school life教案6(1)

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1、牛津高中英语教学设计单元：Unit1Schoollife板块：GrammarandusageThoughtsonthedesign:本节课是语法课的第二课时，学生通过上一节课的学习已经能够做到模仿造句，甚至自己生成句子了，所以本节课主要是让学生从语篇中总结出定语从句的规律，并运用这一规律解决实际问题。在课堂设计上，仍然设置了一条主线，即教材所提供材料中的人物：DavidHolmes,Kangxin等。所有的教学活动都是围绕这条主线展开，注重从语篇输入开始，通过设置层次递进的活动，使学生能够达到预定的目标。同样也力求做到通过师生间、学生间的互动，既提高了学生的语言

2、技能，又实现学生学习兴趣的激发和合作精神的培养。Teachingaims：Afterlearning,thestudentswillbeableto1.haveaclearideaoftheusageofrelativepronounswho,whose,which,thatandwhom;2.createsomesentencescontainingattributiveclausesaccordingtothesituation;3.showmoreinterestedinlearninggrammararoused;4.haveabetterunderst

3、andingofthespiritofcooperation.Teachingprocedures:Step1Lead-inGetthestudentstotalkaboutthecharacterinthepassageonpage9.E.g.:T:WhatdoyouthinkofDavidHomles?S:HeisexcellentbecausehewenttoOxfordUniversity.T:HeisanexcellentstudentwhowasabletoenterOxfordUniversity.让学生复习定语以及定语从句，同时引出本节课的主线—

4、David。Step2Presentation(PPT4-8,使用PPT3中提到的超链接)1)Getonestudenttoread2simplesentencesthataretheimpressionsofDavidfromhisteachersandclassmates．2)Getanotheronetocombinethe2sentencestoformanewonewithanattributiveclause.3)Presentthesentenceonthescreenandhelpthemanalyzeit．4)Presentallthe3sen

5、tencesonthescreenandhelpthemformashortpassage．1)Presentthetableshowingthefunctionofrelativepronouns.RelativepronounsAntecedentSubjectObjectAttributePersonswho/thatwho/that/whomwhoseThingswhich/thatwhich/thatwhose通过呈现如何把两个句子合并成一个含有定语从句的句子,帮助学生总结规律，最后形成表格，从而使学生进一步理解定语从句，充分认识先行词、不定代词以及不

6、定代词的功能。Step3ConsolidationGetthestudentstoworkingroupstotellDavid(onestudentactsasDavid)themostunforgettablethingorpersontheythink.ApresentationshouldbemadebythestudentwhoactstheroleofDavidintheend.不同于上节课的以模仿、重复为主的活动，本次活动侧重培养学生创造性的输出，从而更好地把定语从句应用到实际交际中。Step4Choosetherightword（PPT9）Get

7、thestudentstoreadanemailDavidreceivedfromoneofhisformerstudents,Kangxinandchoosetherightrelativepronouns.附：e-mailfromKangxintoDavidDearDavid,Longtimenoseeyou.Howiseverythinggoing?Haveyoumetanythings(which,who)areunforgettable?Ihadagreattimeduringthewintervacationbecausewecelebratedth

8、eChineseNewY