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視頻課題：高中英語外研版必Grammar Attributive Clause(I) which that, who, whom, whose定語從句-青海省-西寧
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高中英語外研版必Grammar Attributive Clause(I) which that, who, whom, whose定語從句-青海省-西寧
The Analysis Of The Teaching Material
The content of my lesson is ：Attributive clause(I) which, that, who, whom, whose. Attributive clause plays an important role in English language learning. Only if the students learn the relative pronouns well can they learn
other kinds of
Attributive clause. Generally speaking, we need six classes to learn Attributive Clause. This is the first class for the students to learn it. By learning this, students will be able to know how o use the relative pronouns and develop the interest in learning grammar.
The Analysis Of The Students
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The objects of this teaching activity are senior high school students, who graduated from junior high school two months ago. It's difficult for them toadapt to the learning and teaching process in a short time.
Besides, most of them are confused and not confident enough to express their opinions. For most students, the learning of grammar is so boring that they are easy to lose their interest and attention.
Therefore, to make the grammar teaching more interesting and vivid by using some activities so that students can play a major role in class.
Teaching Objectives (ABCD原則)
Knowledge Objective: By the end of this class（condition）, most （degree）students（audience） will be able to master (behavior) the usage of relative pronouns which, that, who, whom, whose in the proper situation.
Ability Objective: By the end of this class, most students will be able to use the attributive clause to explain the popular words on the internet.
Emotional Objective: By the end of this class, students will be able to realize that Chinese traditional culture is very valuable; help students improve their interest in learning English; improve cultural confidence.
Learning Main and Difficult Points
Learning Main Point: By the end of this class, most students will be able to master how to use relative pronouns.
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Learning Difficult Point: By the end of this class, most students will be able to write simple Attributive clauses in their composition.
Learning and Teaching Methods
Discussion , guessing, singing, writing.
Communicative Approach, Task-based Language Teaching .
Teaching Aids
Marker, paper, blackboard, multi-media.
Teaching Procedure
Step I: Lead-in. Song appreciation.
Listen to the song which contains lots of Attributive clauses in the words. The song: I remember...
the way you glanced at me, yes I remember I remember...
When we caught a shooting star, yes I remember I remember...
all the things that we shared, and the promise we made, just you and I I remember...
all the laughter we shared, all the wishes we made, upon the roof at dawn
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Do you remember?
When we were dancing in the rain in that December And I remember...
When my father thought you were a burglar I remember...
all the things that we shared, and the promise we made, just you and I I remember...
all the laughter we shared, all the wishes we made, upon the roof at dawn The intention of the design: To let the students draw their attention to the class, lead in what we will learn. Step II: Practice and presentation. 1. A guessing game.
Show some photos of the classmates and pictures related to their life, students guess and finish the Attributive clauses. The girl who/that likes doing sports in Class 8 is… The class singer who/whom/that/- we admire is… The city which /that is famous as Summer Resort is… The place which /that/-the tourists want to go to is… The boy whose handwriting is good is… The building whose roof is white is the … building.
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The intention of the design: Choose the photos of the classmates and pictures close to their life, which attract their attention at once, they can also discover the grammar rules through the activities. 2. Presentation.
⑴ Students conclude the definition of the Attributive clause and the usage of the relative pronouns.
⑵ Use the jingle to help them memorize. 定語從句順口溜
定從分類有奧妙, 限與非限看逗號; 定前必有先行詞，名代兩類最適宜； 定從先行很緊密，代副兩詞拉關系； 關系代詞有六個，聽我逐一來說破； which表物人用who,人物都有that顧； 定從之中少定語，whose為你唱一曲； whose指人又指物，所屬關系要記住。 關系代詞到這里，主賓表定作用起； 關系代詞做賓語，省與不省全靠你.
The intention of the design: Students need to conclude the grammar rules by themselves through the activity above. The jingle is easy to read, easy to remember.
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⑶ Singing.
Read the words of the songs , translate and sing.
Ten years later, we are still friends who can also greet with each other sincerely.
十年之后, 我們是朋友，還可以問候。 ——《十年》
I know I have a pair of invisible wings all the time which can take me to fly and give me hope.
我知道，我一直有雙隱形的翅膀,帶我飛, 給我希望。 ——《隱形的翅膀》 You are like the most beautiful cloud that I have ever seen. Let me try to make you stay.
你是我天邊最美的云彩，讓我用心把你留下來。 ——《最炫民族風》 In the distant East, there is a river whose name is Yangtze River. 遙遠的東方有一條江，它的名字就叫長江。——《龍的傳人》 There is a beautiful girl whose name is Xiaowei.
有一個美麗的小女孩, 她的名字叫做小薇。—— 《小薇》
The intention of the design: Better understanding of the Attributive Clause through the translation. To arouse their interest by singing. ⑷ Sentence connection and showing.
The teacher writes down the Attributive Clauses on the paper in advance and take each sentence apart into several parts.
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Give each group of the students a sentence and let them join the parts into a correct sentence.
The intention of the design: To let the students master the sentence structure by doing the activity in groups. Step III. Production.
1. Introduce some Chinese traditional culture to your foreign friend. ⑴ Fill in the blanks with relative pronouns.
Tang Poetry reflects traditional Chinese culture is deeply loved by Chinese.
Chinese knot color is red stands for friendship, love and good luck. Paper cutting is a traditional folk art all Chinese like . ⑵ Introduce them using attributive clause. crosstalk art make people laugh Beijing opera art have a long history hotpot food spicy
⑶ Traditional culture is something is valuable. We should spare no effort to spread Chinese culture generation after generation.
The intention of the design: To consolidate the usage of the relative pronouns; use the key words to make up sentences. The activity is from easy to difficult, step by step; it sets up a good step for students' language output.
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Meanwhile, it can also improve students’ cultural awareness.
2. Use the Attributive clause to explain the popular words on the internet. 1.學霸 2.戲精 3.奇葩 4.白富美 . . . . . .
e.g. 高富帥：This is a man who / that is tall, wealthy and handsome. Students work in groups to finish the task.
The intention of the design: Choose the popular words on the internet which students are interested in to apply Attributive clause in writing. Step IV. Summary and homework. Homework：
1. Try to draw a mind map of relative pronouns.
2. Write a small article（5-6 sentences） about someone around you，using at least two attributive clauses.
The intention of the design: To summarize the learning content by drawing a mind map; to review and consolidate Attributive clause which begin with which, that, who, whom, whose.
Design on the blackboard
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Teaching feedback
This teaching design focuses on the activities of the students. The combination of group study and teacher's guidance highlights the subjective status of learning. It not only makes the teaching atmosphere active, but also closely combines English learning with real life. In this case, the teacher can carry out some interesting activities, which can reflect the emotional objectives of the teaching and arouse students' interest.
The teaching process is interlinked with each other, making the whole teaching process easier under the proper guidance of the teacher. In addition, this teaching design is based on the real life of the students, and it is a key step to create a real language environment.
During the process, students can use the relative pronouns well, but they ignored the main sentence, so in the next class, we need more practice to consolidate.
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