Learning about Language设计意图

Module 3

Unit 5

Canada—“The True North”

Grammar: Appositive and Appositive Clause

刘田庄中学

刘静

一、学生情况分析及预设

高一(7)（8）班为高一文理科班，英语水平参差不齐，但是总体相对比较好，学习积极性较高，但课堂上的表现欲不强。学生不爱表现，教师所收到的反馈也就很有限，不利于课堂任务的完成及课堂的生成。因此教师要多发挥结对，小组的合作学习，提高学生的自信，主动配合，主动反馈，让老师及时能了解到学生课堂上的学习进度、接受程度来进行及时的调整。有部分同学的英语基础也比较薄弱，在任务设定的时候要考虑到他们实际情况。

二、教材内容分析

选修8，Unit 2的语法部分是同位语从句，复习课。

三、教学设计思路

同位语从句是英语中的四大名词性从句（主语从句、表语从句、宾语从句和同位语从句）之一，它不仅是高考的重要考点，也是我们阅读中经常遇到的语法现象，在写作当中如能运用同位语或同位语从句，能增加表达的丰富性及流畅性。课本所提供的练习材料的形式多样，能帮助学生了解同位语从句的基本概念并进行运用，对学生的写作有所帮助。但所提供的练习量稍显不足，同时未能结合本单元的话题给学生提供更多的背景知识及情景来运用语法。而这节课是同位语及同位语从句的新授课，有必要给学生提供更多的语言材料，让学生在课堂各项活动中体验同位语及同位语从句使用的效果，从理解使用同位语及同位语从句的必要性开始，通过各种形式的练习，逐步形成引导词，连词，语序等方面的正确清晰概念，进而发现并归纳相应的语法规则并进行运用，如在介绍人物、地点、书籍、电影、或者谈论新闻、个人想法、事实等方面能运用到同位语或同位语从句。

基于以上思考，我决定通过学习材料和活动任务设计两个方面，增加这节语法课的有效输入，达成“让学生充分感知语言，在模仿和套用的过程中掌握正确的用法，尝试运用这一语法项目，使语言表达更具丰富性及多样性，使语言表达更加流畅自然”这样的目标。因此，选材方面我主要是选取本单元话题内容（加拿大）为语法学习材料的主要话题，在应用巩固环节，设计贴近学生实际的话题，让学生有话可说并愿意表达。同时要求学生不要满足于表达基本想法，而是考虑在学习语法的同时，如何使用语法、提高自己的写作技巧、提高效能，在内容表达和思想深度上面有所进步。

而至于任务设计方面，主要是通过设计不同难度的学习任务，将个人自主学习与小组合作学习结合起来，循环上升地让学生充分的感知语法的功能并在充分使用这一语法项目进行表义的过程中对该语法进行有效学习和巩固。

四、教学目标

1．

语言知识目标：

1) 学生能正确理解同位语及相关概念，理解同位语在句子中的功能。

2) 学生能套用句型，生成正确的包含同位语的句子。

3）借助相关话题的各种背景知识的输入，增加对加拿大情况的了解。

2．

语言技能目标：

1)

学生通过套用所给句型，能初步运用同位语表达较丰富及复杂的意义。

2)

学生能模仿语言材料，写出基本正确的含有同位语的句子。

3．情感态度目标：

1)

学生能积极主动参与语法运用任务，乐于表达与分享自己的思想，获得愉快的学习体验与成功感。

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2)

通过自主学习、合作学习、小组竞赛等形式，学生逐步增强自信及合作意识，逐步形成优良的心理品质。

4．学习策略目标：

1）学生逐步学会运用交际策略，通过合作与共享完成学习任务。

2）学生养成笔记与积累的学习习惯。

五．教学重点、难点

1．重点：

1) 同位语及同位语从句概念及功能的理解。

2) 同位语从句所补充说明的抽象名词，引导同位语从句的连词，从句中的语序的正确使用。

3）运用同位语从句表达复杂的意义。

2．难点：

1) 正确运用同位语从句的连词。

2）运用同位语从句表达复杂的意义。

六．教学方法

听说法、媒体呈现法、问答法、小组合作学习法等。

七．教学过程

Step 1: Lead in. (3 mins)

Teacher leads in with a question, “How much do you know about Canada?” and gives some statements for students to add details to make them more informative. Students compete to give the answer. Students work individually.

Step 2: Defining the appositive. (6mins) 1. Teacher checks answer with students, drawing students’ attention to the information added, and the phrases used, which are nouns or noun phrases. Teacher shows the students what an appositive is and what it is used for.

2. Practice: Teacher presents sentences about Canada, Vancouver and CN Tower. Students make up sentences with an appositive. Students work together orally.

Step 3: Defining the appositive clause. (12mins) 1. Teacher presents two sentences, asking students to try to combine them. But students may have some difficulty doing it. Teacher shows how and asks students to identify the word teacher uses to combine the two sentences. Then, how an appositive clause is formed and what it is used for are discussed. Teacher highlights the abstract noun which is renamed by the appositive clause.

2. Teacher presents some examples of abstract nouns.

3. Practice:

1) Teacher presents sentences with some abstract nouns to be further renamed. Students identify the abstract nouns and choose from the choices given to make the sentences complete and more informative. Students work individually.

2) Teacher presents sentences with some conjunctions missing. Students try to fill in the blanks with proper conjunctions according to the meaning and structure of the sentences. Students work in pairs.

Step 4: Summing up what has been discussed. (1 mins) 1. Functions of appositive and appositive clause

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2. Mind the use of abstract nouns and the choice of conjunctions 3. The situations we can use appositive and appositive clause

Step 5: Using the appositive clause. (15 mins) 1. Before class, teacher asked the students to write about one of their secret, a piece of news, their dream, one puzzling problem. Now, teacher gets the students to communicate with their group members, asking each other about the four subjects, then rewrite their sentences, using appositive clause. Teacher gives instructions and sets requirements beforehand, using the example of the latest news and the example from Martine Luther King’s speech, reminding students to try to make their sentences informative and impressive. 2. Teacher gets students to present their sentences.

Step 6: Summing up the lesson and assigning homework. (3 mins) 1. Teacher sums up the lesson. 2. Teacher assigns homework.

1) Combine the short, choppy sentences（不连贯的短句）below into a single sentence that uses as least one appositive phrase. 2) Introduce a person, a place, a book, a film or a game of your favourite to your group members. Do remember to use an appositive in the sentence. Try to provide as much information as you can.

3) Identify the sentences with an appositive clause (compare appositive clause and attributive clause)

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