Book 1_U1_Grammar and usage 2.doc

牛津高中英语教学设计单 元：Unit 1 School Life板 块：Grammar 1 Thoughts on the design:本节课的设计重点在于让学生明确定语从句的基本概念，掌握关系代词、关系副词在句中的功能，能识别、判断定语从句。Teaching objectives:1. to help Ss learn what an attributive clause is;2. to help Ss understand the functions of relative pronouns and relative adverbs;3. to be able to distinguish attributive clauses.Teaching procedures:Step 1. Revision and lead-in1. Review the adjective, phrases or clauses used to modify the nouns.1) Mary is a 21-year-old student. She is a nice girl.2) Mary is a student 21 years old. Mary is a student in her twenties. 3) Mary is a student who is 21 years old. 设计说明：从学生熟悉的不同形式的定语导入，引出概念：充当定语的从句就是定语从句Step 2. Introduction to attributive clauses 1. Introduce main clause and the attributive clause. Mary is a student who is 21 years old. (主句部分) (从句部分) He who laughs last laughs best. (从句部分)2. Introduce the terms of attributive clause and antecedent.attributive clause（定语从句：修饰主句中名词或代词的从句叫做定语从句。）antecedent (先行词：被定语从句所修饰的名词或代词叫做先行词。)Mary is a student who is 21 years old. (先行词) (关系代词) The school where he studied is in Shenzhen. (先行词) (关系副词)3. Introduce relative pronouns : which, that, who, whom and whose.Introduce relative adverbs: where, why and when.Introduce the functions of the relative words. (Page 8) 指代先行词； 位于从句句首，连接定语从句与主句； 并在定语从句中充当从句某一成分。设计说明：在高一学生学习定语从句的时候，有必要把主句和从句、先行词和定语从句、关系代词和关系副词等基本概念理清。Step 3. PracticeDistinguishing attributive clauses1. Read the passage on page 9 and find out the attributive clauses in each paragraph. Teacher can start with the first paragraph as an example.2. Ask Ss to underline the antecedent as well.设计说明：在理清基本概念之后，让学生识别定语从句。教师在此过程中可以发现学生概念模糊地地方，并及时予以纠正。Step 4. Consolidation 1. Ask Ss to do exercise C1 on Workbook P88 individually. Tick the sentences with attributive clauses.2. Check answers.设计说明：该练习把含定语从句的句子和含状语从句、宾语从句的句子掺杂在一起，让学生识别哪些是定语从句，再次帮助学生明确基本概念。Step 5 Homework1. Revise what we have learned today and find sentences with attributive clauses in the reading text on P2-3.2. Preview the material on Page 10-11.牛津高中英语教学设计单 元：Unit 1 School Life板 块：Grammar 2Thoughts on the design:本节课的设计重点在于让学生掌握关系代词的正确使用,并初步掌握用定语从句来合并改写句子。Teaching objectives:1. to learn the different usages of relative pronouns;2. to help the Ss understand the usage of relative pronoun and be able to use them correctly; 3. to help the Ss to combine two sentences using attributive clauses.Teaching procedures:Step 1. Homework-checking1. The sentences with attributive clauses in the reading passage are as follows: 1) I sat next to a girl whose name was Diana. 2) I loved the lessons that she gave in English Literature. 3) All my classmates were fond of the cake that I made. 4) In the Art class that I took, I made a small sculpture.设计说明：检查作业，了解学生对定语从句的识别能力，导入课时学习内容-定语从句。Step 2. Relative pronouns1. Present sentences with attributive clauses first and then conclude what relative pronoun to use and how to use it. 1) that, which Some of the books were gifts (that/which) he got from his Chinese friends and students. The paintings (that/which) David donated to the school are being shown in the exibition room. 归纳：定语从句中，用that/ which指代物。 that/which在从句中作宾语时可以省略。 2) who, whomMost of the students (whom/who) he taught have become his friends.She was the teacher who taught us English Literature. 归纳：定语从句中，用who/whom指代人。 在从句中充当主语时，用who。 在从句中充当宾语时，用whom(也可以用who),还可以省略。 3) whoseI sat next to a girl whose name was Diana. The club whose members are music fans meet in the school garden every Saturday afternoon. 归纳：定语从句中，用whose指代人/物，表示“某人的”、“某物的”，在从句中充当定语。 设计说明：用前一课时中训练材料中的定语从句为例，分组呈现例句，让学生自己归纳出不同关系代词的用法。Step 3. Practice 1. Part A, Page 11. Do the first two blanks as examples.2. Ask the Ss to do the exercise individually and then check answers in pairs first.3. Check answers with the whole class.设计说明：在前一环节了解了关系代词基本用法之后，通过关系代词填空练习来进一步加深学生对该部分知识的理解，通过运用来检验学生的掌握情况。Step 4. Making sentences with attributive clauses1. Part B, Page 11. Do the first one as example.2. Ask Ss t