同位語從句教學設(shè)計

1、Module 3 Unit 5 Canada“The True North”Grammar: Appositive and Appositive Clause圓玄中學鄧蔚茹一、同學狀況分析及預(yù)設(shè)高一(6)班為高一文科班，英語水平參差不齊，但是總體相對比較好，學習樂觀性較高，但課堂上的表現(xiàn)欲不強。同學不愛表現(xiàn)，老師所收到的反饋也就很有限，不利于課堂任務(wù)的完成及課堂的生成。因此老師要多發(fā)揮結(jié)對，小組的合作學習，提高同學的自信，主動協(xié)作，主動反饋，讓老師準時能了解到同學課堂上的學習進度、接受程度來進行準時的調(diào)整。有部分同學的英語基礎(chǔ)也比較薄弱，在任務(wù)設(shè)定的時候要考慮到他們實際狀況。二、教材內(nèi)容分析必

2、修3，Unit 5的語法部分是同位語從句，新授課。 三、教學設(shè)計思路 同位語從句是英語中的四大名詞性從句（主語從句、表語從句、賓語從句和同位語從句）之一，它不僅是高考的重要考點，也是我們閱讀中經(jīng)常遇到的語法現(xiàn)象，在寫作當中如能運用同位語或同位語從句，能增加表達的豐富性及流暢性。課本所供應(yīng)的練習材料的形式多樣，能掛念同學了解同位語從句的基本概念并進行運用，對同學的寫作有所掛念。但所供應(yīng)的練習量稍顯不足，同時未能結(jié)合本單元的話題給同學供應(yīng)更多的背景學問及情景來運用語法。而這節(jié)課是同位語及同位語從句的新授課，有必要給同學供應(yīng)更多的語言材料，讓同學在課堂各項活動中體驗同位語及同位語從句使用的效果，從理

3、解使用同位語及同位語從句的必要性開頭，通過各種形式的練習，逐步形成引導詞，連詞，語序等方面的正確清楚概念，進而發(fā)覺并歸納相應(yīng)的語法規(guī)章并進行運用，如在介紹人物、地點、書籍、電影、或者談?wù)撔侣?、個人想法、事實等方面能運用到同位語或同位語從句?；谝陨纤伎迹掖蛩阃ㄟ^學習材料和活動任務(wù)設(shè)計兩個方面，增加這節(jié)語法課的有效輸入，達成“讓同學充分感知語言，在仿照和套用的過程中把握正確的用法，嘗試運用這一語法項目，使語言表達更具豐富性及多樣性，使語言表達更加流暢自然”這樣的目標。因此，選材方面我主要是選取本單元話題內(nèi)容（加拿大）為語法學習材料的主要話題，在應(yīng)用鞏固環(huán)節(jié)，設(shè)計貼近同學實際的話題，讓同學有話可

4、說并情愿表達。同時要求同學不要滿足于表達基本想法，而是考慮在學習語法的同時，如何使用語法、提高自己的寫作技巧、提高效能，在內(nèi)容表達和思想深度上面有所進步。 而至于任務(wù)設(shè)計方面，主要是通過設(shè)計不同難度的學習任務(wù)，將個人自主學習與小組合作學習結(jié)合起來，循環(huán)上升地讓同學充分的感知語法的功能并在充分使用這一語法項目進行表義的過程中對該語法進行有效學習和鞏固。四、教學目標1語言學問目標：1) 同學能正確理解同位語及相關(guān)概念，理解同位語在句子中的功能。2) 同學能套用句型，生成正確的包含同位語的句子。3）借助相關(guān)話題的各種背景學問的輸入，增加對加拿大狀況的了解。2語言技能目標：1) 同學通過套用所給句型，

5、能初步運用同位語表達較豐富及簡單的意義。2) 同學能仿照語言材料，寫出基本正確的含有同位語的句子。3情感態(tài)度目標：1) 同學能樂觀主動參與語法運用任務(wù)，樂于表達與共享自己的思想，獲得開心的學習體驗與成功感。2) 通過自主學習、合作學習、小組競賽等形式，同學逐步增加自信及合作意識，逐步形成優(yōu)良的心理品質(zhì)。4學習策略目標：1）同學逐步學會運用交際策略，通過合作與共享完成學習任務(wù)。2）同學養(yǎng)成筆記與積累的學習習慣。五教學重點、難點1重點：1) 同位語及同位語從句概念及功能的理解。2) 同位語從句所補充說明的抽象名詞，引導同位語從句的連詞，從句中的語序的正確使用。3）運用同位語從句表達簡單的意義。2難

6、點：1) 正確運用同位語從句的連詞。2）運用同位語從句表達簡單的意義。六教學方法聽說法、媒體呈現(xiàn)法、問答法、小組合作學習法等。七教學過程Step 1: Lead in. (3 mins)Teacher leads in with a question, “How much do you know about Canada?” and gives some statements for students to add details to make them more informative. Students compete to give the answer. Students work

7、individually. Step 2: Defining the appositive. (6mins)1. Teacher checks answer with students, drawing students attention to the information added, and the phrases used, which are nouns or noun phrases. Teacher shows the students what an appositive is and what it is used for. 2. Practice: Teacher pre

8、sents sentences about Canada, Vancouver and CN Tower. Students make up sentences with an appositive. Students work together orally. Step 3: Defining the appositive clause. (12mins)1. Teacher presents two sentences, asking students to try to combine them. But students may have some difficulty doing i

9、t. Teacher shows how and asks students to identify the word teacher uses to combine the two sentences. Then, how an appositive clause is formed and what it is used for are discussed. Teacher highlights the abstract noun which is renamed by the appositive clause. 2. Teacher presents some examples of

10、abstract nouns. 3. Practice: 1) Teacher presents sentences with some abstract nouns to be further renamed. Students identify the abstract nouns and choose from the choices given to make the sentences complete and more informative. Students work individually. 2) Teacher presents sentences with some c

11、onjunctions missing. Students try to fill in the blanks with proper conjunctions according to the meaning and structure of the sentences. Students work in pairs. Step 4: Summing up what has been discussed. (1 mins)1. Functions of appositive and appositive clause2. Mind the use of abstract nouns and

12、the choice of conjunctions3. The situations we can use appositive and appositive clauseStep 5: Using the appositive clause. (15 mins)1. Before class, teacher asked the students to write about one of their secret, a piece of news, their dream, one puzzling problem. Now, teacher gets the students to c

13、ommunicate with their group members, asking each other about the four subjects, then rewrite their sentences, using appositive clause. Teacher gives instructions and sets requirements beforehand, using the example of the latest news and the example from Martine Luther Kings speech, reminding student

14、s to try to make their sentences informative and impressive.2. Teacher gets students to present their sentences. Step 6: Summing up the lesson and assigning homework. (3 mins)1. Teacher sums up the lesson.2. Teacher assigns homework. 1) Combine the short, choppy sentences（不連貫的短句）below into a single sentence that uses as least one appositive phrase.2) Introduce a person, a place, a book, a film or a game of your favourite t