同位語(yǔ)從句教學(xué)設(shè)計(jì)

1、Module 3 Unit 5 Canada“The True North”Grammar: Appositive and Appositive Clause圓玄中學(xué)鄧蔚茹一、同學(xué)狀況分析及預(yù)設(shè)高一(6)班為高一文科班，英語(yǔ)水平參差不齊，但是總體相對(duì)比較好，學(xué)習(xí)樂(lè)觀性較高，但課堂上的表現(xiàn)欲不強(qiáng)。同學(xué)不愛(ài)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(duì)，小組的合作學(xué)習(xí)，提高同學(xué)的自信，主動(dòng)協(xié)作，主動(dòng)反饋，讓老師準(zhǔn)時(shí)能了解到同學(xué)課堂上的學(xué)習(xí)進(jìn)度、接受程度來(lái)進(jìn)行準(zhǔn)時(shí)的調(diào)整。有部分同學(xué)的英語(yǔ)基礎(chǔ)也比較薄弱，在任務(wù)設(shè)定的時(shí)候要考慮到他們實(shí)際狀況。二、教材內(nèi)容分析必

2、修3，Unit 5的語(yǔ)法部分是同位語(yǔ)從句，新授課。 三、教學(xué)設(shè)計(jì)思路 同位語(yǔ)從句是英語(yǔ)中的四大名詞性從句（主語(yǔ)從句、表語(yǔ)從句、賓語(yǔ)從句和同位語(yǔ)從句）之一，它不僅是高考的重要考點(diǎn)，也是我們閱讀中經(jīng)常遇到的語(yǔ)法現(xiàn)象，在寫作當(dāng)中如能運(yùn)用同位語(yǔ)或同位語(yǔ)從句，能增加表達(dá)的豐富性及流暢性。課本所供應(yīng)的練習(xí)材料的形式多樣，能掛念同學(xué)了解同位語(yǔ)從句的基本概念并進(jìn)行運(yùn)用，對(duì)同學(xué)的寫作有所掛念。但所供應(yīng)的練習(xí)量稍顯不足，同時(shí)未能結(jié)合本單元的話題給同學(xué)供應(yīng)更多的背景學(xué)問(wèn)及情景來(lái)運(yùn)用語(yǔ)法。而這節(jié)課是同位語(yǔ)及同位語(yǔ)從句的新授課，有必要給同學(xué)供應(yīng)更多的語(yǔ)言材料，讓同學(xué)在課堂各項(xiàng)活動(dòng)中體驗(yàn)同位語(yǔ)及同位語(yǔ)從句使用的效果，從理

3、解使用同位語(yǔ)及同位語(yǔ)從句的必要性開(kāi)頭，通過(guò)各種形式的練習(xí)，逐步形成引導(dǎo)詞，連詞，語(yǔ)序等方面的正確清楚概念，進(jìn)而發(fā)覺(jué)并歸納相應(yīng)的語(yǔ)法規(guī)章并進(jìn)行運(yùn)用，如在介紹人物、地點(diǎn)、書籍、電影、或者談?wù)撔侣?、個(gè)人想法、事實(shí)等方面能運(yùn)用到同位語(yǔ)或同位語(yǔ)從句?；谝陨纤伎迹掖蛩阃ㄟ^(guò)學(xué)習(xí)材料和活動(dòng)任務(wù)設(shè)計(jì)兩個(gè)方面，增加這節(jié)語(yǔ)法課的有效輸入，達(dá)成“讓同學(xué)充分感知語(yǔ)言，在仿照和套用的過(guò)程中把握正確的用法，嘗試運(yùn)用這一語(yǔ)法項(xiàng)目，使語(yǔ)言表達(dá)更具豐富性及多樣性，使語(yǔ)言表達(dá)更加流暢自然”這樣的目標(biāo)。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(yǔ)法學(xué)習(xí)材料的主要話題，在應(yīng)用鞏固環(huán)節(jié)，設(shè)計(jì)貼近同學(xué)實(shí)際的話題，讓同學(xué)有話可

4、說(shuō)并情愿表達(dá)。同時(shí)要求同學(xué)不要滿足于表達(dá)基本想法，而是考慮在學(xué)習(xí)語(yǔ)法的同時(shí)，如何使用語(yǔ)法、提高自己的寫作技巧、提高效能，在內(nèi)容表達(dá)和思想深度上面有所進(jìn)步。 而至于任務(wù)設(shè)計(jì)方面，主要是通過(guò)設(shè)計(jì)不同難度的學(xué)習(xí)任務(wù)，將個(gè)人自主學(xué)習(xí)與小組合作學(xué)習(xí)結(jié)合起來(lái)，循環(huán)上升地讓同學(xué)充分的感知語(yǔ)法的功能并在充分使用這一語(yǔ)法項(xiàng)目進(jìn)行表義的過(guò)程中對(duì)該語(yǔ)法進(jìn)行有效學(xué)習(xí)和鞏固。四、教學(xué)目標(biāo)1語(yǔ)言學(xué)問(wèn)目標(biāo)：1) 同學(xué)能正確理解同位語(yǔ)及相關(guān)概念，理解同位語(yǔ)在句子中的功能。2) 同學(xué)能套用句型，生成正確的包含同位語(yǔ)的句子。3）借助相關(guān)話題的各種背景學(xué)問(wèn)的輸入，增加對(duì)加拿大狀況的了解。2語(yǔ)言技能目標(biāo)：1) 同學(xué)通過(guò)套用所給句型，

5、能初步運(yùn)用同位語(yǔ)表達(dá)較豐富及簡(jiǎn)單的意義。2) 同學(xué)能仿照語(yǔ)言材料，寫出基本正確的含有同位語(yǔ)的句子。3情感態(tài)度目標(biāo)：1) 同學(xué)能樂(lè)觀主動(dòng)參與語(yǔ)法運(yùn)用任務(wù)，樂(lè)于表達(dá)與共享自己的思想，獲得開(kāi)心的學(xué)習(xí)體驗(yàn)與成功感。2) 通過(guò)自主學(xué)習(xí)、合作學(xué)習(xí)、小組競(jìng)賽等形式，同學(xué)逐步增加自信及合作意識(shí)，逐步形成優(yōu)良的心理品質(zhì)。4學(xué)習(xí)策略目標(biāo)：1）同學(xué)逐步學(xué)會(huì)運(yùn)用交際策略，通過(guò)合作與共享完成學(xué)習(xí)任務(wù)。2）同學(xué)養(yǎng)成筆記與積累的學(xué)習(xí)習(xí)慣。五教學(xué)重點(diǎn)、難點(diǎn)1重點(diǎn)：1) 同位語(yǔ)及同位語(yǔ)從句概念及功能的理解。2) 同位語(yǔ)從句所補(bǔ)充說(shuō)明的抽象名詞，引導(dǎo)同位語(yǔ)從句的連詞，從句中的語(yǔ)序的正確使用。3）運(yùn)用同位語(yǔ)從句表達(dá)簡(jiǎn)單的意義。2難

6、點(diǎn)：1) 正確運(yùn)用同位語(yǔ)從句的連詞。2）運(yùn)用同位語(yǔ)從句表達(dá)簡(jiǎn)單的意義。六教學(xué)方法聽(tīng)說(shuō)法、媒體呈現(xiàn)法、問(wèn)答法、小組合作學(xué)習(xí)法等。七教學(xué)過(guò)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