高中英語說課稿--定語從句(共6頁)

1、精選優(yōu)質(zhì)文檔-傾情為你奉上姓名：莫曉春 學(xué)號(hào)： 班級(jí): 06外本2班Lesson Plan PresentationUnit 4 Unforgettable experiences The 4th Period Grammar - The Attributive ClauseGood morning, ladies and gentlemen. It is my great honor to interpret my lesson here and the lesson plan I want to talk about is from SEFC Book 1 A, the fourth pe

2、riod of Unit 4 Unforgettable experiences. To make my presentation much clearer, Ill explain it in the following 5 aspects: 1. The analysis of teaching material; 2. The analysis of Teaching methods; 3.The analysis of learning ways; 4. The analysis of Teaching procedure; 5. The prediction of teaching

3、efficiency.I. My analysis of the teaching materialIn my understanding of the teaching material, there are four parts: teaching content, status of this period, teaching aims & demands, teaching important & difficult points. 1. Teaching content The attributive clause in unit4 unforgettable exp

4、eriences of SECF Book1A.2. The status of the grammar period The topic of this unit is Unforgettable experiences. All of the language activities center on this topic, including unforgettable people, events, earthquake and The Rescue. While doing these activities, the attributive clause exists everywh

5、ere. Therefore, the attributive clause plays an important role in this unit. It is a transitional period between the third period Reading and the following period Integrating Skills. That is to say, the fourth grammar period not only is a consolidation of the attributive clause occurring in the read

6、ing text “The Rescue”, but also a good preparation for writing an unforgettable experience in the next period.3. Teaching Aims Id like to divide this lessons objectives into three categories. 1 Knowledge objective （知識(shí)目標(biāo)）Students are able to use the attributive clause correctly to describe peoples ch

7、aracteristics and behavior - who, whom, that. Students are able to use the attributive clause correctly to describe things and events - that, which. 2 Ability objectiveStudents are able to use the relative clauses when talking and writing people, things, events, peoples feelings.3 Moral objective St

8、udents are able to be brave to and confident to communicative with others and express themselves. Students are able to be active and cooperate with each other in joining in the English activities.4. Teaching important and difficult points Learning to use the relative pronouns who, whom, whose, that,

9、 which when talking about people and things. Learning and mastering the structure of the relative clause: n. who, whom, that, which + clauseII. Analysis of teaching methods Then, lets come to the part of teaching methods. According to the New Curriculum of senior middle school and the cognitive feat

10、ure of senior students, teachers should motivate and cultivate students interest in learning English, make students form a good habit of study and effective learning strategies and develop students abilities of self-study and cooperation. In my class, I will take advantage of the guided discovery me

11、thod in and “5-step” teaching model (Lead-in, Presentation, Drills, Practice, Consolidation). Besides, Ill use a tape recorder and a computer as my teaching aids.III. Analysis of learning waysNow, come to learning ways. As students independent and logical thoughts of this age have been gradually mat

12、ure and formed, they need to be given more time to analyze and conclude what they have seen. So students should be first taught to summarize the language rules from language materials , so in this period students should learn to conclude the structure of the attributive clause and the usage of relat

13、ive pronouns by observing the given sentences. And sencond, students should apply the language rules to doing things by self-study, cooperative study and teachers guiding. In this period students should learn to describe people, things, events, and peoples feeling by using the relative clause. Besid

14、es, students are able to use the attributive clause to communicate with others fluently when running across language barriers.Teaching procedure Now, Id like to talk about my teaching procedure. I want to carry it out in the following steps: Step1 Lead-in; Step2 Presentation; Step3 Drills and Practi

15、ce; Step4 Consolidation; Step5 Homework. Step 1 Lead-in (5mins)Motivating and cultivating students interest in learning English is required in the New Curriculum of senior middle school and is also an English teachers duty in the lessons. Therefore, Ill first play a song named My Heart Will Go On to

16、 arouse students interest and ask them What is the song that you listened to? and the students will answer the song that I listened to is My Heart Will Go On; then I will show two pictures in the film Titanic and lead in the three other sentences by asking and answering, thus leading in the attribut

17、ive clause. These three sentences are: 1) Here are two pictures which/that are taken from the film Titanic. 2) The man and the woman whom you see in the pictures are Jack and Lucy. 3) Jack and Lucy are the hero and the heroin who loved very much in the film. These four sentences are included the mai

18、n relative pronouns in this period and enough for students to make conclusions by studying them.Step 2 Presentation In the New Curriculum of senior middle school, students should learn to summarize language rules from the language materials and use them in real life. So in order to avoid boredom, I

19、adopt the guided discovery method in presenting the attributive clause and let the students be the owners of study.First of all, Id like to ask students to study the first two sentences carefully and answer What information can you get? and What is the feature between the information? Then I will an

20、alyze and explain what is先行詞, the relationship of 先行詞 and the relative pronouns and the functions of the relative pronouns. Secondly, as students independent and logical thoughts of this age have been gradually mature and formed, I will ask students to do self-study and cooperative study to analyze

21、the rest sentences as what I did in analyzing the first two sentences. Then I will ask students to speak out their study results and make some comments on them. Finally, I will give some tips about the elements, structure, features of the attributive clause.Step 3 Drills and PractisePractice makes p

22、erfect. In my opinion, drills and practice are the most important section of my lesson; it should be paid more attention to. So at this step, I adopt mechanical drill and meaningful practice by giving some situations.At the beginning of this step, let students practice the usage of “which/that”. Fir

23、st, Ill ask students to describe Beijing using the given words and sentence structures: Beijing is the city /place; The city is Beijing. (get the chance , host , the 2008 Olympic Games, which, that). Second, in order to let students know how to use “which/that” to describe things in real life, Ill s

24、et a situation: your parents make a promise that if you do well in your final exam, they will give you a reward , and you really did that, so please describe the reward you want. Then, let students practice the usage of “who/ that/ whom”. First, let students have fun by describing couch potato, book

25、worm, sports fan, workaholic. Second, in order to let students know how to use “who/ that/ whom” to describe people in real life, Ill ask students to make a self-advertisement or self-introduction by asking : Are you one of them? What kind of person are you? For these situations usually happen in ou

26、r daily life, Ill make students talk freely, so that they can get fully involved in the activity. After preparing for several minutes, they are required to speak out their ideas. Step 4 Consolidation In this step, students should try their best to recall the usage of relative pronouns they have lear

27、ned in this lesson without looking at their books, so Ill ask students to fill in the following table.relativesused forused aswhich that who whom Step 5 HomeworkSince the next lesson is to teach students the integrating skills and students can take an active part in it, they should review the attrib

28、utive clause after class in order to prepare writing well. Therefore, I design two tasks for the students. The first one is to finish off the exx1-2 in page105. The second is to learn the structure and following sentences by heart: The song which/that I just listened to is My Heart Will Go On. Here are two pictures which/that are taken from the film Titanic. The man and the woman whom I see in the pictures are Jack and Lucy. They are the hero and the her