两个练习活动，以整合内化所学的语法知识。该环节以下两个活动都属于“五环”语法教学模式“五环”中的第四环“练”，“三段”中的第二阶段(整合与内化)。
Practice: Fill in the blank with proper conjunction.（用合适的连词填空）
1. Luo Tianyi is called a Foodie（吃货）is related to the song called Qiannianshipusong(《千年食谱颂》)。.
2. Luo Tianyi performs is controlled by computers.
3. Luo Tianyi’s new concert will be held has already been decided. It is on July 20.
4. Luo Tianyi will hold her new concert is known to the public. It is in Shanghai.
Match the sentence parts.（P53）
A. What worries many people
B. That the lifestyle is slower and healthier
C. How we can find a suitable solution to produce sufficient food
D. When these wheat farmers will join this pilot experiment
E. It amazed all of us that
1. ______ remains an unanswered question.
2. ______ is an important topic for us to research.
3. ______ is that these chemicals may even cause cancer.
4. ______ these vegetables can even be planted without any soil through this new technology.
5. _____ is the reason why some people prefer to live in the country rather than in the city.
【设计目的】从单句层面上升到语篇层次，此活动体现了语法形式、意义以及语用三维度的统一。运用学生身边的语言材料，再加入短小精悍的微视频，不仅再一次活跃课堂气氛，加深学生对主语从句这一语法结构的认识，而且增强学生对学校及学习的兴趣。
Step 5“用”:交际输出，交流创造
活动六:写作练习，语法输出(迁移创新类活动)
根据本节课所学知识，运用3-5个主语从句描写你最敬佩的人。
【设计目的】此活动属于“五环”语法教学模式“五环”中的第五环“用”，“三段”中的第三阶段(交流与创造)。语言学习的终极目的是交际，包括口头交际和书面交际。本环节的交际输出活动承接本课主题“人与自我一“生命的意义和价值”
”，这种写作式的语言输出任务融入了大量交际元素，可促使学习者将语法规则转化为交际能力，有利于语法知识内化，引导学生正确的价值观。
主语从句教学设计案例
(Subject clauses)（第二次研究课）
【主题语境】人与自我一“生命的意义和价值”
【语篇类型】多模态语篇
【教材分析】
这篇阅读材料紧扣本单元的中心话题“农业"，讲述了“杂交水稻之父”袁隆平，投身农业研究，研制出一种高产水稻，缓解了世界上好多国家的饥饿问题。文章结构十分清，从袁隆平的成就说起，继而介绍他的工作经历到后来的人民饥饿问题，袁隆平致力于研制出的杂交水稻的产量高。通过对袁隆平性格的分析，鼓励学生热爱生活，尊重农民，积极的为自已的家乡做贡献。
【学情分析】
学生对本单元的主题“农业耕作"的话题是十分的熟悉，而且大多数学生都来自农村，他们对农业的耕作有一定的了解与见解。本文在一定主题意义下学习定语从句，能激发学生兴趣。
【教学目标】
At the end of the lesson, the students will be able to
1.Learn the structure, different conjunctions and the usages of the subject clause
2. Recognize the subject clause in the passage.
3. Train the Ss’ ability of using the subject clause.
4. Cultivate the Ss’ respect famous people and try their best to study hard to realize dreams.
【教学重点】Learn different conjunctions and the usages of the subject clause in different situations.
【教学难点】How to use the subject clause in different situations and the usages of different conjunctions.
【教学资源】Multi-media, a blackboard, worksheets.
【教学过程】
Step 1“导”:语境创设，语法导入
Enjoy a video about Yuan Long ping and show same sentences
1．(教材P50)However, ______ concerned him most was that farmers often had poor harvests and sometimes even had a serious shortage of food to eat.
2．(教材P50)However, ____________it was possible to develop a hybrid of selfpollinating plants such as rice was a matter of great debate.
Conclusion:在句子中充当主语的从句叫做主语从句。
【设计目的】此活动属于“五环”语法教学模式“五环”中的第一环“导”。以袁隆平短视频导入，并把他作为本节语法课所有例句和练习的主要人物线索，熟悉的角色能引起学生情感上的共鸣，为进入语法学习做好铺垫。
Step 2“读”:语境阅读，感知强化
让学生阅读以下语篇，找出内含与文中划线句子有相同结构的其他句子，并归纳其语法结构。(学习理解类活动)
Practice: Underline the subject clause in the following sentences.
Grandma has been complaining about the vegetables sold in the supermarket, which have been grown using chemical fetilisers. To her, that they look beautiful on the outside is obvious. However, what she is unhappy about is the lower nutritional value and reduced flavour. Now that both of my grandparents have retired from their jobs in the city, how they are going to spend their retirement is an important decision for them. Whether they can live a healthy life is the first thing they are considering. So they have made up their minds to move to the countryside, where they can live a gree life.
【设计目的】此活动整合了“五环”语法教学模式中的“读”和“悟”两个环节。在该活动中教师把含有大量目标语法项目的典型例子融入到相应主题语境中，让学生在真实语料中感受目标语法的结构特征。用四个句子对洛天依进行介绍，并分析句子成分，从单个词做主语到句子做主语，由浅入深地引出“主语从句”的概念，让学生在欢快的节奏中轻松自然地进入语法主题。然后，给出五个与视频内容相关的句子，让学生找出句子中的主语从句，强化对主语从句定义的理解。并观察总结出主语从句的两大特征：1.由连接词引导；2. 用陈述语序。
Step 3“悟”:探究规则，意识提升
再次阅读文章，并找出课文中其它含有此项语法结构的句子，然后通过小组合作，探讨什么时候应当用现在完成时的被动语态这一语法结构。(学习理解类活动)
1. However, what concerned him most was that farmers often had poor harvests and sometimes even had a serious shortage of food to eat.
2.How this could be done was a challenging question at the time.
3. However, whether it was possible to develop a hybrid of self- pollinating plants such as rice was a matter of great debate.
4. Today, it is estimated that about 60 percent of domestic rice...
5. What impresses people most about Yuan Longping is his ongoing ability to fulfil his dreams.
归纳:主语从句连接词
1.从属连词: that, whether/if
That he will come is certain.
Whether he will come is uncertain.
that只起连接作用，本身无意义，不充当任何成分，但不能省略。
whether/if意为是否，只起连接作用，不作成分。
2.连接代词：what, who, whom, whose, which, whatever, whoever, whichever等。它们在主语从句中既起连接作用又在从句中充当主语、宾语、或表语。
Who will go makes no difference.
What we need is more time.
Which book I shall choose hasn't been decided.
Whoever breaks the law will be punished.
Whatever I have is yours.
3.连接副词: when, where, how ,why. 在从句中作状语。
When we will leave hasn't been decided.
How she keeps healthy is a secret.
Why he cries is not clear.
Where the meeting will be held is not known.
【设计目的】此活动属于“五环”语法教学模式“五环”中的第三环“悟”，，与前两活动的“导”和“读”共同组成“三段”中的第一阶段(感知与领悟)。此环节教师利用课本中原有的主语句子作为学生探究的重点，学生首先找出课本中含有此项语法结构的其他句子，然后通过小组合作的形式归纳出何时能够运用主语从句这一语法结构。
Step 4“练”:意义练习，整合内化
学习语言的最终目的是用语言做事，而学生在学会用语言做事前，限时操练目标语言这一环节必不可少。学生在头脑中输入了大量语言信息后，要想转化为语言输出，需要一定量的意义练习。在此环节，教师根据学生的认知特点，由浅入深、由句子到篇章设计了两个练习活动，以整合内化所学的语法知识。该环节以下两个活动都属于“五环”语法教学模式“五环”中的第四环“练”，“三段”中的第二阶段(整合与内化)。
Practice: Fill in the blank with proper conjunction.（用合适的连词填空）
1. ________ he will succeed is certain.
2. ________ he will go there is still a mystery.
3. ________ he said is not true.
4.________ will happen to the world is difficult to predict.
5.___________ we will go camping tomorrow depends on the weather.
6._______ will take the place of our original headmaster hasn’t been decided yet.
7._______ he gave up the chance of studying abroad is unknown.
8.________ we will have the picnic next week is being discussed.
9. ____________________________ he hid the money is to be found out.
10. ________will be chosen our new monitor is still unknown.
11. It is by no means clear_____ the president can do to end the strike.
12. It remains to be seen __________ the newly formed committee's policy can be put into practice.
Match the sentence parts.（P53）
A. What worries many people
B. That the lifestyle is slower and healthier
C. How we can find a suitable solution to produce sufficient food
D. When these wheat farmers will join this pilot experiment
E. It amazed all of us that
1. ______ remains an unanswered question.
2. ______ is an important topic for us to research.
3. ______ is that these chemicals may even cause cancer.
4. ______ these vegetables can even be planted without any soil through this new technology.
5. ______ is the reason why some people prefer to live in the country rather than in the city.
【设计目的】从单句层面上升到语篇层次，此活动体现了语法形式、意义以及语用三维度的统一。运用学生身边的语言材料，再加入短小精悍的微视频，不仅再一次活跃课堂气氛，加深学生对主语从句这一语法结构的认识，而且增强学生对学校及学习的兴趣。
Step 5“用”:交际输出，交流创造
写作练习，语法输出(迁移创新类活动)
What qualities do you think make a person like Yuan Long ping so successful?Work in groups. Have a discussion and prepare a presentation.
【设计目的】此活动属于“五环”语法教学模式“五环”中的第五环“用”，“三段”中的第三阶段(交流与创造)。语言学习的终极目的是交际，包括口头交际和书面交际。本环节的交际输出活动承接本课主题“人与自我一“生命的意义和价值”
”，这种写作式的语言输出任务融入了大量交际元素，可促使学习者将语法规则转化为交际能力，有利于语法知识内化，引导学生正确的价值观。
定语从句教学设计案例
（关系代词第一次研究课） The Attributive Clause----Relative pronouns (who/whom/which/ that/whose)
【主题语境】人与自然一“一方有难，八方支援”
【语篇类型】多模态语篇
【教材分析】
在本节语法中，将主题确定为“人与自然，以自然灾害对人类的影响为主线，创设接近生活实际、学生熟悉的语境，让学生从中学习关系代词引导的定语从句，使学生有话可说。提高了学生语言输出的有效性。同时，在语境中呈现、学习、应用语言，引导学生在主题语境中运用所学的语法知识和语法规则，提高语言使用的得体性，实现语言的语用功能。
【学情分析】
学生在初中时对定语从句已有初步的认识，但在具体的功能使用上未形成一个清晰的概念，在学习过程中未能正确选择关系词并运用定语从句描述人或事物等。本班学生思维活跃，部分同学敢于提出不同见解。我们采取多媒体教学，运用多种教学资源激发学生交流和学习的兴趣，希望学生始终处于积极、主动的思考、探究和创造的状态中，营造充满活力的课堂气氛。
【教学目标】
At the end of the lesson, the students will be able to
1.Learn and understand attributive clause、 relative pronoun、antecedent and so on.
2.Distinguish relative pronouns and use them correctly in a real situation.
3.Be Grateful for people around you.
【教学重点】 Use and distinguish relative pronoun correctly in a real situation.
【教学难点】 Distinguish relative pronouns and use them correctly in a real situation.
Be Grateful for people around you.
【教学工具】 Multi-media, a blackboard, worksheets.
【教学方法 】Group co-operation method Situational Approach
Explanation
【教学步骤 】
Step 1“导”:语境创设，语法导入
活动一图片导入，引出定语从句(学习理解类活动)
1. Teacher shows two pictures about earthquake and mentions attributive clauses.
2.Introduces the topic and learning objects
【设计目的】此活动属于“五环”语法教学模式“五环”中的第一环“导”。通过自然灾害地震图片导入本课堂主题，激活学生头脑中与话题有关的背景知识，有利于提高学生参与语法课堂活动的积极性。
Step 2“读”:主题句阅读，感知强化
活动二:让学生阅读以下关于唐山地震的影响，找出内含与文中划线句子有相同结构的其他句子，并归纳其语法结构。(学习理解类活动)
The Tangshan earthquake was a terrible experience that my great-grandma cannot forget.There were deep cracks that appeared in the well walls.Everything began to shake. In less than one minute, a large city lay in ruins.The people who live next to us volunteered to help after the earthquake.The supplies which were provided to the disaster area were collected from around the country.
1. The Tangshan earthquake was a terrible experience that my great-grandma cannot forget.
2. The people who live next to us volunteered to help after the earthquake.
3. [endif]The supplies which were provided to the disaster area were collected from around the country.
归纳：定语从句结构：先行词+关系代词+从句
【设计目的】此活动是“读”的环节。在该活动中教师把含有大量目标语法项目的典型例子融入到相应主题句，让学生在真实语料中感受目标语法的结构特征。教师首先引导学生归纳出句中相同的语法结构，理解结构的意义。
Step 3“悟”:探究规则，意识提升
活动三:再次阅读文章，并找出课文中其它含有此项语法结构的句子，然后通过小组合作，探讨什么时候应当用关系代词引导的定语从句这一语法结构。(学习理解类活动)
1.The Tangshan earthquake was a terrible experience that my great-grandma cannot forget.
2.The couple who live next to us volunteered to help after the volcano erupted.
3.The supplies which were provided to the disaster area were collected from around country.
4.Mr Li is an architect whose designs for the new town have won praise.
5.A doctor with whom James used to work died in the 2016 earthquake in Ecuador.
6.There were deep cracks that appeared in the well walls.
归纳与总结并理解定语从句中关系代词的用法
关系代词 先行词 在从句中的成分
who 人 主语、宾语
whom 人 宾语
which 物 主语、宾语
that 人或物 主语、宾语
whose 人或物 定语
【设计目的】此活动属于“五环”语法教学模式“五环”中的第三环“悟”，，与前两活动的“导”和“读”共同组成“三段”中的第一阶段(感知与领悟)。此环节教师利用课本中原有的定语从句作为学生探究的重点，学生首先找出课本中含有此项语法结构的其他句子，然后通过小组合作的形式归纳出何时能够运用现在完成时的被动语态这一语法结构。
Step 4“练”:意义练习，整合内化
学习语言的最终目的是用语言做事，而学生在学会用语言做事前，限时操练目标语言这一环节必不可少。学生在头脑中输入了大量语言信息后，要想转化为语言输出，需要一定量的意义练习。在此环节，教师根据学生的认知特点，由浅入深、由句子到篇章设计了两个练习活动，以整合内化所学的语法知识。该环节以下两个活动都属于“五环”语法教学模式“五环”中的第四环“练”，“三段”中的第二阶段(整合与内化)。
(1). Fill in the following sentences with correct relatives pronouns.
1. Here are some of the people _______ homes were destroyed by the typhoon.
2. The terrible shaking of the building woke up all the people ____ were asleep.
3. Several days later, most of the buildings _____ had been damaged by the hurricane were repaired.
4. The injured boy ___ mother was lost in the disaster was taken to the hospital.
5. The woman wrote a thank you letter to the soldier by _____ she was rescued.
(2).Fill in the blanks
My name is Mahnaz Bibi and I’m from a village of Muzaffarabad, Azad Kashmir. We used to live 1._________ happy and comfortable life. I had my husband Mukhtar Ali and a son Mushahid Ali. Mushahid was the whole world for me. On October 8, after feeding Mushahid I came out of my house to do some work outside. I 2.__________( work ) when the earth started shaking. I had never felt this kind of earthquake before, which made me quite 3.______( frighten ). When I came to my senses I ran back to my house to save my son 4.__________ was sleeping in the room. There was nothing 5.__________ the debris (残骸) of my house. I started crying 6.__________( loud ) and asked the neighbors 7. ___________( help ) search for my son. Some villagers came to 8._______(he) rescue, but after hours of hard work, I lost my whole world. We buried him on the 9th of October and the area suffered 9._______ heavy rain for the whole night. A few days later we left our village, because there was nothing 10.________ was left for us. We traveled a long distance over the mountains. In the end, we reached Muzaffarabad, Azad Kashmir and got shelter in the Ajaz Gilani Relief Tent Village.
【设计目的】从单句层面上升到语篇层次，此活动体现了语法形式、意义以及语用三维度的统一。运用学生身边的语言材料，不仅再一次活跃课堂气氛，加深学生对定语从句这一语法结构的认识，而且增强学生对学校及学习的兴趣。
Step 5“用”:交际输出，交流创造
活动六:写作练习，语法输出(迁移创新类活动)
1. Make sentences which include the attributive clauses to introduce natural disasters .
【设计目的】此活动属于“五环三段两评”语法教学模式“五环”中的第五环“用”，“三段”中的第三阶段（交流与创造）。语言学习的终极目的是交际，包括口头交际和书面交际。在语法教学的输出环节，教师要合理设计和安排交际活动，让学生学会运用语法知识做事。写作作为提高学生交际能力的主要方式之一，应尽可能地融入到语法教学中本环节的交际输出活动承接本课主题“灾难无情、人间有爱、学会感恩”，这种写作式的语言输出任务融入了大量交际元素，可促使学习者将语法规则转化为交际能力，有利于学生的语法内化。
定语从句教学设计案例
（关系代词第二次研究课）The Attributive Clause----Relative pronouns (who/whom/which/ that/whose)
【主题语境】人与自然一“一方有难，八方支援”
【语篇类型】多模态语篇
【教材分析】
在本节语法中，将主题确定为“人与自然，以自然灾害对人类的影响为主线，创设接近生活实际、学生熟悉的语境，让学生从中学习关系代词引导的定语从句，使学生有话可说。提高了学生语言输出的有效性。同时，在语境中呈现、学习、应用语言，引导学生在主题语境中运用所学的语法知识和语法规则，提高语言使用的得体性，实现语言的语用功能。
【学情分析】
学生在初中时对定语从句已有初步的认识，但在具体的功能使用上未形成一个清晰的概念，在学习过程中未能正确选择关系词并运用定语从句描述人或事物等。本班学生思维活跃，部分同学敢于提出不同见解。我们采取多媒体教学，运用多种教学资源激发学生交流和学习的兴趣，希望学生始终处于积极、主动的思考、探究和创造的状态中，营造充满活力的课堂气氛。
【教学目标】
At the end of the lesson, the students will be able to
1.Learn and understand attributive clause、 relative pronoun、antecedent and so on.
2.Distinguish relative pronouns and use them correctly in a real situation.
3.Be Grateful for people around you.
【教学重点】 Use and distinguish relative pronoun correctly in a real situation.
【教学难点】 Distinguish relative pronouns and use them correctly in a real situation.
Be Grateful for people around you.
【教学工具】 Multi-media, a blackboard, worksheets.
【教学方法 】Group co-operation method Situational Approach
Explanation
【教学步骤 】
Step 1“导”:语境创设，语法导入
活动一图片导入，引出定语从句(学习理解类活动)
1. Teacher shows two pictures about earthquake and mentions attributive clauses.
2.Introduces the topic and learning objects
【设计目的】此活动属于“五环”语法教学模式“五环”中的第一环“导”。通过自然灾害地震图片导入本课堂主题，激活学生头脑中与话题有关的背景知识，有利于提高学生参与语法课堂活动的积极性。
Step 2“读”:主题句阅读，感知强化
活动二:让学生阅读以下关于唐山地震的影响，找出内含与文中划线句子有相同结构的其他句子，并归纳其语法结构。(学习理解类活动)
The Tangshan earthquake was a terrible experience that my great-grandma cannot forget.There were deep cracks that appeared in the well walls.Everything began to shake. In less than one minute, a large city lay in ruins.The people who live next to us volunteered to help after the earthquake.The supplies which were provided to the disaster area were collected from around the country.
找文中以下定语从句，并且找出先行词、关系代词、定语从句
1.The Tangshan earthquake was a terrible experience that my great-grandma cannot forget.
2.The people who live next to us volunteered to help after the earthquake.
3.The supplies which were provided to the disaster area were collected from around the country.
归纳：定语从句结构：先行词+关系代词+从句
【设计目的】此活动是“读”的环节。在该活动中教师把含有大量目标语法项目的典型例子融入到相应主题句，让学生在真实语料中感受目标语法的结构特征。教师首先引导学生归纳出句中相同的语法结构，理解结构的意义。
Step 3“悟”:探究规则，意识提升
活动三:再次阅读文章，并找出课文中其它含有此项语法结构的句子，然后通过小组合作，探讨什么时候应当用关系代词引导的定语从句这一语法结构。(学习理解类活动)
1.The Tangshan earthquake was a terrible experience that my great-grandma cannot forget.
2.The couple who live next to us volunteered to help after the volcano erupted.
3.The supplies which were provided to the disaster area were collected from around country.
4.Mr Li is an architect whose designs for the new town have won praise.
5.A doctor with whom James used to work died in the 2016 earthquake in Ecuador.
6.There were deep cracks that appeared in the well walls.
归纳与总结并理解定语从句中关系代词的用法
关系代词 先行词 在从句中的成分
who 人 主语、宾语
whom 人 宾语
which 物 主语、宾语
that 人或物 主语、宾语
whose 人或物 定语
【设计目的】此活动属于“五环”语法教学模式“五环”中的第三环“悟”，，与前两活动的“导”和“读”共同组成“三段”中的第一阶段(感知与领悟)。此环节教师利用课本中原有的定语从句作为学生探究的重点，学生首先找出课本中含有此项语法结构的其他句子，然后通过小组合作的形式归纳出何时能够运用现在完成时的被动语态这一语法结构。
Step 4“练”:意义练习，整合内化
学习语言的最终目的是用语言做事，而学生在学会用语言做事前，限时操练目标语言这一环节必不可少。学生在头脑中输入了大量语言信息后，要想转化为语言输出，需要一定量的意义练习。在此环节，教师根据学生的认知特点，由浅入深、由句子到篇章设计了两个练习活动，以整合内化所学的语法知识。该环节以下两个活动都属于“五环”语法教学模式“五环”中的第四环“练”，“三段”中的第二阶段(整合与内化)。
(1). Fill in the following sentences with correct relatives pronouns.
1. Here are some of the people _______ homes were destroyed by the typhoon.
2. The terrible shaking of the building woke up all the people ____ were asleep.
3. Several days later, most of the buildings _____ had been damaged by the hurricane were repaired.
4. The injured boy ___ mother was lost in the disaster was taken to the hospital.
5. The woman wrote a thank you letter to the soldier by _____ she was rescued.
(2).Fill in the blanks
My name is Mahnaz Bibi and I’m from a village of Muzaffarabad, Azad Kashmir. We used to live 1._________ happy and comfortable life. I had my husband Mukhtar Ali and a son Mushahid Ali. Mushahid was the whole world for me. On October 8, after feeding Mushahid I came out of my house to do some work outside. I 2.__________( work ) when the earth started shaking. I had never felt this kind of earthquake before, which made me quite 3.______( frighten ). When I came to my senses I ran back to my house to save my son 4.__________ was sleeping in the room. There was nothing 5.__________ the debris (残骸) of my house. I started crying 6.__________( loud ) and asked the neighbors 7. ___________( help ) search for my son. Some villagers came to 8._______(he) rescue, but after hours of hard work, I lost my whole world. We buried him on the 9th of October and the area suffered 9._______ heavy rain for the whole night. A few days later we left our village, because there was nothing 10.________ was left for us. We traveled a long distance over the mountains. In the end, we reached Muzaffarabad, Azad Kashmir and got shelter in the Ajaz Gilani Relief Tent Village.
【设计目的】从单句层面上升到语篇层次，此活动体现了语法形式、意义以及语用三维度的统一。运用学生身边的语言材料，不仅再一次活跃课堂气氛，加深学生对定语从句这一语法结构的认识，而且增强学生对学校及学习的兴趣。
Step 5“用”:交际输出，交流创造
活动六:写作练习，语法输出(迁移创新类活动)
Make sentences which include the attributive clauses to introduce natural disasters .（3-5句）
例句：
1.The Tangshan earthquake was a terrible experience that my great-grandma cannot forget.
2. Here are some of the people _______ homes were destroyed by the typhoon.
3. Several days later, most of the buildings _____ had been damaged by the hurricane were repaired.
【设计目的】此活动属于“五环三段两评”语法教学模式“五环”中的第五环“用”，“三段”中的第三阶段（交流与创造）。语言学习的终极目的是交际，包括口头交际和书面交际。在语法教学的输出环节，教师要合理设计和安排交际活动，让学生学会运用语法知识做事。写作作为提高学生交际能力的主要方式之一，应尽可能地融入到语法教学中本环节的交际输出活动承接本课主题“灾难无情、人间有爱、学会感恩”，这种写作式的语言输出任务融入了大量交际元素，可促使学习者将语法规则转化为交际能力，有利于学生的语法内化。
定语从句教学设计案例
（关系副词）The Attributive Clause----relative adverbs (why/when/where/ prep+which/that)
【主题语境】人与自然一一“一方有难，八方支援”
【语篇类型】多模态语篇
【教材分析】
在本节语法中，将主题确定为“人与自然，以新冠疫情为主线，创设接近生活实际、学生熟悉的语境，让学生从中学习关系副词引导的定语从句，使学生有话可说。提高了学生语言输出的有效性。同时，在语境中呈现、学习、应用语言，引导学生在主题语境中运用所学的语法知识和语法规则，提高语言使用的得体性，实现语言的语用功能。
【学情分析】
学生对关系代词引导的定语从句已有初步的认识，在本课中继续运用关系副词引导的定语从句描述人或事物等。本班学生思维活跃，部分同学敢于提出不同见解。我们采取多媒体教学，运用多种教学资源激发学生交流和学习的兴趣，希望学生始终处于积极、主动的思考、探究和创造的状态中，营造充满活力的课堂气氛。
【教学目标】
At the end of the lesson, the students will be able to
[if !supportLists]1. [endif]The usage of when, where, why in attributive clauses;
[if !supportLists]2. [endif]The usage of prep.+ which/whom in attributive clauses;
[if !supportLists]3. [endif]Be Grateful for people around you.
【教学重点】1. The usage of when, where, why in attributive clauses;
[if !supportLists]2. [endif]The usage of prep.+ which/whom in attributive clauses;
【教学难点】 Be Grateful for people around you.
【教学工具】 Multi-media, a blackboard, worksheets.
【教学方法 】Group co-operation method Situational Approach
Explanation
【教学步骤 】
Step 1“导”:语境创设，语法导入
活动一图片导入，引出关系副词引导的定语从句(学习理解类活动)
[if !supportLists]1. [endif]Teacher shows two pictures about some firefighters rescuing the people in trapped and mentions attributive clauses.
A woman who is working as a university teacher in Wuhan,said they were going through a unique period of time when the love of family for each other has deepened.She and her in-laws are busy taking care of her 1-year-old daughter,which makes life never be too dull. Her husband said as long as there is an internet connection where anything is available,he is fine with not leaving the house.
2.Introduces the topic and learning objects
【设计目的】此活动属于“五环”语法教学模式“五环”中的第一环“导”。通过武汉疫情的图片导入本课堂主题，激活学生头脑中与话题有关的背景知识，有利于提高学生参与语法课堂活动的积极性。
Step 2“读”:主题句阅读，感知强化
活动二:让学生阅读以下关于新冠疫情”的影响，找出内含与文中划线句子有相同结构的其他句子，并归纳其语法结构。(学习理解类活动)
We will never forget the day when the people were prevented from leaving and entering Wuhan,the central Chinese city where the novel coronavirus first emerged last month.The specialists and medical workers are making all their efforts to find out the reasons why NCP broke out.
归纳：先行词+关系副词+从句
【设计目的】此活动是“读”的环节。在该活动中教师把含有大量目标语法项目的典型例子融入到相应主题句，让学生在真实语料中感受目标语法的结构特征。教师首先引导学生归纳出句中相同的语法结构，理解结构的意义。
Step 3“悟”:探究规则，意识提升
活动三:再次阅读文章，并找出课文中其它含有此项语法结构的句子，然后通过小组合作，探讨什么时候应当用关系代词引导的定语从句这一语法结构。(学习理解类活动)
[if !supportLists]1. [endif]It was a time when people were divided geographically.
[if !supportLists]2. [endif]Emperor Qinshihuang united the seven major states into one unified country where the Chinese writing system began to develop in one direction.
[if !supportLists]3. [endif]There are many reasons why people learn a foreign language.
[if !supportLists]4. [endif]These were animal bones and shells on which symbols were carved by ancient Chinese people.
归纳与总结
先行词 关系副词 在从句中的成分
the day when状语
the reason why
the place where
the place/ time in/at which=关系副词
【设计目的】此活动属于“五环”语法教学模式“五环”中的第三环“悟”，，与前两活动的“导”和“读”共同组成“三段”中的第一阶段(感知与领悟)。此环节教师利用课本中原有的定语从句作为学生探究的重点，学生首先找出课本中含有此项语法结构的其他句子，然后通过小组合作的形式归纳出何时能够运用现在完成时的被动语态这一语法结构。
Step 4“练”:意义练习，整合内化
学习语言的最终目的是用语言做事，而学生在学会用语言做事前，限时操练目标语言这一环节必不可少。学生在头脑中输入了大量语言信息后，要想转化为语言输出，需要一定量的意义练习。在此环节，教师根据学生的认知特点，由浅入深、由句子到篇章设计了两个练习活动，以整合内化所学的语法知识。该环节以下两个活动都属于“五环”语法教学模式“五环”中的第四环“练”，“三段”中的第二阶段(整合与内化)。
(1). Use the phrases to make complete sentences.
the day when ________________________________
the reason why ________________________________
the place where ______________________________
the place/ time in/at which ________________________
(2).Fill in the blanks
Dear Leslie，
I’m glad to receive your email.You asked me to share with you what I’m doing in the epidemic situation.Here are my experiences.
Since the outbreak of novel coronavirus pneumonia in Wuhan in December 2019__________I have been staying at home. On the one hand, I pay close attention to the epidemic situation ________I watch CCTV news or surf the Internet;on the other hand I insist on studying.Not only do I read classics, but also I have online courses given by my teachers.Besides,I take exercise every day to keep healthy.Faced with the disaster,many people including doctors,nurses and scientists act bravely and spare no effort to fight against it. This is the reason ________we call them real heroes.
Thank you for your concern.I’m looking forward to your reply.
Yours,
Li Hua
【设计目的】从单句层面上升到语篇层次，此活动体现了语法形式、意义以及语用三维度的统一。运用学生身边的语言材料，不仅再一次活跃课堂气氛，加深学生对定语从句这一语法结构的认识，而且增强学生对学校及学习的兴趣。
Step 5“用”:交际输出，交流创造
活动六:写作练习，语法输出(迁移创新类活动)
呈现有关疫情救援工作的照片，如志愿者、救援物资等，让学生选择合适的关系代词完成下列句子，或学生可选择相应的人或物自由发挥。
I am grateful to the volunteers_____show the hope to the people in dark.
I appreciate ______________________________________________.
I am thankful for ___________________________________________.
I am grateful to ____________________________________________.
【设计目的】此活动属于“五环三段两评”语法教学模式“五环”中的第五环“用”“三段”中的第三阶段（交流与创造）。语言学习的终极目的是交际，包括口头交际和书面交际。在语法教学的输出环节，教师要合理设计和安排交际活动，让学生学会运用语法知识做事。写作作为提高学生交际能力的主要方式之一，应尽可能地融入到语法教学中本环节的交际输出活动承接本课主题“灾难无情、人间有爱、学会感恩”，这种写作式的语言输出任务融入了大量交际元素，可促使学习者将语法规则转化为交际能力，有利于学生的语法内化。
现在进行时被动语态教学设计案例
The Present Continuous Passive Voice
【主题语境】人与自然一“保护野生动植物”
【语篇类型】多模态语篇
【教材分析】
本单元以保护野生动植物为话题，要让学生了理解人类应该改变自己的生活方式，与自然和谐共处。此单元的语法项目是现在进行时时的被动语态。本节课设计了四个活动：第一个活动为认知现在进行活时的被动语态结构，并从语篇中找出含有现在进行时的被动语态的句子，从而总结现在进行时的被动语态的结构及意义；第二个活动为6个区分现在进行时和现在进行时的被动语态的句子；第三个活动为关于刘涛家乡湿地环境变化的语段；第四个活动为关于保护霸王岭长臂猿的话题。通过上面的活动，旨在让学生学习理解本单元的语法现在进行时的被动语态，将语法学习融入主题意义探究的过程中，提高学生语言学习的能力以及发展学生的语言思维能力。同时，在语境中呈现、学习、应用语言表达功能提高语言使用的得体性以及实现语言的语用功能。
【教材分析】At the end of the class, the students will be able to:
1.Learn the form and the meaning of the present continuous passive voice .
2.Understand and practise using present continuous passive voice in real situation.
3.Aware of problem and protect local wild animals.
【教学重点】Understand and practise using present continuous passive voice in real situation.
【教学难点】 Aware of problem and protect local wild animals.
【教学方法】1. Task-based method 2. Group co-operation method 3. Explanation
【教学过程】
Step 1“导”:语境创设，语法导入
活动一:“观看短视频长臂猿”，导入课题，引出现在进行时被动语态。(学习理解类活动)
1.Introduces the topic and learning objects.
2.T. shows a video about African elephants and review the passive voice.
【设计目的】此活动属于“五环”语法教学模式“五环”中的第一环“导”。在课堂起始，利用了视频导入，通过复习被动语态，引起学生的注意和兴趣，有利于提高学生参与语法课堂活动的积极性。
Step 2“读”:语篇阅读，感知强化
活动二:让学生阅读以下关于家乡变化的语篇，找出现在进行时被动语态的句子，并归纳其语法结构。(学习理解类活动)
Ladies and gentlemen, welcome to our city. Look! Many buildings are being built now in the center of the city. More than one subway is also being constructed . It ’s said that at least a new stadium and a new swimming pool are being designed by the City Construction Company. Well, as you can see, many trees and flowers are being planted on each side of the roads. Is the city being founded to be developed into a big city? The answer is yes.
现在进行时语态be+doing
现在进行时的被动语态:be++being+doing
【设计目的】此活动是“五环”语法教学模式中的“读”环节。在该活动中教师把含有大量目标语法项目的典型例子融入到相应语篇中，让学生在真实语料中感受目标语法的结构特征。让学生明白is being done结构的意义。
Step 3“悟”:探究规则，意识提升
活动三:再次阅读文章，并找出课文中其它含有此项语法结构的句子，然后通过小组合作，探讨什么时候应当用现在进行时的被动语态这一语法结构。(学习理解类活动）
1. African elephants are being hunted.非洲大象正在被猎杀。
2. What is being done to help them?现在可以做些什么来帮助它们呢？
3. What measures are being taken to help them?现在可以采取哪些措施来帮助它们呢？
4. They are being hunted, illegally, for their valuable fur.因其珍贵的羊毛，藏羚羊正遭受非法猎杀。
5. Much is being done to protect wildlife.在保护野生生物方面做了很多工作。
归纳现在进行时的特点
(1)现在进行时的被动语态表示说话人说话时或现阶段某事____________。
(2)现在进行时的被动语态的构成：
①be＋being＋done (____________)；②“be being done” 中的动词____________应随主语作相应的变化。
(3)现在进行时的被动语态中不能漏掉“____________”。
Step4：Summary the usage of the present progressive passive voice.
(1)表示_正在___正在进行或发生的被动动作，常与now, right now, at present, at the moment等时间状语词连用。
At present, pandas are being protected in Wolong National Reserve.
（2）表示________或________________正在进行的被动动作，但这一被动动作在此时此刻不一定正在发生。
A modern school is being built for the students these months.
(3)表示按计划或安排________发生的被动动作。
The question is being discussed at the coming meeting.
【设计目的】此活动属于“五环”语法教学模式“五环”中的第三环“悟”。此环节教师利用课本中原有的现在完成时的被动语态句子作为学生探究的重点，学生首先找出课本中含有此项语法结构的其他句子，然后通过小组合作的形式归纳出何时能够运用现在完成时的被动语态这一语法结构。
Step 4“练”:意义练习，整合内化
学习语言的最终目的是用语言做事，而学生在学会用语言做事前，限时操练目标语言这一环节必不可少。学生在头脑中输入了大量语言信息后，要想转化为语言输出，需要一定量的意义练习。
活动四:做练习。(应用实践类活动)
(1). Choose the suitable verb form.
1. I’m (working/being worked) at home today because my office is (painted/being painted).
2. The alarming report is (written/being written). It will be finished soon.
3. What part of the city is (attacked/being attacked) now?
4. Right now the deer are (watched/being watcher) over by many volunteers.
5.Who is (hunting/being hunted) the kangaroos? Where are they (hunted/being hunted)?
6. It is reported that living spaces for wildlife are (reduced/being reduced) due to the cutting of trees.
(2). Finish the passage with the present continuous passive voice of the verbs in brackets.
In the wetland of my hometown, there are many different kinds of animals, including wild birds, fish, snakes, insects and so on. When I was in primary school, I often went there with my friends to watch the birds and study them. That was an interesting place for all of us. But things have begun to change in recent years. Small birds ____________ (catch) with nets. Wild ducks ____________ (sell) at food markets. Fish and snakes ____________ (kill) for food in restaurants. And even worse, the wetland ______________ (destroy). Some parts ________ ______(cover) with new houses. You can see rubbish everywhere. The wetland _____________ (pollute) seriously every day. I am very worried about it. What can we do?
【设计目的】从单句层面上升到语篇层次，此活动体现了语法形式、意义以及语用三维度的统一。运用学生身边的语言材料保护霸王岭长臂猿，不仅再一次活跃课堂气氛，加深学生对现在进行时被动语态这一语法结构的认识，而且增强学生对学校及学习的兴趣。
Step 5“用”:交际输出，交流创造
活动五:语境填词，语法输出(迁移创新类活动)
Discuss the questions about Ba wangling National Nature Reserve in groups and write suitable verb form.
There are many endangered animals our home town, for example, gibbons. They are our friends. protecting them are very important.
I think everyone should do something to protect wild gibbons. At present, Much ____________(do)to protect wildlife. The old trees in the reserve______________(protect). Which are the natural habitat for gibbons. In addition, we also could protect the gibbons by expanding their reserve and keeping them away from pollution. No buying, no killing. ,many gibbons____________(kill)by the people. So it’s high time to take actions to protect wild animals.
In sum, The gibbon are our friends, protecting them is protecting ourselves.we should ______(live) in harmony with natures.
【设计目的】此活动属于“五环”语法教学模式“五环”中的第五环“用”，语言学习的终极目的是使用。本环节的交际输出活动承接本课主题“保护野生动植物”，这种语篇的语言输出任务融入了大量交际元素，可促使学习者将语法规则转化为使用能力，有利于语法知识内化，也意识到人类要改变自己的生活方式，与自然和谐共处。
Step6:作业
1. Do exercises 1 and 2 on page 68
2. Find more the present continuous passive voice in a real life.
现在完成时的被动语态教学设计案例
(The Present Perfect Passive Voice)
【主题语境】人与社会一“科技发展，生活因改变而精彩”
【语篇类型】多模态语篇
【教材分析】
本单元以科学技术为话题，围绕互联网给人们带来方便展开，要让学生从科学技术发展中明白“科技发展，生活因改变而精彩”的道理，增强民族自豪感。此单元的语法项目是现在完成时的被动语态，从教材语法所在框架可以看出，语法编写倡导情境性与语篇性原则。教材先呈现一定的语篇阅读(互联网改变了人们生活)，让学生在语篇情境中发现语法规则，然后教师帮助学生归纳语法结构及功能法规则运用。另外，围绕“科技发展，生活因改变而精彩”为主题创设相应语境，让学生明白随着科学我们的学习及生活发生了翻天覆地的变化，特别是中国的发展令世界叹服，我们应当增强民族自豪感。
【学情分析】
本次授课对象为高一(3)班50位同学，他们在初中已经对现在完成时的被动语态有所了解，本节语法课是初中被动语态知识的加深及拓展。本班学生思维活跃，部分同学敢于提出不同见解。我们采取多媒体教学，运用多种教学资源激发学生交流和学习的兴趣，希望学生始终处于积极、主动的思考、探究和创造的状态中，营造充满活力的课堂气氛。
【教学目标】
经过本课的学习，学生能够:
①通过一定主题语境，结合观察、判断、比较、分析、归纳、概括、讨论、分类等思维活动探索现在完成时被动语态的结构规则和用法。
②运用现在完成时的被动语态来“写”出科技带给我们生活的各种变化。
③通过小组合作学习进行自主探究讨论，培养发现问题和解决问题的能力，提高合作意识及交际能力，并在学习活动中增强语法学习的兴趣和信心。
④从中国近年来的科学技术发展中加深民族自豪感。
【教学重点】
①现在完成时的被动语态的结构规则及用法。
②被动语态中主语和动词间的一致以及主语和宾语的转换。
【教学难点】
如何利用现在完成时的被动语态来启发和引导学生进行口头或书面交际。
【教学资源】
关于学校和学习变化的视频;中国新四大发明视频;黑板;粉笔;讲义;PPT
【教学过程】
Step 1“导”:语境创设，语法导入
活动一:“我来描述你来猜”guessing game(学习理解类活动)
Ask students to guess what has been changed in the classroom?
[if !supportLists]1. [endif]The lights____________________________________
[if !supportLists]2. [endif]The blackboard______________________________
[if !supportLists]3. [endif]The door_____________________________________
[if !supportLists]4. [endif]The windows___________________________________
[if !supportLists]5. [endif]The floor______________________________________
【设计目的】此活动属于“五环”语法教学模式“五环”中的第一环“导”。
该导入活动承接上节阅读课内容，将教室发生的变化融入猜谜游戏，一方面，可以巩固上节课的内容，另一方面可导入本节课的语法点。在课堂起始，利用猜谜游戏这种活动形式，有利于提高学生参与语法课堂活动的积极性。
Step 2“读”:语篇阅读，感知强化
活动二:在上一环节猜出谜底“电脑”之后，让学生阅读以下关于电脑发展历程的语篇，找出内含与文中划线句子有相同结构的其他句子，并归纳其语法结构。(学习理解类活动)
As is known to all, the computer is one of the most important inventions in the 20th century. Over time the computer has been changed quite a lot. It began as a calculating machine in 1642. Nearly about 200 years later, the machine was built as an analytical machine that could "think" logically. Later, a "universal machine"was built to solve mathematical problems.
With time going by, the computer has been made smaller, quicker and cleverer. First as a PC (personal computer) and then as a laptop. It has been used in offices and homes from then on. In the early 1960s,computers were connected by a network. The information could be shared with others through the World Wide
Since the 1970s, many new applications have been found for the computer, and its goal is to provide humans with the life of high quality. Since its birth, the computer has been designed to serve the human race.
归纳1: 1. Over time the computer has been changed quite a lot.
2. With time going by, the computer has been made smaller, quicker and cleverer.
3. It has been used in offices and homes from then on
4. Since the 1970s many new applications have been found.
5. Since its birth, the computer has been designed to serve the human race.
归纳2::语法结构:have / has+been + done.
现在完成时语态have/has done
现在完成时的被动语态:have / has been done
【设计目的】此活动整合了“五环”语法教学模式中的“读”和“悟”两个环节。在该活动中教师把含有大量目标语法项目的典型例子融入到相应语篇中，让学生在真实语料中感受目标语法的结构特征。教师首先引导学生归纳出语篇中相同的语法结构have / has been done然后让学生回忆现在完成时及被动语态的结构(此两项语法学生已经学过)，通过这两项语法结构，让学生明白have / has been done结构的意义。
Step 3“悟”:探究规则，意识提升
活动三:再次阅读文章，并找出课文中其它含有此项语法结构的句子，然后通过小组合作，探讨什么时候应当用现在完成时的被动语态这一语法结构。(学习理解类活动)
归纳1:
1．(教材P28) Much has been written about the wonders of the World Wide Web．
2．(教材P28) But the Internet has done much more for people than simply make life more convenient．
3．(教材P28) Many people have been helped by the club．
4．(教材P28) She no longer feels lonely, and her company has become quite successful．
5．(教材P32) Today I thought I’d blog about a question that has been asked many times—how do you stay safe online and avoid bad experiences on the Internet?
归纳2: When should we use the present perfect passive voice?
Since＋ 时间点 (eg. …since the 1970s)
S从＋V 过 (eg. …since I came here)
② Over time / with time going by
③ In the past / last few weeks / years recent years
④ for ＋ 一段时间
⑤ by now / up to now / so far
recently / lately / already / yet
【设计目的】此活动属于“五环”语法教学模式“五环”中的第三环“悟”，，与前两活动的“导”和“读”共同组成“三段”中的第一阶段(感知与领悟)。此环节教师利用课本中原有的现在完成时的被动语态句子作为学生探究的重点，学生首先找出课本中含有此项语法结构的其他句子，然后通过小组合作的形式归纳出何时能够运用现在完成时的被动语态这一语法结构。
Step 4“练”:意义练习，整合内化
学习语言的最终目的是用语言做事，而学生在学会用语言做事前，限时操练目标语言这一环节必不可少。学生在头脑中输入了大量语言信息后，要想转化为语言输出，需要一定量的意义练习。在此环节，教师根据学生的认知特点，由浅入深、由句子到篇章设计了两个练习活动，以整合内化所学的语法知识。该环节以下两个活动都属于“五环”语法教学模式“五环”中的第四环“练”，“三段”中的第二阶段(整合与内化)。
活动四:在发生着变化。
看图说话:随着科学技术的发展，不仅电脑发生了巨大的改变，我们身边的许多事物也发生很大的变化。(应用实践类活动)
A pen-like computer_____already_______(develop).
A wrist-worn PC __________ (invent) recently.
The clothes______________(wash)________ yet.
The dishes______________(serve)____________.
活动五：语篇填空：由于科学技术的发展，我们的学校及学习也发生着翻天覆地的变化。接下来
观看一小段关于学校变化的视频，阅读以下语篇，选择合适的语法结构完成短文。（应用实践类活动）
Almost 100 computers _____________(give) to us by a local computer company since the end of last year. A decision _____________ (make) that we will begin a computer teaching experiment in our school. So every teacher ______________ (provide) with a laptop since the beginning of this term. Since then, most of our courses _______________ (teach) using computers. A lot of information_______________ (take) from the Internet to help us with our learning. Besides, several multifunction classrooms ______________(set up) in our school, and more trees_______________(plant) recently, which adds the beauty to our school.
【设计目的】从单句层面上升到语篇层次，此活动体现了语法形式、意义以及语用三维度的统一。运用学生身边的语言材料，再加入短小精悍的微视频，不仅再一次活跃课堂气氛，加深学生对现在完成时被动语态这一语法结构的认识，而且增强学生对学校及学习的兴趣。
Step 5“用”:交际输出，交流创造
活动六:写作练习，语法输出(迁移创新类活动)
观看“中国新四大发明”的小短片，根据本节课所学知识，运用3-5个现在完成时的被动语态描写中国的变化。
注意:1.词数不少于100; 2.开头和结尾已给出，不计入总词数。
Dear Jim,
Glad to hear from you.
yours
Li Hua
【设计目的】此活动属于“五环”语法教学模式“五环”中的第五环“用”，“三段”中的第三阶段(交流与创造)。语言学习的终极目的是交际，包括口头交际和书面交际。本环节的交际输出活动承接本课主题“科技发展、生活因改变而精彩”，这种写作式的语言输出任务融入了大量交际元素，可促使学习者将语法规则转化为交际能力，有利于语法知识内化，并且学生通过短视频了解了外国友人对中国新四大发明的惊叹，可以增强学生的民族自豪感。
过去分词做宾补教学设计案例
（The Past Participle as the Object Complement）
【主题语境】人与社会一“人与人平等尊重，塑造真诚友爱社会”
【教材分析】
This teaching period mainly deals with the grammar: The Past Participle as the object complement. Students often feel this item abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to make it easy to learn and understand. Firstly, the teacher can show a story with past participles, revise the Past Participle as the predictive and attributive that was learned in the last unit, and then lead to the new knowledge. Secondly, compare and discover the use of the past participle as the object complement by giving a lot of example sentences. Thirdly, do exercises for students to master grammar item. Finally, summarize the rule.
【语篇类型】多模态语篇
【教学目标】
[if !supportLists]1. [endif]Get the students to learn the use of past participle as the object complement.
[if !supportLists]2. [endif]Get the students to learn how to tell the differences among the Past Participle as the object complement and the Present Participle or Infinitive as the object complement.
[if !supportLists]3. [endif]Enable students to use the past participle as the object complement correctly and properly according to the context.
4. Get students to become interested in grammar learning.
【教学重点】
Get students to learn and master the new grammar item: the Past Participle as the object complement.
【教学难点】
Enable students to learn how to use the past participle as the object complement correctly.
【教学方法】
[if !supportLists]1. [endif]Context teaching2. Team work3. Practicing through activities
【教学资源】
Multi-media computer, blackboard
【教学过程】
Step 1“导”:语境创设，语法导
Enjoy a video clip about Judy, the main character of the movie Zootopia
【设计目的】此活动属于“五环”语法教学模式“五环”中的第一环“导”。在课堂起始，同学们熟知的迪士尼电影《疯狂动物城》为素材，激发同学们兴趣，有利于提高学生参与语法课堂活动的积极性。
Step 2“读”:语篇阅读，感知强化
观看短视频，让学生阅读，找出内含与文中划线句子有相同结构的其他句子，并归纳其语法结构。(学习理解类活动)
Task 1: Read the story and figure out the characteristics of the underlined words.
Judy, a rabbit, is determined to become a policewoman. During the training, she often gets her hands injured. However, she makes herself understood by delivering a speech. After becoming a policewoman, she doesn’t keep her mouth shut and always express her opinions. She and her friend, a fox named Nick, see a citizen taken out of his house unwillingly. And they want the case solved as soon as possible. Finally, with the bad guys punished, they feel really happy.
Task 2: Observe the sentences from the story and try to analyze the function of the italic words.
1. Judy, a rabbit, is determined to become a policewoman.
2. She and her friend, a fox named Nick, see a citizen .
3. She often gets her hands injured.
Task 3: Find out all the sentences with Past Participle as the Object Complement in the story.
【设计目的】此活动整合了“五环”语法教学模式中的“读”和“悟”两个环节。在该活动中教师把含有大量目标语法项目的典型例子融入到相应语篇中，让学生在真实语料中感受目标语法的结构特征。
Step 3“悟”:探究规则，意识提升
Ⅰ.Basic Concept & Definition
Observation:
1) She often gets her hands injured.
2) She makes herself understood.
3) She doesn’t keep her mouth shut.
4) She and her friend see a citizen taken out of his house.
5) They want the case solved.
6) With the bad guys punished, they feel really happy.
Conclusion:
英语中过去分词可作宾补，（此时的过去分词一般是及物动词）表_____意义或______意义，有时两者兼而有之。做宾补的过去分词与宾语有逻辑上的_____关系，即宾语是过去分词动作的对象。
Ⅱ.Direction for Use
1. Observation:
1) She often gets her hands injured.
2) She makes herself understood.
3) She doesn’t keep her mouth shut.
Conclusion:
过去分词用在get, make, keep等表示““致使”意义的 动词后面,充当宾语补足语。此类词还有 。
2. Observation:
1) She and her friend see a citizen taken out of his house.
2) I find my money stolen.
3) He was about to enter the hall when he heard his name called.
Conclusion:
过去分词用在see、find、hear等表示______ 或 _____ 的动词后作宾语补足语。此类词还有_______________。
3. Observation:
1) They want the case solved.
2) The boss wouldn't like the problem discussed at the moment.3) I wish my house painted white.
Conclusion:
过去分词用在want, wish, would like等表示“_________”这一类动词后面做宾语补足语。此类词还有 。
4. Observation:
1) With the bad guys punished, they feel really happy.
2) With everything well arranged, he left the office.
过去分词用在“with +宾语＋宾补”这一结构中，过去分词与宾语之间是_________关系
【设计目的】此活动属于“五环”语法教学模式“五环”中的第三环“悟”，，与前两活动的“导”和“读”共同组成“三段”中的第一阶段(感知与领悟)。此环节教师利用迪士尼电影《疯狂动物城》为素材作为学生探究的重点，学生首先找出句子中含有此项语法结构的其他句子，然后通过小组合作的形式归纳出何时能够运用过去分词做宾补这一语法结构。
Step 4“练”:意义练习，整合内化
学习语言的最终目的是用语言做事，而学生在学会用语言做事前，限时操练目标语言这一环节必不可少。学生在头脑中输入了大量语言信息后，要想转化为语言输出，需要一定量的意义练习。在此环节，教师根据学生的认知特点，由浅入深、由句子到篇章设计了两个练习活动，以整合内化所学的语法知识。该环节以下两个活动都属于“五环”语法教学模式“五环”中的第四环“练”，“三段”中的第二阶段(整合与内化)。
Task 1. Fill in the blanks.
1. Judy’s parents try to have her________ (persuade) not to be a policewoman.
2. In order to select the most excellent police, the Officer have the students______ (train) strictly.
3. Judy managed to make her dream _______ (realize) through hard work.
4. Judy saw her friends’ tickets________ (rob) by Gideon.
5. Judy found lots of cars_______ (park) here and there, so she decided to give them fine tickets(罚单).
6. Judy was angry to see the customer’s order_______ (reject) by the shop keeper.
7. She wanted the tickets________ (return) to her little friends and fought with Gideon.
8.With the badge (警徽) _______ (attach) to her uniform, Judy finally became a policewoman.
9. With her work______ (finish), Judy set down to looking into the missing
citizens cases secretly with the help of her friend.
10. With the missing mammal cases ____ (settle) successfully, Judy became
well-known and was invited to give a speech.
Task 2. Modify the sentences.
1. If you want to make other people respect you, you are above all to respect yourself.
2.Because Peter prepared all his lessons, he went to bed.
Task3. Fill in the passage。
It was snowing and very cold outside. A little girl was walking in the street, selling matches. She didn’t wear any shoes because she had her shoes________t. She looked very worried because there were lots of burnt matches left. She wished all her matches sold but nobody bought a single one. She was so cold that she sat in a corner with her legs ________ up.
【设计目的】从单句层面上升到语篇层次，此活动体现了语法形式、意义以及语用三维度的统一。运用学生身边的语言材料，不仅再一次活跃课堂气氛，加深学生对现在完成时被动语态这一语法结构的认识，而且增强学生对学校及学习的兴趣。
Step 5“用”:交际输出，交流创造 (迁移创新类活动)
根据本节课所学知识，运用3-5个过去分词做宾补描写《疯狂动物城》里让你印象深刻的场景。
【设计目的】此活动属于“五环”语法教学模式“五环”中的第五环“用”，“三段”中的第三阶段(交流与创造)。语言学习的终极目的是交际，包括口头交际和书面交际。本环节的交际输出活动承接本课主题“人与人平等互重，塑造友爱”，这种写作式的语言输出任务融入了大量交际元素，可促使学习者将语法规则转化为交际能力，有利于语法知识内化，可以增强学生的尊重、友爱意识。
过去分词做状语教学设计案例
（The Past Participle as the adverbial）
【主题语境】人与社会
【教材分析】
The Past Participle as the adverbial. Students often feel this item abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to make it easy to learn and understand. Firstly, the teacher can show a story with past participles, and then lead to the new knowledge. What’s more, do exercises for students to master grammar item. Finally, summarize the rule.
【语篇类型】多模态语篇
【教学目标】
[if !supportLists]4. [endif]Get the students to learn the use of past participle as the adverbial.
[if !supportLists]5. [endif]Enable students to use the past participle as the adverbial correctly and properly
3. Get students to become interested in grammar learning.
【教学重点】
Get students to learn and master the new grammar item: the Past Participle as the adverbial.
【教学难点】
Enable students to learn how to use the past participle as the adverbial correctly.
【教学方法】
[if !supportLists]2. [endif]Context teaching
[if !supportLists]3. [endif]Team work
[if !supportLists]4. [endif]Practicing through activities
【教学资源】
Multi-media computer, blackboard
【教学过程】
Step 1“导”:语境创设，语法导
Shows a picture of Eric Whitacre and guides students answer the follow questions
What do you know about Eric Whitacre?
1.When and where was Eric Whitacre born?
2.What did he say when he was inspired by
Mozart's music?
3.Why did he ask his fans to make videos?
Answers:
1.Whitacre was Born in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988.
2.When he was inspired by Mozart’s music, he said, “It was like seeing color for the first time.”
3. He asked his fans to make videos because he was Inspired by one of them.
【设计目的】此活动属于“五环”语法教学模式“五环”中的第一环“导”。在课堂起始，同学们熟知的网上虚拟合唱团为素材，激发同学们兴趣，有利于提高学生参与语法课堂活动的积极性。
Step 2“读”:语篇阅读，感知强化
让学生阅读，找过去分词，并归纳其语法结构。(学习理解类活动)
1.Compare the answer to the sentences using the Past Participle
Born in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988.
Moved by Mozart’s music, he said, “It was like seeing color for the first time.”
Inspired, he asked his fans to make videos.Look at the following sentences and underline the past participles.
Find more of them in the text. In pairs, discuss their functions.
【设计目的】此活动整合了“五环”语法教学模式中的“读”和“悟”两个环节。在该活动中教师把含有大量目标语法项目的典型例子融入到一定主题意义的句子中，让学生在真实语料中感受目标语法的结构特征。
Step 3“悟”:探究规则，意识提升
Think about:
he subject of the past participle clause.
the relationship: the subject & the past participle.
the past participle clause & the main sentence?
Because
1. Very tired(Because I was very tired), I slid into bed and fell fast asleep that night.
2. Satisfied with his progress(Because his father was satisfied with his progress), his father patted on his head.
If
3. Given more time(If I was given more time), I would do it better.
4. Once shared with the public(If I was shared with public), it proved to be wonderful.
WhenSeen from the moon(When the earth is seen from the moon), the earth looks green.
Asked what had happened(When he was asked what had happened), his face turned red.andDressed in black(She was dressed in black, and), she was really elegant.
Followed by a little girl(We were followed by a little girl, and), we went upstairs.
归纳：过去分词作状语（修饰动词）时,与主语之间存在着动宾关系(被动)。过去分词作状语可表时间、原因、条件、方式、伴随、让步等情况。
【设计目的】此活动属于“五环”语法教学模式“五环”中的第三环“悟”，此环节教师利用例句素材作为学生探究的重点，学生首先找出句子中含有此项语法结构的其他句子，然后通过小组合作的形式归纳出何时能够运用过去分词做状语这一语法结构。
Step 4“练”:意义练习，整合内化
Task 1. Fill in the blanks.
1. ______(give) some advice by a famous musician, the young singer was not worried about his performances any more.
2. __________ (perform) by so many top musicians, the song sounded different this time.
3. We were ________(amaze) to hear so many types of music!
4.________(form) by some teenagers, the band so became popular among students
_________(interest) in hip hop.
5.Nervously_______(face) challenges, I know I will whisper to myself the two simple words "Be yourself".
6..________(order) over a week ago, the books are expected to arrive any time now.
Task2. Rewrite the story using past participles as the adverbial.
1 Henry was highly interested in music and began to write original compositions when he was in high school.
2 They were pleased with his music and songs and finally invited him to perform in the Silver Hall.
3 Though he was affected by gradual blindness soon after the performance, Henry was still capable of writing compositions and he found that creating music was a relief and cure for his illness.
4 When he got absorbed in his word of music, he felt as if he could “see” the beauty of the world around him, like he had in his previous life.
Task3. Fill in the passage
Well known as a successful band, the Impact members show quite a few striking qualities. They never ever give up. When__________(question) by the media, they are not____________(discourage) and practise even harder. They are improving themselves by attending several master training classes. They are united. __________(fill with) team spirit, they act as a whole, always aiming tor glory.
【设计目的】学习语言的最终目的是用语言做事，而学生在学会用语言做事前，限时操练目标语言这一环节必不可少。在此环节，教师根据学生的认知特点，由浅入深、
由句子到篇章设计了三个练习活动，以整合内化所学的语法知识。
Step 5“用”:交际输出，交流创造 (迁移创新类活动)
根据本节课所学知识，运用3-5个过去分词写你自己的兴趣爱好。
【设计目的】此活动属于“五环”语法教学模式“五环”中的第五环“用”，“三段”中的第三阶段(交流与创造)。语言学习的终极目的是交际，包括口头交际和书面交际。本环节的交际输出活动承接本课主题“热爱音乐，享受乐趣”，这种写作式的语言输出任务融入了大量交际元素，可促使学习者将语法规则转化为交际能力，有利于语法知识内化，培养学生兴趣爱好。
现在分词做定语和表语教学设计案例
（-ing form as attribute and the predicative）
【主题语境】人与社会一“不同民族文化与传统节日”
【教材分析】
]本节课围绕主题语境设计了现在分词做定语和表语。主要探讨现在分词的功能和意义，并并且阅读网络帖子，让学生找出作定语和表语的现在分词，识别现在分词在句子中作定语和表语的特征。并在在实际语境中使用现在分词描述节日活动，丰富主题内容，加深对主题意义的理解。
【语篇类型】多模态语篇
【教学目标】
At the end of the lesson, the students will be able to
1.Understand the usage of-ing form as attribute and the predicative
through contexts;
2.Apply -ing form as attribute and predicative to describe festival-related
activities and feelings.
【教学重点】
1.Understand the usage of-ing form as attribute and the predicative
through contexts;
【教学难点】
2.Apply -ing form as attribute and predicative to describe festival-related
activities and feelings.
【教学方法】
[if !supportLists]5. [endif]Context teaching
[if !supportLists]6. [endif]Team work
[if !supportLists]7. [endif]Practicing through activities
【教学资源】
Multi-media computer, blackboard
【教学过程】
Step 1“导”:语境创设，语法导
Enjoy a picture of festival and introduce the topic
The growing grass breaks outs of the earth. on march 12th, The traditional activity is planting trees
【设计目的】此活动属于“五环”语法教学模式“五环”中的第一环“导”。在课堂起始，同学们熟知的植树节为素材，激发同学们兴趣，有利于提高学生参与语法课堂活动的积极性。
Step 2“读”:语篇阅读，感知强化
观看短视频，让学生阅读，找出内含与文中划线句子有相同结构的其他句子，并归纳其语法结构。(学习理解类活动)
Task 1: Read the story and figure out the characteristics of the underlined words.
The Agricultural Feast is a festival taking place after the Independence Day.Long ago, humans' ancestors were evil. They fooled and played tricks on each other. Knowing that, God was very angry and drowned all their crops. As a result, humans went hungry day and night for shortage of food. A woman poet set off to see God, begging for mercy. God was touched by her moving words.
【设计目的】此活动整合了“五环”语法教学模式中的“读”和“悟”两个环节。在该活动中教师把含有大量目标语法项目的典型例子融入到相应语篇中，让学生在真实语料中感受目标语法的结构特征。
Step 3“悟”:探究规则，意识提升
1. Read the sentences below and discuss the functions and meanings of the
italicized -ing form. Find more examples from the unit.
These lanterns are amazing.
During the Mid-Autumn Festival in China, families gather to admire the shining moon and enjoy delicious mooncakes.
Families celebrating the Lunar New Year can enjoy exciting dragon dances and carnivals together.
-ing形式作定语：
① 单个动词的-ing形式作定语, 位于被修饰名词
的前面,表示__________________________, _____________________, ______________________。
② -ing形式短语作定语，相当于一个________。
–ing 形式作表语：
① 泛指某种动作或行为, 说明_____________________________________。
② 表示______________________。
【设计目的】此活动属于“五环”语法教学模式“五环”中的第三环“悟”，，与前两活动的“导”和“读”共同组成“三段”中的第一阶段(感知与领悟)。此环节教师利用阅读的材料为素材作为学生探究的重点，学生首先找出句子中含有此项语法结构的其他句子，然后通过小组合作的形式归纳出何时能够运用过去分词做宾补这一语法结构。
Step 4“练”:意义练习，整合内化
学习语言的最终目的是用语言做事，而学生在学会用语言做事前，限时操练目标语言这一环节必不可少。学生在头脑中输入了大量语言信息后，要想转化为语言输出，需要一定量的意义练习。在此环节，教师根据学生的认知特点，由浅入深、由句子到篇章设计了两个练习活动，以整合内化所学的语法知识。该环节以下两个活动都属于“五环”语法教学模式“五环”中的第四环“练”，“三段”中的第二阶段(整合与内化)。
Task 1. Fill in the blanks.
1.No one is allowed to speak aloud in the _______(read) room.
2.It's one of the funniest things_______(find) on the Internet so far this year.
3.The woman _______(look) at her map is a relative of my mother.
4.Jim has retired,but he still remembered the happy time _____(spend) with his students.
5.Chinese New Year is a celebration________（mark） the end of the winter season and the beginning of spring.
Task 2. Complete the passage with words below in their proper forms.
amaze interest bore take exci
La Tomatina is a festival that takes place in the Spanish town Bunol every August. I think many good festivals are _________ because people are just eating. however, this festival is __________ because people don't actually eat the tomatoes. Instead, they throw them at each other! The number of people ________ part in this tomato fight can reach up to 20,000 and it is a very ________ fight that lasts for a whole hour. The _________ thing is how clean Bunol is after the
tomatoes are washed away after the fight. This is because the juice from tomatoes is really good for making surfaces clean!
【设计目的】学习语言的最终目的是用语言做事，而学生在学会用语言做事前，限时操练目标语言这一环节必不可少。学生在头脑中输入了大量语言信息后，要想转化为语言输出，需要一定量的意义练习。在此环节，教师根据学生的认知特点，由浅入深、由句子到篇章设计了两个练习活动，以整合内化所学的语法知识。
Step 5“用”:交际输出，交流创造 (迁移创新类活动)
Please use what you have learnt so for to describe a scene at a celebration party.
【设计目的】此活动属于“五环”语法教学模式“五环”中的第五环“用”，“三段”中的第三阶段(交流与创造)。语言学习的终极目的是交际，包括口头交际和书面交际。本环节的交际输出活动承接本课主题“不同民族文化与传统节日”，这种写作式的语言输出任务融入了大量交际元素，可促使学习者将语法规则转化为交际能力，有利于语法知识内化，可以增强学生对节日的观点和态度。