Using LanguageⅡ评课稿

Unit 1 Cultural relics 设计教师：黄丽霞

教学年级：高中一年级

课题名称：Unit 1 Cultural relics 课型:

语法复习课

(定语从句) 设计课时：40分钟

一、

教材分析

本单元的话题是Cultural relics，语法项目是定语从句中的非限制性定语从句。学生在第一模块已经接触过定语从句，对定语从句的概念、关系词等基础知识已经有初步的认识，并且该课是对定语从句学习的一个结束点。本课的设计是对先前所学的定语从句作一个巩固应用，主要是把该语法项目运用到实际应用方面，提高学生对知识的迁移能力。同时深化该单元话题的认识，培养学生的文物保护意识，升华学生的文化品格。

二、

学情分析

学生来自高一重点班，大部分的学生还在慢慢适应高中的英语学习。虽说是重点班的学生，但部分学生的英语基础还是比较薄弱，词汇量明显不足，句式、语法和篇章的理解能力比较欠缺，开口表达的欲望不强，课堂气氛有待提高。但他们的学习态度正确，学习目的明确，上课精神比较集中，有较好的好奇心与求知欲。由于第一模块已经开始讲授定语从句的相关知识，共学了3个单元，学生对此语法已经有了一定的认识。基于此种情况，我对教材的处理进行了重新调整，并设计了一些不同的任务，将高考的题型和定语从句联系起来，引导学生将定语从句用在写作方面，并使其运用到日常的情景中去，增强语言的使用能力。

三、

教学目标

1. To ensure the students to further use the attributive clause properly. 2. To apply the attributive clause to oral presentation and writing. 3. To help the students know the significance of cultural relics and the way to protect them. 四、

教学方法

situational approach, task-based learning, discussion, group cooperation 五、

教学重点与难点

Important Points:

a)

The students work out proper use of the attributive clause. b)

The students get to know what aspects should be included when talking about cultural relics.

c)

The students write an email to introduce the cultural relics in our school.

Difficult Points: 1.

The students may have difficulty expressing what aspects should be talked about when describing cultural relics. 六、

教学过程及分析

1.

Detailed explanation of procedures. 教学步骤

I.

Lead in Step 1 By showing the students a video, the teacher arouses the 通过展示一个故宫录像，引起学生students’ interest and leads in the topic. 的兴趣并引入本节课的话题。

By helping the students review the words and 通过一个测试帮助学生回忆生词expressions through a test, the teacher arouses the 和习惯用语，引导学生对所学知识1 教学内容

设计意图

II.

Revision

Step 1

students’ memory of what they have learned.

III.

Further practice Step1

Step 2

Students correct the mistakes in a letter as a group. 的回顾。

更正信件中关系词的错误表达，使学生对关系词的正确使用有更详细的认识，培养学生的纠错能力；

Students are divided into groups and read a passage to 通过分组讨论方式让学生阅读篇design some gap-filling exercises as a group. 章并自行设计语法练习，培养学生的文物保护意识和合作意识；

Students are divided into groups and discuss what 通过思维导图的方式帮助学生归aspects should be talked about to Australian teachers 纳描述和保护文物的相关话题；

who want to know about the cultural relics in our school.

The presenter of each group talks about the cultural 通过小组代表的阐述，了解学生对relics in our school. 文物这话题的认识。

学生自我评价表：通过完成一份自我评价表，学生明确自己今天所学的内容和表现以及以后努力的方向；

IV.

Speaking Step 1

Step 2

V.

Assignment Students do a self-assessment based on what they learnt and how they performed today. By analyzing their Self- assessment strengths and weaknesses, they know clearly what aspects they should work hard on. Writing Students reply to the Email, describing the traditional 语言输出：把对本课内容的学习落buildings in our school with at least two attributive 实到笔头上，提高学生的对所学知sentences to Arun. 识进行迁移的能力；

Students read a passage about the cultural relics

课外阅读：拓展学生对世界各地文Additional abroad, broadening their horizon and deepening their 物的了解，加深对该话题的理解和reading understanding of this topic.

提高学生的阅读能力。

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