Learning about Language课件配套优秀

教学设计内容

设计主题

人教版Book10 Unit1 Learning about language —— The Attribute

设计者

课

时

周静

1课时

工作单位

指导老师

南平一中

教学对象

高三

吕兴旺、陈东容、苏玉玲

1.整体设计思路、指导依据说明

整体设计思路：

本课重点引导学生理解定语从句和其他定语的关联和转换。导入部分先通过图片和学生们一起回忆美好的高中学习生活，再让学生观察这些句子，找出哪些词作定语及他们的位置，教师再进行总结和补充。从而引出本课复习的语法——定语。重难点讲解部分通过“观察—引导—总结”模式，引导学生总结名词、动名词、复合形容词、副词、短语、不定式、现在分词、过去分词和形容词作定语的主要重难点。练习中体验部分先通过近几年全国卷改错和填词中与定语相关的练习让学生感受定语在高考题中考查。提升部分用改写袁隆平简介的文章中的定语从句让学生训练定语从句和多种定语间的关联和转换。最后实践部分由改革先锋袁隆平引入讨论话题：从3张图片中选一个改革先锋，用至少3中定语对其进行描述。让学生学会怎样把各种定语运用到写作中去，同时通过中国改革先锋的话题培养学生的名族自豪感和爱国情感及学习奉献精神。通过UMU大屏互动展示小组讨论结果，每小组选一名代表到讲台朗读本小组的段落。

设计指导依据说明

普通高中英语课程倡导指向学科核心素养的英语学习活动观和自主学习、合作学习、探究学习等学习方式。教师应设计具有综合性、关联性和实践性特点的英语学习活动，使学生通过学习理解、应用实践、迁移创新等一系列融语言、文化、思维为一体的活动。英语教学要激发和培养学生学习英语的兴趣，在加强对学生综合语言运用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力。应建立以学生为主体、促进学生全面、健康而有个性地发展的课程评价体系。

2.教学背景分析

Analysis of the teaching material：

The teaching material is the grammar part of Book10 Unit1 Learning about language.The grammar is about the revision of the attribute.The Attribute is widely, playing an significant part in English . Senior three students have been exposed to the attribute since junior school, having a knowledge of the attribute(words, phrases, to do, doing, done, clauses),but they are not familiar with the relevance and transformation between them.Therefore in this lesson after helping students exploring and reviewing the main difficult points of the attribute, the teacher help students learn how to use the attribute in the writing and proof reading and the transformation between the attributive clause and some other attributes with the aid of some activities. The teacher adopts task-based method and inquiring learning way during teaching in order to cultivate students comprehensive language application ability.

Analysis of the students：

Most students have a basic command of the attributive clause and words, phrases used as the

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attribute, which helps later study a lot. Therefore, students can draw the grammar rules quickly through examples. However, senior three students are passive in grammar learning, but most students are willing to cooperate with the teacher and speak English if encouraged. Thus only by designing the activities that interest them and adopting the method according to their characteristics can the teacher make them take an active part in the class activities. 3.教学目标分析

According to the National English Curriculum, English teaching should aim at developing the students’ language competence, learning strategy and cultural awareness. As for this lesson, at the end of it, most students will be able to: 1、

Language competence a、

have a full understanding of the meaning, structure, usage, and skills of the attribute

b、

know the relevance between different kinds of attributes and the transformation between them

2、

Learning strategy a、learn how to use the attribute in the composition and communication b、learn how to summarize the grammar rules of the attribute by themselves 3、Cultural awareness a、

have a sense of national pride、patriotic feelings and learn the spirit of devotion b、

learn to cooperate with peers and learn team spirits 4.教学重点、难点分析

Based on the teaching objectives and learner analysis, the teaching important and difficult points are as follow: Teaching important points a、enable the students to have a full understanding of the meaning, structure, usage, and skills of the

attribute b、help the students know the relevance between different kinds of attributes and the transformation Teaching difficult points

a、help the students learn how to use the attribute in the composition and communication b、learn how to summarize the grammar rules of the attribute by themselves 5.教学过程设计

Step1. Leading-in ( 10 minutes) Activity1: Looking back: Good Memories of Our Happy School Life

Through pictures and the teacher’s explanation, the students look back to good memories of happy

school life. Aim：

Use the students’ school life

that is familiar to the students to draw their interest and attention quickly and pave the way for the following step—Observe. Activity2:

Observe: Let students read the passage about our happy school life, underline the attribute and find out what can be used as the attribute and its position.

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Conclude: Teacher conclude the words、phrases and the clause used as the attribute and their positions through a picture again.

Review: Lead the students to review the function of the attribute:



The attribute is used to modify、qualify or explain the qualities and characteristics of a noun or a pronoun. Aim: Let students find out what can be used as the attribute and their positions and function through their own efforts, cultivating their self-learning and observation skills. Help them draw a simple conclusion“六前置、四后置、三乘二，一贯通”

again, so they have a clear understanding of them, paving the way for leading in the grammar point —

the attribute and the following study—

main and difficult points. Step2：Review the main and difficult points of the attribute (words & phrases) (15 minutes) Activity1:

Point1: nouns used as the attribute Let the students observe the red words and then conclude. 

diamond necklace 

meeting room 

evening suit 

piano lesson

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

bus driver 

Beijing University Aim:To cultivate students’ inquiry learning skill. Through examples instruct students to learn and conclude: nouns used as the attribute should be put before the modified word, expressing the meaning of the combination of two nouns to create a new person or a new thing. Pave the way for the following step—exercises and discussion.

Activity2:

Point2: gerunds used as the attribute Let the students observe the red words and then conclude. 

walking stick = stick for walking=stick which is used for walking



washing machine= machine for washing=machine which is used for washing



reading room= room for reading=room which is used for reading

Aim: To cultivate students’

inquiry learning skill and the skill of relevance of the same knowledge . Through examples lead students to learn and conclude: gerunds used as the attribute should be put before the modified word, expressing function. Help the students learn the transformation between gerunds and the attributive clause，paving the way for the following step—exercises and discussion.

Activity3:

Point3: compound adjectives used as the attribute Let the students observe the red words and then conclude. 

peace-loving girl=girl who loves peace



seven-year-old boy=boy who is seven years old



five-minute walk=walk which is five minutes



long-distance trip=trip that is of long distance

Aim: To cultivate students’ inquiry learning skill and the skill of relevance of the same knowledge.Through examples guide students to learn and conclude: compound adjectives used as the attribute should be put before the modified word. Help the students learn the transformation between compound adjectives and the attributive clause，paving the way for the following step—exercises and discussion.

Activity4:

Point4: adverbs used as the attribute Let the students observe the red words and then conclude. 

the school nearby

the nearby(adj.) school 

the young man here



the villages around



someone else

What else did he say? Aim: To cultivate students’

inquiry learning skill. Through examples help students learn and conclude: adverbs used as the attribute should be put after the modified word; when nearby is put before the modified word, it is adjective and else can be used after special question words and indefinite pronouns. Pave the way for the following step—exercises and discussion.

Activity5:

Point5: phrases used as the attribute Let the students observe the red phrases and then conclude. the boy in the classroom=the boy who is in the classroom

something of great importance=something that is of great importance

rice plants as tall as sorghum =rice plants which are as tall as sorghum

books suitable for children= books which are suitable for children

Aim: To cultivate students’ inquiry learning skill and the skill of relevance of the same knowledge. Through

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examples lead students to learn and conclude: phrases used as the attribute should be put after the modified word. Help the students learn the transformation between phrases and the attributive clause, paving the way for the following step—exercises and discussion.

Activity6:

Point6: infinitives used as the attribute Let the students observe the red parts and then conclude. 

We must find a person to do the work.=We must find a person who will do the work.



The next train to arrive is from Washington.=The next train which will arrive is from Washington.



The bridge to be built next month is the third one.=The bridge which will be built next month is the third one. I have a letter to type.(I will type a letter) & I have a letter to be typed.(The letter will be typed by someone else.)The first sentence tells us that the letter will be typed by I. the second one tells us that the letter will be typed by others.

Aim: To cultivate students’

inquiry learning skill and the skill of relevance of the same knowledge . Through examples guide students to learn and conclude: infinitives used as the attribute should be put after the modified word. Help the students learn the transformation between infinitives and the attributive clause, paving the way for the following step—exercises and discussion. Remind them to pay attention to the different meaning between I have a letter to type. & I have a letter to be typed.

Activity7:

Point7: present participles used as the attribute Let the students observe the red parts and then conclude. 

She watched the rising sun.= She watched the sun which was rising.①



Do you know the girl dancing with my brother?=Do you know the girl who is dancing with my brother?⑴



The bridge being built now is the third one.= The bridge which is being built now is the third one.②



Oh, it’s the cake

burning.③

Aim: To cultivate students’

inquiry learning skill and the skill of relevance of the same knowledge . Through examples guide students to draw a conclusion: ①generally speaking, one single present participle is put before the modified words; present participle phrases used as the attribute are put behind the modified words; when the present participles are used as the attribute, they express active and progress.②If expressing passive and progress, we should use being done.③Sometimes one single present participle used as the attribute can also be put after the modified word.

④Help the students learn the transformation between present participles and the attributive clause, paving the way for the following step—exercises and discussion. Activity8:

Point8: past participles used as the attribute Let the students observe the red parts and then conclude. 

Those repeated

efforts were still not enough.=Those efforts that had been repeated

were still not enough.①



England is a developed country.=England is a country which has developed.①



The concert given by my friends was a success.=The concert which was given by my friends was a success.①



Things seen are mightier than things heard. 眼见为实，耳听为虚。②



完成作业的那些人现在可以回家了。③

Those having finished their homework can go home now. ×

Those who have finished their homework can go home now. √

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Aim: To cultivate students’

inquiry learning skill and the skill of relevance of the same knowledge . Through examples guide students to draw a conclusion: ①generally speaking, one single past participle is put before the modified words; past participle phrases used as the attribute are put behind the modified words; past participles of transitive verbs express passive and perfect, past participles of intransitive verbs just express perfect.②

Sometimes

in order to emphasize the action, one single past participle used as the attribute can be put after the modified word. ③Having done/having been done can not be used as the attribute, but we can use the attributive clause to explain such meaning. ④Help the students learn the transformation between past participles and the attributive clause, paving the way for the following step—exercises and discussion.

Acitity9:

Point9: adjectives used as the attribute 

Explain the rule of the order of many adjectives modifying the same noun: determiners plus “beautiful,small,round,old,yellow; Chinese,wooden,study” to the students:



“determiners” refer to numbers or articles;



“beautiful” refers to description or quality;



“small” refers to size、length、height;



“round” refers to shape;



“old” refers to age or wear;



“yellow” refers to color;



“Chinese” refers to source or nationality;



“wooden” refers to material,



“study”

is the key word.



Use an example to help them consolidate it: Now try to put these adjectives into right order: Two beautiful new green silk evening dress. 

Group1: the girl asleep

some tickets available the greatest writer alive

Adjectives like asleep, available, alive are usually put after the modified word Group2: someone new

everything useful

something important Adjectives modifying indefinite pronouns are put after the modified word Aim: To cultivate students’ inquiry learning skill, through examples guide students to learn and conclude the rule of the order of many adjectives modifying the same noun and two situations where adjectives should be put behind the modified words, paving the way for the following steps—exercises and discussion.

Step3: Experience (6 minutes) Activity1&2: Let students do some exercises: Proof reading & Fill in the blanks

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Aim: To consolidate what students have learned and let students experience the check points of the attribute in the university entrance examination. Guide them to rewrite some sentences using other attributes, paving the way for the following step —

Improve.

Step4: Improve (6 minutes)

Activity1: Rewrite the attributive clauses in the passage using some other attributes.

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Aim: Let students learn how to transform the attributive clauses using some other attributes and understand the relevance and transformation between the attributive clause and some other attributes. Cultivate their ability to relate the same knowledge. And the topic of Yuan Longping can naturally lead to the discussion topic—reform pioneers.

Step5: Practice (7 minutes) Choose one reform pioneer from the three pictures, and try to use at least three kinds of attributes to

describe him/her.

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Aim:

从上一部分的改革先锋袁隆平很快能够导入讨论话题，培养学生们学会在写作中运用多种定语。训练口语的同时，培养学生合作交流的能力，提高团队合作的意识, 利用中国改革先锋的话题培养学生的名族自豪感和爱国情感及从这些改革先锋身上学习奉献精神。

Step6 Homework (1 minute) a) Do the exercises on the workbook. b) Write a short summary about the discussion in class. Aim任何语言学习都要靠积累和巩固, 讨论的话题让学生课后总结，让学生养成积累的习惯有利于进一步提高他们的能力。同时老师会在接下来的作业讲评中, 引导学生认识定语从句与某些定语间的关联和转换，以及英语学习中学会知识的关联和迁移的重要性。

Step7 Blackboard Design Book 10 Unit1 Learning about language Grammar

attributive clauses pronouns numerals nouns

articles phrases

The Attributeadjectives adverbs

compound adjectives infinitives

past participles gerunds

Present participles

6.教学评价设计

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评价内容：

本课的亮点有：

1、通过UMU互动学***台，这种移动互联网时代的学习方式，让学生通过智能手机就能实现课堂上与老师实时互动。学生将小组讨论成果，课堂练习通过拍照发送至大屏幕进行实时分享。

2、强化学生对词、词组、句子做定语的位置特点。

3、重点引导学生体会定语从句和各种定语间的关联和转换。

4、教师借助多媒体，不断运用图片、肢体语言向学生传授知识。

5、学中用、用中学，学用结合，学以致用，体现了“学为主体，教为主导”的新课程理念。

不足：由于学生的知识积累及语言运用有限，表达自己的看法时还夹杂着汉语。这说明在平时的教学中我应积极地对教学进行反思和总结，创造更多学生运用语言的机会，解决他们的困难。

评价方法：

本堂课主要用了课堂观察评价法、学生自评、学生互评、小组评价法以及鼓励性评价法等。

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