英语：unit-1《school-life》grammar-and-usage课件period-ii(译林牛津版必修1)

Unit1 School lifeGrammar and usageThe Attributive ClauseThe General idea of this period:This period will deal with the grammar part: the Attributive Clause. You will have systematic explanations of the Attributive Clause as well as some exercises to consolidate what you learn.Teaching Aim:Introduce attributive clauseTeaching important point:The basic usage of the relative pronouns and learn to use them in different situations.Teaching difficult point:How to help the students to learn the grammar efficiently.Teaching method:Deduction to present the usage of the relative pronouns and then some exercises to consolidate what we have learned.Teaching procedures:Step1 GreetingsStep2 PresentationLook at the picture at page8 and ask the students to speak out what they may think of.(Write down these three structures on the Bb or show them on the screen below the picture.)Adjective: a green teamPrepositional phrase: a team in greenAttributive clause: a team who were wearing greenAttributive clause modifies a noun in the same way as adjective or prepositionalphrase does. The noun it modifies is called an antecedent.Read Part2 at page8. Attributive clauses are usually introduced by relative pronouns like which, that, who, whom, and whose, or relative adverbs like where, why and when. In the clause these relative words usually function as the following: (page8)Step3 Read the article at page9 and underline the attributive clauses you find in the article.Relative pronouns: that, which, who, whom and whose. Read this part at page10 and grasp the usages of these relative pronouns.(show the screen) Then do the exercise at page11.Step4 ConsolidationFinish the exercises at page88Step5 Homeworkplete the Attributive Clauseexercises。

英语ⅰ译林牛津版unit1schoollife教案grammaran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差不多能够做到模仿造句，甚至自己生成句子了，因此本节课要紧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。

所有的教学活动基本上围绕这条主线展开，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.haveabetterunderstandingofthespiritofcooperation.Teachingprocedures:Step1Lead-inGetthestudentstotalkaboutthecharacterinthepassageonpage9.E.g.:T:WhatdoyouthinkofDavidHomles?S:HeisexcellentbecausehewenttoOxfordUniversity.T:HeisanexcellentstudentwhowasabletoenterOxfordUniversity.[设计说明]让学生复习定语以及定语从句，同时引出本节课的主线—David。

Periods 4-5 Grammar and usage整体设计教材分析This period will focus on grammar and usage: the attributive clause. At the beginning of this period, the teacher should give the students some time to go over what they learned in the last period.The grammar item in this unit deals with attributive clauses. Students are first expected to learn about what an attributive clause is and the functions of relative pronouns and relative adverbs used to introduce attributive clauses. The teacher should first introduce what the attributive is, what can be used as an attributive, the teacher had better present some sentences containing the attributive clauses by asking the students to do some exercises. Get the students to find all the sentences containing the attributive clauses in the two passages. After finding them, the teacher can ask the students to analyze them and understand the functions of the relative pronouns in those sentences. After that the teacher should give the students clear explanations about the usage of the grammar.After mastering the rules of the attributive clause, the students should be given more exercises to consolidate what they have learnt. The teacher should arrange some activities carefully and creatively. First let them do some simple exercises. For example, combine the two sentences using the attributive clause. Then ask them to make some sentences using the attributive clause.三维目标1. To give a brief introduction to attributive clauses.2. To make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns.重点难点The basic usage of the relative pronouns and learn to use them in different situations.教学方法1. Discussion in pairs or in groups.2. Task-based in-class activities.3. Explanations of some rules of the attributive clause.教具准备A multimedia room.课前准备1. Ask the students to think about how to describe thing or a person. That is to say, if we want to modify them, what will we use? The teacher can ask the students to list some examples.2. Ask the students to go over the sentence structures and to tell the different functions of each word in the sentence.教学过程→Step 1 Lead-inThe students will learn that an attributive clause is used to modify a noun and is usually put after the noun. They will also learn the different functions of relative pronouns or relative adverbs used in attributive clauses.Ask the students to recall what can be used to modify a noun in English.Write the following phrases on the blackboard:a happy moment blue skybus stationthe article about your experience in the UKPoint out a noun, an adjective or the prepositional phrases can be used to modify a noun. Summarize the rule of the order in these examples.We put adjectives or nouns before nouns to modify them while we put prepositional phrases after nouns to modify them.An example on the blackboardAdjective: the green teamPrepositional phrase: the team in greenAttributive clause: the team who are wearing green.Point out that the last sentence is an attributive clause. That means a sentence is used to modify a noun. The nouns they modify are called antecedents.Write the following words on the blackboard.→Step 2 Introduction to attributive clausesGive some examples of attributive clauses on the blackboard.1. The girl who/that is standing next to our teacher is her daughter.2. The girl whom/who/that my mother is talking to is my classmate.3. The girl whose name is Rose sits next to me.4. I can’t find the book which/that is borrowed from you.5. I can’t find the book which/that you lent to me.6. I can’t find the book whose cover/the cover of which is red.Ask the students to find out antecedents, relative pronouns and functions of the relative pronoun and fill in the form below.Example Antecedent Attributive clause Function of the relativepronoun1 the girl who/that is standing next to our teacher subject2 the girl (whom/who/that)my mother is talking to object3 the girl whose name is Rose possessive4 the book which/that is borrowed from you subject5 the book (which/that) you lent to me object6 the book whose cover/the cover of which possessiveTell the students that the noun or the antecedent usually refers to a person/people or a thing/things, for example a story, a cake, books and so on. We use which/that as a relative pronoun to refer to things, while we use who/whom/that as a relative pronoun to refer to people. Which/that is used as the subject or object in the attributive clause. Who/that is used as the subject in the attributive clause and whom/who/that is used as the object in the attribute clause. And they will know when which, that, whom, who can be left out if it refers to an object in the attributive clause.→Step 3 PracticeShow the following sentences on the blackboard.1. I don’t know the man. The man wrote the article.2. The paintings are being displayed in the assembly hall. David donated the paintings to the school.3. She has a brother. I can’t remembe r his name.4. You made a cake yesterday. It was delicious.5. The river flows to the sea. The banks of the river are covered with trees.6. Do you know the girl? The headmaster is talking to her.Ask the student to combine the two sentences together using attributive clauses.Sample answers.1. I don’t know the man who/that wrote the article.2. The paintings (which/that) David donated to the school is being displayed in the assembly hall.3. She has a brother whose name I can’t remember.4. The cake (which/that) you made yesterday was delicious.5. The river whose banks/the banks of which are covered with trees flows to the sea.6. Do you know the girl (who/whom/that) the headmaster is talking to?Note 1:Sometimes the antecedent can be a pronoun, such as ‘someone somebody, everybody, no one, nobody, something, anything, everything, nothing, all, those’, etc.Here are some examples:1. Everyone who/that knows him thinks highly of him.2. Nobody that/who has been there will forget the beauty of the place.3. All that must be done has been done.4. I want to find someone who/that can speak Japanese.Note 2:If the antecedent is an infinitive pronoun, ‘all, few, little, much, something, nothing, anything’, etc. , the best relative pronoun is that.Examples:1. All that we have to do is to practice speaking English.2. Some parents are willing to do anything that their children ask them to.Note 3:If the antecedent is modified by ‘all, any, every, each, few, little, no, some’ etc. , the best relative pronoun is that.Examples:I’ve eaten all the food that was given to me.Note 4:If the antecedent is modified by ‘the only, the very, just’, it is better to use that as the relative pronoun.He is the very man that helped the girl out of the water.Note 5:I f the antecedent is modified by ‘the first, the second, the last or the best’ etc. , you’d betterThe first English book that I read was “The Prince and the Pauper” by Mark Twin.Note 6:If the antecedents refer to people and things, it is better to use ‘that’ as the relative pronoun.He talked about the teachers and schools that he had visited.Exercises:1. All_____________ is needed is a supply of oil. (that)2. Finally, the thief handed everything_____________ he had stolen to the police. (that)3. This is the most interesting film_____________ I have ever seen. (that)→Step 4 Consolidation1. Read the article from a UK school newspaper on page 9. Underline the attributive clauses the students can find in the article.2. Point out the relative pronoun in each sentence and the functions of them in the attributive clauses.→Step 5 Homework1. Do Part C1 on page 88.2. Preview the relative pronouns.3. Do some exercises about the attributive clause.板书设计精彩片断Practice: The students are asked to combine the two sentences into one. If they are divided into groups to compete, it will arouse their interest. They will be very interested in getting high grades in the competition for their groups.G1 G2 G3 G4。

Unit 1 School life 教案Grammari.单元教学目标技能目标Skill GoalsAidentify the differences between school life in the UK and in China ▲Discuss the daily school life▲Un d erst a nd vocabulary about school facilitiesAWrite a notice about school activities▲Design a poster for a new school club▲Recognize attributive clauses功能句式Describing school lifeGoing to a British high school for one year was a very enjoyable and exciting experienee for me.We had to move to different classrooms for d iff ere nt classes. We also had d iff ere nt students in some classes, so it was difficult to remember all the faces and names. Describing school activitiesNext month we will have our school open day. We have invited David to be one of our guest speakers. He will make a speech about his experiences in China. Comparing school life in Britain and in China1 found the homework was not as heavy as what 1 used to get in my old school, but it was a bit challenging for me at first because all the homework was in English. 1.四会词汇attend, earn, respect, achieve, grade, literature, average, challenging, lun chtime, e-mail, extra, cooki ng, prepare, drop, Spa nish, Germa n, woodwork, miss, dessert, field, experienee, article, penfriend，introduce,词汇immediately, former, rece ntly, culture, develop, photograph, don ate, gift, display, kindness, guest, speech, flat, bookcase, attention, please, title, dyn a sty, cover, rece nt, professor, regret, in form, run, host, approve, broadcast, preparation, close, outing, continue, poet, generation, poem, select, require, scary, nature2.认读词汇assembly3.短语for free, pay attention to语法Introduction to attributive clausesRelative pronouns: that, which, who, whom, and whose重点句子1.1 sat next to a girl whose name was Diane・ P22.David was one of the most helpful studentsthat we ever had. P93.In 1998, he went to Oxford University where he got interested in Chinese culture. P94.Some of the cities in China which he likes most are Beijing, Shanghai, Harbin and Nanjing. P95.Most of the students that he taught have become his friends. P96.Some of the books were gifts that he got from his Chinese friends and students. P97.The paintings that David donated to the school are being displayed in the assembly hall. P98.During exam time we have a special programme that tells students the things they should or shouldn't do for preparation. P18m.教材分析与教材重组i.教材分析本单元以School life为话题，旨在通过单元教学使学生了解英国校园生活的一些基木情况及中英两国校园牛活的不同之处；学习并能运用表示校园设施的一些基本词汇；学习定语从句的基本概念及关系代词的用法；能就校园活动的话题展开讨论；能就校园活动情况向班任老师做出报告；学习通知的写法；学会设计以介绍学校俱乐部为主题的海报等。