Learning about Language教学设计实例

Unit1 learning about language discovering the useful structure ------Non-restrictive Attributive Clause

Wang Xiaofang

(Shiquan Senior High School) Teaching material analysis:

This is the second part in the part of learning about language from unit1, Book2, and it is about reviewing the restrictive and learning the non-restrictive attributive clauses. After learning this, students will be able to use the proper relative words in the non-restrictive clauses and clearly know the differences between the restrictive and non-restrictive clauses so that they can use the attributive clauses more correctly. The analysis of students: Students have learnt the attributive clauses in Book1, and they have learnt how to choose the relative pronouns and adverbials. Based on what they have learnt, they just make it clear what the differences between the restrictive and non-restrictive clauses as well as review the restrictive clauses. Teaching objectives 1. Knowledge objects:

a) The Ss can understand some difficult sentences by using the grammar.

b) The Ss can use the grammar in their writing 2. Ability objects:

a) To develop the Ss’ abilities of using grammar.

b) To train the Ss’ ability of working in pairs.

c) To improve the student’s ability of analyzing some difficult sentences.

3. Emotion or moral objects:

By completing the task, the Ss increase their interest and set up self-confidence in learning English;

Important points 1.The choice of the relatives.

2.The different usages between restrictive and non-restrictive clauses .

Difficult points Enable students to grasp the difference between the two types of attributive clauses and ensure that they will be able to use the relative words correctly. Also enable them to apply what they learnt into their writing. Teaching Method

Task-based teaching method Situational language teaching method

Learning Method

Task-based and cooperative learning method

Teaching aids 1. Multimedia.

2. The blackboard. 3. projector

Teaching procedures Step 1 Lead-in

1.

Enjoy a song to show three non-restrictive attributive clauses

(purpose: arouse students’ interest and present the topic) 2.

Review the attributive clauses by doing some exercises. (purpose: lay a foundation to the next step)

Step 2 Presentation

1. Show the definition and give some examples. 2. Guide students to compare two types of clauses and ask them to find out the differences. (purpose: task-based learning method is adopted here to reflect learning English by using it. And this will help students summarize the grammar rules by themselves.) Step 3

Conclusion

Have students discuss the rules and draw a conclusion by themselves

and the teacher will offer some help if necessary. (purpose: group work will help students learn from each other and ensure they can master the grammar rules better.) Step 4

practice Offer students some written exercises to check whether they have problems on this point. If so, solve these problems in time. (purpose: test what they learnt in time , and this will help the teacher clearly know how well students have mastered this grammar point.) Step5 Conclusion

Discuss to summarize the important points. (purpose: to make students the host of the class. Meanwhile, summarizing the rules by themselves will ensure students have a clear concept of this grammar.) Step 4

Homework

Write a letter (including the attributive clauses) (purpose: apply what they learnt into use, especially make students understand how to apply the grammar that they learnt into their writing.) Blackboard design

Unit1 learning about language

discovering the useful structure

Restrictive Who whom which that whose

when where why

The Attributive Clause Who whom which that whose

when where why

Non-restrictive Who whom which Whose

When where

Teaching reflection

Students can choose the relative words correctly, but some of them still have trouble analyzing the elements of the sentence. The exercises set for them in the class is very proper, and they can summarize the grammar rules by doing these exercises. But it’s not enough to apply what they learnt into writing. So, next time ,we can give more time here to ensure they can have enough writing practice.