Learning about Language板书设计及设计说明

Book 2

Unit 1 Cultural relics Learning about language---the Attributive Clause

(Teaching Plan)

1.

Teaching goals 

Knowledge goals 1. To review the basic concepts of the Attributive Clause, including the Restrictive and Non-restrictive Attributive Clauses. 2. To master the correct usage of relative pronouns “that”, “which”, “who”, “whom”, “whose” and relative adverbs “when”, “where” and “why”. 

Ability goals 1.

To transform the short simple sentences into a long compound sentence. 2.

To describe the surrounding things and person with using the Attributive Clauses.



Emotion goals 1.

To stimulate students to learn grammar in a totally different way, and to rebuild the interest and confidence in grammar learning. 2.

To cultivate students’ spirits of cooperation and exploration. 2. Analysis of teaching materials and students

The teaching material is chosen from Student’s Book 2, Unit 1 Cultural relics, Learning about language---the Attributive Clause, which mainly develops the ability of mastering the grammar. It is really practical but a little difficult for students’ study life.

The students whom I teach are not good at grammar learning, and most of them regard the grammar as a devil and have already been tired of the traditional teaching model, which just focuses on the theory infusion. Besides, the students in this period are eager to be recognized by others. So, it is necessary for us to integrate some new teaching methods in our class, such as having a competition, playing guessing game, enjoying the short video or music, to attract students’

attention on grammar and restore their confidence. Thus, the grammar learning will be interesting and effective.

3. Teaching key points

1.

Strengthen the enthusiasm to the Attributive Clause learning. 2.

Know the obvious differences between the Restrictive Attributive Clause and

Non-restrictive Attributive Clause. 3. Master the skills of using the relative pronouns and relative adverbs correctly. 4. Teaching difficult points

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1. Find out the antecedent quickly. 2. Analyze its function in the Attributive Clause.

3. Apply the Attributive Clause to the daily communication. 5. Teaching methods 1. 3P Teaching and Learning Method 2. Cooperative Teaching and Learning Method 3. Task-based Teaching and Learning Method 4. Teacher-directed and student-centered Teaching and Learning Method 6. Teaching aids 1. Multimedia 2. Blackboard 3. White writing papers 4. Flashcards 7. Teaching procedures Step 1 Lead-in

(2 mins) Enjoy a short video containing the Attributive Clause, and after watching, find out the missing words in the lyrics.

I wonder how I wonder why Yesterday you told me about the blue blue sky and all _______ I can see

and all _______ I can see and all _______ I can see

Is just a yellow lemon tree

（answer: that, that, that）

T: What’s the name of the song?

Ss: It is Lemon Tree.

T: Do you like the song whose name is Lemon Tree? Ss: Yes. T: I like the song whose name is Lemon Tree very much. T: What type of clause are the underlined parts in the two sentences? Ss: The Attributive Clause. (Designing purpose: To arouse students’

interest in the Attributive Clause learning through presenting a lovely English song with the Attributive Clause, and to introduce the grammar naturally and happily.)

Step 2 Presentation

(11mins) 1.

Play the guessing game

(5mins) Present several pairs of short simple sentences, guide students to combine them into a long compound sentence with using the Attributive pronouns or adverbs, and guess what or whom the sentence talks about. ①

It is a mobile game.

Students of primary school all like it.

2

→

It is a mobile game which/that students of primary school all like.

(answer: King of Glory) ②

He is a famous singer.

He sings the song Actor. →

He is a famous singer who/that sings the song Actor.

(answer: Xue Zhiqian) ③

He is a rich man.

His Taobao Website is our favorite. →

He is a rich man whose/of whom Taobao Website is our favorite.

(answer: Jack Ma) ④

It is a hard but meaningful time.

All of us will get sunburnt. →It is a hard but meaningful time when/during which all of us will get sunburnt.

(answer: military training) ⑤

It is a magic land.

All of us dream to go after the high school. →

It is a wonderful land, where/in which all of us dream to go after the high school. (answer: university) ⑥

It just gives you a reason.

You rush to lose weight at the sight of it. →

It just gives you a reason why/for which you rush to lose weight at the sight of it. (answer: the weighing scale) 2.

Group discussion

(6mins) Four students a group, discuss what kind of clause the underlined parts are and

how to use the relative pronouns and adverbs correctly, then teacher appoints some representatives to fill in the blanks on the blackboard. ①It is a mobile game which/that students of primary school all like.

②He is a famous singer who/that sings the song Actor.

③He is a rich man whose/of whom Taobao Website is our favorite.

④It is a hard but meaningful time when/during which all of us will get sunburnt. ⑤It is a wonderful land, where/in which all of us dream to go after the high school. ⑥It just gives you a reason why/for which you rush to lose weight at the sight of it. 在定语从句中所充当的成分

Its function in the Attributive Clause 主语

宾语

定语

状语

subject object attribute adverbial 人

who/that who/whom/that whose/of whom

物

which/that which/that whose/of which

时间

when/介词+which 地点

where/介词+which 原因

why/for which (Designing purpose: To present the relative pronouns “that”, “which”, “who”, “whom”, “whose”

and relative adverbs “when”, “where”

and “why”

through combining two short sentences into a long compound sentence, and to create the active atmosphere of exploring the proper use of relative pronouns and adverbs by themselves, which also lays a solid theoretical foundation for the later practice.)

指代reference

Step 3 Practice

(8mins) Have a competition about the Attributive Clause. In the competition, the whole

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class will be divided into four groups, and there are six types of questions, student who fills in one blank or solves one problem will get one point. Q1: Three steps of finding relative pronouns and adverbs.

(answer: finding the antecedent →analyzing its function in the Attributive Clause →ensuring the relative pronouns and adverbs)

Q2: Finding the errors. ①The building which rooms are big and clean is our teaching building. (answer: which →whose) ②The earthquake about that they are talking is very frightening. (answer: that →which) Q3: Listening to the music and finding out the missing words. She is the one_____ you never forget She is the heaven-sent angel you met She must be the reason ______God made a girl She is pretty over the world

(answer: that; why) Q4: Filling in the blanks with proper relative pronouns or adverbs. ①I shall never forget the days ________I lived in the country with my parents. (answer: when/in which) ②My family, ______ are all music lovers, will go to the concert this evening. (answer: who) Q5: Translating the English proverbs into Chinese and then picking out the attributive clauses. ①He who doesn’t reach the Great Wall is not a true man. (answer: 不到长城非好汉。) ②Nothing in the world is difficult for one who sets his mind to it. (answer: 世上无难事，只怕有心人。) Q6: Combing the sentences according to the pictures.

. ①The playground is very large.

We play basketball together at there. (answer: The playground where we play basketball together is very large.) ②This is a dream.

The dream will never come true. (answer: This is a dream which/that will never come true.)

(Designing purpose: To strengthen the proper use of relative pronouns “that”, “which”, “who”, “whom”, “whose” and relative adverbs “when”, “where” and “why”

in the form of having a competition and setting diversified questions, through which will arouse the enthusiasm of participating in the practice and develop the awareness of teamwork .)

Step 4 Production

(15mins) Task1: Describing and guessing (Pair work)

(7mins) One student voluntarily comes up to the blackboard, and he/she mustn’t look at the PowerPoint. Teacher shows a picture on the PowerPoint. The other student uses the Attributive Clause(the sentence patterns) to describe the picture for the student to guess. Student can say more than one attributive clause. The students who do a good job will get one point for their group, then other two students from another group will

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describe and guess the next picture. In this game, teacher will supervise the whole procedure, and correct the false expression in time.

Sentence patterns: It is a... which/that/where... He/She is a...who/whose... (Designing purpose: To cultivate the students’

speaking and listening ability with using the Attributive Clause to describe the surrounding people or items. This game will attract the students’ attention and teacher will check if the students have mastered the Attributive Clause as a supervisor.)

Task 2: Writing (Group work)

(8mins) Write a short passage with their group-mates and use some Attributive Clauses to introduce one of their classmates. After finishing the writing, teacher will ask one or two students to come to the stage and read their writings.

Writing model:

Hi, it is a great pleasure for me to introduce my classmate to you. He is our monitor. He is a warm-hearted boy who is always ready to help others. This is the reason why he is popular among us. I’ll never forget the days when we study together. Can you guess who he is? (Designing purpose: To cultivate the students’

writing ability and cooperative spirit

with using the Attributive Clause to introduce the people they are familiar with. The whole task designing follows the model of “word-sentence-passage”, so writing a short passage will be a good consolidation for the Attributive Clause. Referring to the writing model and discussing in the group will also decrease the difficulty of writing, thus students will not be afraid of writing.)

Step 5 Summary

(2mins)

Summarize the proper use of relative pronouns and relative adverbs. 关系代词relative pronoun that which who whom whose

关系副词

relative adverb when (介词+which) where (介词+which)

指代

reference

人

√

在定语从句中所充当的成分

Its function in the Attributive Clause

主语

√

√

√

物

√

√

句子

√

宾语

√

√

√

√

定语

√

√

√

√

√

指代

reference

time place 5 在定语从句中所充当的成分

Its function in the Attributive Clause

时间状语

地点状语

why (for which) reason 原因状语

(Designing purpose: To consolidate what we have learned in this class, and give a clear presentation to the relative pronouns and adverbs in the form of tables, thus the teaching goals will be accomplished.)

Step 6 Homework

(1min) 1.

Polish the writing with using some Attributive Clauses to introduce one of your

classmates. 2.

Finish the exercise 3-4 on textbook, P4.

(Designing purpose: To get a perfect writing and strengthen the proper use of the Attributive Clause through the exercise.)

Step 7 Reflection

(1min) Enjoy a short poem. Don’t forget the things that once you owned.

Treasure the things that you can’t get.

Don't give up the things that belong to you

And keep those lost things in memory.

(Designing purpose: To end up with reading the short poem with the Attributive Clause, telling students to love the life and pursue their dream by , thus accomplishing the emotion goals of this class.)

8. Blackboard design Book 2

Unit1 Cultural relics Learning about language---the Attributive Clause

指代reference

人

物

时间

地点

原因

在定语从句中所充当的成分

Its function in the Attributive Clause 主语

宾语

定语

状语

subject object attribute adverbial who/that who/whom/that whose/of whom

which/that which/that whose/of which

when/介词+which

where/介词+which

why/for which Group Grades

1

2

3

4

6