Book 1_U_Grammar and usage 1.docVIP

牛津高中英语教学设计 单　　元：Unit 2 Growing pains 板　　块：Grammar and usage Thoughts on the design: 本节课是以读、写为主的语法教学课。语法教学的方法各有不同，本节课的设计除了语言知识的传输外，还着眼于培养学生对于学习策略的掌握。本节课按照“呈现—思考—归纳—巩固”的模式，在语言知识的传授过程中，强调让学生独立思考并归纳语言规则，从而掌握独立的学习策略。此外，本节课在内容的选择上参考了05-08年各地高考题，对教学内容作了适当增补。 Teaching aims: After learning this session, the students will be able to grasp the basic rules for attributive clauses —“prep.+which/whom” used to begin attributive clauses. Besides, the students will be able to learn the studying strategy for language learning. Teaching procedures: Step 1 Review what the students have learned in the previous unit ?relative pronouns ?with a blank-filling exercise. geFill in the blanks with relative pronouns. 1. This is the story __________ we wrote for our storytelling contest. (which/that) 2. The book __________ I borrowed from the library is very interesting. (which/that) 3. He likes the birthday gifts _________ his friends gave him. (which/that) 4. The girl _________ you have just seen is very good at English. (who/whom/that) 5. I don’t know the name of the teacher _________ I met in the computer room. (who/whom/that) After finishing the exercise, ask the students to think about the grammatical principles in the sentences, and then make a conclusion as follows: The relative pronouns serve as the objects of the __________. (verbs) [Explanation] 第一和第二步是对第一单元中学习的关系代词引导定语从句的复习。在句子的选择上本步骤的五个句子都是关系代词作动词宾语的例子，完成练习后教师可试着让学生来归纳该特点，以确认学生掌握了该语法规则。由于本课件涉及内容大多是新授知识，所以课件内多处以红色字体将做题关键标明，方便学生思考。 Step 2 Continue to review what was taught in the previous unit with another five blank-fillings. 1. Is this the play ____________ you were talking about just now? (which/that) 2. Daniel is the person ______________ I want to make friends with. (who/whom/that) 3. Art is the subject ____________ I know little about. (which/that) 4. The Math teacher is the person ____________ I got an A plus from. (who/whom/that) 5. The topic ____________ Eric is interested in is Physics. (which/that) After finishing t