Learning about Language优质课教案内容

Book2

Unit 1 Cultural Relics

教学设计

(Learning about Language)

一、教材分析

本单元以Cultural Relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源,发展和保护等方面的情况。在掌握相关词汇的基础上，了解

The Restrictive 和

Non-Restrictive Attributive Clause 的区别，促进翻译能力的提高。

二、学情分析

教学对象为高中一年级学生，其智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型为理解型，并应用到交际上。通过课堂活动和学习，学生的学习自主性得到加强，能主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。

三、情感态度

通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

四、能力培养

1、指导学生谈论文化遗产。了解定语从句一些基本常识，从而培养学生结合所学知识，运用语言表达自己观点的能力。

2、利用语法结构强化翻译能力

Teaching goals

1 Learn some new words of this unit. 2..Compare and master the differences between restrictive and non-restrictive attributive clauses, esp. the use of “which”﹠

“that”.

3.Improve students’ ability of speaking and writing using attributive clause. 4.Improve the students’ ability of translating.

Emotion goals :

Train the students’ ability to cooperate with each other.

Teaching important points: 1.

Learn the new words. 2.Get the students to use the restrictive and non-restrictive attributive clauses properly to describe some things and persons. 3.Get students to master this new grammatical structure

Teaching difficulties: 1. How to improve the students’ translating skills.

2.Improve students’ ability of speaking and writing using attributive clause Teaching Approach

1.Cooperative and Inductive Methods

2.Multimedia Computer Assisted Instruction

[来源:学Teaching procedures: Step 1 Revision. Step1：Revision

The Amber Room 1. Time spent: A ____ of artists spent ___ years making it. 2. Material: 7,000 tons of ______ were used for making it, with ____ and ______. 3. Purpose: It was made ___ to be a gift, ___ for the Palace of Frederick I. 4. Results: It was _________ to Russia people. After Frederick William I succeeded his father and ______ the king of Prussia; soon it became part of the Czar’s winter palace; it was one of the great _______ of the world; in 1941, it was _____ by the Nazis. Now a new Amber Room ____________ in Russia and it ______________ the old one, ________ the old photos. Step2：Words guessing game

（1）. to choose carefully ---seclet ... Step3:Finishing the passage Step4:Grammar part 1.The kinds of the Attribute (1).He is an honest boy. (2).We love our country. (3).What’s your telephone number? (4).a determined look

b.我是一只来自北方的狼。

c.我们的老板总是第一个来，最后一个走。

(5).The foreigner who visited our school yesterday is from Canada.

定语的作用是____________ 2.定语从句三要素

（1）先行词

（2）关系词

关系代词：which, who , whom, that, whose

关系副词：where，

when，

why （3）关系词代替先行词在从句中充当句子成分

找出定语从句；找出定语从句三要素

1.

You are the right man whom we are looking for. 2.

I’ve spent all the money which was given by my parents.

3.

I will never forget the day when I joined the party. 4.

This is the factory where the machines are made. 3 the attributive clause分类

the restrictive clause 限制性定语从句和

the non-restrictive clause非限制性定语从句

限制性非限制定语从句的区别

（1）.形式上的差异_________________

（2）.翻译方法

限制性先翻译从句，再译先行词

The foreigner who visited our school yesterday is from Canada. ____________________________________

非限制性先翻译先行词（包括主句），再译从句

Mr. Li is our teacher,

who teches us maths ____________________________________

（3）语义相关性

a.Mr wang has a son ,who is a docter. ____________________________________

b.Mr wang has a son who is a docter. ____________________________________

（4）主从句关系的紧密度

The man who lives next to us sells books. It was felt in Beijing,Which is more than 200 km away 限制性定语从句是先行词不可缺少的定语，不能删除。

非限制性定语从句是对先行词的补充说明，删除后意思仍完整

Step5：Practising

In pairs play this game: “Who am I thinking of?” Student A is thinking of one of his/her classmates. Student B has four chances to ask questions to find out who the classmate is. Each question must include an attributive clause. Student A only answers “Yes” or “No

Step5：Translation.

1. 昨天我看的那部电影非常令人感动。

____________________________________

2. 他丢失了他父亲给他的那块手表。

____________________________________

3. 刚才跟你讲话的那个人是我们的校长

____________________________________

4. 我捡到的那本书是小王丢失的。

____________________________________

5. 我们最需要的东西是时间。

____________________________________

6. 我最喜欢的学科是英语

____________________________________

7. 站在学校门口的那个人是我们的老师。

____________________________________

8. 你知道那个马尾辫(ponytail)长长的女

孩吗？

____________________________________

9. 我永远忘不了那位教授上星期给我们做

的讲座。

____________________________________

13. 我昨天收到的信是我姑妈寄来的。

The letter ______________________ _________ was from my aunt. 14. 在接下来的年月里，他们拼命工作。

During the years _________________, they worked very hard. 15. 那个名叫彼得的男孩是我们的班长。

The boy ________________________________________ is our monitor. Step6:Evalating

Step7：Homework

教学反思：

从语法规则的呈现与练习来看，新教材重视在真实的情景中让学生体会语言的使用。本堂课的设计使学生在学习过程中经过观察、探究、理解、形成概念、初步运用、巩固等环节，强调发挥学生的自主意识，符合中学生的认知特点，在评价上既关注过程，也重视结果。在教学方式上，要将传统的静态讲述式教学变为师生、生生一起活动的动态运用式教学。通过创设真实情景或交际情景，即在语境中教授语法，让学生通过听、说、读、写去体验掌握语法规则，在运用语言知识的过程中培养综合语言运用能力。