1、牛津高中英语教学设计 Thoughts on the design:本节课的设计重点在于让学生明确定语从句的基本概念，掌握关系代词、关系副词在句中的功能，能识别、判断定语从句。Teaching objectives:1. to help Ss learn what an attributive clause is;2. to help Ss understand the functions of relative pronouns and relative adverbs;3. to be able to distinguish attributive clauses.Teaching pro
2、cedures:Step 1. Revision and lead-in1. Review the adjective, phrases or clauses used to modify the nouns.1) Mary is a 21-year-old student. She is a nice girl.2) Mary is a student 21 years old. Mary is a student in her twenties. 3) Mary is a student who is 21 years old. 设计说明：从学生熟悉的不同形式的定语导入，引出概念：充当定语
3、的从句就是定语从句Step 2. Introduction to attributive clauses 1. Introduce main clause and the attributive clause. Mary is a student who is 21 years old. (主句部分) (从句部分) He who laughs last laughs best. (从句部分)2. Introduce the terms of attributive clause and antecedent.attributive clause（定语从句：修饰主句中名词或代词的从句叫做定语从句
4、。）antecedent (先行词：被定语从句所修饰的名词或代词叫做先行词。)Mary is a student who is 21 years old. (先行词) (关系代词) The school where he studied is in Shenzhen. (先行词) (关系副词)3. Introduce relative pronouns : which, that, who, whom and whose.Introduce relative adverbs: where, why and when.Introduce the functions of the relative
5、 words. (Page 8) 指代先行词； 位于从句句首，连接定语从句与主句； 并在定语从句中充当从句某一成分。设计说明：在高一学生学习定语从句的时候，有必要把主句和从句、先行词和定语从句、关系代词和关系副词等基本概念理清。Step 3. PracticeDistinguishing attributive clauses1. Read the passage on page 9 and find out the attributive clauses in each paragraph. Teacher can start with the first paragraph as an e
6、xample.2. Ask Ss to underline the antecedent as well.设计说明：在理清基本概念之后，让学生识别定语从句。教师在此过程中可以发现学生概念模糊地地方，并及时予以纠正。Step 4. Consolidation 1. Ask Ss to do exercise C1 on Workbook P88 individually. Tick the sentences with attributive clauses.2. Check answers.设计说明：该练习把含定语从句的句子和含状语从句、宾语从句的句子掺杂在一起，让学生识别哪些是定语从句，再次帮助学生明确基本概念。Step 5 Homework1. Revise what we have learned today and find sentences with attributive clauses in the reading text on P2-3.2. Preview the material on Page 10-11.版权所有：高考资源网()版权所有：高考资源网()
