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榆林市第十二中学

Instructional Design

----- Sharing (Student’s Book7, Unit4)

姓名：李媛

2019年3月14日

March 14, 2019

I.

Guiding ideology and theoretical basis This lesson is designed according to the New Curriculum Standards of Senior English Compulsory Education and the Modern Education Faiths---student centered. The teacher should cultivate the students’

comprehensive language skills, including knowledge, ability, attitude, strategy and emotion. The students are able to be positive in class. In this way, they can learn some effective methods and exploit potentialities. The teacher should concentrate on leading them to develop their emotion and sense of worth. The students’ humanity are able to be improved.

II.

Analysis of the Teaching Background i.

Analysis of Students a)

Class 1 in Grade 2 in senior high school，the average grade in this class is 72 points. The vocabulary of students is limited. The basic language they mastered is not very good. They possess the basic learning ability to participate the class activities. b)

Small class (47 students), is easier to carry out the class activities. ii.

Analysis of Material a)

The teaching contents are unit 4 of book 7 published by the People’s Education Press.

b)

The topic of this unit is Sharing. c)

The main purpose of this unit is to teach the students to review and master the Attributive Clause. d)

Syllabuses: New standard of the National English Curriculum

III.

Teaching aims and demands i.

Knowledge a)

Get students to learn and master some important words and expressions. b)

Get students

to

review and master the usage of Attributive Clause. ii.

Ability

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a)

Get students to improve their listening, speaking, reading and writing ability. b)

Get students to develop their cooperative ability. iii.

Feelings and attitude a)

Get students to be able to be more active in learning grammar. b)

Get students to realize the importance of the attributive clause. iv.

Teaching strategies a)

Using revision to lead them to recall what they have learnt; b)

Discussion to help students express their opinions; c) Inductive method can help students master the grammar better; e)

Group work to develop the students’ cooperation spirit and encourage them to speak English in front of the class; IV.

Important points of teaching i.

Enable students to learn and master some important words and expressions. ii.

Enable students to master the usage of the Attributive Clause.. V.

Difficult points of teaching i.

Enable the students to

learn about some methods to learn grammar. ii.

Enable students to master the grammar totally.. VI.

Teaching methods i.

Task-based Language Teaching ii.

Discussion to help students express their opinions iii.

Group work to develop the students’ cooperation spirit and encourage them to speak English in front of the class; VII.

Teaching procedures(Time: 40 min) i.

Step1: Lead-in

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T Leads into the topic by asking Ss what the attribute is. T: When we were Grade two, we learnt the attributive clause. Do you still remember it? Ss: Yes. T: Well, please answer me a question, what is attributive clause? (Ss express their opinions.) T: Yes, a clause modifies a noun or a pronoun. The clause is called the attributive clause, which follow behind the noun or the pronoun. The modified noun or pronoun is called antecedent. The word which links the main clause and the subordinate clause is called relative.

(Teaching method: asking and answering).

ii.

Step 2: Revision and practice T shows a sentence to students, and let students decide which part is the main clause and which part is the subordinate clause. Then let the students find the antecedent and the relative. T: Now please read the sentence and find the antecedent and the relative. (Ss try to finish the task)

Then the teacher checks their answers.

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(Teaching method: picture showing) iii.

Step3 : The usage of the relative T leads students to recall the usage of the relative. T: Do you know the usage of the relative? (Ss discuss the usage with their partners. Then fill in the chart)

iv.

Step 4: Practice of the relative T asks Ss to look at a screen and finish the tasks. T:

Look at the screen, using the correct relatives completes the sentences.

(Ss think about this question and fill in the blanks. After a while, the teacher

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checks the students’ answers.)

v.

Step 5: The usage of the relative adverbs. The teacher asks students to recall the usage of the relative adverb. Then the teacher adds and explains the detailed usage.

(Ss think about this question and fill in the blanks. After a while, the teacher checks the students’ answers.)

vi.

Step 6: Practice of the relative adverb T asks Ss to look at a screen and finish the tasks.

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vii.

Step7: Special usage The teacher leads the students to recall some special usage. Then do some exercises.

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(Ss think about this question and fill in the blanks. After a while, the teacher checks the students’ answers.)

viii.

Step7: Practice The teacher asks the students to find all attributive causes in the reading passage and try to analyze them ix.

Step8: Summary The teacher leads the students to summarize this class. x.

Step9: Homework 1.

Preview the reading passage. 2.

Remember the important words and expressions.

VIII.

Blackboard Design Unit4 Sharing The Attributive Clause

关系代词：that, which, who, whom, whose 关系词

关系副词：when, where, why IX.

Reflection

March 14, 2019