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教学设计方案教学活动详情课程Module8Unit2Grammar:AppositiveClause课程标准作为名词性从句中的其中一员,同位语从句起着特殊的作用本课主要通过对语法现象的呈现,让学生归纳语法规则来加深学生对同位语从句的理解巩固活动或练习重视语法现象在情境中的实际应用,强调在语境中练习,巩固语法,让学生在运用英语的过程中熟悉规则,掌握规则教学内容分析教材版本为人教版选修8;本节是一堂语法课,主要教学目标是通过观察与归纳,使学生掌握同位语从句的结构和用法教学目标
1、知识目标1)学生能基本掌握与同位语从句相关的名词,引导词和句型;2)学生能通过结合课文教学和联系所学内容进行基于同位语从句的基础写作
2、技能目标1)学生在能够运用知识储备及基本句型的基础上,学会用同位语从句来表达自己的思想与内容,并使句子更富有表现力;2)学生能初步形成从词到句到篇章的梯度写作思维
3、策略目标学生能在分析问题过程中培养观察与总结的思维模式,从而有效地运用演绎与归纳的认知策略
4、情感目标1)学生能从所描写人物身上的生活态度学习正面的人生观,增加正能量;2)学生能体验小组合作学习的轻松氛围,增强班级同学之间的凝聚力学习目标同位语从句的结构,规则以及运用(与写作结合)学情分析本班多数学生思维活跃,对英语感兴趣,平时能积极参加各种活动如讨论、演讲、报告等,有一定的语言综合运用能力;本班作为平行班,对于少部分学习较吃力的同学,应尽量让其在小组活动中也能参与学习,设计任务时由易到难,难易适中,在活动过程中给予必要的支持和鼓励重点、难点同位语从句与定语从句的区别教与学的媒体选择多媒体教学与传统教具结合(笔记本电脑,投影仪,黑板)课程实施类型偏教师课堂讲授类V偏自主、合作、探究学习类备注教学活动步骤序号1Lead-in2Revision3While-learning4Post-learning5Summary6AssignmentTimephaseSpecificaimsTeacheractivityStudentactivitySkillsinvolved2minsLead-inTopreparethestudentsforwhattheyarcgoingtoreview.Warm-up;Introducethetopicofthelesson;GuidethestudentswithNounClausesEnjoythesongandpicturesfromtheTVdramaYouwhocamefromthestarsReview;anticipationunderstandingbasicfeaturesrelatedtoNounClauses.provided.andjudgethefourdescriptiveandcommentarysentences.3minsRevisionReappearthecontentrelatedtoAppositiveClause;Preparethemforthenextstep.TohelpthestudentsreviewwhattheyvelearnedsothattheycandiscoveranyAppositiveClauseinthetextbook.StudentsarerequiredtofindandexplaintheoriginalsentencesinthepassagerelatedtoAppositiveClause.Recognizinganddeducingthekeyaspectsofthesentencepatternoftheclause.8minsWhilelearningStep1:ObserveandsummarizeTask1-3EnablethestudentstoreviewgrammarstructuresandrulesofAppositiveClause;Developtheabilitytodeduceandinducethroughobservationlbgetstudentstoobservethesentenceexamplesandsummarizethebasicstructuresandkeyrulesoftheclause.StudentsareaskedtocompletethreetasksonthenounstheintroductivewordsandthedifferencesbetweenAppositiveClauseandAttributiveClausethroughusingthatandIdentifyingthekeyaspectsoftheclausestructure.andsummary.“wh”-words.3minsStep2:Drills.Task4part1Consolidationintheclausestructure.PresentfoursentencesandrequirethestudentstofillintheblankswithapplyingAppositiveClause.StudentsreadthroughthefoursentencesandcompletethemaccordingtotheChinesemeanings.Inteipretationandapplicationofthekeystructuresoftheclause.5minsTask4part2TotrainthestudentstoapplywhattheyvelearnttocreatinganappropriatesituationwhereAppositivcClauseisused.Encouragethestudentstomakeuseoftheirimaginationtofinishtherestpartsofthesentences.Studentschallengestocompletethemissingpartsofthesentenceswhichprovetobeopeninganswers.Imaginationandcreativity.5minsPostlearning:Step3:Applicationofbasicwriting.Tohelpthestudentstopreparewhattheyaregoingtowrite;logicalthinking;toOfferthestudentshelpneededtowriteacompositionintheaspectofapplyingAppositiveStudentsobserveandidentifythethreepairsofexamplesentencesandthenlearnAccumulationanduseofthegrammarskills;abilitytotransformasentencefromoneclausetoPrewritingactivityguidethemtocomparetwotypesofsentencesexpressingthesamemeaning.Clause;ListsomeexpressionsusedasAppositive.toapplythekeyexpressionsaboutAppositiveClause.another.12minsTask5:sentencepatterndrillsandwritingpracticepartl2Enablethestudentstowrite4partsof5sentencesdescribingtheteachersfamilylife.DesignafamilybackgroundinformationinChineseanddivideitinto4parts/aspccts.Studentsarerequiredtogroupworktofinishallthe5sentencesusingAppositiveClauseasmanyaspossible.Applicationofthekeyexpressionsoftheclause;imaginationandorganizationoflanguage.1minStep4:Summaryofthelesson.Summarizewhatthestudentshavelearnttoday.Helpthestudentstoreviewwhattheyhavelearnedinthelesson.Studentssumupwhattheyvelearntinthislessonwiththehelpoftheteacher.Reviewandsummarize.1minStep5:Assignment.Consolidatewritingtechniquesandpreparethestudentsforthenextlesson.Askthestudentstowriteandpolishtheircompositionsandhelpeachothercorrectthewritings.Studentsfinishthehomeworkasrequired.Developmentofthethoughtsofwriting.。