Predicative-Clause-高二-英语-教学设计

PAGEPredicativeClause张雅芝西咸新区铁一中金湾中学InstructionalDesignGradeSeniorTwoMaterialNewSeniorEnglishforChinaStudent’sBook3ContentUnit3Grammar--predicativeclauseTeachingObjectivesBytheendofclass,Sswillbeableto1.learnthedefinitionofpredicativeclause.2.explorethestructureofpredicativeclauseintroducedby‘that’,‘how’,‘whether’.3.haveself-confidencetoopenlyexpresstheirideasonteenagers’usingsmartphoneswisely.4.formanawarenesstoupdatetheirexpressionsandthinkcreativelyandcritically.5.raisetheirawarenesstocooperatewitheachotherandbemoreself-discipline.DifficultpointExpresstheirsuggestionsonteenagers’usingsmartphoneswiselybyusingpredicativeclauses.KeypointSscanusethestructureofpredicativeclauseintroducedby‘that’,‘how’,‘whether’properly.TeachingaidVideo,paper,markersDesignofMini-lectureStagesTeacher’sActivityStudents’ActivityPurposeTime1.Lead-inGreetingsandshowapictureandraiseaquestion.Lookandanswerthequestion:Theboy’sproblemisthatheisledbyasmartphonewitharope.ArouseSs’interestandleadtothepredicativeclause.2.Exploreobserve&experience1.TheTguideSstoexplorewhatispredicativeclause.2.Moresentencesofpredicativeclauseareemployedtodescribetheschoolboy’problem.1.Sscomparetwosentencesanddrawaconclusion.2.Expresstheirideasfreelytodescribetheschoolboy’problem.1.LetSsgetthedefinitionofpredicativeclause.2.Ssobservethesentencesofpredicativeclauseintroducedby‘that’,imitatingit.Sswatchthevideoattheirpace3.Learnfurtherbyreading1.GuideSstoreadapassageofdifferentconcernsonteenagersusingsmartphones.2.putmoreemphasisontherulesofpredicativeclausesintroducedby‘that’,‘how’,‘whether’.readthepassageandanswerthequestionsbyusingpredicativeclausesintroducedby‘that’,‘how’,‘whether’.2.Takenotesoftherulesofthegrammarandexpresstheiropinionsbravelybyusingthegrammar.Ssobservethesentencesofpredicativeclauseintroducedby‘that’,‘how’&‘whether’,andgetadvancedstructurestoexpresstheiropinionsconfidently.4.ThinkfurtherTapSstothinkfurtherabouthowtousesmartphoneswisely.Ssexpresstheiropinionsfreelybyusingpredicativeclausesintroducedby‘that’,‘how’,‘wh-’.TrainSs’abilitytoexpresstheiropinionsaccordingtorequirementsandraisetheirawarenesstobemoreself-discipline.5min5.Discussonline1.LetSsdiscusstwoquestionsonline:1.Whatisyourconcernabouttheproblemofteenagers'usingsmartphones?2.Whatisyoursuggestion？Ssdiscusstwoquestionsonline.TrainSs’abilitytocooperatewitheachotherandthinkcritically.5minAssign-mentApieceofwritingtitledMyviewonteenagers'usingsmartphoneswiselySswriteApieceofwritingtitledMyviewonteenagers'usingsmartphoneswiselyEnableSstoapplywhattheyhavelearnedtopractice.TeachingProcedureofFlippedClassBasedonMini-lectureStagesTeacher’sActivityStudents’ActivityPurposeTime1.RevisionletSsspeakoutwhattheyhavelearnedfrommini-lectureintermsofdefinition,structure&usagesofpredicativeclause.Ssspeakoutwhattheyhavelearnedfrommini-lecture.Checkhowwellthestudentshavegraspedtherelatedknowledgeofpredicativeclause.5minMutualevaluationofstudentsLetSschecktheirgroupmembers'draftsclockwiseandonestudentshouldchecktwootherdrafts,andcirclethesentencesofpredicativeclauses,checkingwhethertheyareusedproperly.Sschecktheirgroupmembers'draftsclockwiseandonestudentshouldchecktwootherdraftsandcirclethesentencesofpredicativeclauses,checkingwhethertheyareusedproperly.MakeSsreadmoredraftsandlearnfromeachother.Meanwhile,getSstofindoutwhethertheirpartnersusepredicativeclausesproperlyandadopttheirpracticalsuggestions.8minGroupdiscussion&ReflectionMakeSsfreely&fullyairtheirownopinionsaboutthetwodraftscheckedbythemselves.Pointingoutwhetherthesentencesofpredicativeclausesareusedproperlybytheirpartners.Ssairtheirownopinionsfreelyaboutthetwodraftscheckedbythemselves,pointingoutwhetherthesentencesofpredicativeclausesareusedproperlybytheirpartners.Ssreflectandexpresswhattheyhavelearnedfromgroupmembers.5minSharingGetSstosharewhattheyhavelearnedfromeachother,especiallywhethertheirpartnersusepredicativeclausesproperlyandadopttheirpracticalsuggestions.Sstosharewhattheyhavelearnedfromeachother.ArouseSs'awarenessofcooperativelearningandhowtobemoreself-discipline.5min5.EvaluationfromtheteacherTheteachermakescomments.SsmaytakenotesMakesomeconfusingpointsclear.5min6.RewriteMakeSsrewritetheirownessayaccordingtotheirpartners'andtheteacher'ssuggestionsSsrewritetheirownessayneatly.LetSsPolishtheirownessaywhilepayattentiontotheirhandwriting.12min7.BlackboardDesignPredicativeClausePredicativeClauseintroducedby‘thatPredicativeClauseintroducedby‘that’.PredicativeClauseintroducedby‘how’.PredicativeClauseintroducedby‘whether’.PredicativeClauseintroducedby‘wh-’.definitionstructureExamples(1)Parents'concernisthattheirkidswillbeaddictedtophonegames,whichleadstopoorscores.(2).Teachers'concernishowadultscanguidestudentstousetheirphoneswisely.(3).Experts'concerniswhetheradultsandkidscanmakeagreementsontheuseofthesmartphones.8.FormativeEvaluation1.MoststudentsshowtheirgreatinterestinthefeedbackoftheirpartnersandEnglishteacher.2.Amajorityofstudentscaninvolvethemselvesinmyclassandbehaveverywellallthewaythrough.3.Studentscanengagethemselvesinexchangingtheirideasabouthowtousetheirsmartphoneswiselywiththeirgroupmembersactively.4.Studentsbehaveaccordinglywiththeguidanceoftheteacher.Theteachingaimsarewellachieved.5.Aminorityofstudentshavelessmotivationinexpressingtheirownideas,maybetheyareveryshyorlackenthusiasminlearningEnglish.9.ReflectionReflectiononteachingefficiency