《Learning about Language》集体备课教案设计

《Learning about Language》集体备课教案优质课下载

2.?Task-based?method?

3.?Group?cooperation?method?

4.?Explanation?

教

学

过

程Step1 Lead in 导入

Activity1: Read a tongue twister with?attributive?clauses.

Activity2: Enjoy?an?English?song?with?attributive?clauses.

（设计目的：通过活动，引起学生对定语从句的注意和兴趣，并引出本节课的主题。）

Step2 The?definition, classification ?and structure?of?attributive?clause

定义、分类和结构

Combine the example with the content. Lead students to read and review the contents. And then teacher explains the antecedent, relative pronouns and clause.

（设计目的：教师使用不同颜色的字体表示先行词、关系词以及定语从句，帮助学生理解例句，以便激发学生学习的自主性和积极性，再总结出概念性的知识。）

Step3: the usage of relative words and difference between restrictive attributive clause and non-restrictive attributive

Clause 引导词的用法以及限制性定语从句和非限制性定语从句的

Show three tables to conclude this part and need students to fill in the first two tables.

（设计目的：通过表格总结，更加直观，系统化，更容易帮助学生记忆和理解。要求学生自己完成表格内容，加深知识记忆。）

Step4 Tree notes 三个注意事项

1. Relative pronouns use that only 关系代词只用that的情况

2. The three principles of preposition selection in front of whom/which 关系代词whom/which前面介词的选择三原则

3. Subject predicate agreement in attributive clause 定语从句中的主谓一致

Give the examples first, then lead students sum up the relative contents.

Give the contents first, then ask students to fill in the blanks of the examples.

（设计目的：通过对学生学习方法的不同指导，帮助学生加深对重难点知识的理解与掌握，把复杂的内容简单化，激发学生的学习动力。）