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Teaching Design of the Attributive Clause 教材来源：PEP new senior English

内容来源：Book 1 Unit 4 structure 主题：

the attributive clauses guided by “that, which, who(m),

whose”

课时:

one period 授课对象

senior three students 设计者：

Wang YingXin/ Gong Yi No.3 Senior High School

目标制定的依据：

1.课程标准相关要求

The attributive clause is clearly listed in the exam description. Previous college-entrance examinations also designed different forms of questions related to this structure, including reading comprehension, cloze, grammatical filling and writing. 2.教材分析

The attributive clause has appeared in the middle school textbook, and its appearance in the new senior book 1 Unit 4 is in accordance with students’ learning rules, which serves as a bridge between the two textbooks and can lay a foundation for the further learning of the new senior English text books as well. 3.学情分析

The attributive clause is an important structure in our college-entrance examination. And the students in our school are poor in English, especially when it comes to structures, so to lay a solid foundation in Grade One is very necessary. This class is an important part of the attributive clause, which needs a careful and active learning.

学习目标：

1.To understand the definition of the attributive clause, the three functions of the relative pronouns and memorize the special usages of “that” by self-learning. 2.The students are able to choose the correct relative pronouns to fill in the blanks, make sentences and finish a mini-writing by various task-based activities.

设计思路：

The design of this lesson starts with basic concepts, and then consolidates and uses the concepts based on task-based activities whose difficulties are constantly upgraded. The purpose is to help the students learn to deal with various forms of questions related to the attributive clauses in our examination. About the difficulties, the students' cooperative exploration model is adopted to train the students’ comprehensive ability to find problems, analyze problems, solve problems and summarize the rule, which is also fully prepared for the completion of the task-based activities. Meanwhile, various interaction and evaluation models can increase vividness and effectiveness of the class.

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学习重点与难点：

Important points: to master the grammatical functions of the relative pronouns “that, which, who(m), whose”. Difficult points：To finish the task-based activities using what we have learnt, especially the sentence-making and the mini-writing.

教法：multimedia display, task-based activities, teacher induction 学法：self-learning, pair-work, group-work

评价任务：

Preview& Task 1 & Task 3 to evaluate objective 1 Task2 & task4 & Self- test to evaluate objective 2

教学过程：

Step 1 Lead-in Teacher’s behavior: to introduce the learning subject, ask questions and emphasize the importance of this period. Students’ behavior: to answer the question voluntarily and make it clear that how the attributive clauses are tested in our exam. Design purpose:

to make the students realize the importance of this class and arouse their learning interest.

Step 2 Preview Teacher’s behavior:

to choose three students to share their answers and make some necessary supplement and emphasis. Students’ behavior: to show their answers. Design purpose: to help the students understand the definition of the attributive clause, the grammatical functions of the five relative pronouns as well as their using conditions.

Step 3 Task-based activities Task 1: Underline the attributive clauses in the following sentences and explain the usages of the relative pronouns. Task 2：Complete the sentences using attributive clauses. Task 3：Group work Task 4：Mini-writing Teacher’s behavior: to arrange the tasks, ask the students to show their answers in different forms (answer voluntarily, write on the blackboard, represent in groups and make dialogues), evaluate the students’

performances, and make some necessary supplement. Students’ behavior: to finish the tasks according to the teacher’s demands , show their answers and take notes. Design purpose: to consolidate the basic definition, to find out the special usages of “that”

by group-work, and solve problems of different types, which will help the

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students to deal with questions related to attributive clauses guided by relative pronouns in the examinations.

Step 4 Summary Teacher’s behavior: to summarize by asking and answering and write the answers on the blackboard. Students’ behavior: to answer the question together. Design purpose: to emphasize the important points again.

Step 5 Homework Teacher’s behavior: to arrange the homework. Students’ behavior: to finish the homework according to the demands.

Design purpose: to test and consolidate the important and difficult points.

教学反思：

The design of this class is especially in accordance with students’ learning rules of our school. I adopt various kinds of task-based activities to help the students achieve the learning goals. The interactions between teacher and the students are flexible and diverse. So I think we will achieve our learning objectives well. During the class, all the students can take an active part in the activities, but some are nervous when answering the questions. The teacher’s evaluation is simple mainly in the form of displaying the answers on the screen, which needs to improve in the future. In terms of the problems above, I need to have a further study of the professional knowledge, learn from other authoritative teachers, especially some knowledge about the design of the class activities. Meanwhile, learning more about psychology and teaching is also a must, which can help me communicate efficiently with students and guide them to play an active role in class.

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