Using LanguageⅠ第二课时教案

Teaching Design for The Attributive Clause in Listening and Speaking of Unit 1 Book 2 (who,which,that) 康海珍

中山市桂山中学

I. Teaching aims: 1. This is the second lesson in teaching the Attributive Clause. In the previous lesson, the teacher has helped students understand what the Attributive Clause is and its function and the differences of the relative pronouns who, which and that. Thus, this lesson aims to encourage students to use the Attributive Clause while speaking English to add more details to something or someone they are talking about; 2. Help students to understand the meaning of an attributive clause when they hear one spoken;

3. Encourage students to describe their classmates and teachers by using the Attributive Clause.

II. Important and difficult points: 1. In English, the Attributive Clause is usually put after the word it describes, which is different from that in Chinese. So the most important and difficult point lies in helping students to understand the difference and use it right in their conversation.

2. Enhance students “proficiency and accuracy” in using the relative pronouns to speak out the Attributive Clause.

III. Teaching methods: Task-based teaching method; Audio-lingual method; Cooperative learning; Group discussion

IV. Teaching steps: Step 1: Leading in Lead in the topic by asking the students when they went to the cinema last time and then talking about a hit movie—the Avengers: Infinity War. To arouse their interest, the teacher plays a movie trailer, in which the heroes show their unique super power. Step 2: Discussion—What’s the super power were you going to choose?

Create a situation for the students to describe things by using attributive clauses—

Suppose the world were in danger and you were chosen by the Avengers to join them, who gave you a chance to choose one super power. What’s the super power were you going to choose? To make it clearer for the students, the teacher gives them an example by talking about the super power she was going to choose and show them the sentence pattern they can follow: “I wish I could have a super power which…” And firstly they are supposed to share their idea with their group members by using the sentence pattern given and then some of them will be encouraged to air their opinion in front of the whole class.

Step 3: Opinions from the Netizens After students sharing their idea, to help them have a better brainstorming, the teacher will show them some opinions from the Chinese and English Netizens about the same question: “If you had only one super power, what would it be?”

Step 4: Fun Time In this part, the students are encouraged to use attributive clauses to describe people. Here comes the process: Firstly, the students have to pair up with one looking at the screen and the other with his/her back toward the screen, after which they will be given a group of two photos with one o them marked. The person facing the screen has to describe the person/persons in the marked photo by using attributive clauses. The team wins if the partner picks out the marked photo based on the description. And the sentence pattern they are supposed to use is I see … who…

Step 5: Summary Help students to sum up what they have learned about the Attributive Clause, which will help them to use it better in their speaking in the future. First, the students will be asked to read out two groups of sentences: Group 1: 1. I wish I had a super power which could make every girl I like fall in love with me. 2. I wish I had a super power which could make the really smelly guy on the bus take a shower. Group 2: 1. I see a mother and two daughters who hold a rose in hands. 2. I see one handsome man who wears a black suit. 3. I see a student who wears a bright smile. And then the teacher will ask them to study these sentences carefully and then summarize some basic usage of the Attributive Clause. Step 6: Translation The students, in this part, are supposed to translate two sentences into English by using attributive clauses, which are designed to be easy on purpose to make it simpler for students to have a clearer picture of the concept that an attributive clause is usually put after the noun it describes Step 7: Jigsaw Reading In Step 6, students have a clearer understanding of the differences of the Attributive Clause in English and Chinese, which help them better understand an attributive clause if they hear one. So Step 7: Jigsaw Reading is designed to check how well students can understand an attributive clause. In this part, there are three sets of sentences with attributive clauses from a video clip.

Every two groups of the students will be given the same sentences. To be the winner, firstly, they have to complete the sentences with who/which, after which they have to put the sentences into the right order according to the meaning.

The 1st set of sentences:

1. To realize the value of ONE YEAR, ask a student _______ failed a grade. 2.To realize the value of ONE HOUR, ask the couple _______ is in a long distance relationship. 3. To realize the value of ONE WEEKLY, ask the editor _______ is in charge of an on-line magazine. 4. To realize the value of ONE MONTH, ask a mother _______ lost their child in the final month. 5. To realize the value of ONE MINUTE, ask the person _______ just missed a bus, train or plane. 6. To realize the value of ONE MILLISECOND, ask the person ______just came second at the Olympics. 7.To realize the value of One SECOND, ask the person _______ just missed an accident.

The 2nd set of sentences:

1.One voice _______ wants us to expand.

2. And then there is the other voice- The voice _______ holds us back.

3. One voice _______ wants us to grow.

4. Inside all of us are two voices. One voice _______ wants to uplift.

5.The voice _______ restricts us from our potential. 6.The voice _______ makes us complacement(安于现状的). 7.The voice _______ makes us lazy.

The 3rd set of sentences:

1.Time is very fast for those _______ are scared. 2.Time is very long for those _______ are sad.

3.Time is eternal for those _______ love. 4.Time is very short for those _______ celebrate.

5.Time is very slow for those _______ wait. After each group has decided on their answer, the teacher will play the video clip for the students to watch and find whether they have made the right decision. After the video, guide the students to notice that, in the video the Attributive Clause used to describe things begin with

that. Step 8: Conclusion

With all the activities, students should be able to be more active and autonomous in using attributive clauses to add more details to things or persons they are talking about. And in this part, students are asked to fill in the blanks to summarize what they have learned about the Attributive Clause more in this lesson. Step 9: Homework To encourage students to use what they have learned, for the homework, they are asked to use at least two attributive clauses to describe one of their classmates without mentioning the name. And in the next lesson some of them will be chosen to read their description out to see whether others can guess who it is.

The teacher will end the class with a famous saying by Albert Einstein, which contains two attributive clauses: Not everything that can be counted counts and not everything counts can be counted.