Learning about Language教学设计内容推荐

Unit 1 Cultural Relics(Learning about language), NSEFC Book 2

郑吉义

Part I Teaching Material Analysis

1. Status and Function

Learning about language is the vocabulary and grammar part of Unit 1 Cultural Relics, New Senior English for China Student’s Book 2. The exercise material is about discovering useful words, expressions and structures in this unit. This part is helpful for the students to enlarge their vocabulary and improve their understanding of the restrictive and non-restrictive attributive clause. What’s more, it offers some chances, by which the students can cooperate with each other and find out some grammar rules with the help of the teacher.

2. Teaching aims:

Knowledge and Skills: 1) The students can memorize and review the use of the new words and expressions in the reading passage. And they learn how to do guessing work. 2) The students are to review the restrictive attributive clause and learn how to tell the non-restrictive attributive clause.

Process and Method: 1) The students can figure out the basic differences between the restrictive and non-restrictive attributive clause by comparing.

2) The students learn to cooperate with each other. With the help of the teacher and other classmates, they attain their own goals based on individual difference.

Emotional Attitude and Values 1) The students can further their awareness of inheriting and protecting the cultural relics of the world.

2) The students can learn to enjoy and share the achievement of group cooperation.

3. Important and difficult points:

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1)

Important point: to grasp the words and expressions related to the topic.

2)

Difficult point: to figure out the differences between the restrictive and non-restrictive attributive clause.

Part II

Teaching methods 1.

The Stratified Teaching Method.

According to the Input Hypothesis of Krashen (1981), the language learners can improve themselves only by large understanding input. So the exercises should be presented with support when necessary. And the teacher should stratify the students who have a big difference in English base, which means to arrange tasks and evaluate them differently according to their basic English grade. Thus the teacher will pay more attention to the diversity of individual.

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The Scaffolding Instruction The Scaffolding Instruction is based on Vygotsky’

s theory of Zone of Proximal Development which propose students-oriented class in language learning. A scaffold is a temporary raised platform or framework on which workers stand to paint, repair, or build high parts of a building. The English study is a process in which the students build and adjust themselves ceaselessly. So the teachers should offer their instruction as the scaffold to give necessary support. The students are to learn that English learning goes on by their own accumulating and discovering instead of by the teaching of a teacher. Part III

Learning method 1.

Student Analysis The students in our school are weak in English. A minority of students got B+ or B, and most of them got C+ or C even D in the Entrance Examination to the Senior Middle School. Much of the materials in text book is too hard for our students to deal with, so the teacher has to try many ways to reduce the difficulty. On the other hand, the big differences in students’

basic

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English of the same class cause great difficulty in teaching. So the students have been grouped and stratified according to their basic English grades and learning attitude. Each group consists of 6-8 students who come from the first level and the second level. The first level students can hardly follow the teacher and are very poor in English vocabulary and so on. The second level students, in which the best students are included, are the front-runners who can help with other group members. Each group is equal in English competition，so every group member devote himself to the group activity. To our joy, as students of Senior Grade One, they have some knowledge of cultural relics from Chinese courses and after-class reading. The background knowledge will be helpful for their vocabulary learning.

2.

Study strategy:

1)

The Learning Theory of Constructivism The constructivist, such as J. Piaget,

Vygotsgy and so on, proposed that knowledge can’t be acquired by the teaching of a teacher. Instead, the knowledge and skills are acquired in the construction of meaning by making use of learning materials and cooperate with others, including teacher and partners. And the specific situation which is designed by the teacher is also important and necessary. The learning based on constructivism is learner-centered, in which the students are encouraged to explore and discover the knowledge actively. Also the construction of meaning that the learners want to achieve goes on positively.

Cooperation, communication, situation and construction of meaning are the four main factors of this learning theory. 2) Task Based Learning. As Diane Larsen-Freeman points out, grammar is a collection of meaningless forms and is boring. Competitive activities among groups promote the English grammar learning. With a clear task and object of struggle, the students will deal with grammar learning efficiently and impressively.

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3) Autonomic Learning

The students have been stratified and divided into two levels according to their basic English and learning attitude. So each student knows his present situation and has a relatively suitable task and goal. The resulting strong motivation push them move on firmly. Besides they are to evaluate their own performance and vote for the best group. Also the students are required to communicate with other group members and seek for help when necessary. All these steps are recognized as necessary parts to train autonomic learning ability by many researchers, for example, Chen Xiaotang(2000).

Part IV Teaching Procedures: Teaching Procedures Annotation While listening, the students Step1 Lead in（4 mins）

The teacher will tell the students:will activate the schema of “Today we are going to learn an attributive clause and make a important structure. Now let’s listen to a deeper impression. song and try to find the structure.”

the structure.

Fill in the words that are left out.

whose, which, that, as where, when, why

Look at the words of the song and tell Conjunctions: who, whom,

Review the attributive clauses quickly. Function: Modify a noun or Step2 Grammar （15 mins）

1) Guessing game

pronoun

Let’s look at more attributive clauses. More understanding input The student read the attributive clauses Group related things are.

cooperation and and guess what the cultural relics or discussion. The first student who get the right answer most quickly can get one point.

restrictive attributive 2)

Discussion

Look at

some sentences again, have a The 4

discussion and figure out the differences clause between the two groups of sentences.

1 No commas.

2 Modify the noun or pronoun

3 Affect the meaning of the out. The non-restrictive attributive 3) Conclusion

the basic grammar rules. Teacher draw a conclusion and present main clause and can’t be left 4) Stratified exercise

To consolidate the new things, the clause. students are required to do a

stratified 1 One or two commas. exercise at once.

2 Modify the noun or pronoun The exercise is arranged from easy to or the whole main clause. difficult, which can be chosen by different 3 Just give some more level students. And the answer will be information and can be left presented and explained quickly.

out. 4 The relative pronoun can’t

For example:

She is a girl in our class who

Write riddles by yourselves

5) Exercise 3 P4

attributive clauses.

Step3 Writing （10 mins）

3 Join the pairs of sentences using be “that”

Each group manages to make at least 3 likes wearing red skirt. sentences with attributive clauses.

The

riddles should be about a person, a thing, This is a thing which turn a place respectively.

around and give us wind.

It is a city which is the capital three group come to Try to write

riddles

correctly and of Jiangshu

the first three groups can get one point The them.

5 and come to the blackboard to present representatives present their answer.

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Step4 Words and Expressions （3 to choose carefully mins）

We have always been doing guessing to surprise somebody very work today, then how to do guessing much work for a word ?

Tips: Make use of the key word,

usually a verb infers another verb,

and an adjective infers another one.

Step 5 Assessment （5 mins）

The groups vote for the best group and do 1) Knowledge and Skills: self-assessment according to the given 2) Process and Methods: assessment sheet. 3) Emotional Attitude and Values

Step6

Summary （3 mins）

the teaching goals briefly.

The teacher do a summary according to

Step7

Homework

1 The students are to finish the exercise 1&2 after class. 2 A simple writing is given and the student are required to improve it with attributive clauses.

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Fill in the words that are left out

For all those times

you stood by me

For all the truth that you made me see

For all the joy

you brought to my life

For all the wrong that you made right

For every dream

you made come true

For all the love

I found in you

I'll be forever thankful baby

You're the one who held me up Never let me fall

You're the one who saw me through

Through it all

Guessing game 1) This is a picture in which the smile of a woman is very

famous. 2)

He ,who learns but does not think, is lost; (who give this sentence?) 3)

The tower, which is made of iron, lies in Paris.

4)

We feel sorry for the museum that was destroyed(破坏) by the Eight-Power Allied Forces.

5)

He who doesn’t reach the

is not a true man . 6) The room was build with several tons of amber, which took the artists 10 years. 7) The statue, which stands in New York, America, means freedom.

The stratified exercise Level A

Multiple choice 1.The girl ______ you saw in the street is Jane.

A. that

B. whose

C. which

D. as

2. This is the place ______ I am dying to visit these years.

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A. which

B. where

C. in which

D. to where 3. Tom didn’t pass the exam, ______ surprised （令吃惊）me a lot.

A. which

B. that

C. who

D. it

D. there

4. This is the school ______ Mr. Smith once taught.

A. in that

B. when

C. where

5. He has two sons, ______ work as chemists（化学家）.

A. two of whom

B. both of that

C. both of which

D. both of whom

Level

B

Fill in the blanks with relative words. 1. I bought a car yesterday,_____ cost me a lot. 2. Xi’an, ______I visited last year, is a nice old city.

3. He came late,

made the teacher angry.

4. He will come to see me next July,

___

he won’t be so

busy.

5. The school, _______I once studied, was built thirty years ago.

Level

C

Translation 1.

The old man has a son, who is in the army.

The old man has a son who is in the army. 2.

My brother who is 18 years old is a student.

My brother ,who is 18 years old, is a student. 3.

Jim doesn’t like to ask questions which make his teacher angry.

Jim doesn’t like to ask questions , which make his teacher angry.

Homework:

Rewrite the passage with attributive clause.

My school is a beautiful place. There are a lot of trees and flowers in it. Four tall buildings stand by the side of playground. Students can play basketball, volleyball and run on the playground. Our teachers are very kind. I like my

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English teacher very much. Do you know her? She often wears a white dress. We compare her to a white lily.

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