1、1 定语从句复习课教学设计定语从句复习课教学设计 题目定语从句复习课 课型: Grammar时长: 45 mins 教学对象Students from Class 2, Grade 3. Most of students find it boring to review the grammar point in the traditional way, and one of them once suggested that she liked the heated drama Once upon a time. Because of these I decide to review the g
2、rammar point with the aid of situational teaching and simplize the grammar point attribute clause into several grammar rules according to the National English Syllabus. 教学方法Situational teaching; task-based teaching 教学内容分析As the attribute clause plays an important role in the senior high school entra
3、nce examination, its necessary to activate students interest as well as their attention toward the learning. Thats why I choose the heated drama as the background story to attract students attention. Besides, based on requirements of the syllabus and the analysis of statements in the senior high sch
4、ool entrance examination, the knowledge of attribute clauses is simplized into 4 rules and special usage of that, which and whom for students to memorize and understand. 教学工具The multimedia platform; the micro-class recording 教学目标Knowledge and skills: 1. To learn the knowledge of attribute clause and
5、 master 4 basic rules to memorize the keys of understanding attribute clause. 2. To learn and practice how to decide the relative pronouns that, which, who, whom, and whose in line with the antecedents in the attribute clause through challenging 4 tasks including the exercises of multiple choices, c
6、orrection and filling the blanks. Process and steps: 1. To learn the basic knowledge and rules of attribute clause with the aid of a micro-class recording. 2. To examine the understanding of attribute clause through undertaking the relevant exercises in the form of multiple choices, correction and f
7、illing the blanks by challenging 4 tasks. Emotional attitude and values: Emotion and value: In this class, students review the grammar point attribute clause with the help of situational teaching. Students are divided into groups to help a lost child find his mother according to the similar story in
8、 the drama. Through the process of search, they have to encounter different tasks, and finally find the mother because of efforts and the confidence to overcome the difficulties caused by the unfamiliar knowledge as well as different types of exercises. The purpose of the design of the contents as w
9、ell as 2 the story is to let students understand that no matter what difficulties they encounter, they should and can face them with their efforts and bravery. 教学重点1. To learn the definition of attribute clause, antecedents as well as relative pronouns. 2. To learn how to decide the relative pronoun
10、s according to the antecedents. 3. To learn the special use of relative pronoun that, which and whom. 4. To learn the rules that the change of predicates according to the change of subjects in attribute clause. 教学难点1. To learn how to decide the relative pronouns according to the antecedents. 2. To l
11、earn the special use of relative pronoun that, which and whom. 3. To learn the rules that the change of predicates according to the change of subjects in attribute clause. 教学过程ContentsActivityLasting Time Lead in: To briefly introduce what should be reviewed in this period of lesson. TSs1 min Step1:
12、Toreviewthekey knowledgeofattributeclause withtheassistanceofthe micro-classrecordedbythe teacher. Ss themselves 9 mins Step 2: After the watching, the teacher introduces the mission for students to work in teams to help achildfindhismotherby challenging 4 tasks to earn the permission and hints for
13、the next place. TSs1 min Step 3: Task 1 In this task, students in teams should finish the table by filling in the relative pronouns. Students in teams should compete to ask as quickly as possible. Those who ask correctly could get 1 point after each right answer. SsSs4 mins 3 Step 4: Task 2 In this
14、task, students should firstly read a story based on the picture, and then figure out what relative pronouns should fill in the blanks according to the antecedents as well as the sentence contents. Students in teams should compete to ask as quickly as possible. Those who ask correctly could get 1 poi
15、nt after each right answer. SsSs6 mins Step 5: After the further practice of the relativepronouns,studentsare guided to dwell upon a question since the relative pronoun that can goaftereithertheantecedent symbolizinghumanandthe antecedent symbolizing objects, so what is the special usage of that, an
16、d what about the other two relativepronounswhichand whom. Besides students learn the special usage of the relative pronouns that,whichandwhom,they shouldcompletethemultiple choice exercise. TSs6 mins Step 6: After the successful challenge of task 2, students are provided with a note with hints to re
17、mind them where to find the childs mother, but all of them get lost and go to another place meeting a singing lady who points out the grammar mistakes in the note. In this part, students are guided to review the key rules of mastering the attribute clause. That is the change of predicate should chan
18、ge with the subject which generally can be known from the antecedent TSs5 mins 4 of attribute clause. In addition, students are guided to correct the mistakes in the attribute clauses based on the inaccurate usage of predicates for not paying attention to the antecedents. Step 7: Task 3 Because all
19、of students get lost because of the grammar mistakes in the note, they go to a place with a lady who likes singing and want them to listen to her song. So in this task, students should listen to a clip of music and fill in the blanks. The aim of exercise is to test not only students listening but al
20、so the mastery of relative pronouns, especiallyunder the special usage of that. Students in teams should compete to ask as quickly as possible. Those who ask correctly could get 1 point after each right answer. SsSs4 mins Step 7: Task 4 Finally, students and the child find the mother, and the mother
21、 wants to test whether her child has masteredsomeknowledgeof attribute clause, and students in teamsalsohelpthechildto challenge the task 4 by filling in the correct relative pronouns in line with the antecedents. The exercises in this part are taken from the statements in the Senior HighSchoolEntra
22、nce Examination in Guangdong from 2014 to 2016. Students in teams should first discuss and then compete to ask as quickly as possible. Those who ask correctly could get 1 point after each right answer. SsSs5 mins 5 Step 8 Through the challenging and the efforts, students complete 4 tasks and are gui
23、ded to know that no matterwhatdifficultiesthey encounter, they have the ability to deal with them with their bravery and efforts. TSs1 min Step 9 Summary In this part, students are guided to summarize what they learn in this lesson by thinking of the key concepts in the attribute clause. Ss themselv
24、es 1 min 作业一、一、改错改错 1. You are the most beautiful girl who I have ever met. 2. -What would you want as your birthday present? -I prefer a cake who must be very delicious. 3. If you have a second chance, do you still want to have a try(尝 试) on somethingwhichseems difficult? 4. Do you know the violin who owner(拥有者) is an elegant lady? 二、根据句子的中文意思连词成句。二、根据句子的中文意思连词成句。 1. 我帮助一位迷失在森林的孩子找到他的妈妈。 I, a child, find, who, helped, find, in the forest, lost, his mother. 2. 最后，我们发现了古筝的主人正是这位小孩的妈妈。 Finally, we, the, Chinese zither, found, was, whose, owner, this childs mother
