Learning about Language教学设计思路

A Teaching Design for

Book 10

Unit 1

Nothing ventured, nothing gained Learning about language Revision of Restrictive Relative Clause

教科书书名

课题

授课教师单位

Teaching Aims Knowledge aims 人教版

年级

高二

册次、单元

选修十第一单元

Book 10 Unit 1

Book 10 Unit 1 Nothing ventured, nothing gained Learning about language Revision of Restrictive Relative Clause 佛冈中学

授课教师

谭娟娟

After the class, Ss should be able to

1.

imitate to use the

Restrictive Relative Clause to introduce people and things by observing teacher’s introduction to familiar students and teachers .

2.

understand and conclude what the

Restrictive Relative Clause

is

and

its

functions. 3.

properly use relative pronouns (who, whom, that, which, whose) and relative adverbs (when, where, why) in Restrictive Relative Clause.

After the class, Ss should be able to Ability aims 1.

use Restrictive Relative Clause guided by relative pronouns or adverbs to describe people or events properly. 2.

use the

Restrictive Relative Clause to introduce a person in English writing. After the class, Ss should be able to

Emotion aims 1.

experience the interest and practicability of English by learning through autonomy and cooperation. 2.

enhance interest in English learning through guessing games and group competitions. 3.

learn to compete and cooperate, build self-confidence and cultivate the collective sense of honor. After the class, students should be able to Learning strategies 1.

summarize the language rules from the language materials and use them in real life. 2.

actively participate in various forms of teaching activities by showing their answers with information cards (cards with A, B, C, D in 4 different colors, easy for the teacher to recognize students’ answers and know that whether the students have mastered what they learned or nor). 3.

evaluate the learning process and results. After the class, Ss should be able to Cultural consciousness 1.

improve the awareness and ability to introduce Chinese culture in English. 1. be stimulated to think and evaluate themselves objectively. 2. experience the spirit of teamwork, and learn to share and learn from each other. Students should be able to use the Restrictive Relative Clause to Teaching important points introduce people and things and master the structure of the clause.

1.

How to make students learn to write sentences with Restrictive Teaching difficult Point Relative Clause with ease and cooperation 2. How to properly use relative pronouns (who, whom, that, which,

1

Teaching methods Teaching aids Teaching Procedures Steps Activities Step 1 Guess 2 Ss’ familiar persons by observing Lead-in their introduction with sentences of whose) and relative adverbs (when, where, why) in Restrictive Relative Clause. 1. Communicative Approach

2.Task-based Language Teaching

3. Total Situational Action

4. Guided discovery method A computer and a multi-media Purposes Arouse students' interest in observing the Restrictive Relative Clause to introduce their familiar people. 1.Check how well they have mastered the previous knowledge. 2. Review the basic definition of the clause and the functions of the relative words.

3. Proper competition can arouse the students’ interest in English learning.

Review the related concepts of the Restrictive Relative Clause. 1.

Understand the functions of the clause and identify how to use relative pronouns or adverbs. 2.

Present the evolution the clause by Sentence Combining and get the Ss. to have an intuitive impression on the composition of the clause. 3.

Initiate the Ss into the study of the clause by establishing real situation familiar to Ss. 4.

Use the clause in real life -- to introduce a person in a real situation by using the clause. 5.

Exercises are graded from easy to difficult, so Ss’ confidence can be improved. To deepen students’

impression on the clause. To help students to know what they have mastered and what they need to improve. Restrictive Relative Clause.

Step 2

Discover the useful structure

1.

Guessing game(Quick Response): try to guess a person, an object or an event, a place, a particular time or a reason by observing the Restrictive Relative Clause guided by relative pronouns and adverbs.

2.

Discover and conclude the basic definition of the clause and the functions of the relative words. 1.

Conclude the use of relative pronouns and adverbs. 2.

Explain the rules of the grammar.

1.

Multiple Choice 2.

Blank Filling 3.

Sentence Combining 4.

Reading, speaking Step 3

Presentation Step 4

Practice

Step 5 Summary

Step 6 Self-assessment

What have we learned today? Evaluate your performance. 100 分-------------A 90--99分----------B 80--89 分---------C 60--79 分---------D 60分以下---------白色信息卡

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Step 7 Homework

1. Try to introduce yourself with what we have learn today. 2. 2012年全国卷

I 作文（申请信）, 用上所学的定语从句进行自我介绍。

3. Exercise 2 & 3 on P33.

The first homework serves as the follow-up activity for students, and they may continue to access their performance and give them the chance to learn from each other. The second and the third one serve as the imitating exercise, Ss can consolidate what they have learned. Step 8 Teaching evaluation

1.

新课标要求：“英语教学要注重交际，突出语篇，利用语境使学生更好地开展语言实践活动，培养他们运用英语进行交际的能力。”这就要求教师能把语法与语境结合起来，在语境中传授语法知识，使语法具有魅力，使语境充满生命，真正达到让学生学以致用的目的。真实有趣和熟悉的语境，例如学生猜测学生熟悉的人物，看图组句选用了学生的篮球比赛和校园等，这有利于学生快乐轻松有趣地掌握该语法。

2.

课堂的导入符合探究式语法教学特点，学生的主体地位和自主能力得到加强。

3.

语言输出很丰富，符合学情，所有的活动均为核心目标服务。师生关系融洽，互动充分，学生学习积极性高。

4.

练习活动的设置贯彻由易渐难的原则，生动有趣，先从相对简单的题型单项选择开始，接着是填空、看图组句和书面表达中的自我介绍，循序渐进，这有利于鼓舞士气，提高学生英语学习的自信心。在书面表达中运用定语从句进行人物介绍是本节课的终极目标，培养学生在语境下运用定语从句的能力，增加定语从句的实用性，这也是本节课的最大的亮点。

5.

答案信息卡的使用为本文的亮点之一，可以方便老师第一时间发现学生的做题快慢以及快速看到学生的答题情况；可是运用得不熟练，没有把信息卡的评价和抢答的用途真正体现出来。

6.

最后一个活动里，及时把学生的书面表达中的自我介绍板书在黑板上，有利于提高学生学习的积极性和主动性，并及时对学生的表现做出合理的评价。

7.

没有全英教学，源于平时教学的习惯。以后应该要注重使用全英教学，增加学生听英语和模仿朗读英语的机会。

8.

习题讲解时，最好把典型的定语从句的中文翻译出来，让学生了解定语的演变过程和结构。

9.

没把握好时间，没有完成最后的课堂总结的学生的课堂自我评价这两个任务。此外，留给学生解题思考的时间不足；老师在讲解部分题目时流于形式。建议多让学生来说说他们的想法，尤其要关注解答错误的学生，听听他们的心声，为他们排忧解难。

10.

下课前腿部抽筋，导致不断在喘气和赶着下课，表现出来的状态不佳。

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