Learning about Language优质课教案内容

Attributive

Clause 1. Teaching aims

1.To

learn

the

definition

and

structure

of

attributive

clause

2.To

master

the

usage

of

relative

pronouns 2.Teaching important point

Use

proper

relative

pronouns

in

different

situations 3.Teaching difficult point

Use

the

attributive

clause

into

writing 4.Teaching methods

1.

Multi-media

method

2.

Task-based

method

3.

Group

co-operation

method

4.

Explanation 5.

Teaching procedures

Step

1:

Lead

in

Enjoy

an

English

song

with

attributive

clauses.

（设设计目的：通过听歌填词，引起学生对定语从句的注意和兴趣，并引出本节课的主题。）

Step2:

The

definition

and

structure

of

attributive

clause定义和结构

Teacher

will

present

a

picture

of

her,

and

lead

students

to

say

some

attributes.

And

then

teacher

explains

the

antecedent,

relative

pronouns

and

clause.

（设计目的：教师展示学生感兴趣的照片，引导学生自己说出定语和定语从句，以便激发学生学习的自主性和积极性，再总结出概念性的知识。）

Step3:

the

usage

of

relative

pronouns：关系代词的使用

Students

will

identify

different

relative

pronouns

based

on

the

same

antecedent.

1.

先行词是人

The

boy/

is

studying

The

boy

is

studying

is~.

（

）

The

boy

The

boys

come

teacher

praised

is

~~.

(

)

from

class

3.

They

are

working

in

the

field.

合并句子：

2.

先行词是物

Guess

what

it

is?

T

takes

a

gift,

describes

it

with

attributive

clauses

and

ask

students

to

Guess

it.

1.

It

is

a

thing

which

.

(

)

2.

It

is

a

thing

that

is

.

(

)

3.

It

is

a

thing

which

.

(

)

It

is

a

.

3.

whose的使用

Start

from

two

songs

which

students

are

familiar

with

to

identify

the

usage

of

whose.

1).

In

the

east

there

is

a

river

name

is

Yellow

River.

先行词river是________（人/物），在从句中作定语。表示________。

2).

There

is

a

beautiful

and

kind

girl

__________________in

the

village.

先行词girl是________（人/物），在从句中作定语。表示________。

（设计目的：根据学生的做题特点，从先行词的分类入手，归纳出先行词分别是人和物时，关系代词的选用,

并通过相应的练习巩固。通过展示学生自己的照片和生活中

的熟悉的场景，引导学生自己说，让学生意识到英语来自生活，自己也可以用英语描述生活中的点滴，激发学生使用英语的潜能。）

Step

4:

Practice

time

Task

1:

Choose

from

who,

whom,

which,

that

and

whose

to

fill

the

blanks.

(1).

I

remember

the

city

I

visited

last

year.

(2).

We

don’t

know

the

number

of

people

_____lost

their

homes

in

1906

earthquake.

(3).

Harry

is

the

boy

______

mother

is

our

math

teacher.

(4).

God

helps

those

help

themselves.

翻译：

(5).

He

laughs

last

laughs

best.

翻译：

（设计目的：通过选择适当的关系词，巩固定语从句的结构和关系代词的基本使用.）

Task

2:

Guessing

game:

One

student

comes

up

to

the

blackboard,

and

he/she

mustn’t

look

at

the

TV

or

computer.

Teacher

shows

some

pictures

on

the

ppt.

Other

students

use

attributive

clauses

to

describe

the

picture

for

the

student

to

guess.

Students

can

say

more

than

one

attributive

clause.

一名学生来到讲台前面，不能看电视和电脑。教师在电视上依次展示几张图片，要求其他同学轮流用定语从句描述并让其猜，直到猜出来为止。

（设计目的：我说我猜进行游戏，在游戏中训练学生说定语从句的能力，进一步强化学

生对定语从句的理解和使用，并将枯燥的语法学习变得生动有趣，激发学生对英语的热情。）

Task

3：Writing.

Students

first

watch

a

short

video

about

our

school.

Then

work

in

groups,

discuss

and

write

a

short

passage

about

the

school

by

using

attributive

clauses.

先观看学校短片，根据提示，小组讨论，用定语从句写一篇有关学校的小作文。

（设计目的：通过视频展示学校，根据提示，小组讨论写一篇小作文。深化学生对定语从句的使用。）

Step 5:Summary Step 6: Homework