school life教案1

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1、牛津高中英语教学设计Thoughtsonthedesign: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。Teachingobjectives:1.tohelpSslearnwhatanattributiveclauseis;2.tohelpSsunderstandthefunctionsofrelativepronounsandrelativeadverbs;3.tobeabletodistinguishattributiveclauses.Teaching

2、procedures:Step1.Revisionandlead-in1.Reviewtheadjective,phrasesorclausesusedtomodifythenouns.1)Maryisa21-year-oldstudent.Sheisanicegirl.2)Maryisastudent21yearsold.Maryisastudentinhertwenties.3)Maryisastudentwhois21yearsold.[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

3、句3Step2.Introductiontoattributiveclauses1.Introducemainclauseandtheattributiveclause.Maryisastudentwhois21yearsold.(主句部分)(从句部分)Hewholaughslastlaughsbest.(从句部分)2.Introducethetermsof‘attributiveclause’and‘antecedent’.attributiveclause（定语从句：修饰主句中名词或代词的从句叫做定语从句。）ante

4、cedent(先行词：被定语从句所修饰的名词或代词叫做先行词。)Maryisastudentwhois21yearsold.(先行词)(关系代词)TheschoolwherehestudiedisinShenzhen.(先行词)(关系副词)3.Introducerelativepronouns:which,that,who,whomandwhose.Introducerelativeadverbs:where,whyandwhen.Introducethefunctionsoftherelativewords.(Page

5、8)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3，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—Distinguishingattributiveclauses1.Readthepassageonpage9andfindouttheattributiveclausesineachparagraph.Teachercanstartwiththefirstparagraphasanexa

6、mple.2.AskSstounderlinetheantecedentaswell.[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。Step4.Consolidation1.AskSstodoexerciseC1onWorkbookP88individually.Tickthesentenceswithattributiveclauses.2.Checkanswers.[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

7、哪些是定语从句，再次帮助学生明确基本概念。Step5Homework1.RevisewhatwehavelearnedtodayandfindsentenceswithattributiveclausesinthereadingtextonP2-3.2.PreviewthematerialonPage10-11.3