基本信息

  课题

人教版模块七第五单元Travelling Abroad

The Use of Attributive Clauses

作者及工作单位

 何安安    珠海市斗门区第一中学

教材分析

1. 新课标相关教学内容的教学要求：培养学生综合运用英语的能力是英语教学的总目标。为此，语法的教与学都应该以此为最终目的，即“为用而学，在用中学，学而能用”。英语教学中，应该先语言，后语法，语法的学习应该以实践为基础，融合在听、说、读、写的实践中去。教与学的语法应该是：听的语法、说的语法、读的语法、写的语法，总而言之是用的语法。美国语言学家Diane Larsen-Freeman就语法形式和意义及其运用之间关系提出了“三维语法”学习理念。她说：“In fact, grammar is sometimes not the form, but the meaning or appropriate use of a grammatical structure that represents the greatest long-term learning challenge for students.”因此，定语从句在高二阶段的教与学就更应该突出它的实用价值，教师要有意识地给学生创造更多有实际意义的语言体验。

2. 教学内容的语言材料特征：定语从句有着句法结构的独特性，存在的普遍性和日常交际中高频率使用的特点，成为了高中英语语法中的重点学习内容。除了学习定语从句语言知识，其语用功能也不容忽视。因此，围绕本单元中心话题出国旅游展开一系列的听、说、读、写的实践活动，使学生体验和掌握定语从句用于下定义和补充信息的两大主要语用功能。

学情分析

1.学生对相关语言材料背景的积累和兴趣点：本课时为第五单元的第四课时，学生对单元话题出国旅游不再陌生，有些同学甚至有着亲身经历，话题比较轻松和贴近生活。另外，学生在初中就已经接触定语从句并在高一经过系统学习，对该语法知识的掌握情况相对而言是有一定信心的，更显而易见的是，定语从句是学生最愿意使用和最高频率使用的复合结构。因此，两者的结合可以让学生在语言体验的基础上复习语法，理解和掌握定语从句的语用功能，真正体会学与用之间的关系。

2.学生的话题语言基础：在前几个课时学习的基础上，学生对话题词汇和表达有一定的积累；定语从句作为复习要点，在第四单元也经过了练习巩固，大部分学生在听、说、读、写的活动中会对定语从句进行一定识别和运用。

3.学生的认知特点：本人任教的是理科普通班，学生的语言表达大部分是像套用公式一样，语言结构形似，但所表达的语义并不完全有效，比如，用错关系词，对定语从句的语用功能认识不清，不清楚什么时候使用，其发挥的语言意义也没有完全理解。

 教学目标

1. 知识与技能：巩固学生对定语从句关系词的恰当使用；学习和掌握定语从句下定义和补充信息的语用功能；

2. 过程与方法：围绕中心话题出国旅游训练学生听、说、读、写的能力；强化他们对定语从句识别和运用；

3. 情感态度与价值观：纠正学生只注重语言知识，不注重语言运用的思想；增强他们语法学习的兴趣和信心。

教学重点和难点

1. 教学重点：定语从句在下定义和补充信息方面的作用

2. 教学难度预测：  围绕特定语境正确运用定语从句

教学过程

教学环节

教师活动

预设学生行为

设计意图

Step 1 Duty Report

My visit to UK

After hearing out Student A’s report about her visit, T reminds the rest of Today’s learning focus.

Then T helps Ss review the Attributive Clause and different relatives.

Student A who has an experience in traveling to a foreign country introduces some interesting things by using some sentences with attributive clauses.

While listening, the rest of Ss pay attention to Student A’s expressions with attributive clauses.

To get Ss interested in using attributive clauses.

Step 2 Words

What should we take into consideration before we decide to travel abroad?

First T encourages Ss to speak out their ideas and pays attention to some difficult words for them.

Next, T helps Ss discover the solution to expressing their difficult words that attributive clauses can be used to make definitions.

First, Ss do a brainstorm and they find some words on traveling are difficult for them.

Then, Ss are asked to try using attributive clauses to express these words.

To get Ss focus on making definitions with attributive clauses;

To review different relatives introducing attributive clauses.

Step 3 Talking

Do a survey in your group:

What places would you like to visit?

Answer with attributive clauses introduced by different relatives.

T encourages Ss to share their own interest about traveling in a group by using attributive clauses to enrich their expressions.

Ss try to use attributive clauses with different relatives in their communication.

To give Ss a chance to learn from each other;

To practice speaking and using attributive clauses to add more information.

Step 4 Fast reading

Go over the text on Page 43 for information about Peru.

Before reading, T plays a short video about an introduction to Peru.

Then T asks Ss to scan the text and complete the table.

Ss watch and then do a fast-reading for basic information about Peru.

To help Ss build up words about Peru and its background knowledge for the further activity.

Step 5 Writing

Suppose you are a travel agent who is recommending a trip to Peru. Based on the text on Page 43, you try to write a sentence with an attributive clause, which tells one of Peru's attractions to visitors.

T encourages Ss to recommend Peru’s attractions by using attributive clauses.

T invites some students to show their sentences on the blackboard and offers guidance.

Ss write sentences with attributive clauses to recommend Peru as visitors’ destination.

To test Ss’ awareness of using attributive clauses to add extra information and their ability to properly use this grammatical item.

Step 6 Summing up

T emphasizes on the applications of attributive clauses to making definitions and adding more information.

Ss recall what they have learnt in this period and make self-assessments.

To help Ss keep Today’s focus in mind

板书设计

                  Book 7 Unit 5 Travelling Abroad

                  The Use of Attributive clauses

They are used to make definitions and add more detailed information

Relatives: who, whom, which, that, as, when, where, why

1. Define new words about a travel

2. Survey: your ideal destination

3. Fast-reading: Peru

4. Writing: recommend a trip to Peru using sentences with attributive clauses.

学生学习活动评价设计 

Self-assessment    (put “√” in the box)

教学反思

1. 本节课是学生参与备课的，第一环节让学生介绍自己的英国旅游经历，要求使用定语从句，一开始学生对定语从句并没有完全掌握，因此在我的指导下认识到该语法点在生活语境中的实用性，颇有成就感。

2. 本节课的设计思路比较清晰，能达到教学目标，但是快速阅读环节中让学生寻找的相关信息如果能与定语从句的使用更贴合就完美了。

3. 提高上课的紧凑性，给予学生在最后的写作环节更多的时间和锻炼的机会。