高中英語Module6AnimalsinDanger定語從句教學(xué)設(shè)計(jì)

1、Teaching Design 姓名： 李文慧學(xué)校：綿陽南山中學(xué)實(shí)驗(yàn)學(xué)校學(xué)科：英語教材版本：外研社年級(jí)：高二章節(jié)：高中英語第五冊(cè)第六單元內(nèi)容: 定語從句及其應(yīng)用Teaching DesignTeaching content analysis (教學(xué)內(nèi)容分析)A. As far as the structure of the text is concerned, the main form of writing adopted is explanation, and among which, a lot of sentences could be turned into attributive

2、clauses.In terms of the main content of the class, it focuses on the application of attributive clauses. This actually offers an opportunity to train students to be able to use the grammar in their writing.Warming up is to set a series of questions about the ways to combine two sentences into one, w

3、hich could arouse students interest in the grammar, thus I can elicit the teaching content of this class as well as establish a strong curiosity among students to write The aims of this class are: First, students should have the ability to categorize different information, like word and expressions.

4、 Second, students are to be able to establish strong environmental protection awareness through the study of the text.To consolidate the teaching effect of this class, a discussion about the authors real attitude could be launched among students and a retelling of the text is also essential for stud

5、ents could digest what they learnt through retelling in their own words. An analysis of the students （學(xué)習(xí)對(duì)象特征分析）A. Cognitive characteristics （認(rèn)知特征）Compared with middle school students, high school students have gradually been developing an ability of getting and processing information by themselves,

6、their memorizing ability has significantly developed as well. Thus, their ability of thinking and communication ought to be paid much more attention.Since the students have gained much progress in their abilty to imagine and create, they are becoming more and more individualized and prefer to learn

7、by understanding rather than by rote and pattern drilling, therefore task-based activities in class will be of great help to attract their interests and raise the participation rate.B. Knowledge base （知識(shí)基礎(chǔ)）High school students have reached the fifth grade in the New Curriculum Standard. They have ma

8、stered the basic structure of grammar and have the basic ability of listening and speaking. They can understand the teacher on familiar topics and exchange information with others and state their own ideas on the topics such as environment problems, endangered animals, the way to protect the nature,

9、 so on and so forth. This makes the tasks designed in the class available and meaningful. C. Non-intelligent factors（非智力因素）The habit developed in junior middle school of treating English learning as a process of task-completing instead of comprehend-digest-and-self-fulfillment gaining has a rather n

10、egative influence on students attitude toward learning. Because of lacking in confidence, their motivation of learning is insufficient. This results in their over-dependence on teachers and devoid of any idea of making learning plan. So during the class, teacher should concern much about their affec

11、tive factors, lead them to learn on positive attitude and inspire them to preview the text. Teaching Objectives （教學(xué)目標(biāo)）A. Knowledge and ability（知識(shí)與技能目標(biāo)）1. Enable students to use attributive clause to describe something complex in their writing.Getting students familiar with the basic principle of the

12、 grammar and enable them to use it properly.Acquaint students with the way to combine two simple sentences into a simple one.B. Emotional attitude and values（情感與態(tài)度價(jià)值觀目標(biāo)）1. Arouse the students strong awareness of using attributive clause.2. Let the students experience the spirit of group work by mean

13、s of group competition. Important and difficult teaching points (教學(xué)重難點(diǎn)) A. Important teaching points（教學(xué)重點(diǎn)）1. Help the students understand what attributive clause is.2. Guiding students to think and talk in English with their classmates about something complex using attributive clause.3. Enable stude

14、nts to convey as much information in the writing as they master the principle of using attributive clause. B. Difficult teaching points（教學(xué)難點(diǎn)）Enable students to talk about advantages as well as disadvantages on any topic.Enable students to use attributive clause properly.Enable students to find the f

15、eature of a certain object and use attributive clause to describe it. Measure gauge（評(píng)價(jià)量規(guī)）badordinarygood modelPreviewKnow nothing about the textJust read the text for one or two timesPrepare some relative materialsCollect relative information and preview the new wordsClass involvementRefuse to coope

16、rate with teachers and classmatesDepend on teachers and just have little communication with other studentsConvey their own ideas to both teachers and studentsHave their own opinion and can articulate them properly to others. reviewForget everything from the classRemember something from the notesCoul

17、d remember most of the important points Have a full view of the class and could do some relative exercises Learning resource and environment(學(xué)習(xí)資源和環(huán)境)In the last decade, with the rapid development in science technology, computer networking technology has gained its momentum and is now widely applied

18、in teaching. It helps, to a large extent, diversify the teaching methods as well as innovate the learning concept and means, thus improved teaching result and motivate students to learn. Teachers, on the other hand could take advantages of it to stimulate students to explore much more by survey, ski

19、m, scan, discussion, ECT. These include:A. PowerPoint and pictures or videos downloaded from internet.Preview and review via internet. Teaching procedures（教學(xué)過程）Step 1 Lead-in (5 minutes)Show several pictures of the Three Gorges Dam and ask students to show the students the above pictures of three di

20、fferent apples, and ask them which one is what I want by raising the following questions:Show the students another two pictures and ask them to find out Harry Poter and Jackie Chen.Questions are set to guide the students to use attributive clause.The boy _ is Harry Porter.The man _ is Fang ZumingSte

21、p2 Principle of attributive clause (7 minutes)Divide the class into many three-student-groups and talk about the way to describe a certain people or object.Invite some students to present their groups discussion results.This is the students presentation which clearly shows their awareness of combini

22、ng two simple sentences into one. Then, the teacher demonstrates the principle to them in a more formal way. Step3 Practice (25 minutes)description (8 minutes).Ask students to describe what they see in the picture showed? Guide the students to summarize the basic principle of attributive clause.2. R

23、elative pronoun & Relative adverb (12 minutes)A. Present two sentences describing our school and ask students to turn them into one sentence with attributive clause.B. Ask students to compare two different groups of sentences and try to find out the difference between them.The above sentences involv

24、e relative adverb which has obvious featureAsk students to summarize the difference.Step 4 Sentence analysis (5 minutes)Give the students a topic as well as a simple writing version and them ask them to enrich the sentence with attributive clause.Remind the students to pay attention to the all the n

25、ouns in each sentence and try to use attributive clause to describe their features.Step 5 Writing practice (10 minutes)1. Instruct the students to write properly with attributive clause.Translation practiceCompetition *The discussion is to be held in the form of a competition among three groups. And

26、 the group who has more voices in translating the sentences will win the competition! Group1 Group2 Group3 Step6. Homework (2 minutes)1. Polish the article we have written in the class.2. Review the attributive clause.3. Make more sentences with attributive clause. Flow chart of the teaching procedu

27、reLead inSurvey about knowledgeOn animals Flash & PicturesDiscuss in pairsInterpret reading skillsScanning & SkimmingMultiple-choice exercisesSummarize the text Do a gap filling exercises Retell the text through clues on the PPTDiscuss in groupsRaise some questions to discussReward the best groupFin

28、d more information via internetEvaluate the informationEnd符號(hào)說明：教學(xué)內(nèi)容與教師活動(dòng) 學(xué)生活動(dòng) 媒體運(yùn)用 學(xué)生利用媒體操作、學(xué)習(xí)教師進(jìn)行評(píng)價(jià)判斷 Teaching plan with multimedia (多媒體教學(xué)方案)NoMain teaching points via multimediaTypes of multimediaFunction Usage modeTime spanSource of the material 1surveyPPT、PicturesTo arouse students interestsShow

29、 and observe2 minutesDownload from internet2Lead-in partFlash、AnimationTo make students have an in-depth understandingDemonstrate and discussion3 minutesDownload from internett3Reading skillsPPT、TextTo enable students get the information more directlyInterpret and summaries3 minutesMade through PowerPoint4Extensive exercisesPPT、TextTo consolidate what was taughtExercise and rectify5 minutesMade through PowerPoint reflection (總結(jié)反思)This class is to make students to expl