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()教学设计Unit1School LifeGrammar andusage1Thoughts onthe 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 helpSs learnwhat anattributive clauseis;
2.to helpSs understandthe functions of relativepronouns andrelative adverbs
3.to beable todistinguish attributive clauses.Teaching procedures:Step
1.Revision andlead-in)1Review theadjective,phrases orclauses usedto modifythe nouns.)2Mary isa21-year-old student.She isa nicegirl.)3Mary isa student21years old.Mary isa studentin hertwenties.)4Mary isa studentwho is21years 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 toattributive clauses
1.Introduce mainclause andthe attributive clause.Mary isa studentwho is21years old.(主句部分)(从句部分)He wholaughs lastlaughs best.(从句部分)
2.Introduce thetenns ofattributiveclauseand antecedent\(定语从句修饰主句中名词或代词的从句叫做定语从句)attributiveclause(先行词被定语从句所修饰的名词或代词叫做先行词)antecedentMary isa studentwho is21years old.(先行词)(关系代词)The schoolwhere hestudied isin Shenzhen.(先行词)(关系副词)
3.Introduce relativepronouns:which,that,who,whom andwhose.Introduce relativeadverbs:where,why andwhen.()Introduce thefunctionsofthe relativewords.Page8
①指代先行词;2位于从句句首,连接定语从句与主句;3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Step3・Practice-Distinguishing attributive clauses
1.Read thepassage onpage9and findout theattributive clausesin eachparagraph.Teacher canstartwith thefirst paragraphas anexample.
2.Ask Ssto underlinethe antecedentas 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 Ssto doexercise Clon WorkbookP88individually.Tick thesentences withattributiveclauses.
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Step5Homework
1.Revise whatwe havelearned todayand findsentences withattributiveclausesin thereading textonP2-
3.
2.Preview thematerial onPage10-
11.。