Unit5 Grammar教学设计
教学内容:Attributive clause with “prep+which/whom”structure. 1.教情分析
1) Teaching objectives-教学目标 ①Language objectives-语言目标 Key words & expressions重点词汇和短语
For applying: sort out, compose the first hit, tour someplace,be familiar with.For comprehending: a big hit, a music museum, in one’s honor.
For recognizing: the sun begins to sink and the moon to rise. Sentence structures:
a.Haveyoueverdreamedofplayinginfrontofthousandsofpeopleataconcert, at which everyone is clapping and appreciating your music?
b.Theymaystartasagroupofhigh-schoolstudents,forwhompracticingtheir music in someone’s house is the first step to fame.
c. Later they may give performances in pubs or clubs, for which they are paidin cash.
d. However, after a year or so in which they became more serious about theirwork, the Monkees started to play and sing their own songs like a real band. e.The musicians were to play jokes on each other as well as play music, mostof which was based loosely on the Beatles.
f.However, after a year or so in which they became more serious about theirwork .
g.Theyproducedanewrecordin1996,withwhichtheycelebratedtheirformer time as a real band.
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h. I remember the day when our band was formed as if it was yesterday.i. The guitar with which Dave composed our first hit is in a music museum.j. The name by which we were to become famous was chosen by Mike’s mum.②Ability goals能力目标
EnabletheSstousetheattributiveclausewiththeprepositionaheadoftherelative clause correctly.
③Emotion goals情感目标
Enable the Ss to keep interest in studying attributive clause. 2) Important & difficult teaching points-教学重难点 ①Important teaching points-教学重点
GettheSstousetheAttributiveClausewiththeprepositionaheadoftherelative clause.
②Difficult teaching points-教学难点
Howtoteachthestudentstheusageoftheattributiveclausewiththepreposition ahead of the relative clause.
2.Students analysis学情分析 1) Fundamental state基本情况
这是一节关于定语从句的语法课，定语从句的概念以及常见的用法从初中就开始接触，从Book I开始较为深入的学习和研究，同学们对此并不陌生；但是，prep.+which/whom结构的定语从句，对于介词的选用一直是难点，需要给学生大量的例句和语法情景，让学生能够理解，并且运用。
2) Knowledge reserve知识储备
关于句子的基本成分以及句子的基本结构，在初中阶段，同学们就进行了针对性的学习；进入高中后，涉及到复杂句的深入学习，同学们对于句子成分和结构有了更精确地认识；这些都有利于对定语从句更全面地学习。
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3) Class data本班实际 3. Teaching methods教法建议
Task-basked teaching method，Communication method. 4. Teaching aids教学辅助
Blackboard, A multimedia computer. 5. Teaching procedures-教学进程 【课前预习】：
1熟读教材P34课文，找出并观察含有“prep+which/whom”的句子。 2查找相关的语法工具书，理清本单元“介词+关系代词”引导的定语从句的用法
3.通过对教材P34的阅读，掌握“介词+关系代词”引导的定语从句的基本特征；学会通过句子的真实情景体会定语从句的用法。
Step 1 Present
1.Can you find five sentences in the reading passage that contain prep+whom/whichattributive clauses? Underline them.(page 37)
Step 2 Practice
1.Read the following grammar.
2.Sort out the following messages that are mixed up to make complete sentencescontaining attributive clauses. Pay attention to the use of prepositions.(page 37)
3.Read the passage and complete it using attributive clauses , some of which mayuse prep+which/whom.(page 37)
Step 3 Produce
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1. Play a game of definitions. Get into pairs. One asks the first question and theotheranswersitusinganattributiveclausescontainingprep+which/whom.Iftheanswer is correct, swap roles. If not, continue with the next question. Pick out
somequestionsbelowtoplaythegame.Workoutsomequestionsofyourownifyoulike.(page 37)
EXAMPLE: What’s a letter box?
It’s box with a hole through which the postman puts the letters. 2.Homework.
教师登录同步学习网，在“课后作业”下发送“Unit5 Grammar名师课后训练”作业，学生登录学生平台在“网上作业”下完成作业。
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人教课标版高中英语必修二 Unit5 Grammar 教案-新版
