高中英語(yǔ)優(yōu)秀教案必修1《Unit 5 Nelson Mandela-a modern hero》Period 3 Grammar the Attrib

■■■??■■■■鬻點(diǎn)亮心燈~~~///「v')\\\~~~照亮人生■■??■■■■鬻Unit5NelsonMandela—amodernheroPeriod3Grammar(theAttributiveClause(II)整體設(shè)計(jì)從容說(shuō)課Thisisthethirdteachingperiodofthisunit.Totestwhetherthestudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thepattern“onlythendidwedecidetoanswerviolencewithviolence”isabitimportant,sospecialexercisesshouldbedesigned.Thisteachingperiodmainlydealswiththegrammar:theAttributiveClauseintroducedbytherelativeadverbandpreposition+which/whom.Firstly,theteachercanaskthestudentstoreadthetextElias'Story,tickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.Secondly,compareanddiscovertheusagesoftheAttributiveClause,especiallytheusagesofRelativeAdverbs(when,where,why)andpreposition+which/whombygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage37andmoreexercisesforstudentstomastertheAttributiveClauseintroducedbytherelativeadverbandpreposition+which/whom.Finally,summarizetheAttributiveClause.Attheendoftheclass,askthestudentstodotheexercisesinUsingstructuresonPage71andadditionalexercisesforconsolidation.教學(xué)重點(diǎn)GetthestudentstomastertheAttributiveClauseintroducedbytheRelativeAdverbandpreposition+which/whom.教學(xué)難點(diǎn)Enablethestudentslearnhowtochooserelativeadverbsandhowtousepreposition+which/whomcorrectly.教學(xué)方法Task-basedteachingandlearningCooperativelearningandpractice教具準(zhǔn)備Aprojectorandothernormalteachingtools三維目標(biāo)Knowledgeaims:GetthestudentstolearntheAttributiveClauseintroducedbytheRelativeAdverbandpreposition+which/whom.Letthestudentslearnusagesofrelativeadverbsandpreposition+which/whom.Abilityaims:Enablethestudentstouseattributiveclausescorrectlyandproperly.Enablethestudentstoknowhowtochooseproperrelativeadverbsforattributiveclauses.Enablethestudentstoknowhowtochooseproperprepositions.Emotionalaims:1.Getthestudentstobecomeinterestedingrammarlearning.2.Developthestudents'senseofgroupcooperation.教學(xué)過(guò)程設(shè)計(jì)方案(一)—Step1RevisionCheckthehomeworkexercises.Dictatesomenewwordsandexpressions.Translatethesentences:只有這樣，我們才能把工作做好。只有遇到她時(shí)，我才會(huì)認(rèn)出她。Suggestedanswers:Onlyinthisway,canwedoourworkwell.OnlywhenImeether,willIrecognizeher.—Step2GrammarreviewReviewrelativepronouns:which,that,who,whose.Fillintheblankswithproperrelativepronouns.Ishethemanwantstoseeyou?HeisthemanIsawyesterday.Theyrushedovertohelpthemancarhadbrokendown.Thepackageyouarecarryingisabouttocomeunwrapped.Suggestedanswers:who/that2.(whom/that)3.whose4.(which/that)—Step3GrammarlearningReading,findingandthinkingTurntoPage34andreadthetextElias'Story.Tickouttheattributiveclausesintroducedbyrelativeadverbsorprep.+which/whominthereadingpassageandtranslatethemintoChinese.Suggestedanswers:ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.第一次見到納爾遜?曼德拉的時(shí)候是在我一生中非常艱難的時(shí)期。TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.我僅僅在那里讀了兩年的學(xué)校，有三千米遠(yuǎn)。ThiswasatimewhenonehadgottohaveapassbooktoliveinJohannesburg,那個(gè)時(shí)候你要想住在約翰內(nèi)斯堡就非得要有身份證不可。ThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdaysofmylife.那天，納爾遜?曼德拉告訴我該怎么做，而且還幫我的忙，這是我一生中最高興的日子。Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.過(guò)去30年來(lái)所出現(xiàn)的大量法律剝奪我們的權(quán)利，阻擋我們的進(jìn)步，一直到今天，我們還處在幾乎什么權(quán)利都沒(méi)有的階段。Thepartsoftownwheretheylivedwereplacesdecidedbywhitepeople.他們?cè)诔抢锏淖≌瑓^(qū)都是由白人決定的。TheplaceswheretheyweresenttolivewerethepoorestareasinSouthAfrica.他們被打發(fā)去居住的地方是南非最貧窮的地方。...wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.我們被置于這樣一個(gè)境地：要么我們被迫接受低人一等的現(xiàn)實(shí)，要么我們跟政府作斗爭(zhēng)。Thinkoverthisquestion:Onwhatcircumstancedoweuserelativeadverbssuchaswhen,where,why,andsoontointroduceattributiveclauses?ComparinganddiscoveringTurntoPage37.DoEx.2.Thencomparethefollowingsentencesandfindoutwhyweusedifferentrelativestointroducetheattributiveclauseswhiletheantecedentsarethesame.Thegovernmentbuildingwherewevotedwasverygrand.Thegovernmentbuildingwhich/thatwevotedinwasverygrand.Thegovernmentbuildinginwhichwevotedwasverygrand.Note:InSentence1,arelativeadverb“where”isusedbecauseitrefersto“inthegovernmentbuilding”whichservesastheadverbialintheattributiveclause.“inwhich”canalsobeusedastheadverbialinSentence3becauseitalsomeans“inthegovernmentbuilding”intheattributiveclause.WhileinSentence2,arelativepronoun“which”isusedasitrefersto“thegovernmentbuilding”whichservesastheobjectofthepreposition“in”intheattributiveclause.Compareanotherthreesentences:ThedatewhenIarrivedwasthe5thAugust.Thedatewhich/thathetoldmewasthe5thAugust.ThedateonwhichIarrivedwasthe5thAugust.Note:InSentence1,arelativeadverb“when”isusedbecauseitrefersto“onthatdate”whichservesastheadverbialintheattributiveclause.“onwhich”canalsobeusedastheadverbialinSentence3becauseitalsomeans“onthatdate”intheattributiveclause.WhileinSentence2,arelativepronoun“which/that”isusedasitrefersto“thedate”servingastheobjectofthepredicate“told”intheattributiveclause.Compareanotherthreesentencesanddiscussinpairs.Isthisthereasonwhichhewaslatefor?Isthisthereasonforwhichhewaslate?Isthisthereasonwhyhewaslate?Conclusion關(guān)系代詞which/whom前介詞的選擇由先行詞的習(xí)慣搭配或后半句動(dòng)詞的搭配而決定。關(guān)系副詞when,where,why代替的先行詞分別是時(shí)間、地點(diǎn)或原因的名詞，并且在定語(yǔ)從句中作狀語(yǔ)，多數(shù)情況下相當(dāng)于“介詞+which”結(jié)構(gòu)。—Step4GrammarPracticeShowtheexercisesonthescreenorgiveoutexercisepapers.Fillintheblankswithproperrelativeadverbsandpreposition+which/whom.Thespeedlighttravelsis300000kmpersecond.ThisistheteacherIborrowthebook.Don'tbringthechildrentoseetheanimalstheyareafraid.ThepersonyoushouldbegratefulforapeacefulSouthAfricaisNelsonMandela.Harvardisaworld-famousuniversityWangAngothisdoctor'sdegree.WangAnspent3yearsinHarvardUniversityhestudiedappliedphysics.In1951DrWangfoundedhisowncompanycomputersweremade.HebecameaverysuccessfulentrepreneurintheUSin1985,hemade$3billion.ThisisDrWangthecomputerbelonged.RobbenIslandistheplaceMr.Mandelaoncewaskept.精誠(chéng)凝聚="「=成就夢(mèng)想―■■??■■■■■?精誠(chéng)凝聚="「=成就夢(mèng)想―■■??■■■■■?―■■??■■■■■?―■■??■■■■■?精誠(chéng)凝聚=:「=成就夢(mèng)想―■■??■■■■■?■■■??■■■■鬻點(diǎn)亮心燈~~~///「v')\\\~~~照亮人生■■??■■■■鬻■■■??■■■■鬻點(diǎn)亮心燈~~~///「v')\\\~~~照亮人生■■??■■■■鬻Completethesesentencesusinganattributiveclausewithwhen,whereorwhy.Thatwasthereason(我必須去醫(yī)院)andIcouldnotgoonmyholidaytoBritain.MaryBrownmovedtoaplace(她靠近大海),soshecouldgoswimmingeveryday.Thiswasthetime(莊稼連續(xù)三年歉收),andeveryonewascoldandhungry.Itwastheyear(沒(méi)有電)andeverybodyhadtocooktheirdinnerbycandlelight.Iwentbacktothetown(我出生的),soIcouldseethehousewhereIusedtolive.Hewillneverforgetthepark(他第一次見他妻子).Firstgetthestudentstodotheexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.Suggestedanswers:l)atwhich2)fromwhom3)ofwhich4)towhom5)where/fromwhich6)where/inwhich7)where/inwhich8)when/inwhich9)towhoml0)where/inwhichl)whyIhadtogohospitalwhereshewasclosetotheseawhentheharvestfailedthreeyearsinarowwhentheelectricityfailedwhereIwasbornwherehefirstmethiswife—Step5GrammarsummaryAttributiveclause:Anattributiveclauseisaclausemodifyinganounorpronouninacompoundsentence.Antecedent:Thewordmodifiedbyanattributiveclauseiscalledtheantecedent.Relative:Thewordthatisusedtointroduceanattributiveclauseiscalledarelative.Therearetwokindsofrelatives,i.e.relativepronouns(includingwhich,that,who,whom,whose,as)andrelativeadverbs(includingwhere,when,why,etc.).Note:Relativesplaysthreeimportantrolesinanattributiveclause,roducinganattributiveclause,replacingtheantecedentinmeaning,andfunctioningasasentenceelementintheattributiveclause.e.g.ThegirlwhoistalkingtoMr.Lioverthereismysister.Inthesentence,“Thegirl”istheantecedentand“who”isusedtointroducetheattributiveclauseastheantecedentisaperson.Itreferstothegirlandfunctionsasthesubjectintheattributiveclause.Thechoiceoftherelativesisthemostdifficultinlearningtheattributiveclause.However,therearesomerulesthatcanhelpuschoosethecorrectrelatives.Usually,whichrelativetochoosedependsonwhattheantecedentisandwhatsentenceelementtherelativefunctionsintheattributiveclauseasshowninthefollowingchart:AntecedentsRelativesSentenceelementspeoplewho/thatsubject/objectwhomobjectthingswhich/thatsubject/objecttimewhich/thatsubject/objectwhen/prep.+whichadverbialplacewhich/thatsubject/objectwhere/prep.+whichadverbialreasonwhy/prep.+whichadverbialNote:Relativescanbeomittediftheyserveastheobjectsintheattributiveclauses.Ifarelativefunctionsastheobjectofaprepositionintheattributiveclause,theprepositioncanusuallybeplacedbeforetherelative.Inthissituation,weuse“which”forthingsand“whom”forpeople,andtheycanneverbeomitted.However,iftheprepositionandaverbformasetphraseintheattributiveclause,theyshouldnotbeseparated:Theschool(which/that)heoncestudiedinisveryfamous.Theschoolinwhichheoncestudiedisveryfamous.Thisisthegirl(who/whom)IwenttotheGreatWallwith.ThisisthegirlwithwhomIwenttotheGreatWall.Thesentence“Thisisthewatch(which/that)youarelookingfor.”cannotbechangedinto“Thisisthewatchforwhichyouarelooking.”because“l(fā)ookfor”isasetphrase.—Step6WorkbookDotheexercisesinUsingstructuresonPage71.—Step7ConsolidationShowtheexercisesonthescreenorgiveoutexercisepapers.Weshallneverforgetthedaysweworkedtogether.thatinwhichonwhichwhichThepencil,withIhadbeenwriting,wasbroken.whichthatasitIstillremembertheyearwespenttogether./whenonwhichinwhichThereasonhedidn'tpasstheexamwasthathedidn'tstudyhard.whichinwhichforwhichofwhichThedaysaregoneforeverweusedforeignoil.when.thatC.whichD.atwhichTheschoolmysisterstudiesatisfarfromhere.wherethatatwhichinwhichMyhometownisnolongertheplaceitusedtobe.thatwhatwhereasHewastheonlyoneoftheboyswholateforschool.arewereiswasShewasoneofthegirlswholateforclass.arewereiswasHeistheguestthemanagerfirstintroduced.whosetowhomwhoofwhomHemadeaholeinthewallhecouldgetintothehouse.inwhichwhichthroughwhichbywhichIsthisthehouseyouhaveboughtyourself?onetheonewherethatThefilmbroughtthehoursbacktomeIwastakengoodcareofinthatfarawayvillage.untilthatwhenwhereAfterlivinginParisforfiftyyearshereturnedtothesmalltownhegrewupasachild.whichwherethatwhenIcanstillrememberthesittingroommymotherandIusedtositintheevening.A.ofwhichwhichthatwhereFirstgetthestudentstodotheexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.Suggestedanswers:1~5BAACA6~10BADBB11~15CDCBD—Step8Homework1.Finishofftheworkbookexercises.Learntheimportantgrammarpointsbyheart.設(shè)計(jì)方案（二）—Step1Revision1.Checkthehomeworkexercises.2.Dictatesomenewwordsandexpressions.Translatethesentences:1）只有這樣，我們才能把工作做好。2）只有遇到她時(shí)，我才會(huì)認(rèn)出她?！猄tep2GrammarreviewReviewrelativepronouns:which,that,who,whose.—Step3GrammarlearningReading,findingandthinkingTurntoPage34andreadthetextElias'Story.Tickouttheattributiveclausesintroducedbyrelativeadverbsorprep.+which/whominthereadingpassageandtranslatethemintoChinese.Thinkoverthisquestion:Onwhatcircumstancedoweuserelativeadverbssuchaswhen,where,why,andsoontointroduceattributiveclauses?2.ComparinganddiscoveringTurntoPage37.DoExercise2.Thencomparethefollowingsentencesandfindoutwhyweusedifferentrelativestointroducetheattributiveclauseswhiletheantecedentsarethesame.Thegovernmentbuildingwherewevotedwasverygrand.Thegovernmentbuildingwhich/thatwevotedinwasverygrand.Thegovernmentbuildinginwhichwevotedwasverygrand.Conclusion關(guān)系代詞which/whom前介詞的選擇由先行詞的習(xí)慣搭配或后半句動(dòng)詞的搭配而決定。關(guān)系副詞when,where,why代替的先行詞分別是表示時(shí)間、地點(diǎn)或原因的名詞，并且在定語(yǔ)從句中作狀語(yǔ)，多數(shù)情況下相當(dāng)于'介詞+which”結(jié)構(gòu)。—Step4GrammarPracticeShowtheexercisesonthescreenorgiveoutexercisepapers.Askthestudentstodotheexercises.Severalminuteslater,theanswersaregiven.Theteachercangivethemexpla