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 procedures:
Step 1. Revision and lead-in
1. 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。）
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 words. (Page 8)
指代先行词；
② 位于从句句首，连接定语从句与主句；
③ 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. Practice—Distinguishing attributive clauses
1. Read the passage on page 9 and find out the attributive clauses in each paragraph. Teacher can start with the first paragraph as an example.
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 Homework
1. 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.
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