高中英语-定语从句 the Adjective Clause教学设计学情分析教材分析课后反思

教学设计教学内容 本课的教学内容大部分来自于教师本人自编，其主要是解决一个困扰学生很久的语法问题---定语从句的入门知识。更复杂的定语从句用法将分别在以后分层进行讲述。在本节课中，首先教师提出问题，然后学生分析问题，确定解决办法，运用学习策略对问题进行解答和验证，最后将结论付诸实践。在此过程中，教师的角色为引导者和总结者。课堂上，学生通过自主学习的方式，发现和确认问题的最终答案，最后通过完成一个任务来巩固自己的所学。教学目标1.知识与技能目标 ·能通过旧有知识通过思考或讨论等方式对定语从句的概念、意义、和用法进行推测； ·能借助听讲、同伴合作等方式归纳总结定语从句的关键要点； ·能把新学到的知识在具体语境中合理地运用。2.过程与方法目标 ·通过自主学习的方式发展学生的问题解决策略。 ·通过同伴互助和小组互助的方式让学生互相交流看法，体验语言的魅力。3.情感态度和价值观目标： ·培养学生对语法学习的兴趣，增强自己的策略意识，巩固发展自己的自学能力。 ·加强学生的团队协作意识，通过课堂活动互相促进，互相提高。 教学设备 ·多媒体电脑及附属设备（安装PowerPoint软件；投影机） ·手写黑板、简笔画 ·纸质讲义（学生人手一份）+情景图片教学方式 任务型学习；自主学习和互助学习教学过程StageI:Leadinandexplore（approx15minutes）Activatestudents’backgroundknowledge:Useapictureandsharetheconnotationofitwiththewholeclass.Tellthestudentsthatthepictureisofgreatimportanceinthelessontobegiven.Leadinwithaquestion:Whatisanadjectiveclausemadeupof?Collectanypossibleanswers,whichserveasawarm-upactivityforthenextstagesoon. HavingmadecleartothestudentskeyconceptsoftheAdjectiveClause,getstudentstoputwhattheylearntintorealpractice,finishoffarelatedexercisebyunderliningtheantecedentandrelativepronounsinthesentencesbelow.Goastepfurther,drawstudents’interestinaslightlymoredifficultquestion:Whatistheroleofarelativepronoun?Allowstudentstimetothink.Thencollectanswers,andshowtheteacher’sownanswertothequestion.Makesurethatstudentshaveallunderstoodwell.Keeptheireyesonitanddoanotherexercise,thistimecenteringonthefunctionoftherelativepronouninthesentence.Moveforwardwithanother,moredifficultquestion:howdowejudgetherolesoftherelativepronouninthesentencecontext?Itisnowtimefortheteachertomakeashortsummary,sothatstudentscanlookbacktogetadeeperunderstandingofthepreviousconceptions,anditisalsoatimeoldknowledgesinksin.StageII:Lookfromadifferentangle（approx20minutes） Tellthestudentsthatsofartheyhavebeendoingalotofthinkingandanalyzing,buttheyhavecreatedlittleontheirown.Itisnowtheirturntofindouthowanadjectivesentencecomesintobeing.Theintroductorypart–howtojointwointrinsicallyrelatedsentencesintooneintegratedone–isdonebytheteacherforthestudentstoseeandcomprehend.Thisover,askthewholeclasstodoanexercise,asfollows.Getstudentstoworktogether,andcirculatetheclassroomtoofferhelpifneedbe.Afterthat,visualizeoneofthestudents’worksonthescreen,andchecktheanswerswithalltheclass.Assomesentenceshavemorethanoneanswer,itisnowontheteacher’sshouldertopresentalternativeoptionsandexplain.Oncethisisdone,directstudentstodoasimilar,butalittletoughertask.Askthestudentstohelpeachotherduringtheprocess.Thisisalsoatimetostartallthelearnerstothinkmoredeeply,andmakenecessaryassociationswithwhattheylearnedpreviouslyinthisclass.StageIII：summaryandcommunication(approximately15minutes)Studentsworkingroups.Theyareexpectedtofillinatableasaveryshortquiz,andtheyneedalsotothinkwhethertheyusedeffectivestrategiesfortheparticularsituation.Collectanswersfromindividualstudents,andcheckanswerswiththewholeclass. Whatstudentshavelearntsofarhaslaidagoodfoundationforthecomingcommunicativetask.Dividethewholeclassintoseveralgroupsofsix,theteacherdistributespaperswithpicturesinthem,encouragingthemtocompetewitheachother,makingasmanysentencesoftheadjectiveclauseaspossible.Thewinninggroupistheonewhichhasusedthemostsentences. Duringtheprocessofthetask,theteacherneedstobeavailableifstudentshaveanyquestionsregardingthecontentsofthepicture,thecorrectuseofgrammar,andthelike.Blackboarddesign Astickfigureofamanwitharmsstretchedtoshowtherelationshipofthemainsentenceandtheclause.学情分析参加本次录课的学生全部为高一普通版应届生，学生自小学一年级开始正式学习英语，到目前已接触英语10年。像全国许多地区一样，学生的学习动机多为在考试中取得好成绩，并在最后的高考中获得满意的分数。平时课堂上学生比较关注语法的学习，而对阅读或写作普遍感到心有余而力不足。学生平时课业较多，有九门主要科目需要学习，以及音乐美术体育选修课程等。由于时间有限，学生普遍会遇到词汇量不足的问题。学生比较突出的外在行为是上课较为安静或沉默，更侧重于动笔写而不是动口说。回答问题时，尤其是必须用英语回答问题时表现不十分积极，因为怕犯错误，更怕犯错之后受到批评。换句话说，在当前形势下，更多的学生认为英语知识应该是被传授的，而不是自主获得或学得的。以上这些需要教师从学生的实际需求和认知水平出发，通过任务型教学，在语言的学习过程中鼓励和培养学生的自主学习能力，从而让教学真正地服务于语言的应有功能。效果分析设计亮点1.画面简单明了，分类清晰。2.重点突出，明确易懂。3.贴近学生需求，具有很强的操作性。总体效果1.每个任务之前都有对旧知识的回顾，易于唤醒学生的知识图式，为新知识的学习奠定基础。2.例子直观、形象，利于理解和识记，便于知识的学习。3.结尾有简单小结，突出了最重点和最难点部分。4.强调学以致用，最后的活动学生参与积极，是对课堂效果的最好说明。教材分析外研版高中英语教材难度适中，图文并茂，语法通过课文真实语料予以呈现，充满新意。从某种意义上，该教材在内容和结构方面具有时代感和现代气息，更加贴近学生的生活。我们使用的外研版学生英语第三册必修教材以话题为中心展开，每个单元的选材都来源于日常学习和生活，十分注重语言的交际性。教材设计很多听说读写练习，内容不同，形式多样，容易激发学习兴趣。 该教材遵循真实性原则，让学习者在自然或模拟真实的情境中体会语言、掌握语言的应用。与此同时，任务的设计更加注重语言形式和语言功能的结合，使学习者在掌握语言形式的同时，能够很好地领会语言功能。通过系列任务的训练，学生可通过推理和演绎等手段，理解语言的功能，并在交际中进行真实运用，从而更好地领会贯通。TheAdjectiveClause定语从句【课题】Theadjectiveclause【重点】grammar,withfocusonlearnersandlearning【学习目标】1.Understandwhatmakestheadjectiveclauseandknowtheroleoftherelatives2.Deducerulesconcerningtheadjectiveclause.3.Participateandenjoytheprocessofexploration预习导航Exercise1：Underlinetheadjectiveclauseandcircletheantecedents.划出定语从句，并圈出先行词。Example:Heisastudentwhomajorsinphysics.1.TheLicunRiverisariverthatflowsintothesea.2.TheMoonCakeFestivalwasatimewhenpeoplegettogetherwiththeirfamilies.3.Hereturnedtothebench,wherehisbagwasstilllying.4.Adreamthatallofushaveistobeabillionaire.5.ThegirltowhomIwasintroducedwasfromTibet.核心话题1)Whatisanadjectiveclausemadeupof?(定语从句由哪些部分组成？)_________________________________________________________________________________2)Whatisthefunctionoftherelativepronoun?(关系词有什么作用？)_________________________________________________________________________________探究活动Exercise2:Decideonthefunctionsoftheantecedentsandrelatives判断先行词与关系词的成分S(subject-主语)O(object-宾语)1.ThecomputerthatIboughtattheshopcostmealotofmoney.2.Themoneybelongstothepersonwhocantelltheexactamount.3.IsaidnotothejobthatIdislikedassoonasIheardaboutit.Keepinmind:__________________________________________________________________Exercise3：Jointwosentencesintoone,usingtheadjectiveclause.将两个句子合并为一句Example:Ihaveafriend.Thefriendworksinabookstore.Ihaveafriendwhoworksinabookstore.1.Ihaveaproblem.Theproblemhasbotheredmeforalongtime.________________________________________________________________________2.Itisafeeling.Peopledescribethefeelingasinnerpeace.________________________________________________________________________3.Happinessisthegoal.Allofushopetoholdontothegoal.________________________________________________________________________4.Hetoretheletterintopieces.Theletterreachedhimyesterday.________________________________________________________________________5.Thetimecameatlast.We’vebeenlookingforwardtothetime.________________________________________________________________________Yourfinding:____________________________________________________________________Exercise4Example:Whereistheperson?Youtalkedtotheperson.Whereistheperson(who/whom)youtalkedto?Whereisthepersontowhomyoutalked?1.Heisarealhero.Weareproudofthehero.________________________________________________________________________2.Iwantedtovisitahouse.Momtalkedaboutthehousealot.________________________________________________________________________3.Whoisthegentleman?Jackshookhandswiththeman.________________________________________________________________________4.Weclimbedthehill.Thetopofthehillwascoveredwithsnow.________________________________________________________________________Yourfinding:____________________________________________________________________Exercise5Example:Grannylivedatatime.Peoplewerepoorthen.Grannylivedatatimewhenpeoplewerepoor.Mexicoisacountry.Tomatoeswerediscoveredthere.Mexicoisacountrywheretomatoeswerediscovered.1.Ican’tforgetthedays.Therewaslittlepollutionthen.________________________________________________________________________2.Thereasonisthatpeoplelacklove.Peopleareunhappyforthatreason.________________________________________________________________________3.Theydiscoveredapub.Manyvillagersweredrinkinginthepub._________________________________________________________________