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Goodmorning,ladiesandgentlemen.ItismygreathonortointerpretmylessonhereandthelessonplanIwanttotalkaboutisfromSEFCBook1A,thefourthperiodofUnit4Unforgettableexperiences.Tomakemypresentationmuchclearer,I’llexplainitinthefollowing5aspects:1.Theanalysisofteachingmaterial;2.TheanalysisofTeachingmethods;3.Theanalysisoflearningways;4.TheanalysisofTeachingprocedure;5.Thepredictionofteachingefficiency.
I.MyanalysisoftheteachingmaterialInmyunderstandingoftheteachingmaterial,therearefourparts:teachingcontent,statusofthisperiod,teachingaims&demands,teachingimportant&difficultpoints.1.TeachingcontentTheattributiveclauseinunit4unforgettableexperiencesofSECFBook1A.2.ThestatusofthegrammarperiodThetopicofthisunitis‘Unforgettableexperiences’.Allofthelanguageactivitiescenteronthistopic,includingunforgettablepeople,events,earthquakeand‘TheRescue’.Whiledoingtheseactivities,theattributiveclauseexistseverywhere.Therefore,theattributiveclauseplaysanimportantroleinthisunit.ItisatransitionalperiodbetweenthethirdperiodReadingandthefollowingperiodIntegratingSkills.Thatistosay,thefourthgrammarperiodnotonlyisaconsolidationoftheattributiveclauseoccurringinthereadingtext“TheRescue”,butalsoagoodpreparationforwritinganunforgettableexperienceinthenextperiod.3.TeachingAimsI’dliketodividethislesson’sobjectivesintothreecategories.⑴Knowledgeobjective(知识目标)①Studentsareabletousetheattributiveclausecorrectlytodescribepeople’scharacteristicsandbehavior---who,whom,that.②Studentsareabletousetheattributiveclausecorrectlytodescribethingsandevents---that,which.⑵AbilityobjectiveStudentsareabletousetherelativeclauseswhentalkingandwritingpeople,things,events,people’sfeelings.⑶Moralobjective①Studentsareabletobebravetoandconfidenttocommunicativewithothersandexpressthemselves.②StudentsareabletobeactiveandcooperatewitheachotherinjoiningintheEnglishactivities.4.Teachingimportantanddifficultpoints①Learningtousetherelativepronounswho,whom,whose,that,whichwhentalkingaboutpeopleandthings.②Learningandmasteringthestructureoftherelativeclause:n.﹢who,whom,that,which+clauseII.AnalysisofteachingmethodsThen,let’scometothepartofteachingmethods.AccordingtotheNewCurriculumofseniormiddleschoolandthecognitivefeatureofseniorstudents,teachersshouldmotivateandcultivatestudents’interestinlearningEnglish,makestudentsformagoodhabitofstudyandeffectivelearningstrategiesanddevelopstudents’abilitiesofself-studyandcooperation.Inmyclass,Iwilltakeadvantageoftheguideddiscoverymethodinand“5-step”teachingmodel(Lead-in,Presentation,Drills,Practice,Consolidation).Besides,I’lluseataperecorderandacomputerasmyteachingaids.III.AnalysisoflearningwaysNow,cometolearningways.Asstudents’independentandlogicalthoughtsofthisagehavebeengraduallymatureandformed,theyneedtobegivenmoretimetoanalyzeandconcludewhattheyhaveseen.Sostudentsshouldbefirsttaughttosummarizethelanguagerulesfromlanguagematerials,sointhisperiodstudentsshouldlearntoconcludethestructureoftheattributiveclauseandtheusageofrelativepronounsbyobservingthegivensentences.Andsencond,studentsshouldapplythelanguagerulestodoingthingsbyself-study,cooperativestudyandteacher’sguiding.Inthisperiodstudentsshouldlearntodescribepeople,things,events,andpeople’sfeelingbyusingtherelativeclause.Besides,studentsareabletousetheattributiveclausetocommunicatewithothersfluentlywhenrunningacrosslanguagebarriers.Ⅳ.TeachingprocedureNow,I’dliketotalkaboutmyteachingprocedure.Iwanttocarryitoutinthefollowingsteps:Step1Lead-in;Step2Presentation;Step3DrillsandPractice;Step4Consolidation;Step5Homework.Step1Lead-in(5mins)Motivatingandcultivatingstudents’interestinlearningEnglishisrequiredintheNewCurriculumofseniormiddleschoolandisalsoanEnglishteacher’sdutyinthelessons.Therefore,I’llfirstplayasongnamedMyHeartWillGoOntoarousestudents’interestandaskthem‘Whatisthesongthatyoulistenedto?’andthestudentswillanswer‘thesongthatIlistenedtoisMyHeartWillGoOn’;thenIwillshowtwopicturesinthefilmTitanicandleadinthethreeothersentencesbyaskingandanswering,thusleadingintheattributiveclause.Thesethreesentencesare:1)Herearetwopictureswhich/thataretakenfromthefilmTitanic.2)ThemanandthewomanwhomyouseeinthepicturesareJackandLucy.3)JackandLucyaretheheroandtheheroinwholovedverymuchinthefilm.Thesefoursentencesareincludedthemainrelativepronounsinthisperiodandenoughforstudentstomakeconclusionsbystudyingthem.Step2PresentationIntheNewCurriculumofseniormiddleschool,studentsshouldlearntosummarizelanguagerulesfromthelanguagematerialsandusetheminreallife.Soinordertoavoidboredom,Iadopttheguideddiscoverymethodinpresentingtheattributiveclauseandletthestudentsbetheownersofstudy.Firstofall,I’dliketoaskstudentstostudythefirsttwosentencescarefullyandanswer‘Whatinformationcanyouget?’and‘Whatisthefeaturebetweentheinformation?’ThenIwillanalyzeandexplainwhatis先行词,therelationshipof先行词andtherelativepronounsandthefunctionsoftherelativepronouns.Secondly,asstudents’independentandlogicalthoughtsofthisagehavebeengraduallymatureandformed,Iwillaskstudentstodoself-studyandcooperativestudytoanalyzetherestsentencesaswhatIdidinanalyzingthefirsttwosentences.ThenIwillaskstudentstospeakouttheirstudyresultsandmakesomecommentsonthem.Finally,Iwillgivesometipsabouttheelements,structure,featuresoftheattributiveclause.Step3DrillsandPractisePracticemakesperfect.Inmyopinion,drillsandpracticearethemostimportantsectionofmylesson;itshouldbepaidmoreattentionto.Soatthisstep,Iadoptmechanicaldrillandmeaningfulpracticebygivingsomesituations.Atthebeginningofthisstep,letstudentspracticetheusageof“which/that”.First,I’llaskstudentstodescribeBeijingusingthegivenwordsandsentencestructures:Beijingisthecity/place…;Thecity…isBeijing.(getthechance,host,thexxxxOlympicGames,which,that).Second,inordertoletstudentsknowhowtouse“which/that”todescribethingsinreallife,I’llsetasituation:yourparentsmakeapromisethatifyoudowellinyourfinalexam,theywillgiveyouareward,andyoureallydidthat,sopleasedescribetherewardyouwant.Then,letstudentspracticetheusageof“who/that/whom”.First,letstudentshavefunbydescribingcouchpotato,bookworm,sportsfan,workaholic.Second,inordertoletstudentsknowhowtouse“who/that/whom”todescribepeopleinreallife,I’llaskstudentstomakeaself-advertisementorself-introductionbyasking:Areyouoneofthem?Whatkindofpersonareyou?Forthesesituationsusuallyhappeninourdailylife,I’llmakestudentstalkfreely,sothattheycangetfullyinvolvedintheactivity.Afterpreparingforseveralminutes,theyarerequiredtospeakouttheirideas.Step4ConsolidationInthisstep,studentsshouldtrytheirbesttorecalltheusageofrelativepronounstheyhavelearnedinthislessonwithoutlookingattheirbooks,soI’llaskstudentstofillinthefollowingtable.
relativesusedforusedaswhichthatwhowhomStep5HomeworkSincethenextlessonistoteachstudentstheintegratingskillsandstudentscantakeanactivepartinit,theyshouldreviewtheattributiveclauseafterclassinordertopreparewritingwell.Therefore,Idesigntwotasksforthestudents.Thefirstoneistofinishofftheexx1-2inpage105.Thesecondistolearnthestructureandfollowingsentencesbyheart:Thesongwhich/thatIjustlistenedtoisMyHeartWillGoOn.Herearetwopictureswhich/thataretakenfromthefilmTitanic.ThemanandthewomanwhomIseeinthepicturesareJackandLucy.Theyaretheheroandtheheroinewholovedeachotherverymuchinthefilm.Step6BlackboarddesignThelastaspectofmylessonplanistheblackboarddesign.I’llwritedownthestructureandtheusageofrelativepronounsontheblackboardtomakestudentshaveaclearunderstandingoftheattributiveclause.ItshouldbelistedclearlytodrawtheSs’attentionagain.Hereisthesample:
Unit4UnforgettableExperiencesGrammar---Theattributiveclausethat→S/Othing↑which→S/O先行词（n./pron.）+关系代词+从句↓who→S/O↓personwhom→O陈述语序that→S/OV.PredictionofTeachingEfficiencyBypractising,studentsshouldhaveaclearunderstandingoftheattributiveclauseandatleastusetheattributiveclauseintherightformattherighttime.Ofcourse,itisimppossbleforeverystudentstomastertheattributiveclause,soI’llsomeindividualworktohelpthemafterclass.That’sallformypresentation.Iamwaitingforyouradviceonmylessonplan.Thankyouverymuch!
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