Learning about Language教案设计（一等奖）

Teaching Design Unit 1 Nothing ventured nothing gained ——Learning about language 赵姝媛

朝阳二高

I. Teaching aims: 1. Help students understand what is the attribute and its function. 2. Enable students to use attribute properly in their expressions (adjective, non-finite verb, attributive clause, noun and prepositional phrase) 3. Encourage students to study along with mind-mapping. II. Teaching important and difficult points: Enhance students’

proficiency and accuracy in using the various forms of attributes to express their ideas. III. Teaching methods: Task-based teaching method; Audio-lingual method; Cooperative learning; Group discussion

IV. Teaching steps: Step I：Lead in

1. To describe a picture. I want an apple. I want a red apple.

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I want a big and red apple. I want a big and red apple at the bottom line. I want a big and red apple at the bottom line which is between two green apples.

2. Enable the student to conclude the functions of attributes. Step II：Discovery

1. Definition of attribute

定语是用来修饰、限定、说明名词或代词的品质与特征的。汉语中常用“……的”表示。定语和中心语之间是修饰和被修饰、限制和被限制的关系。

2. Classification of attribute

Underline the attributes in the following passage which is a description of a visit to Elephant Island where Shackleton’s men camped for four months.

Step III：Practice

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1. Complete the expressions

(一)形容词和副词、名词、代词、数词作定语

一个男医生

一个两个小时的谈话

一个漂亮的女孩

(二)介词短语作定语

Eg: 在远处的摩天大楼是一个五星级酒店

(三)非谓语动词作定语

(1)即将举行的会议

(2)一个正在睡觉的男孩

(3) 一个被老师表扬的男孩

(四)定语从句作定语

(1)你刚才看到的那个男人是我们的经理。

(2)众所周知，他学习非常努力。

(3) 这是我看过的最好看的电影。

2.Writing with attributes

Group work:

Each group are supposed to make three sentences with the notes listed on your learning paper using the attributes and underline them in the sentence.

For example:

The tall girl who had long, black hair carried a large handbag.

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Step IV：Homework 1.

Writhe a passage using the sentences you have just made.

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2. Finish the exercise 1 and 2 on Page 52 to 53 of Workbook. V. Teaching reflection This class is intended to enable the students to have a better appreciation of the attributes and put them into use in the composition. We use a picture to let the students understand the functions of the attributes. In the presentation part, students can finish the task using proper forms of attribute to polish their expressions.

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