Learning about Language优质课教学设计

A Teaching Design for

Module11

Unit2

Learning about Language

Grammar: The Attributive Clause(when, where, why) 西安市田家炳中学

韩焕

Design Concept

According to New English Curriculum Standards, we should cultivate students’ core competence of English subject and develop students' ability of autonomous learning and cooperative learning. Thus, different from a traditional grammar class, which uses the deductive method to teach grammar, this lesson will use the inductive way to teach grammar. Students will be guided to discover the grammar rules and then be presented with a lot of language data to apply the rules.

As the lesson is based on the studying pattern: studying the rule, finding the rule and applying the rule, it is not difficult for students to master the rules of the attributive clause and apply their knowledge to practice. All the tasks in this lesson are well designed from simple to complex and they are suitable for students of different levels. Students act as a real master while teachers as a director, which can make students experience the happiness of success and improve their comprehensive language competence .

What's more, English teaching is to develop not only students' language knowledge and skills, but also their learning strategies, emotion

and attitude. The Analysis of Teaching Material

This is the third period of this unit, which mainly deals with grammar: the attributive clause introduced by relative adverbs(when, where and why). After learning this period, students will find it easy to describe a person whom they are grateful to. The Analysis of Students

On the one hand, students have learned about the attributive clause introduced by relative pronouns and most of them have understood the basic form and meaning of the attributive clause. Based on their existing grammar knowledge, the activities about discovering and applying the rules of the attributive clause with relative adverbs will be easy tasks for them. On the other hand, there are still some students who are a little shy and are not confident enough in class, so I plan to use Motivational Time, group activities to encourages them to be more active and confident, thus helping almost all the students experience the happiness of development. Teaching Objectives By the end of this class, the majority of the students will be able to 1.understand the form and meaning of the attributive clause with relative adverbs and explore the usage of relative adverbs through specific observation and discussion. 2. distinguish between relative pronouns and relative adverbs.

3. apply the attributive clause with relative adverbs to their writing of describing a person to whom they are grateful. 4.know about the importance of being grateful to all the people around them and to everything they have. Key points and Difficult points

1.Guide students understand the usage of relative adverbs and how to distinguish the differences between relative pronouns and relative adverbs. 2.Guide students use the attributive clause with when, where and why to describe a person whom they are grateful to. 3. Guide students be grateful to everything they have and all the people around them. Teaching Aids A computer, PPT, chalk, blackboard Teaching and Learning Methods Inductive method, Task-based teaching and learning, Discussion Teaching Procedures 1.

Process Design of Teaching Structure教学结构流程设计

多媒体课件(视频)

开始

导入topic

老师引导学生观看

学生欣赏视频

激发学生兴趣复习

由关系代词引导的定语从句

老师呈现定语从句例学生回顾定语从句

句引导学生回顾已学相关概念及知识并

多媒体课件

知识并通过自己对工初步感知本节课的

作单位的感恩初步引话题主线——感恩

导学生要学会感恩

导入新课：由关系副词引导的定语从句

老师引导学生通过语学生阅读语篇，感知、

多媒体课件

发现、总结关系副词

Task1 reading and 篇寻找发现由关系副词引导的定语从句、体的用法，并感知主线

discovering（重点1）

会感恩的话题

话题——感恩

老师引导学生通学生通过语法填空的练习多媒体课件

过语法填空发现感知、发现并总结关系代（重点2）

关系代词和关系词和关系副词的用法区别

副词的用法区别

老师通过语法填空内容用由关系副词引导的定语从句多媒体课件

谈及自己对自己老师的感恩之情，为下一步Speaking

环节学生谈论自己感恩的人做好铺垫

学生以小组为单位谈论自己

多媒体课件

感恩的一个人(使用关系副词

Task2 Speaking 引导的定语从句来谈论)

（难点1）

学生speaking环节的展示，以

口头形式描述自己感恩的一

个人。为下一步Writing环节

做好铺垫。

学生以书面形式写一个段落通过使

多媒体课件

用关系副词引导的定语从句介绍自

Task3 Writng 己感恩的一个人。（一个学生上黑板

（难点2）

写，其他学生在导学案上完成）

学生在老师的引导下通过阅老师引导学生阅读黑板上的文章，引导学生

读范文，深化对关系副词用找出由关系副词引导的定于从句，进一步深

法、感恩话题的理解，并掌握化感恩的话题。同时，引导学生如何掌握判

一篇优秀文章要具备的一些断一篇文章优秀与否的标准。

特点。

部分学生上讲台阅读

展示自己的作文

课堂小结（回顾知识、情感

教育---感恩）、布置作业

结束

图符说明：

开始

结束 教师活动与教学内容 学生活动 网络应用

2.Detailed Teaching Procedures教学详细过程

Step1:Greetings and lead-in Share with students a short video made by some teachers and students of our school. Then describe our school by using some attributive clauses with relative pronouns, which we learned last time. The purpose of this activity is to arouse students’ interest and lead in the new lesson---The attributive clause with when, where and why. At the same time, guide students to be grateful for being one of the students of our school by show my own gratitude for being an English teacher of our school. Step2: Reading and discovering Guide students to reading the passage about one of the persons whom I am grateful to---my daughter. Task1: Find out the reason why I am grateful to my daughter. Task2:Underline all the sentences with the attributive clause introduced by relative adverbs. Task3:Group-work Summarize the usage of the relative adverbs by analyzing the sentence structure, antecedents, etc. and then try to fill in the blanks.

关系副词

when where why 在定语从句中做什么成分

先行词

Task4: Guide students to find out how to distinguish between relative pronouns and relative adverbs by completing the passage with relative words. Ask students to cooperate with their group members to finish this passage. Then ask some students to explain the answer to us. The passage is intended to offer students opportunity to practice what they have learned and meanwhile to make it clear that being grateful is very important. After finishing the passage , the teacher will talk about her gratitude to her own teachers using the attributive clauses with when, where and why, which will help students be more prepared for the next Speaking activity. Step3: Speaking

Ask students to talk about a person whom they are grateful to by using the attributive clauses with when, where and why in their own groups.

Later, some students will be asked to share with us the person he or she is grateful to. Others will be encouraged to pay attention to the attributive clauses with when, where and why and the reason why he or

she is grateful to this person. Step4: Writing (1)Ask students to write a short paragraph to describe a person whom they are grateful to by using the attributive clauses with when, where and why . One student will be asked to come to the blackboard to write his or her own article on the blackboard. Others will finish this task on their guiding paper. (2) Check the article together, and pay attention to the attributive clauses with when, where and why. (3)Encourage more students to come to the blackboard to share their articles. Step4: Summary and homework Summarize what we have learned today. And encourage students be grateful to all the people around us and to everything we have. Then ask them to polish their writing after class and get well prepared to share with us their articles next time.

Blackboard Design

Teaching Reflection(教学反思)

本节课打破了传统的演绎法教学,用归纳法讲授由关系副词引导的定语从句,利用任务型教学模式, 坚持以人为本的教育教学理念，以感恩的话题为主线，导入部分使用学校致敬祖国70华诞的视频并通过用定于从句介绍我们学校导入到本节课的内容并引导学生要感恩

母校，之后以语篇为依托，一方面引导学生通过感知、体验、参与合作等方式，积极思考,大胆总结关系副词的用法，把学生语言能力和思维能力的培养落实到教学的每一个环节，逐步实现预定的任知识能力目标。另一方面，通过语篇的理解引导学生学会感恩周围的人，达到育人目标。课堂上，学生积极性高，参与面广，课堂气氛活跃，基本实现了预期的教学目标。

不足之处：由于一节课的时间有限，在最后的展示环节没能给每一位学生机会展示，给学生提供的练习题偏少，因此，在课后，我专门设计了一节微课，让学生进一步巩固所学知识、指导写生写作技巧及评价标准并再次引导学生学会感恩，只有心存感恩方能快乐生活；此外，让学生在课后以小组为单位进一步改进自己的作文，在下节课我会专门开辟一部分时间让学生展示自己的作文，提高学生的课堂参与度，让每一位学生都能体验到发展的快乐！