江苏省徐州市王杰中学高中英语《Unit1 School life》Grammar and usage 1教学设计.doc

牛津高中英语教学设计单 元： unit 1 school life 板 块： grammar and usage thoughts on the design: 本节课是语法课的第一课时，是以认知定语从句、先行词、不定代词以及不定代词功能为主的语法教学课。虽然高一的学生在初中的时候已经接触过了定语从句，但对它的结构以及具体的应用还没有很好地掌握。所以在课堂设计上，以教师去澳大利亚这一经历为主线展开教学活动，注重让学生先从交际的角度出发，利用大量的图片和实例实现使学生自然地感知语言、通过模仿造句强化交际技能并进一步创造性口头输出定语从句这样一个逐步递进的认识过程。力求做到通过师生间、学生间的互动，既提高了学生的语言技能，又实现学生学习兴趣的激发和合作精神的培养。teaching aims:after learning, the students will be able to 1. know what an attributive clause is like; 2. have a general idea of the usage of relative pronouns who, whose, which; 3. make up sentences containing attributive clauses by following examples; 4. show more interest in learning grammar by attending competitions in class. teaching procedures: step 1 lead- in （guessing game） the teacher tells the class that she went abroad last summer. after that, students are encouraged to guess which country the teacher went to.设计说明 在这个过程中，教师将给出带有不同定语形式的提示语，如：it is a beautiful country. it is a country with the indian ocean and pacific ocean surrounding it. 以及含有定语从句的句子，从而让学生有一个关于定语的概念：用来修饰名词，限定名词，使其外延逐步缩小。同时，引出本节课的主线。 step 2 presentation 1) get the students to watch some pictures about australia and listen to the introduction at the same time. ( ppt4 )2) ask them some questions about the contents of the introduction.3) present sentences with attributive clauses by using the information mentioned above. e.g.: 1. t: where is australia? s: its in oceania.t: australia is a country which is in oceania. 2. t: whats the capital city of australia? s: canberra t: its capital city is canberra.australia is a country whose capital is canberra 4）present a simple structure to show the positions of the antecedent and the clauses after the students are familiar with examples. （ppt 5）设计说明 通过学生非常容易理解的句子自然地呈现定语先行词是物的、由which 和 whose 引导的定语从句。 step 3 look and combine sentences (ppt6-9) get the students to look at the picture of clothes, food, books and a mobile phone. make up sentences containing attributive clauses based on the sentences given. 设计说明 通过图片和句子相结合的形式让学生仿照上面的例子来造句。 step 4 consolidations (ppt 10) ask the students to work in groups of 4 to make up a dialogue according to the situation below. one is going traveling and preparing his suitcase. they talk about australia, the country he is going to and ask him what he has taken and why. tip: students can be given a piece of paper with the names of different items to guide them. 设计说明 此项活动事实上是上一个步骤练习的延伸，旨在让学生通过重复上课以来老师所提到的用定语从句描述地点的句子以及学生自己看图所造的句子，进一步理解定语从句。 setp5 presentation (ppt 11-12) 1) the teacher introduces the hostess and host of the home where she stayed to present the attributive clauses whose antecedents are persons. e.g.: this is the woman who looked after me when i was in australia. this is the woman whose name is emma. 2) present a simple structure to show the positions of the antecedent and the clauses after showing the students enough examples. (ppt13) 设计说明 通过学生非常容易理解的句子自然地呈现定语先行词是人的、由“which ”和“ whose ”引导的定语从句。 step 6 look, listen and combine sentences (ppt 14-25) get the students to look at the pictures of some places while listening to the teachers information. they are supposed to combine the information to form sentences containing attributive clauses. e.g.: t: this is the school. and its name is ef training school. s: this is the school whose name is ef training school. 设计说明 进一步巩固学生对先行词是物、人的定语从句的认识和理解。 step 7 consolidations (ppt26) divide the students into groups of four to interview the teacher about her experiences. one acts as the teacher while the others act as the school newspaper journalists. in the end, a report is expected to be presented. 设计说明 此项活动的目的是让学生在交际中使用定语从句，帮助学生从机械的模仿过渡到在语境中使用，从而在提高学生交际技能的过程中实现语言知识的巩固。 step8 summary (使用ppt3中提到的超链接) 1） get the students to look at the two simple structures again and summarize the table below. things which whose persons who whose 2）present another rule : “that ” can be used to replace “which ”& “who” things which / that whose persons who / that whose 设计说明 使学生对定语