Learning about Language教学设计方案

Unit1 Grammar Teaching Plan Subject Teacher Book English 陶艳萍

人教版必修2 Class School Teaching Content Class2,Senior1 甘肃省天祝县民族中学

Non-restrictive Attributive Clause This unit is talking about cultural relics，which aims at motivating students’ desire for knowing the world cultural heritage as well as learning to Analysis describe their origin, development, protection, etc by using non-restrictive of the attributive clause. Restrictive attributive clause is used to modify and teaching restrict the antecedent and it can’t be omitted. Non-restrictive attributive material clause, which usually has commas, is a complement of the antecedent. If the non-restrictive attributive clause is left out, the meaning of the main sentence will not be changed.

Senior one student has acquired certain knowledge of grammar and they Analysis have mastered some basic skills and methods of learning grammar. They of the have known restrictive attributive clause. This class is about non-restrictive students attributive clause, which is base on the restrictive attributive clause. Thus they have known something about attributive clause.

Target grammar

Teaching Enable students to learn to sum up the usage after goals Skill

observing and describe their hometown using attributive clauses. Enable students to master non-restrictive attributive clause.

Help students to set up the definition of non-restrictive Emotional goal attributive clause to get a better understanding of the reading text.

Teaching 1. Differentiate non-restrict and restrict attributive clause.

key 2. Help students to understand what an attributive clause is. points Teaching difficult How to use correct relative pronouns and adverbs. points Teaching Use deductive method to make students experience the procedure of method gaining knowledge.

Teaching procedures Steps Teacher's activity

1. T: Greet the class. Show students a Student's activity

S: Greet the teacher and answer the questions. Design purpose

Motivate students’ desire

for learning. Review the restrictive attributive

clause to make preparation for new knowledge.

picture and ask “Who

is he? Do you like Step1 him?”

Leading in

2. T : Ask what is an

Answer the questions to attributive clause.

review.

Show students a group of sentences

1. The room whose window faces south is mine. 2. The room, whose window faces south, Step 2 is mine. Read the two sentences, find out what the differences are from appearance, and observe the difference between restrictive attributive Let students observe the differences to experience the procedure of gaining knowledge clause and then sum up the

rules. After that, finish the following exercise.

Read these sentences and find out rules one by one.

To let students gain target language naturally. Cultivate student’s

ability of thinking independently

Cultivate student’s sense of teamwork and develop their logical thinking.

Presentation Ask them to analyze them, find out the restrictive attributive clause and then sum up the rules.

Use the same way to show other 4 groups of sentences. ExerciseⅠ:

Fill in Read each sentence the blanks.

Step 3 ExerciseⅡ:Join the Practice pairs of sentences using attributive clauses. and then answer. Discuss in groups of four carefully and answer individually.

Ⅰ. Drill: Show six exercises from past years` paper.

Step 4

Ⅱ. Writing Output preparation: Use attributive clauses to describe their hometown. Sum up the content Step 5

Summary learnt in class together with students. Step 6 Homework Use some attributive clauses to describe their hometown. Read each sentence carefully and answer it individually.

Finish the translation. To accumulate some experience of doing that kind of exercises. Guide students to use the target language to describe and prepare for writing State what they have known about non-restrictive attributive clause. Finish the task independently. Let students form a habit of summarizing after learning. Make students use the target language

Non-attributive clause is an important grammar point in middle school English teaching. This class is based on the key point that language teaching serves the language applying, using deductive method to Step 7 combine the form with meaning. Different exercises have been given Thinking after each rule to make it stand out. During the teaching, I have created after class a scene to make the boring grammar more vivid and cultivate students’ ability of learning from doing and using, which has reached its original goal.