Learning about LanguagePPT配套教学设计内容

The Teaching Designs Title: The Attributive Clause Teaching aims: Knowledge aim: a. Have a better understanding of the attributive clause.

b.

Write something using the attributive clause. Ability aim:

Let students grasp how to make some sentences and write passages using the attributive clause. Emotional aim: a. Let students have a better understanding of the attributive clause b. Develop students’ sense of group cooperation and teamwork. Teaching methods: a.

Task-based teaching approach b.

Question-and-answer activity teaching method c.

Pair work and individual work Teaching difficulties:

the difference between as and which; how to change the simple sentences into attributive clause. Teaching procedures: StepⅠ

Leading-in Let the students enjoy some beautiful sentences in the songs they are familiar with,

thus leading the students to the attributive clause.Meanwhile, it is

necessary for them to make some sentences using attributive clause. (In this part, students may be interested in the topic, which they are familiar with .I really hope it can motivate them to show their answers. The topic not only can satisfy the students’ curiosity but show their speaking ability. )

StepⅡ

Learning Look through the first four pictures on the power point, the students can read them aloud to make them familiar with the attributive clause. （let the students make some sentences, thus giving the definition of Attributive Clause. We can develop the students’ ability to analyze and solve problems. ）

The six important points in doing the attributive clause: The first point: the differences between that and which. 1.This is all _____I know about the matter. 2.This is the first film____I have ever seen. 3.The most beautiful place______ we visited was the Great Wall. 4.He talked about the man and the books ______interested him greatly in the school. 5.Is oxygen the only gas ______helps fire burn? (In this part, I divide the students into several groups to discuss the question by themselves, I believe they will be impressed with the answers they discussed . To make them have the motivation to express themselves in the class freely. ) The second point: prep.+which

prep.+whom

Filling the blanks

1.The man ______you shook hands just now is our headmaster.

2.The room _________my family live used to be a garage. 3.The old man has 3sons, all of ________are doctors. 4.Xiaoming,______I went to the concert, enjoyed it very much. (In this part, it is a little difficult for the students to get the answers. Amazingly, one of the students showed his idea actively.) The third point; whose=of which the +n.

of whom the +n. make the students realize the changes of whose. (In this part, I just want the students focus on usage of whose ,pay more attention to another usage of whose , write the structure on the blackboard. Have a teamwork to discuss the problem to get the answer.) The fourth point: The difference between as and which Filling the blanks 1.______is known to us, China is a developing country. 2.Liming was late for school,______ made his teacher angry. 3.Ti is such an interesting book _______we all want to read. 4.She is very good at dance,____ everybody knows. 5.________is said above, grammar is a set of dead rules. 6.We do the same work________ they do. (In this part, I really hope the students can know the usage of as and which, which I think is important in the college entrance examination. Meanwhile, as and which can be served as the same component in the sentence. ) The fifth point: Judge the sentences when we use that / which; when we use

when where and why 1.I will never forget the day _____I first went to school.

I will never forget the day _____we spent in BeiJing. 2.The house ______we visited is being repaired now. The house ___Luxun once lived is being repaired. (In this part, the students often made mistakes. They often think day, time and year are the signs to use when , while school , store and house are the signs to use where, they can obviously know the difference through the excise.) The sixth point: the agreement in subject and predicate.

Examples: 1.I am not one who __afraid of difficulty. 2.Don’t choose me, who ___not fit for the job. 3.This is one of the best books that________(has/have)ever been written. 4.She is not the only one of the girls who_______(sing/sings) well in the class. (In this part, I show some sentences to make the students know there is also an agreement in subject and predicate in Attributive Clause. Let the students find their mistakes by themselves and have a deep impression on this point.) StepⅢTranslation(writing) 毛召木是一个曾经（used to）为大学生送餐的男孩，今年他被四川外国语大学录取（SISU）。在那里，他将继续追逐他的梦想，（chase his dream）我想他永远不会忘记他收到录取通知书的那天（admission notice）,他是如此努力的一个男孩，我们非常佩服。

(In this part, we consolidate what we have learnt this class by making the

students write a composition using Attributive Clause. In order to make it clear, I require one of the students write down on a piece of paper and show it to all of them. The other students may know they will make the same mistake as the student made. To practice their speaking and writing abilities.) StepⅣ Homework(consolidation) Write a short composition about a popular person around you using attributive clause (In order to consolidate the Attributive Clause, I will check their homework,

for example, they can read their compositions or show their compositions to others on the exhibition booth.)

Blackboard writing design: 只用that不用which 1.

the+ most /最高级

2.

the +only/very 3.

the +序数词

4.

先行词有人有物

5.

不定代词做先行词

Whose +n=the +n of which/whom

of which/whom the +n as’ said /reported/known, as 也做主语和宾语（关系代词）