人教版（2019）必修第一册Unit 4 Natural Disasters Discovering Useful Structures 教案-（表格式）
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| 名称 | 人教版（2019）必修第一册Unit 4 Natural Disasters Discovering Useful Structures 教案-（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 19.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-06-05 11:51:36 | ||
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Teaching Plan
Unit 4 Natural Disasters
Period 3 Discovering Useful Structures
Restrictive Relative Clauses
Ⅰ Analysis of Teaching Material
Attributive clause is one of the difficult parts in grammar learning, though the students have learned it when they were in junior high school. The differences between the two periods is that the later pay more attention about the sentence structures and the function of relative pronounces while the former only show the definition of attributive clause as an introduction.
Ⅱ Teaching Aims:
1.Help students understand what the Attributive Clause is and its function.
2.Enable students to use relative pronouns (who, whom, which, that, whose) in the attributive Clause properly.
3.Encourage students to use the Attributive Clauses in English composition.
Ⅲ Teaching Important Points:
Enhance students’ proficiency and accuracy in using the relative pronouns to write the Attributive Clauses.
Ⅳ Teaching Difficult Points:
1.How to make the students understand the sentence structure.
2.Choosing the right relative pronouns when connecting sentences.
Ⅴ Teaching Methods:
Task-based teaching method;Audio-lingual method;Cooperative learning;Group discussion
Ⅵ Teaching Aids：
a multimedia classroom;the blackboard;students’ hand-out
Ⅶ Teaching Procedures:
Step 1:Lead in
Teacher’s activities Students’ activities Purpose
1.Greetings 2.Play the video then ask questions. 3.Use attributive clauses to describe what happens in the video. 1.Greetings 2.After watching,answer the teacher’s questions. 1.To let students review the natural disasters that they have learned. 2.To arise students learning interest.
Step 2: Learning
Teacher’s activities Students’ activities Purpose
Introduce the definition of the attribute,the antecedent,relative pronoun and restrictive relative clause. Help students to analyze the features and functions of the antecedents, relative pronouns through examples and exercises. Find out the antecedent, relative pronoun and the restrictive relative in the given sentences. Divide a complex sentence into two simple sentences through examples and exercises. To lead the students find out the forms,meanings and usages of restrictive relative clauses.
Step 3: Thinking
Teacher’s activities Students’ activities Purpose
Ask students to work in groups to find out the antecedents of relative clauses and usage of relative pronouns. 2.Help students to understand “whose” through examples and exercises. 3.Check the answers and give some explanation of the difficult points. 1.Work in groups to think about the following questions through sentences about natural disasters 1) How to choose relative pronouns Which relative pronouns can be left out 2.Consolidate the usage of that,which,who,whose,whom or “\” through exercises. 1.To strengthen students’ understanding of the practical usages of relative clauses in writings. 2.To lay a solid foundation for the following activities.
Step 4: Applying to sentences
Teacher’s activities Students’ activities Purpose
Show some sentence patterns and give some tips on their sentences. 2.Lead other students to guess the occupations and natural disasters they describe and make comments on others’ sentences. Work in groups to make sentences to guess the occupations and natural disasters using relative clauses. Listen carefully to guess what our classmates are describing. 1.To lead students to use the relative clauses to describe persons and things especially natural disasters. 2.To develop their cooperative skills.
Step 5:Summary and homework
Teacher’s activities Students’ activities Purpose
The teacher let students guess the natural disaster. 2.Lead students make a short summary of the focus of today’s class. 3.Assign the homework. 1.Guess the natural disaster. 2.Review what they have learned today. 1.To raise students’ awareness of helping others in need.
Ⅷ Blackboard Design
Unit 4 Natural Disasters Period 3 Discovering Useful Structures Restrictive Relative Clauses (
relative pronouns:that,which,who,whom,whose
) Relational words (
relative adverbs:when,where,why
)
Ⅸ Teaching Reflection
As far as this class is concerned, it is effective. I adopt Task-based Teaching. I try to stick to the theory Student-center and act as a director. Not only have the students improved their understanding of grammar but also improve their self-learning ability. However, the learning ability between students quite differs. Some students can understand sentence structure and find the antecedent quickly while other can’t. not to mention using relative pronounces to connect two simple sentences. Through the whole class ,I found that the basic grammar is very important for further learning which is also needs me more time to help students review, but the way of teaching is effective.
Unit 4 Natural Disasters
Period 3 Discovering Useful Structures
Restrictive Relative Clauses
Ⅰ Analysis of Teaching Material
Attributive clause is one of the difficult parts in grammar learning, though the students have learned it when they were in junior high school. The differences between the two periods is that the later pay more attention about the sentence structures and the function of relative pronounces while the former only show the definition of attributive clause as an introduction.
Ⅱ Teaching Aims:
1.Help students understand what the Attributive Clause is and its function.
2.Enable students to use relative pronouns (who, whom, which, that, whose) in the attributive Clause properly.
3.Encourage students to use the Attributive Clauses in English composition.
Ⅲ Teaching Important Points:
Enhance students’ proficiency and accuracy in using the relative pronouns to write the Attributive Clauses.
Ⅳ Teaching Difficult Points:
1.How to make the students understand the sentence structure.
2.Choosing the right relative pronouns when connecting sentences.
Ⅴ Teaching Methods:
Task-based teaching method;Audio-lingual method;Cooperative learning;Group discussion
Ⅵ Teaching Aids：
a multimedia classroom;the blackboard;students’ hand-out
Ⅶ Teaching Procedures:
Step 1:Lead in
Teacher’s activities Students’ activities Purpose
1.Greetings 2.Play the video then ask questions. 3.Use attributive clauses to describe what happens in the video. 1.Greetings 2.After watching,answer the teacher’s questions. 1.To let students review the natural disasters that they have learned. 2.To arise students learning interest.
Step 2: Learning
Teacher’s activities Students’ activities Purpose
Introduce the definition of the attribute,the antecedent,relative pronoun and restrictive relative clause. Help students to analyze the features and functions of the antecedents, relative pronouns through examples and exercises. Find out the antecedent, relative pronoun and the restrictive relative in the given sentences. Divide a complex sentence into two simple sentences through examples and exercises. To lead the students find out the forms,meanings and usages of restrictive relative clauses.
Step 3: Thinking
Teacher’s activities Students’ activities Purpose
Ask students to work in groups to find out the antecedents of relative clauses and usage of relative pronouns. 2.Help students to understand “whose” through examples and exercises. 3.Check the answers and give some explanation of the difficult points. 1.Work in groups to think about the following questions through sentences about natural disasters 1) How to choose relative pronouns Which relative pronouns can be left out 2.Consolidate the usage of that,which,who,whose,whom or “\” through exercises. 1.To strengthen students’ understanding of the practical usages of relative clauses in writings. 2.To lay a solid foundation for the following activities.
Step 4: Applying to sentences
Teacher’s activities Students’ activities Purpose
Show some sentence patterns and give some tips on their sentences. 2.Lead other students to guess the occupations and natural disasters they describe and make comments on others’ sentences. Work in groups to make sentences to guess the occupations and natural disasters using relative clauses. Listen carefully to guess what our classmates are describing. 1.To lead students to use the relative clauses to describe persons and things especially natural disasters. 2.To develop their cooperative skills.
Step 5:Summary and homework
Teacher’s activities Students’ activities Purpose
The teacher let students guess the natural disaster. 2.Lead students make a short summary of the focus of today’s class. 3.Assign the homework. 1.Guess the natural disaster. 2.Review what they have learned today. 1.To raise students’ awareness of helping others in need.
Ⅷ Blackboard Design
Unit 4 Natural Disasters Period 3 Discovering Useful Structures Restrictive Relative Clauses (
relative pronouns:that,which,who,whom,whose
) Relational words (
relative adverbs:when,where,why
)
Ⅸ Teaching Reflection
As far as this class is concerned, it is effective. I adopt Task-based Teaching. I try to stick to the theory Student-center and act as a director. Not only have the students improved their understanding of grammar but also improve their self-learning ability. However, the learning ability between students quite differs. Some students can understand sentence structure and find the antecedent quickly while other can’t. not to mention using relative pronounces to connect two simple sentences. Through the whole class ,I found that the basic grammar is very important for further learning which is also needs me more time to help students review, but the way of teaching is effective.