一、教学课型：语法课
grammar and usage 是《牛津高中英语》七个单元结构的组成之一，它通过语法规则的讲解和多种图示的呈现,让学生比较全面系统地掌握语法知识。基本思想是：归纳演绎并举，讲练结合，讲求实效。
二、教材分析
1、 学内容：Non-restrictive attributive clauses
2、教学目标:
（1） 知识目标：
A. 让学生了解什么是非限制性定语从句，其构成以及用法。
B. 让学生能够区分非限制性定语从句与限制性定语从句及关系词的使用。
（2） 能力目标：培养学生听、说、读、写的能力，尤其是培养学生在情境中和语篇中运用所学的语法知识的能力。
（3） 情感目标： 让学生认识到如何保持健康，青春延续的方式不应该只注重外表，更应注重内涵。3、教学重点和难点
（1） 非限制性定语从句的理解及运用。关系代词which .that 在定语从句中的正确使用。三、教学设计1、总体思路
按照《英语课程标准》：高中阶段的语法教学，应从语言应用的角度出发，把语言的形式、意义和语法有机地结合起来，引导学生在语境中了解和掌握语法的表意功能，通过在语篇中的练习加以巩固和提高。
2、 学情分析：
（1） 学生在unit 2学了限制性定语从句。
（2） 学生unit 3的reading and word power已学习。
3、 教学过程
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?
【设计说明】
在轻松的日常会话中，逐步引入对上一单元结构reading 的复习，既检查了学生对课文内容的掌握情况，又为自然过渡到新内容-非限制性定语从句的学习埋下铺垫。
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
…. ……
【设计说明】
让学生给划线名词或代词添加extra information ,充分发挥他们的主观能动性，力除采用教师一言堂的模式，把学生的注意力引到形成语言运用能力上。这样的设计同时也是对教材的充分利用，学生在不知觉中又将课文内容复习了一遍，将语法教学与阅读、口语等技能训练相互融合，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 .
【设计说明】
通过幻灯片引入unit 2 growing pains 已为学生熟悉的定语从句，让学生作一个比较和思考：什么是限制性定语从句，什么是非限制性定语从句。基于学生已对文章中的语言现象形成一定的感性认识，就能自然地引导学生归纳和总结出语法规则：对名词或代词提供重要信息，缺少会影响句意的从句是限制性定语从句，而对名词或代词提供额外信息的，则是非限制性定语从句，并注意标点符号的使用。
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.
【设计说明】
学生对从句的理解不等同于对从句的正确运用，教师有必要通过基础练习，发现学生的掌握情况，并取得反馈，及时对错误加以纠正。
利用投影仪当堂投射学生合并的句子 ，既有时效性，又有代表性，还可当作改错题来处理。朗读正确句子以强化正确信息的输入。
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
【设计说明】
在努力达到课标要求的同时，充分考虑到当前高中教学的实际情况，如：相当一部分学生的求学目标是通过高考，所以还补充了关系词which 补充说明整个句子的用法时与as的区分等内容，并配有当堂练习。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)
【设计说明】
通过设定任务，发挥了学生的能动性，合理组织和整合个人及他人所有的知识，通过语篇促使学生活学活用语法以达到运用目的，同时锻炼他们的口语表达能力，此环节诣在调动学生用英语表达观点的积极性，以表扬为主，不进行对或错的简单评判，并为写作和下一单元结构task作好铺垫。
Step VII. Homework
Write a composition to advertise a new weight-loss product or a gym you run .
【设计说明】
通过以上各教学环节，为学生的书面表达奠定了基础，写作也就是顺理成章的事。
4、 教学效果与反思
(1). 由于给学生创设一个做中学的学习环境，充分发挥和体现学生的主观能动性，这节课的导入和结尾比较成功。
导入既加深学生对所学知识的印象，又不会对语法感到枯燥乏味。
reading （与减肥话题有关）和word power（与体育设施和运动项目关联）在这节课之前已经教授过，因此小组活动中学生参与意识强，气氛相当活跃 ，学生既掌握了新的句型，又运用和复习到了已学词汇，获得极大成就感，增强了学习的自信心。当时课堂上各小组争先恐后的情景我记忆犹新：有介绍减肥霜、药、膏、减肥腰带…下了课在过道还拉着我介绍减肥产品。
(2) 许多英语老师在公开课上尽量避开语法教学，这也是语法教学改革举步维艰的原因。事实上，只要教师能更新观念，正确领会新课程标准关于语法教学改革的精神，在教学设计也好，在课堂教学上也好，始终以学生为主体，更多地考虑通过怎样的方法和途径，给学生创设一个做中学的学习环境，充分发挥和体现学生的主观能动性，使语法教学充满趣味性、真实性、实用性，学生一定会更好地掌握语言基础知识，有效提高其语言交际能力。