高中英语 Unit1 School life period 4~5精品教案 牛津译林版必修1.doc

periods 4-5 grammar and usage整体设计教材分析this period will focus on grammar and usage: the attributive clause. at the beginning of this period, the teacher should give the students some time to go over what they learned in the last period.the grammar item in this unit deals with attributive clauses. students are first expected to learn about what an attributive clause is and the functions of relative pronouns and relative adverbs used to introduce attributive clauses. the teacher should first introduce what the attributive is, what can be used as an attributive, the teacher had better present some sentences containing the attributive clauses by asking the students to do some exercises. get the students to find all the sentences containing the attributive clauses in the two passages. after finding them, the teacher can ask the students to analyze them and understand the functions of the relative pronouns in those sentences. after that the teacher should give the students clear explanations about the usage of the grammar.after mastering the rules of the attributive clause, the students should be given more exercises to consolidate what they have learnt. the teacher should arrange some activities carefully and creatively. first let them do some simple exercises. for example, combine the two sentences using the attributive clause. then ask them to make some sentences using the attributive clause. 三维目标1. to give a brief introduction to attributive clauses.2. to make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns. 重点难点the basic usage of the relative pronouns and learn to use them in different situations. 教学方法1. discussion in pairs or in groups.2. task-based in-class activities.3. explanations of some rules of the attributive clause. 教具准备a multimedia room. 课前准备1. ask the students to think about how to describe thing or a person. that is to say, if we want to modify them, what will we use? the teacher can ask the students to list some examples.2. ask the students to go over the sentence structures and to tell the different functions of each word in the sentence. 教学过程step 1 lead-inthe students will learn that an attributive clause is used to modify a noun and is usually put after the noun. they will also learn the different functions of relative pronouns or relative adverbs used in attributive clauses.ask the students to recall what can be used to modify a noun in english.write the following phrases on the blackboard: a happy moment blue skya girl studentbus stationa monkey in the treethe article about your experience in the ukpoint out a noun, an adjective or the prepositional phrases can be used to modify a noun. summarize the rule of the order in these examples.we put adjectives or nouns before nouns to modify them while we put prepositional phrases after nouns to modify them.an example on the blackboardadjective: the green teamprepositional phrase: the team in greenattributive clause: the team who are wearing green.point out that the last sentence is an attributive clause. that means a sentence is used to modify a noun. the nouns they modify are called antecedents.write the following words on the blackboard.attributive clause antecedentstep 2 introduction to attributive clausesgive some examples of attributive clauses on the blackboard.1. the girl who/that is standing next to our teacher is her daughter.2. the girl whom/who/that my mother is talking to is my classmate.3. the girl whose name is rose sits next to me.4. i cant find the book which/that is borrowed from you.5. i cant find the book which/that you lent to me.6. i cant find the book whose cover/the cover of which is red.ask the students to find out antecedents, relative pronouns and functions of the relative pronoun and fill in the form below. exampleantecedentattributive clausefunction of the relative pronoun1the girlwho/that is standing next to our teachersubject2the girl(whom/who/that)my mother is talking toobject3the girlwhose name is rosepossessive4the bookwhich/that is borrowed from yousubject5the book(which/that) you lent to meobject6the bookwhose cover/the cover of whichpossessivetell the students that the noun or the antecedent usually refers to a person/people or a thing/things, for example a story, a cake, books and so on. we use which/that as a relative pronoun to refer to things, while we use who/whom/that as a relative pronoun to refer to people. which/that is used as the subject or object in the attributive clause. who/that is used as the subject in the attributive clause and whom/who/that is used as the object in the attribute clause. and they will know when which, that, whom, who can be left out if it refers to an object in the attributive clause. step 3 practiceshow the following sentences on the blackboard.1. i dont know the man. the man wrote the article.2. the paintings are being displayed in the assembly hall. david donated the paintings to the school.3. she has a brother. i cant remember his name.4. you made a cake yesterday. it was delicious.5. the river flows to the sea. the banks of the river are covered with trees.6. do you know the girl? the headmaster is talking to her.ask the student to combine the two sentences together using attributive clauses.sample answers.1. i dont know the man who/that wrote the article.2. the paintings (which/that) david donated to the school is being displayed in the assembly hall.3. she has a brother whose name i cant remember.4. the cake (which/that) you made yesterday was delicious.5. the river whose banks/the banks of which are covered with trees flows to the sea.6. do you know the girl (who/whom/that) the headmaster is talking to?note 1: sometimes the antecedent can be a pronoun, such as someone somebody, everybody, no one, nobody, something, anything, everything, nothing, all, those, etc.here are some examples: 1. everyone who/that knows him thinks highly of him.2. nobody that/who has been there will forget the beauty of the place.3. all that must be done has been done.4. i want to find someone who/that can speak japanese.note 2: if the antecedent is an infinitive pronoun, all, few, little, much, something, nothing, anything, etc. , the best relative pronoun is that.examples: 1. all that we have to do is to practice speaking english.2. some parents are willing to do anything that their children ask them to.note 3: if the antecedent is modified by all, any, every, each, few, little, no, some etc. , the best relative pronoun is that.examples: ive eaten all the food that was given to me.note 4: if the antecedent is modified by the only, the very, just, it is better to use that as the relative pronoun.he is the very man that helped the girl out of the water.note 5: if the antecedent is modified by the first, the second, the last or the best etc. , youd better use that as the relative pronoun.the first english book that i read was “the prince and the pauper” by mark twin.note 6: if the antecedents refer to people and things, it is better to use that as the relative pronoun.he talked about the teachers and schools that he had visited.exercises: 1. all_ is needed is a supp