英语：unit1《school life》教案grammar and usage (1)(译林牛津版

英语：Unit1《SchoolLife》教案Grammarandusage（1）（译林牛津版必修1）单板元：Unit1Schoollife块：GrammarandusageThoughtsonthedesign: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。Teachingaims:Afterlearning,thestudentswillbeableto1.knowwhatanattributiveclauseislike;2.haveageneralideaoftheusageofrelativepronounswho,whose,which;3.makeupsentencescontainingattributiveclausesbyfollowingexamples;4.showmoreinterestinlearninggrammarbyattendingcompetitionsinclass.Teachingprocedures:Step1Lead-in（guessinggame）Theteachertellstheclassthatshewentabroadlastsummer.Afterthat,studentsareencouragedtoguesswhichcountrytheteacherwentto.[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：Itisabeautifulcountry.ItisacountrywiththeIndianOceanandPacificOceansurroundingit.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。Step2PresentationGetthestudentstowatchsomepicturesaboutAustraliaandlistentotheintroductionatthesametime.(PPT4)Askthemsomequestionsaboutthecontentsoftheintroduction.Presentsentenceswithattributiveclausesbyusingtheinformationmentionedabove.E.g.:1.T:WhereisAustralia?S:It’sinOceania.T:AustraliaisacountrywhichisinOceania.2.T:S:CanberraT:What’sthecapitalcityofAustralia?ItscapitalcityisCanberra.AustraliaisacountrywhosecapitalisCanberra4）Presentasimplestructuretoshowthepositionsoftheantecedentandtheclausesafterthestudentsarefamiliarwithexamples.（PPT5）[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。Step3Lookandcombinesentences(PPT6-9)Getthestudentstolookatthepictureofclothes,food,booksandamobilephone.Makeupsentencescontainingattributiveclausesbasedonthesentencesgiven.[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。Step4Consolidations(PPT10)Askthestudentstoworkingroupsof4tomakeupadialogueaccordingtothesituationbelow.Oneisgoingtravelingandpreparinghissuitcase.TheytalkaboutAustralia,thecountryheisgoingtoandaskhimwhathehastakenandwhy.Tip:studentscanbegivenapieceofpaperwiththenamesofdifferentitemstoguidethem.[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。Setp5Presentation(PPT11-12)1)Theteacherintroducesthehostessandhostofthehomewhereshestayedtopresenttheattributiveclauseswhoseantecedentsarepersons.E.g.:ThisisthewomanwholookedaftermewhenIwasinAustralia.ThisisthewomanwhosenameisEmma.2)Presentasimplestructuretoshowthepositionsoftheantecedentandtheclausesaftershowingthestudentsenoughexamples.(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。Step6Look,listenandcombinesentences(PPT14-25)Getthestudentstolookatthepicturesofsomeplaceswhilelisteningtotheteachers’information.Theyaresupposedtocombinetheinformationtoformsentencescontainingattributiveclauses.E.g.:T:Thisistheschool.AnditsnameisEFtrainingschool.S:ThisistheschoolwhosenameisEFtrainingschool.[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。Step7Consolidations(PPT26)Dividethestudentsintogroupsoffourtointerviewtheteacheraboutherexperiences.Oneactsastheteacherwhiletheothersactastheschoolnewspaperjournalists.Intheend,areportisexpectedtobepresented.[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。Step8Summary(使用PPT3中提到的超链接)1）Getthestudentstolookatthetwosimplestructuresagainandsummarizethetablebelow.ThingsPersonsWhichWhoWhoseWhose2）Presentanotherrule:“that”canbeusedtoreplace“which”&“who”ThingsPersonsWhich/thatWho/thatWhoseWhose[设计说明]使学生对定语从句的理解上升的理论,加深对定语从句的理解。Step9Read&searchGetthestudentstoreadthepassageonPage9tofindasmanyattributiveclausesaspossible.Checktheanswers[设计说明]这是从口头表达到书面应用过渡的第一步，同时为下节课做好铺垫。网店转让网店转让xea352uip