Learning about Language教学设计

Module 2 Unit 1 Cultural Relics 一、

学生情况分析

1.

本班是重点班，相当一部分同学对英语较感兴趣，能积极参加各种活动，如话题的讨论、口头作文的展示交流等，有一定的综合语言运用能力。

2.

仍有不少同学表达较吃力，应尽量让周围能力强的学生带动他们学习，设计任务时应由易到难，难易适中，教师在活动过程中经常跟他们交流，给予帮助和鼓励。

二、

教学内容分析

本案例是人教版《普通高中课程标准试验教科书

英语（必修）二》第一单元第四课时，语法的巩固练习及口语与写作课。在之前的学习中已学习了定语从句的语法相关知识，本节课则以语法巩固练习贯穿整节课，结合广东高考听说考试Part C Retelling部分所设计的综合型课，侧重于语法练习与口语。 三、

教学目标分析

1.

语言知识目标：学生能掌握定语从句的相关知识，能够分析从句及正确使用关系词，初步了解限制性定语从句和非限制性定语从句的使用和区别。

2.

语言能力目标：

（1）

学生能根据学习任务和话题的要求用英语参加小组活动并展示成果，提高口语表达能力和思维能力。

（2）

能对练习中获得的信息进行加工处理，归纳故事的要点，并根

据要点对故事进行复述。

3.

情感目标：在教学活动中充分营造民主平等的氛围，帮助学生以双人或小组合作的形式积极参与教学活动。

4.

学习策略目标：帮助学生掌握对信息进行加工处理的方法，引导学生在课内外活动中用英语与他人交流。

四、

教学重难点分析

教学重点：

1.

巩固定语从句语法知识

2.

用英语交流，提高口语表达能力

教学难点：

1.

学生如何正确分析理解定语从句，什么时候用和怎么使用定语从句去表达，培养解决问题、自主学习的能力。

2.

如何调动学生参与教学活动的积极性，让学生敢于开口与人交流。提高学生的合作与交际能力。

3.

培养学生掌握对信息加工处理的方法。

五、

教学策略

1.

采用任务型教学、交际法

2.

教具：多媒体电脑

六、

教学过程设计

1.

Leading in & a brief revision (1)

教师通过一个guessing game激起学生的好奇心和兴趣，为下一步

的教学做准备。

Can you guess who he is ? I’ll show you something about him, but first you have to complete the information I give you using the knowledge of attributive clause that you have learnt in the previous period. (2)

逐一展示句子，让学生填出适当的关系词，并根据提示信息猜出答案。

He is a talented singer _____(who) also can write songs. He releases an album every year, ______(which) earns him great success. His most successful album is his third, ________(whose) name is Eight Dimensions. He is famous for his different music styles, one of ______(which) is called traditional Chinese wind. (3) 让学生自己再次复习定语从句知识并总结如何正确选用关系词。

The kinds of attribute(定语)：限制性定语从句/非限制性定语从句

The positions of the attribute 在复合句中，修饰某一名词或代词的从句叫做定语从句

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

关系副词: where, when, why 设计意图：本环节利用一个小游戏的形式激发学生的兴趣，通过句子填空检测学生上节课学习效果，同时培养学生主动总结规则的能力，

启发思考，加深理解。

2.

Exercise for consolidation (1)

听一小节英文歌曲引入这环节的教学。

My dear boys and girls, you may find it easy to work out the word that is missing in the sentences. But do you know how and when to use the attributive clause properly and make sure that it will be of great use to you in your future study? Next, I’d like to show you a story following a wonderful song. (2)

歌曲结束后结合更多的练习给学生介绍的是电影TITANIC的故事。

Amazing song! And here is an amazing story which some of you might have heard of before. ——TITANIC (3)

给出图片与关键词，让学生用定语从句造句。

the lady/meet Jack on Titanic _______the lady who

____________________.

Rose is the lady who meet Jack on Titanic. the young man /want to save Rose _________ the young man who_______________________. Jack is the young man who wanted to save Rose. …

(4)检查学生造句情况，给予评价

设计意图：这一环节以一首大部分学生熟悉的英文歌曲引入，给学生

创设了故事的情境，由填词的教学过渡到了句子的运用阶段。既体现了趣味教学也很好的体现了新课标的教学理念。同时为下一环节的任务提供了条件。

3.

Task 1 Speaking (1)

小组合作：通过对电影故事的学习，让学生小组进行故事的复述。

Task1: After learning so much about TITANIC, why not share the story to those who haven’t seen the movie before? Now, work mutually with your partners and use the information given to you to retell the story. And 5minutes later you have a show time. Remember that you are in a group(4 persons),you should help each other to make the story complete. Details can be added if possible to bring us a more beautiful story. (2)

学生开始进行复述故事练习，教师巡视课堂，及时为学生解决难题。

(3)

Show time 学生到讲台上复述故事，教师根据故事的完整性、语法使用是否正确的情况以及复述流利程度给予评价，让全班学生一起选出最佳小组并给予表扬及奖励。

(4)

例文展示

设计意图:采用任务型教学，以小组的形式进行口语练习，避免很多学生不敢公开开口说英语的畏惧心理，培养学生交际互相学习的能力。结合高考听说考试题型复述故事，让学生从高一开始就培养复述

的能力，从易到难，从熟悉的材料入手，养成开口说英语的好习惯。

4.

Task 2 Writing(homework) Well done!! Next you have a more challenging task. Write the story using attributive clause properly. It is to be checked next period. 设计意图：说写转换，让学生对定语从句的知识更加的巩固，在写的过程中弥补讲的不足、做出修改写出更加精彩的文章。

板书设计

Attributive clause & Non-attributive clause

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

关系副词: where, when, why

Show time ——

TITANIC The speaking and writing sample:

Titanic was the most beautiful ship at that time, which sank after hitting an iceberg. Jack and Rose were the lovers who met on the ship

and fell in love with each other deeply. However, Cal, who was Rose’s fiancée,

wanted to kill Jack. Jack successfully escaped from the danger of losing his life but died later after Titanic sank. Rose survived and at the very end of the story the Heart of Ocean, the diamond, which was worn by her, was dropped into the ocean in memory of her love Jack.

Date_________________ Name _______________________ Item Lead-in I understand the details of the listening I match the 5 information well I can use the information to 5 form the conversation The times I answer 5 the question I can cooperate 5 with other student 4 4 4 4 5 4 5 4 Evaluation 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 How well have you done in this period?