牛津高中英语教学设计-常州安家中学.docVIP

MI U2 Grammar and usage 教案 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. Fill in the blanks with relative pronouns 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 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 __________. (prepositions) [Explanation] 本步骤的句子都是关系代词作介词宾语的例子。可试着让学生来归纳该特点。此外，本步骤的句子在下面教授新内容“介词+关系代词”中还将重现，以便学生更好理解新内容。 Step 2 (1) Join the sentences with relative clauses ( another exercise serves as revision of what has been taught as well as presentation of what will be taught.) ①We could expect good decisions from you. We thought you were such a person. == We thought you were a person (who/whom/that) we could expect good decisions from. == We thought you were a person from whom we could expect good decisions. ② You were to buy dog food with the money. The money is gone. == The money (which/that) you were to buy dog food with is gone. == The money with which you were to buy dog food is gone