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莫晓春---高中说课稿

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莫晓春---高中说课稿 Powered By Docstoc
					                 姓名:莫晓春 学号:0603010231 班级: 06外本2班
                                Lesson Plan Presentation
                            Unit 4 Unforgettable experiences
        The 4th Period Grammar --- The Attributive Clause


      Good morning, ladies and gentlemen. It is my great honor to interpret my lesson
here and the lesson plan I want to talk about is from SEFC Book 1 A, the fourth
period of Unit 4 Unforgettable experiences. To make my presentation much clearer,
I’ll explain it in the following 5 aspects: 1. The analysis of teaching material; 2. The
analysis of Teaching methods; 3.The analysis of learning ways; 4. The analysis of
Teaching procedure; 5. The prediction of teaching efficiency.


I. My analysis of the teaching material
  In my understanding of the teaching material, there are four parts: teaching content,
status of this period, teaching aims & demands, teaching important & difficult points.
 1. Teaching content
      The attributive clause in unit4 unforgettable experiences of SECF Book1A.
 2. The status of the grammar period
      The topic of this unit is ‘Unforgettable experiences’. All of the language activities
center on this topic, including unforgettable people, events, earthquake and ‘The
Rescue’. While doing these activities, the attributive clause exists everywhere.
Therefore, the attributive clause plays an important role in this unit. It is a transitional
period between the third period Reading and the following period Integrating Skills.
That is to say, the fourth grammar period not only is a consolidation of the attributive
clause occurring in the reading text “The Rescue”, but also a good preparation for
writing an unforgettable experience in the next period.
 3. Teaching Aims
I’d like to divide this lesson’s objectives into three categories.
  1    Knowledge objective (知识目标)
       ①Students are able to use the attributive clause correctly to describe people’s
        characteristics and behavior --- who, whom, that.
   ②Students are able to use the attributive clause correctly to describe things and
         events --- that, which.
  2     Ability objective
        Students are able to use the relative clauses when talking and writing people,
        things, events, people’s feelings.
  3     Moral objective
   ① Students are able to be brave to and confident to communicative with others
        and express themselves.
   ② Students are able to be active and cooperate with each other in joining in the
        English activities.
4. Teaching important and difficult points
      ① Learning to use the relative pronouns who, whom, whose, that, which when
         talking about people and things.
      ② Learning and mastering the structure of the relative clause: n.﹢ who, whom,
        that, which + clause
II. Analysis of teaching methods
   Then, let’s come to the part of teaching methods. According to the New
Curriculum of senior middle school and the cognitive feature of senior students,
teachers should motivate and cultivate students’ interest in learning English, make
students form a good habit of study and effective learning strategies and develop
students’ abilities of self-study and cooperation. In my class, I will take advantage of
the guided discovery method in and “5-step” teaching model (Lead-in, Presentation,
Drills, Practice, Consolidation). Besides, I’ll use a tape recorder and a computer as my
teaching aids.
 III. Analysis of learning ways
      Now, come to learning ways. As students’ independent and logical thoughts of
this age have been gradually mature and formed, they need to be given more time to
analyze and conclude what they have seen. So students should be first taught to
summarize the language rules from language materials , so in this period students
should learn to conclude the structure of the attributive clause and the usage of
relative pronouns by observing the given sentences. And sencond, students should
apply the language rules to doing things by self-study, cooperative study and teacher’s
guiding. In this period students should learn to describe people, things, events, and
people’s feeling by using the relative clause. Besides, students are able to use the
attributive clause to communicate with others fluently when running across language
barriers.
Ⅳ.Teaching procedure
  Now, I’d like to talk about my teaching procedure. I want to carry it out in the
following steps: Step1 Lead-in; Step2 Presentation; Step3 Drills and Practice; Step4
Consolidation; Step5 Homework.
Step 1 Lead-in (5mins)
      Motivating and cultivating students’ interest in learning English is required in
the New Curriculum of senior middle school and is also an English teacher’s duty in
the lessons.
      Therefore, I’ll first play a song named My Heart Will Go On to arouse students’
interest and ask them ‘What is the song that you listened to?’ and the students will
answer ‘the song that I listened to is My Heart Will Go On’; then I will show two
pictures in the film Titanic and lead in the three other sentences by asking and
answering, thus leading in the attributive clause. These three sentences are: 1) Here
are two pictures which/that are taken from the film Titanic. 2) The man and the
woman whom you see in the pictures are Jack and Lucy. 3) Jack and Lucy are the
hero and the heroin who loved very much in the film. These four sentences are
included the main relative pronouns in this period and enough for students to make
conclusions by studying them.
Step 2 Presentation
  In the New Curriculum of senior middle school, students should learn to summarize
language rules from the language materials and use them in real life. So in order to
avoid boredom, I adopt the guided discovery method in presenting the attributive
clause and let the students be the owners of study.
    First of all, I’d like to ask students to study the first two sentences carefully and
answer ‘What information can you get?’ and ‘What is the feature between the
information?’ Then I will analyze and explain what is先行词, the relationship of
先行词 and the relative pronouns and the functions of the relative pronouns.
  Secondly, as students’ independent and logical thoughts of this age have been
gradually mature and formed, I will ask students to do self-study and cooperative
study to analyze the rest sentences as what I did in analyzing the first two sentences.
Then I will ask students to speak out their study results and make some comments on
them.
   Finally, I will give some tips about the elements, structure, features of the
attributive clause.


Step 3 Drills and Practise
        Practice makes perfect. In my opinion, drills and practice are the most important
section of my lesson; it should be paid more attention to. So at this step, I adopt
mechanical drill and meaningful practice by giving some situations.
    At the beginning of this step, let students practice the usage of “which/that”. First,
I’ll ask students to describe Beijing using the given words and sentence structures:
Beijing is the city /place…; The city … is Beijing. (get the chance , host , the 2008
Olympic Games, which, that). Second, in order to let students know how to use
“which/that” to describe things in real life, I’ll set a situation: your parents make a
promise that if you do well in your final exam, they will give you a reward , and you
really did that, so please describe the reward you want.
  Then, let students practice the usage of “who/ that/ whom”. First, let students have
fun by describing couch potato, bookworm, sports fan, workaholic. Second, in order
to let students know how to use “who/ that/ whom” to describe people in real life, I’ll
ask students to make a self-advertisement or self-introduction by asking : Are you one
of them? What kind of person are you?
  For these situations usually happen in our daily life, I’ll make students talk freely,
so that they can get fully involved in the activity. After preparing for several minutes,
they are required to speak out their ideas.
Step 4 Consolidation
   In this step, students should try their best to recall the usage of relative pronouns
they have learned in this lesson without looking at their books, so I’ll ask students to
fill in the following table.


          relatives                  used for                          used as
            which
             that


             who
           whom




Step 5 Homework
    Since the next lesson is to teach students the integrating skills and students can
take an active part in it, they should review the attributive clause after class in order to
prepare writing well. Therefore, I design two tasks for the students. The first one is to
finish off the exx1-2 in page105. The second is to learn the structure and following
sentences by heart:
  The song which/that I just listened to is My Heart Will Go On. Here are two
pictures which/that are taken from the film Titanic. The man and the woman whom I
see in the pictures are Jack and Lucy. They are the hero and the heroine who loved
each other very much in the film.
Step6 Blackboard design
  The last aspect of my lesson plan is the blackboard design. I’ll write down the
structure and the usage of relative pronouns on the blackboard to make students have
a clear understanding of the attributive clause. It should be listed clearly to draw the
Ss’ attention again. Here is the sample:
                               Unit4 Unforgettable Experiences
                              Grammar---The attributive clause


                                      that → S/O
                          thing
                      ↑           which → S/O
                先行词(n./pron.)+ 关系代词 + 从句
                      ↓           who → S/O ↓
                             person     whom → O       陈述语序
                        that → S/O


V. Prediction of Teaching Efficiency
    By practising, students should have a clear understanding of the attributive clause
and at least use the attributive clause in the right form at the right time. Of course, it is
imppossble for every students to master the attributive clause, so I’ll some individual
work to help them after class.
  That’s all for my presentation. I am waiting for your advice on my lesson plan.
Thank you very much!

				
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