Using LanguageⅡ教学设计第一课时

同位语从句教学设计

一．学生分析

高一学生通过初中三年和高一前三个单元的学习，已经对英语有了一定的感性认识，并积累了一定的语言知识，他们对语法知识的系统学习有比较强烈的要求，但对教师无味的讲解不感兴趣，他们喜欢探究型、合作型的学习。本课时前，学生已经接触过从句，部分学生已能辨认从句，但缺乏对其结构、关系词的选用的系统学习。目前，学生已具有一定的自主学习能力和课堂上用英语与同学进行简单交流的能力，能积极参与课堂活动。

二．教材分析关系代词who, whom, which, that, whose，when,where,why的用法。可在课上真实交际中加以利用从句是高中语法教学的重点和难点，本节课是该语法项目教学的第一节课，激发学生的学习兴趣，加强对学生学习策略的指导，为进一步学习从句打好基础是非常重要的。

三．教学过程

Teaching Aims: Knowledge aims: Students can understand the usage of appositive clause; can know the differences between appositive clause and attributive clause. Ability aims: Students can identify the appositive clause, and can use this kind of clause into their writing or speaking. Emotional aims: Can foster the interest and desire of learning English, pay attention to in English communication and understand others’ feelings; Can improve the confidence of learning English, and not afraid of speaking English; Can cooperate with other group mates actively, and complete the tasks together. Teaching Key Points: Get the sentence structure and its meaning of each sentence, and can induct the rules of the functions of grammar. Teaching Difficult Points: Use the appositive clause in proper situations; can identify the clause type in different situations, especially can distinguish the appositive clause. Teaching Methods: Inductive Method, Task-based Teaching Method, Found-type Method Teaching Aids: multi-media Teaching Procedures: Step 1 Warming-up Ask students to read the following tongue twister firstly, and then ask them what kind of grammatical phenomenon they can find. Now the question comes to their minds, “How many sheets could a sheet slitter slit if a sheet slitter could slit sheets?”

(如果裁纸机能裁纸的话，一个裁纸机能裁多少张纸呢?) I will lead them to think about the relation between the words “question” and the sentence in the quotation marks. Then come to the conclusion: the sentence in the question mark is appositive of the word “question”. And today we’re going to learn the appositive clause.

Step 2 Presentation 1. Show some sentences on the PPT, and ask students to discuss the function of the underlined part in groups of 4.

We heard the news that our team had won. They were worried over the fact that you were sick. The news that we are having a holiday tomorrow is not true. I can understand their eagerness that you should be the main speaker. After they finished, I will invite group leaders to share their views. And come to the conclusion that the function of appositive clause is a supplementary specification to a noun, this kind of clause equals to a noun. This clause always appears after the related noun closely. 2. Show the following sentences to deepen their understanding of appositive clause. And lead them to find out the different conjunction of appositive clause. I have no idea what size shoes she wears. I have no idea which wine is best. I have no idea when he will be back. He must answer the question whether he agrees to it or not. The conjunction words include the following three groups: Conjunctions: that, whether Conjunctive adverbs: how, when, where, why Conjunction pronouns: what, who, whom, whose, which “If” can’t lead an appositive clause.

Step 3 Practice 1. Ask students to make sentences by using appositive clause. 2. Compare the following pairs and find out the difference between the two sentences in each pair. The news that l have passed the exam is true. /The news that he told me just now is true. The idea that computers can recognize human voices surprises many people. /The idea that he gave surprises many people. Then ask some students to make a conclusion: the first sentence is appositive clause, and the second one is attributive clause. In appositive clause, the clause aims to explain the noun, and the conjunction works as nothing; while in attributive clause, the clause aims to modify the noun, and the conjunction works as some sentence constituent. Step 4 Production Read the following sentences and identify what kind of clause it is. I have no idea when they will come. I’ll never forget the days when I lived there. I have a dream that one day all roads will be made plain. We hold this truth to be self-evident that all men are created equal. Some people hold the opinion that the Internet is a curse. Step 5 Summary and homework Ask students to make a summary and ask them to use appositive clause to write their diary as much as possible. 四．教学策略

教学方法：以学生为主体的发现学习和合作学习。高中生喜欢在讨论、交流中展示自己的观点。合作学习为各个层次的学生创造用英语进行真实交际的机会。发现学习能帮助学生形成有效的学习策略，学会总结所接触语言材料中的语言规律并加以运用。

教学手段：一些实物、图片和电脑课件。实物、图片和课件的使用，增强了课堂教学的直观性和生动性。课件使教学内容丰富，信息量充足。