一、教學課型：語法課
grammar and usage 是《牛津高中英語》七個單元結構的組成之一，它通過語法規則的講解和多種圖示的呈現,讓學生比較全面系統地掌握語法知識。基本思想是：歸納演繹并舉，講練結合，講求實效。
二、教材分析
1、 學內容：Non-restrictive attributive clauses
2、教學目標:
（1） 知識目標：
A. 讓學生了解什么是非限制性定語從句，其構成以及用法。
B. 讓學生能夠區分非限制性定語從句與限制性定語從句及關系詞的使用。
（2） 能力目標：培養學生聽、說、讀、寫的能力，尤其是培養學生在情境中和語篇中運用所學的語法知識的能力。
（3） 情感目標： 讓學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、教學重點和難點
（1） 非限制性定語從句的理解及運用。關系代詞which .that 在定語從句中的正確使用。三、教學設計1、總體思路
按照《英語課程標準》：高中階段的語法教學，應從語言應用的角度出發，把語言的形式、意義和語法有機地結合起來，引導學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加以鞏固和提高。
2、 學情分析：
（1） 學生在unit 2學了限制性定語從句。
（2） 學生unit 3的reading and word power已學習。
3、 教學過程
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?
【設計說明】
在輕松的日常會話中，逐步引入對上一單元結構reading 的復習，既檢查了學生對課文內容的掌握情況，又為自然過渡到新內容-非限制性定語從句的學習埋下鋪墊。
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
…. ……
【設計說明】
讓學生給劃線名詞或代詞添加extra information ,充分發揮他們的主觀能動性，力除采用教師一言堂的模式，把學生的注意力引到形成語言運用能力上。這樣的設計同時也是對教材的充分利用，學生在不知覺中又將課文內容復習了一遍，將語法教學與閱讀、口語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 .
【設計說明】
通過幻燈片引入unit 2 growing pains 已為學生熟悉的定語從句，讓學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。基于學生已對文章中的語言現象形成一定的感性認識，就能自然地引導學生歸納和總結出語法規則：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.
【設計說明】
學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練習，發現學生的掌握情況，并取得反饋，及時對錯誤加以糾正。
利用投影儀當堂投射學生合并的句子 ，既有時效性，又有代表性，還可當作改錯題來處理。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
【設計說明】
在努力達到課標要求的同時，充分考慮到當前高中教學的實際情況，如：相當一部分學生的求學目標是通過高考，所以還補充了關系詞which 補充說明整個句子的用法時與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)
【設計說明】
通過設定任務，發揮了學生的能動性，合理組織和整合個人及他人所有的知識，通過語篇促使學生活學活用語法以達到運用目的，同時鍛煉他們的口語表達能力，此環節詣在調動學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 .
【設計說明】
通過以上各教學環節，為學生的書面表達奠定了基礎，寫作也就是順理成章的事。
4、 教學效果與反思
(1). 由于給學生創設一個做中學的學習環境，充分發揮和體現學生的主觀能動性，這節課的導入和結尾比較成功。
導入既加深學生對所學知識的印象，又不會對語法感到枯燥乏味。
reading （與減肥話題有關）和word power（與體育設施和運動項目關聯）在這節課之前已經教授過，因此小組活動中學生參與意識強，氣氛相當活躍 ，學生既掌握了新的句型，又運用和復習到了已學詞匯，獲得極大成就感，增強了學習的自信心。當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品。
(2) 許多英語老師在公開課上盡量避開語法教學，這也是語法教學改革舉步維艱的原因。事實上，只要教師能更新觀念，正確領會新課程標準關于語法教學改革的精神，在教學設計也好，在課堂教學上也好，始終以學生為主體，更多地考慮通過怎樣的方法和途徑，給學生創設一個做中學的學習環境，充分發揮和體現學生的主觀能動性，使語法教學充滿趣味性、真實性、實用性，學生一定會更好地掌握語言基礎知識，有效提高其語言交際能力。