1、Grammar lesson Use of the attributive clause Good morning, dear judges! I am candidate No. _. Its my honor to present my lesson plan here. This is a grammar lesson. It is from Unit 4 Module 1 of Senior High School PEP.I. Analysis of the teaching material and learnersThe content of this period is dis
2、covering the rules and usage of attributive clause. A previous knowledge about attributive clause learned in junior school and the knowledge about the reading passage will help them understand the target structure in the real situation. With the help of the teacher organizing all the situations and
3、involving the target structures in the passage, it is possible for students to discover the rules and put them into practice.II. Learning objectivesAccording to the analysis above, here come the learning objectives. First, language objectives. By the end of the lesson, the students will know the log
4、ical relationship between the main clauses and the attributive clauses as well as the functions of relative words. Second, language skill objectives. By the end of the lesson, the students will be able to exchange information about disasters such as earthquakes and deliver a short speech about disas
5、ters in using restrictive attributive clauses.Next is learning strategy. During the class, they will sort and summarize what they have learned, try to discover the grammatical rules of restrictive attributive clauses and monitor the process of using language by assessing and correcting the mistakes.
6、 As for emotion and cultural awareness objectives, the students will sense the importance of gaining the knowledge of preventing the disasters and the knowledge of self-protection when facing the disasters.During students learning, they may have some difficulties. This is one possible anticipated di
7、fficulty. In order to help the students to deal with the difficult points, Ill adopt the following solutions: learn the target structure in meaningful discourses; practice the grammatical items in real life situations; talk about famous events.III. Teaching procedureWith the help of multimedia devic
8、es and PPT documents as my teaching aids, I will lead the students to achieve all those objectives and deal with the difficulty in the following teaching procedure.My lesson consists of seven activities. They are going to be finished within 45 minutes. Activity 1 is singing a song Thats why you go a
9、way. I will play the song and the students will learn to sing the song. Then the students will be divided into groups of four and compete for the best group which can find all the attributive clauses in the lyrics and underline them in the shortest time. 1. Youre the one who set it up. 2. Every litt
10、le thing you said. 3. Im not the man your heart is missing. 4. I wont forget the way youre kissing. In the end, all the sentences with attributive clauses in red will be shown to the students. By doing competition, the students enthusiasm can be totally aroused and the class atmosphere can be activa
11、ted. By putting restrictive attributive clauses in a meaningful discourse, the teacher can draw students attention to attributive clauses and deepen their understanding.Activity 2 is introduction of 4 famous proverbs. The students will understand the meaning of these 4 proverbs and underline the att
12、ributive clauses. The proverbs are 1. God helps those who help themselves. 2. All that glitters is not gold. 3. He who laughs last laughs best. 4. He who doesnt reach the Great Wall is not a true man. Activity 3 is discovery. Based on the sentences picked out above, I will ask these questions.Q1. Wh
13、at do these sentences have in common?Q2. What kind of clauses are they?Q3. What words are used to introduce attributive clauses?Q4. Can you find more attributive clauses in the reading passage?All the students can answer the first three questions with the help of teacher easily. For the fourth quest
14、ion, they can come up with the following answers: 1. There was an earthquake which happened in Tangshan in 1976. 2. Before the earthquake, there were many strange things which happened in the countryside. 3. A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads
15、and canals. 4. The number of people who were killed or injured reached more than 400,000.Then based on these attributive clauses, the students will discuss with their partners the following questions. Q1. What relative words are used here? What are they?Q2. What words d these relative words refer to
16、?Q3. Is which here can be replaced by that?Q4. Is who here can be replaced by that?Q5. What should we know when we use these relative words?I will offer some help when necessary. After the students answer the questions, I will give the conclusion. In this step, students are offered a chance to disco
17、ver the new structure and explore the grammatical rules. They are encouraged to summarize the structure themselves by cooperating with their partners. This can help the students get used to self-study instead of listening to the teachers instruction only.Activity 4 is practice. The situation will be
18、 introduced. The students will fill in some blanks. The words are all relative words. The deductive method is adopted in this activity. Students practice restrictive attributive clause, focusing attention on the use of relative words.Activity 5 is summary. This activity will help them to construct t
19、heir own knowledge system in the following activity. The teacher will lead students to summarize the use of the relative words in restrictive attributive clauses with the help of the blackboard notes. Students may come up with the rules. And then teacher will give a conclusion.Activity 6 is descript
20、ion. At first, Ill ask the question: Do you know more about earthquakes or any other disasters? Ill show some pictures of disasters to give help. Students describe the disasters in two or three sentences containing attributive clauses. This activity enable students to use attributive clauses properl
21、y.Activity 7 is a speech delivery. Here is a situation: now our school intends to make all the students know how to protect themselves when facing an earthquake. Deliver a short speech to introduce the proper ways to protect oneself during the earthquake, using at least 3 attributive clauses, includ
22、ing relative words which, that, who.This speaking activity is the output of the previous work. Through the talk, students creatively make attributive clauses to express themselves in a real life situation. And they also have the chance to assess their classmates performance, which also leads them to
23、 reflect on their own work afterwards.At the end of this lesson comes the homework. For homework, I will ask the students to write down their speech according to the assessment criteria and correct the mistakes by themselves. They are asked to pay special attention to the use of attributive clauses.
24、 For the second piece of homework, some multiple choices are given for consolidation of the grammar learned.IV. Blackboard designThis is my my blackboard design. There are two parts. On the left is the knowledge of relative words in restrictive attributive clauses. On the right is for the sentences with attributive clauses.
