初中英語(yǔ)-定語(yǔ)從句教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

AttributiveClauseTopicname：AttributiveClauseGradeEightSubjectEnglishTeachingobjectivesKnowledgeobjectives:Beabletomastertheusageofattributiveclauses.Abilityobjectives:Beabletouseattributiveclausesflexiblytomakethedescriptionofthingsclearer.Attitudeobjectives:BeabletofeelthecharmofattributiveclausesandbewillingtousetheminlifeKeyanddifficultpointsBeabletomastertheusageofattributiveclauses.Beabletouseattributiveclausesflexiblytomakethedescriptionofthingsclearer.TeachingmethodsAccordingtothenewEnglishCurriculumstandards,theclassroomactivitiesshouldbestudent-oriented,anyteachingmethodshouldbaseontheirpsychologicalandcognitiveabilities.Thus,Ichoosethefollowingthreemethods:Task-based,Competitive,CommunicativelearningstrategiesStudentsaresupposedtolearnthroughmanyactivities.Andtheyaresuggestedtoapplyself-directedandcooperativelearningstrategies.TeachingproceduresStep1:WarmingupTeachingactivities:Tasks:Letthestudentswatchthevideoandthinkaboutthefollowingtwoquestions:1)Whatistheattribute?2)Whatistheattributiveclause?2.Takingthephrase“beautifulgirl”asanexample,thentheteacherexplainedtothestudentswhatattributesareandwhatattributiveclausesare.Studyingactivities:Thestudentsaresupposedtowatchthevideocarefullyandgettheinformationfromit.Theyarealsoaskedtothinkabouttwoquestions.Designingpurpose:Livelyandinterestingvideoscanwellmotivatestudentstolearn.Letstudentshaveapreliminaryunderstandingofattributiveandattributiveclauses.Step2PresentationTask1Teachingactivities:Takingthesentences“SheisthegirlthatImetinthetempleyesterday.”asanexample,thestudentsarefurtherexplainedwhattheattributiveclauseis.Letthestudentsunderstandthatattributiveclausemusthavetwomainelements:antecedentsandrelativewords.Studyingactivities:Letthestudentsself-observetheexamplesentences,soastofurtherunderstandthedefinitionofantecedentsandrelativewords.Designingpurpose:Throughtheexamplesentencesinthevideo,letthestudentsfurtherunderstandwhatistheattributiveclauseandthetwomajorelementsoftheattributiveclause.Inordertobreakthroughtheteachingfocusofthislesson:letstudentsmastertheuseofattributiveclauses.Task2Teachingactivities:Letstudentsreadsomeattributiveclausesandlookfortheantecedentsandrelativewordsoftheattributiveclause.Thentheteacherleadsthestudentstosummarizehowtochoosedifferentrelativewordsaccordingtotheantecedentsintheprocessoflookingfortheantecedentsandtherelativewordsintheattributiveclause.1)Theboywho/thatbrokethewindowiscalledJack.2)Themanwhom/whoItalkedtojustnowisMr.Li.3)Thecarthat/whichheboughtyesterdayisasecond-handone.4)Harryistheboywhosefatherisourmathteacher.5)Weliveinahousewhosewindowopenstothesouth.6)ThebookshopwhereIboughtthisbookisnotfarfromhere.7)Doyourememberthatdaywhenwefirstcamehere?8)ThisisthereasonwhyheislateforclassStudyingactivities:Studentsarerequiredtofindouttheantecedentsandrelatedwordsineachattributiveclauseundertheguidanceoftheteacher.Andaccordingtothedifferencebetweentheantecedent,howtochoosethecorrectrelationshipwords.Designingpurpose:Throughsuchatask-typeactivity,studentscanslowlysumuptherulesintheprocessofself-seekinginquiry,andcorrectlyunderstandhowtochoosedifferentrelationshipwordsaccordingtothedifferentantecedents.Task3Teachingactivities:Theteacherusesthemindmaptoguidethestudentstosummarizehowtochoosethecorrespondingrelationshipwordsaccordingtothedifferentantecedents.Studyingactivities:Undertheguidanceoftheteacher,thestudentssummarizetherelationshipbetweentheantecedentandtherelationalwordsintheattributiveclause.Designingpurpose:Throughsuchamindmap,studentscanhelpthembuildtheirownknowledgemaps,understandtheattributiveclausesmoresystematically,andlearnhowtocorrectlyselecttheappropriaterelationshipwordsaccordingtothedifferentantecedents.Task4Teachingactivities:Theteacherexplainsthesixsituationsinwhichtherelativepronouncanonlybe“that”.Studyingactivities:Undertheguidanceoftheteacher,thestudentsgraduallyunderstandinwhichcasetherelativepronounsoftheattributiveclausecanonlyusethat.Designingpurpose:Throughthisactivity,teacherscanguidestudentstounderstandandmastertheusageofattributiveclausesinadeeperlevel,andlayafoundationforthefollowingknowledgeofflexibleuseoftheattributiveclauseknowledgetosolvepracticalproblems.Step3PracticeTask1:Listentothemusic-RedrivervalleyTeachingactivities: TheteacherfirstplaystheEnglishsongRedRiverValleyforthestudents,allowingthestudentstolistentothesongstowriteoutthemissingwords.Thentheteacherplaysthesongagainandletsthestudentfindtheattributiveclauseinthesong.Studyingactivities:WhentheteacherplaystheEnglishsongofRedRiverValley,theycancorrectlyfillinthemissingwords.AndintheprocessofappraisingEnglishsongsinthesecondtime,thecorrectclausesinthesongscanbecorrectlyfound.Designingpurpose:Beautifulandsoothingsongscanaddmakethemonotonousgrammarlessonmoreinteresting,itisbettertomotivatestudentstolearn.Atthesametime,authenticEnglishsongsareveryhelpfulforcultivatingstudents'pronunciation,intonationandlistening.Andthroughsuchafunactivity,studentscanbetterunderstandtheusageandstructureoftheattributiveclause.Task2:Teachingactivities:Theteacherguidesthestudentthroughaseriesofguessingactivities,allowingthestudenttolearnhowtodescribeathingmoreclearlywiththeattributiveclause.Studyingactivities:Guesstheitemdescribedbytheteacherthroughtheteacher'slanguageprompt.Andundertheguidanceoftheteacher,learnhowtodescribeathingmoreclearlywithanattributiveclause.Designingpurpose:Throughsuchafunactivity,studentscanunderstandthattheattributiveclausecanmaketheobjectdescriptionclearer,andenjoyexpressingintheattributiveclauseinlife.Therefore,theteachingobjectivesofthislessonhavebeenachievedwell,andtheteachingdifficultiesofthislessonhavebeenbroken.Task3:AfuncompetitionTeachingactivities:Theteacherguidesthestudentstousetheknowledgeoftheattributiveclausestheyhavelearnedtosolvetheproblemsencounteredinthecompetition.Studyingactivities:Usetheknowledgeoftheattributiveclauseslearnedinthislessontoactivelysolvetheproblemsencounteredinthecompetition.Designingpurpose:Throughsuchafuncompetition,students'enthusiasmforlearningcanbewellmobilized,andtheknowledgelearnedinthislessoncanbeflexiblygraspedintheprocessofsolvingproblems,sothattheycanapplywhattheyhavelearned.Step4ExpandandimproveTeachingactivities:TheteacherplaystheTitanicfilmclipforthestudents,letthestudentsfeelthemovingsceneinthemoviethroughthelanguage,soastoguidethestudentstounderstandthecharmofthelanguageandthecharmoftheattributiveclause.Thenguidethestudentstointroducethepeople,thingsorplacesaroundthem,andguidethestudentstousetheattributiveclausesintheprocessofwritingtomakethearticlesvividandbeautiful.Studyingactivities:WatchthemovieTitanic'sclips,appreciatethebeautifulandtouchingwordsinthemovie,andfinallyusetheattributiveclauseslearnedintheclassroomtodescribethepeople,thingsaroundthestudents.Designingpurpose:Throughthisactivity,studentscanfeelthecharmoflanguageinthesituation,andarewillingtoactivelyusetheknowledgeoftheattributiveclauseslearnedinthislessoninlife,andlearntouseit.Step9AssignmentAssignmentChooseoneofthefollowingstodoasyourhomework:★Readsomepassagesandwritesomeattributiveclause.★★Introduceyourdreamschoolbyusingsomeattributiveclauses.Designingpurpose:Hierarchicalassignmentscanmeettheneedsofdifferentstudentsandfurtherconsolidatewhatislearnedintheclassroom.AnalysisofthestudentsThisclassisintendedforjuniorthreemiddleschoolstudentswhohavesomebasicknowledgeaboutEnglishandcanshowtheiropinionsinsimpleEnglish.Theyhaveastrongdesireofseekingknowledge,butalsorequireteachers’activeguide.Thislessonfitstheirlifeverywell.Whenstudentsdoreadingcomprehension,itisverydifficulttounderstandthelongsentenceswithattributiveclauses.Althoughthestudentshavealreadyhadcontactwiththeattributiveclausesinthepreviouslearningcontent,theyonlyknowaboutit.Thesystematicgraspofattributiveclausesrequiresacertaindegreeofreinforcement.Therefore,theabilitygoalofthislesson:beabletointroducethethingsaroundyoumoreclearlywiththeattributiveclausesbecomestheteachingdifficultyofthislesson.Moreover,somestudentslackstronginterestingrammarlearning,butstudents'enthusiasmforlearningisstillveryhigh.Forjuniorhighschoolstudents,moststudentsarewillingtoexpress,lovemusicandlikecompetition.Accordingtosuchstudentcharacteristicsandpsychologicalanalysis,Isetupaseriesofteachingactivitiesthatsatisfythestudents'psychologyandconformtothestudents'academicconditions,suchaswatchingfunvideos,listeningtomusic,watchingmovies,appreciatingattributiveclauses,andinterestingcompetitionstomobilizestudents'enthusiasmforlearning.Addcolortomonotonousgrammarlearning.EffectivenessanalysisAlthoughthislessonisagrammarlesson,IthinkthatanexcellentEnglishgrammarlessonisnotonlyforstudentstolearngrammarpoints,butmoreimportantly,itallowsstudentstonaturallyacceptgrammarknowledgethroughthelessonsofthislesson.PrepareforknowledgeandabilityforfutureEnglishstudy.Intheprocessoflearning,studentscanexperiencethehappinessbroughtbylinguisticknowledge,sothatstudentscanproduceakindofmotivationthatthestudentswanttoexpressinEnglish.Studentshaveacertainsenseofstrangenesswhenacceptingnewgrammar.Manystudentsarepronetofear.Thisundoubtedlyincreasesthedifficultyofgrammarlearning.Soatthebeginningoftheclass,Iplayedavideoofinterestinglearningattributiveclauses,whichmobilizedtheenthusiasmofstudentstolearn,andmadestudentsfeelthatitisnotdifficulttolearnattributiveclauses.Suchanactivityallowsstudentstoprepareemotionallyatthebeginningoftheclass,pavingthewayforthenextstepofknowledgelearning.Thenthroughaseriesofactivities:likefindingtheantecedentandrelatedwordsintheattributiveclause,guessingriddles,appreciatingEnglishsongs,interestingcontests,independentwriting,etc.,toguidestudentstoachievethelearningobjectivesofthislessonfromshallowtodeep.Theseactivitiesaregradual,fromshallowtodeep,sothattheentireclassroomisalive.Undertheguidanceoftheteacher,thestudentsgraduallycompletedtheteachingobjectivespresetbytheteacher.Throughthestudyofthislesson,moststudentsmastertheusageofattributiveclauses,canskillfullyuseattributiveclausestodescribeathing,andarewillingtoexpresstheiropinionsusingattributiveclauses.AnalysisoftheteachingmaterialAttributiveclausesarebasicgrammars,whichareanimportantpartoflinguisticknowledge.Languageknowledgeisusedtocultivatelanguageskills.Thestudyofattributiveclausescanhelpstudentsovercomethedifficultyofunderstandingtheessaysandreadingcomprehensionquestions,layagoodfoundationforabetterunderstandingofvariousarticles,andalsoguidestudentstowriteinscriptionsinwrittenexpressions.sentence.Therefore,thecontentofthislessonisveryimportant.However,theattributiveclauseisaverylargegrammarsystem.Itisimpossibletoteachitinonelesson,soIcheckedtheEnglishcurriculumstandards.Accordingtotheanalysisofthecurriculumstandards,Ilearnedthatwhenteachingtheattributiveclausesinthejuniorhighschool,studentsareonlyrequiredtorecognizethedefinitiveattributiveclausesguidedbytherelationshipwords,andcanunderstandthemeaningofthesentences,andsimplymaketheattributiveclausesinlife.Therefore,Isettheteachinggoalofthislessontobeabletounderstandtheusageofattributiveclausesandtobeproficientintheuseofattributiveclausesinlife.Inthisway,throughthestudyofthislesson,studentscanunderstandtheattributiveclauses,understandthestructureoftheattributiveclauses,andbeabletousetheattributiveclausesskillfully.AttributiveClause檢測(cè)試題一、Fillintheblankswithwho,whom,that,whichorwhose.1.Ishetheman_______sellsapples?2.Thethirdtree________Iplantedwascutdownbysomeone.3.Istillrememberthedays____Ihelpedmyfatheronthefarm.4.Iwantaroom_____windowlooksoutoverthesea.5.That’sthegirl_____________Iteach?6.Thereisalady______wantstoseeyou.7.Thisisthehour_____theplaceisfullofpeople.8.Thatisthereason_____wemustgonow.9..Thetrip,_____Irememberwell,wasverygreat.二、把下面的兩個(gè)句子合成一個(gè)句子。（1）Sheisanicegirl.ThegirloftenhelpsmewithmyEnglish.___________________________________________________________Itisakite.Thekitecanflyveryfast._________________________________________________Itisabook.Thebookisthepresentfrommyfather.___________________________________________________________ReflectionafterclassIntheyearsofteachingEnglish,Ideeplyfeelthattheclassroomiseasytofallintoadeadatmospherewhenteachinggrammar.Theteacheralwayslistsalargenumberofgrammaticalarticles,whichseemstoexplainthecontentoftheteachingveryclearly.Butitisalsoverydifficulttousethenewgrammar.Therefore,intheteachingofthislesson,Itrytoleadthislessonwithsomeinterestingactivities.Letstudentsnotlearngrammarknowledge,butalsogainlanguageskills.Theteachingobjectivesofthislessonareclear,theteachingcontentiscloselyrelatedtotheactuallifeofstudents,andthedesignofteachingactivitiesisinlinewiththestudents'academicsituation.Therefore,theteachingeffectofthislessonisveryhigh,andthestudentshavemasteredtheusageoftheattributiveclausesundertheguidanceoftheteachers.AndtheycanbehappytowritearticlesinEnglish.Inshort,Ideeplyunderstandthatteacherscanonl