Learning about Languageppt配套教案和课堂实录

Unit 1 Cultural Relics Period 2

Grammar The Restrictive and Non-restrictive Attributive Clause Teaching contents New Senior English for China Student’s Book2 Module 2

Unit 1 Cultural Relics

Period 2 Grammar

The Restrictive and Non-Restrictive Attributive Clause

Teaching analysis

This period mainly introduces non-restrictive attributive clause and the differences between restrictive and non-restrictive clauses. The

students have already learned restrictive clause before, which can lay a foundation for learning and mastering the contents of this class.

As we all know, grammar is always considered boring and difficult to teach and learn, so I will try to transfer the traditional teacher-centered approach to student-centered

approach, combine teaching with pleasure, and motivate the students to discover and solve the problems themselves. And then they can learn and master this new grammatical structure in pleasant and relaxed atmosphere.

Teaching goals

1.Compare and master the differences between restrictive and non-restrictive attributive clauses, esp. the use of “which”﹠

“that”.

2.Enable students to choose the proper relatives.

3.Improve students’ ability of speaking and writing using attributive clause. Teaching important and difficult points

1.The comparison between the restrictive and non-restrictive clauses

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

4.Improve students’ ability of speaking and writing using attributive clause Teaching methods

1.Inquiry-based and Student-centered Teaching Approach

2.Cooperative and Inductive Methods

3.

Multimedia Computer Assisted Instruction

[来源:学网]

Teaching aids

A computer and some slide shows Teaching procedures

Lead-in → Comparison﹠Induction → Summary → Exercises→ Evaluation → Homework

Step Ⅰ

Lead-in（3’）

First, I design a short introduction of myself using some attributive clauses, and show some pictures at the same time. I think this can arouse the students’ interest and draw their attention to the teaching contents.

I will say: Today, I will lead you to discuss the grammar of

this unit: The non-restrictive attributive clause. First, let me introduce myself to you. I’ m Chen Xi who will give you this lesson. I’ m a teacher who comes from No. 1 Middle School. I am teaching in the new campus which was built last year. The campus is completely new, where about 3,000 students live and study happily.

There are many beautiful flowers which smell sweet in summer. Welcome to visit the new campus of our school, where I believe you can make many friends. Then, I will show the sentences I said on the screen, and ask the students to find some different ones from what they have learned. The students can easily find 1, 4, 6 are different, and they all have a comma. I will tell them this kind of attributive clause with a comma is called the non-restrictive attributive clause. Of course they know the comma is not the only difference between them. So I will lead them to compare some pairs of sentences to find other differences. Step Ⅱ

Comparison and Induction(15’) In this part, I will give the students some groups of sentences, and raise some questions to help them find out the differences between restrictive and non-restrictive clauses. Ask the students discuss the questions with partners or in small group, 1 or 2 minutes later, ask one or two students to report the result of their discussion, and then I will do some complements and make a summary. Step Ⅲ

Summary(3’) Ask a student to fill in the form---the comparison between restrictive and non restrictive clause. And then ask them think about the similarities of them.

(They use the same

relatives)

(Design explanation:

Summarizing can let the students have a clear and systematical understanding about the differences and similarities between the

restrictive and non-restrictive clauses, and lay the foundation for doing the following exercises.)

Step Ⅳ

Exercises(21’) Before doing exercises, I will show some tips for how to choose the relatives correctly. Then, I design three parts of exercises: Part 1 Try some easy ones first: Find out the mistake of each sentence and correct it.(3’) Part 2 A little bit more difficult ones: Fill in the blanks with proper relatives, and then join the two sentences with proper relatives.(8’) Part 3 Guessing game:(10’) It’s a show time for the students. I will divide the students into 6 groups, give each group a piece of paper, and ask the students describe the thing or the person on the paper, using 2 or 3 restrictive and non-restrictive clauses. And then read the sentences they write and let other groups guess what or who they describe.

(Design explanation:

This step plays an important role in this class, which is designed to turn what they have learned into practice and improve their ability of speaking, meanwhile, to build up the students’ confidence and cooperative spirit.) Step Ⅴ

Evaluation(2’) After all the groups have read the sentences, they are asked to evaluate the best group who write the best sentences with the following form, and I will give them some prizes.

Evaluation

I know what the non-restrictive attributive clause is. 5 4 3 2 1 I know the differences between restrictive and 5 4 3 2 1 non-restrictive attributive clauses.

I can use the restrictive and non-restrictive clauses properly. 5 4 3 2 1

[来源[来源:Z_xx_k.Com]Step Ⅵ

Homework(1’) (I will never forget to give them the homework to consolidate what they learn in class and at the same time improve their writing ability.)

Describe something or somebody you like using restrictive and non-restrictive attributive clauses within 50 words.

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。