湖南省吉首市民族中学高一英语教案：Unit2GrowingpainsGrammarandusage（1）（牛津译林版必修1）Thoughtsonthedesign: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05-10年各地高考题，对教学内容作了适当增补。Teachingaims:Afterlearningthissession,thestudentswillbeabletograspthebasicrulesforattributiveclauses—“prep.+which/whom”usedtobeginattributiveclauses.Besides,thestudentswillbeabletolearnthestudyingstrategyforlanguagelearning.Teachingprocedures:Step1Reviewwhatthestudentshavelearnedinthepreviousunit—relativepronouns—withablank-fillingexercise.Fillintheblankswithrelativepronouns.1.Thisisthestory__________wewroteforourstorytellingcontest.(which/that)2.Thebook__________Iborrowedfromthelibraryisveryinteresting.(which/that)3.Helikesthebirthdaygifts_________hisfriendsgavehim.(which/that)4.Thegirl_________youhavejustseenisverygoodatEnglish.(who/whom/that)5.Idon’tknowthenameoftheteacher_________Imetinthecomputerroom.(who/whom/that)Afterfinishingtheexercise,askthestudentstothinkaboutthegrammaticalprinciplesinthesentences,andthenmakeaconclusionasfollows:Therelativepronounsserveastheobjectsofthe__________.(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。Step2Continuetoreviewwhatwastaughtinthepreviousunitwithanotherfiveblank-fillings.1.Isthistheplay____________youweretalkingaboutjustnow?(which/that)2.Danielistheperson______________Iwanttomakefriendswith.(who/whom/that)3.Artisthesubject____________Iknowlittleabout.(which/that)4.TheMathteacheristheperson____________IgotanAplusfrom.(who/whom/that)5.Thetopic____________EricisinterestedinisPhysics.(which/that)Afterfinishingtheexercise,askthestudentstothinkaboutthegrammaticalprinciplesinthesentences,andthenmakeaconclusionasfollows:Therelativepronounsserveastheobjectsofthe__________.(prepositions)[Explanation]本步骤的句子都是关系代词作介词宾语的例子。同样的，教师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。Step3Jointhesentenceswithrelativeclauses—anotherexerciseservesasrevisionofwhathasbeentaughtaswellaspresentationofwhatwillbetaught.1)Wecouldexpectgooddecisionsfromyou.Wethoughtyouweresuchaperson.==>Wethoughtyouwereaperson(who/whom/that)wecouldexpectgooddecisionsfrom.==>Wethoughtyouwereapersonfromwhomwecouldexpectgooddecisions.2)Youweretobuydogfoodwiththemoney.Themoneyisgone.==>Themoney(which/that)youweretobuydogfoodwithisgone.==>Themoneywithwhichyouweretobuydogfoodisgone.Afterfinishingtheexercise,askthestudentstothinkaboutthegrammaticalprinciplesinthesentences,andthenmakeaconclusionasfollows:Whentherelativepronounistheobjectofthepreposition,weuseprepositiontobeginanattributiveclause,whichis,preposition+which/whom.Inthiscase,therelativepronoun,whichorwhom,cannotbereplacedwith“that”or“who”.Besides,therelativepronouncannotbeleftout.[Explanation]此处将出现新内容，在教授新知识的过程中，还是按照...
