1、本网站免费注册后即可以下载，点击开通VIP会员可无限免费下载！
2、资料一般为word或PPT文档。建议使用IE9以上浏览器或360、谷歌、火狐浏览器浏览本站。
3、有任何下载问题，请联系微信客服。
扫描下方二维码，添加微信客服
1. Lead-in: The teacher plays a video in which a student called Jason wants to take his mother travel around China as a present for Mother’s Day. So he needs the students in Class 8, Grade 9 to design a travel guide for his mother.
2. Main plot line: there are 6 parts in this lesson. They are: 1) Students watch a video to know about places of interest in China. 2) Students recommend more places of interest that they know in China to Jason’s mother. 3) Students read an email from Jason’s father to get to know about the place that Jason’s mother likes. 4) Students work in groups to design a travel route for Jason’s mother. 5) The groups introduce the travel route to Jason through video call. 6) Students write down their ideas about the travel route and send the information to Jason tonight.
3. Experience the target language: students experience the target language with rich input in introducing places of interest to Jason’s mother through speaking, listening, reading and writing tasks. In this way, the students can first observe and learn the use of attributive clauses led by “that” or “which” and then apply them into use.
4. Practice: To get students involved, the tasks of this lesson are based on contexts and technology-aided. For instance, the students need recommend places of interest in China with attributive clause. Meanwhile, the students need to match the attributive clauses on their iPad, which stimulates their learning enthusiasm.
5. Cultivation of thinking abilities: After watching a video about places of interest in China, the students need to observe the sentences that they used and find out the similarities of these sentences. This part helps to cultivate the students’ independent and critical thinking. Meanwhile, before writing down their travel guide, the students need to discuss with their peers to design a route. This cultivates the students’ teamwork spirit.
本课是一节基于任务的语法课。本节课的学习目标是使用由“that”和“which”的定语从句描述中国的风景名胜。为了充分调动学生的积极性，教师把学生分为六组，进行贴图比赛：每回答一个问题就可以获得一定数量的贴纸，看哪组最快获得所有贴纸，并拼出对应的风景名胜。这些评价的贴图还能用于最后总结环节的造一个定语从句修饰其中一个景点，较为高效。本节课的设计思路如下：
导入：教师播放视频：一名叫做Jason的学生想要带他妈妈游玩中国，作为母亲节礼物。但是他不熟悉中国，需要上课的学生帮助他设计一份中国的旅游攻略。
主线设计：本节课重要分为六部分：1）学生观看视频，了解中国的风景名胜（句子呈现）；2）学生向Jason推荐更多他们所知道的风景名胜（对话操练）；3）学生阅读邮件，找出Jason的妈妈喜欢的地方（阅读训练）；4）小组合作，设计一条旅游路线（小组合作）；5）各小组通过实时视频通话的方式向Jason介绍他们的旅游路线；6）学生写下他们的旅游攻略，并把信息发给Jason.
感知语言，发现规律：通过充分的语言输入，学生能更好地感知和体验语言。通过使用句子描述中国的风景名胜后，学生能观察并总结由“that”或者“which”引导的定语从句的用法，并将其应用于听说读写的任务之中。
操练：本节课基于语境和高科技辅助，为学生提供了大量的操练方式。例如，学生需要通过实时通话的方式，使用定语从句，向Jason介绍他们的旅游路线；同时，学生也需要在平板上进行听力，完成相应的定语从句的句子的配对。这些形式的操练都能极大地激发学生的学习兴趣。
培养思维能力：在使用句子对中国的风景名胜进行描述后，学生需要观察这些句子的共同点。这帮助培养了学生的独立思维能力。此外，在独自写旅游攻略之前，他们需要在小组内进行讨论，培养了他们的交流能力和合作能力。
Teaching Aims
Aims
Knowledge Aims
to understand the structure of attributive clause led by “that” or “which”
to use attributive clauses to describe places of interest in China
Ability Aims
to be able to talk about and write about places of interest in China
Moral and Emotional Aims
To appeal to Ss to love their own country and protect the environment while traveling
To teach students to care about their parents
Important Points
To understand and practice the attributive clause led by “that” or “which ”
Difficult Points
The structure and the application of attributive clauses led by “that” or “which”
Teaching Method
Situational Teaching Method, Communicative Teaching Method, Task-based Teaching Method, Group Cooperation
情景教学法、交际教学法、任务型教学法、小组合作
Teaching Tools
Multimedia devices: PPT, forclass, Micro-lesson, FaceTime and iPad