《Structures in Use、Grammar in Use》新课标优质课教案设计

《Structures in Use、Grammar in Use》新课标教案优质课下载

2. The students in Class15 are very active and friendly. They get along well with each other and are willing to express themselves in class.

【教学目标】：

1.Summarize rules of relatives by analyzing the sentences which contain attributive clause.

2. Understand the long and difficult sentences by recognizing attributive clause.

3. Improve writing level by using attributive clause to some degree.

4. Learn to cooperate with peers and cultivate team spirit.

【教学重点】：

Choose the right relatives based on the context and understand the long and difficult sentences which contain attributive clause.

【教学难点】：

Use attributive clause flexibly to grasp two writing skills.

【教学过程】：

Step 1: Lead-in

Before class, the teacher makes the students search and collect attributive clause in the songs, sayings and movies. In class, as the teacher introduces the topic—attributive clause directly, students from different teams to make a presentation.

(In class, three students make different presentations by using PPT. The first one sings a song containing attributive clause. The second one shares some sayings which contain attributive clause. The third finds some attributive sentences in the movies. )

【设计说明】：

通过课前布置任务、让学生搜集定语从句的相关资料，使学生充分利用现代信息技术带来的便利条件，拓宽知识来源的渠道；而后在课上进行展示，让全体学生体会语言的魅力，并且鼓励学生在日常生活中善于发现、积累优美的语句，激发学生英语学习的渴望。

Step 2: Checking Previewing Case

The teacher asks the students to take out the handout (Picture1) and check the answers by themselves. The answers are presented on the PPT. Since students have grasped the basic knowledge of attributive clause, it will be much easier for them to complete the task.

As students may easily ignore the relative pronoun “as”, the teacher stresses the relative “as” particularly.

Picture1

【设计说明】：

在高二阶段，学生已经对定语从句有了基本的掌握，通过校对预习案，进行自我检查，学生在头脑中构建定语从句的基本框架，为以后的扩展学习奠下基础，同时培养他们自主学习的能力。此外，教师对学生容易出现的知识疏忽进行查缺补漏，使学生构建了一个完整的知识体系。

Step3: Cooperative Inquiry

1. 按图索骥———合作探究、总结规律