Learning about Language课堂实录【3】

Unit 1 Learning about language精品教案

I. Teaching aims 1. Ability aim Enable the students to recognize the meaning of a new word in a passage and tell them how to remember new words. Enable the students how to understand between the lines.

2. Language aim Have the students find the rule of the attributive clause and introduce the definition of the

II. Teaching important points The rule of the attributive clause What is the non-restrictive attributive clause? III. Teaching method Elicitation, discussion IV. Teaching aids A projector, a computer V. Teaching procedure Step I Daily report: Review the text by asking the students a few questions and deal with the words and expressions in the text by finishing Exx1-3 on P3. T: Hello, everyone! It’s time for our daily report. I have given you the topic of this week, which is something about cultural relics at home and abroad. S1, it’s your turn. Welcome, I know that you are one of the best speakers in our class. What will you tell us? S1: It’s about the Great Wall of China. T: Oh, really?

My friends, let’s listen to her carefully.

S1: At first I have to say, I feel so proud of the Great Wall in our country that I searched the library for information about it. The Great Wall of China is called the “Wan Li Chang Cheng” in Chinese. In fact, it’s more than 6000 kilometers long. It winds its way from west to east, across deserts, over mountains, through valleys till at

1 / 5

last it reaches the sea. It is one of the wonders of the world. The Great Wall has a history of over 20000 years. Parts of it were built through different dynasties. Tt was during the Qin Dynasty that the parts were joined up into one long wall. The Great Wall is wide enough at the top for five horses or ten men to walk side by side. Along the wall are watchtowers, where soldiers used to keep watch, Fires were lit in the towers as a warming when the enemy came. It was difficult to build such a wall in the ancient days without any modern machines. All the work was done by hand. Thousands of men died of cold and hunger when they were forced to work on the wall. Today the Great Wall has become a place of interest to the Chinese people and people from all over the world. That’s all. Do you enjoy it?

T: Of course, we do. Thank you for your wonderful speech. I think that all of the Chinese take pride in the Great Wall.

Step II Discovering useful words and expressions: T: Well, we’ve learned so much about the cultural relics, especially about the Amber Room and the Great Wall. Now let me see if you can find the words in the text with the help of the meanings. Please turn to page 3. (Students do the exercise. 4 minutes later.) T: OK, time is up. Who’d like to write the words on the blackboard? Any volunteers?

(4 students come to the blackboard to write the words) T: All right, thank the four of you. Let’s see who did the best? S2, you did the best. Can you tell us how you can find all of them so quickly and correctly? S2: Well, I think if you can understand the text well, you can do it well. And of course, you have to be careful. T: Right, you are always hardworking. In my opinion, you have to read the meaning carefully at first, then decide the part of the speech of the word, for example, is it a noun, a pronoun or a verb? Then you have to read the text and try to understand it. At last, you may find them in the text. Do you think so? S2: Yes. T: Everyone, as you know, an English word can have many different meanings when used in different places. What do you think is the most important thing for us to do

2 / 5

such kind of exercise? Now let’s look at page 3, exercise 2.

(Students do it. One minute later.) T: Now, who can tell me what is the most important thing? Ss: Understanding! T: Yes, so you know understanding is the most important thing for us to learn English. Now let’s do some other things about at phrase. You may discuss in pairs. (Students do it) T: Well, let’s have a check. (2 minutes for checking the answer)

Step III Discovering useful structures: T: Well, please look at the slide. Do you think the casket beautiful? Ss: Yes, very beautiful. T: But I’m so sorry to say that the article in it was lost. Do you know what it was?

I’d like you to guess using the structure “Is it something that ……?”

S3: Is it something that your husband gave you? S4: Is it something that you were rewarded from your mother? S5: Is it something that you bought for your daughter? (Teacher write the sentences down on the blackboard.) T: Very good, you used very good sentences. I felt so sorry for the thing I lost. It meant much to me. Please look at one page of my diary. (Teacher shows the slides to the whole class.) T: So, you see, it was a rare jade stone. Can you tell the difference between the two groups of attributive clause? You may discuss with your partner. T: All right. Who can tell me the difference between them? S6: In my opinion, the sentences in the second group aren’t used to modify the jade stone, but used to give us more information about it. T: Excellent, you struck the right note! This is the difference between restrictive

3 / 5

attributive clause and non-restrictive attributive clause. Now let’s

try to find all the attributive clauses from the text and understand the meaning of them. (Students do that.) T: You please tell your partner how you understand those sentences that you found in your text. Step IV. Practice T: Now we’ll see how we can combine the sentences together on P4. I’ll invite some of you to say them out one by one. S7: Here are the farmers who discovered the underground city last month. S8: Xi’an is one of the few cities in which walls remain as good as before. S9: Shaanxi Province is a place where relics are well looked after. S10: The woman remembered the day when she saw Nazis burying something near her home. S11: The old man you are talking to saw some Germans taking apart the Amber Room and moving it away. T: Well done. Then we’ll have some more practice. This time, please pay special attention to when we should use restrictive attributive clause or non-restrictive attributive clause. Then I’ll ask some of you to report your sentence to the whole class. (Students practice them.) T: OK. Time is up. Who’d like to tell me your sentences?

S12: St Petersburg is a very beautiful city, which was once called Leningrad, is a very beautiful city. S13: In Xi’an, I met a teacher who has a strong live for cultural relics and who took me to visit the history museum. S14: I don’t remember the soldier who told me not to tell anyone what I had seen.

S15: People didn’t pay as much attention to cultural relics in the old days, when my grandfather was a child. S16: They moved the boxes to a mine, where they wanted to hide them. T: Good. Now we’ll have a group discussion. Suppose you are some of the designers

4 / 5

of an amber jewelry. How can you design a jade stone with an amber stone in the center of it? Please use the non-restrictive attributive clauses when necessary.

Xi’an, I met a teacher who has a strong love for cultural relics and who took me to visit the history museum.

(Students discuss for 6 minutes) T: All right. It’s time for me to collect your ideas.

S17: If I were the designer, I would choose the style in the middle, which reminds me of Jesus all the time. S18: I want to use the one on the bottom left corner, which seems luxurious.

S19: I’d like to choose the smallest one, which is so tiny and light to carry. S20: I feel like choosing the triangle one, which meets my taste. S21: I want to use the one in the shape of ellipse, which I think is classical and graceful. T: Well, it seems that there are so many wonderful designers in our class.

Step V Homework T: Today we’ve learned so much about the restrictive attributive clause and non-restrictive attributive clause. Please go over what you have learned today and use as many attributive clauses as you can. Today’s homework:

Using structures on P43. Prepare Using Language on P5.

5 / 5