全英文高中英语说课稿 SEFC Book 1A Unit 4 Unforgettable experiences

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Lesson Plan Presentation

Unit 4 Unforgettable experiences

The 4th Period Grammar --- The Attributive Clause

Good morning, ladies and gentlemen. It is my great honor to interpret my lesson here and the lesson plan I want to talk about is from SEFC Book 1 A, the fourth period of Unit 4 Unforgettable experiences. To make my presentation much clearer, I’ll explain it in the following 5 aspects: 1. The analysis of teaching material; 2. The analysis of Teaching methods; 3.The analysis of learning ways; 4. The analysis of Teaching procedure; 5. The prediction of teaching efficiency.

I. My analysis of the teaching material

In my understanding of the teaching material, there are four parts: teaching content, status of this period, teaching aims & demands, teaching important & difficult points.

1. Teaching content

The attributive clause in unit4 unforgettable experiences of SECF Book1A.

2. The status of the grammar period

The topic of this unit is ‘Unforgettable experiences’. All of the language activities center on this topic, including unforgettable people, events, earthquake and ‘The Rescue’. While doing these activities, the attributive clause exists everywhere. Therefore, the attributive clause plays an important role in this unit. It is a transitional period between the third period Reading and the following period Integrating Skills. That is to say, the fourth grammar period not only is a consolidation of the attributive clause occurring in the reading text “The Rescue”, but also a good preparation for writing an unforgettable experience in the next period.

3. Teaching Aims

I’d like to divide this lesson’s objectives into three categories.

⑴ Knowledge objective （知识目标）

①Students are able to use the attributive clause correctly to describe people’s characteristics and behavior --- who, whom, that.

②Students are able to use the attributive clause correctly to describe things and events --- that, which.

⑵ Ability objective

Students are able to use the relative clauses when talking and writing people, things, events, people’s feelings.

⑶ Moral objective

① Students are able to be brave to and confident to communicative with others and express themselves.

② Students are able to be active and cooperate with each other in joining in the English activities.

4.Teaching important and difficult points

① Learning to use the relative pronouns who, whom, whose, that, which when talking about people and things.

② Learning and mastering the structure of the relative clause: n.﹢ who, whom, that, which + clause

II. Analysis of teaching methods

Then, let’s come to the part of teaching methods. According to the New Curriculum of senior middle school and the cognitive feature of senior students, teachers should motivate and cultivate students’ interest in learning English, make students form a good habit of study and effective learning strategies and develop students’ abilities of self-study and cooperation. In my class, I will take advantage of the guided discovery method in and “5-step” teaching model (Lead-in, Presentation, Drills, Practice, Consolidation). Besides, I’ll use a tape recorder and a computer as my teaching aids.

III. Analysis of learning ways

Now, come to learning ways. As students’ independent and logical thoughts of this age have been gradually mature and formed, they need to be given more time to analyze and conclude what they have seen. So students should be first taught to summarize the language rules from language materials , so in this period students should learn to conclude the structure of the attributive clause and the usage of relative pronouns by observing the given sentences. And sencond, students should apply the language rules to doing things by self-study, cooperative study and teacher’s guiding. In this period students should learn to describe people, things, events, and people’s feeling by using the relative clause. Besides, students are able to use the attributive clause to communicate with others fluently when running across language barriers.

Ⅳ.Teaching procedure

Now, I’d like to talk about my teaching procedure. I want to carry it out in the following steps: Step1 Lead-in; Step2 Presentation; Step3 Drills and Practice; Step4 Consolidation; Step5Homework.

Step 1 Lead-in (5mins)

Motivating and cultivating students’ interest in learning English is required in the New Curriculum of senior middle school and is also an English teacher’s duty in the lessons.

Therefore, I’ll first play a song named My Heart Will Go On to arouse students’ interest and ask them ‘What is the song that you listened to?’ and the students will answer ‘the song that I listened to is My Heart Will Go On’; then I will show two pictures in the film Titanic and lead in the three other sentences by asking and answering, thus leading in the attributive clause. These three sentences are: 1) Here are two pictures which/that are taken from the film Titanic. 2) The man and the woman whom you see in the pictures are Jack and Lucy. 3) Jack and Lucy are the hero and the heroin who loved very much in the film. These four sentences are included the main relative pronouns in this period and enough for students to make conclusions by studying them.

Step 2 Presentation

In the New Curriculum of senior middle school, students should learn to summarize language rules from the language materials and use them in real life. So in order to avoid boredom, I adopt the guided discovery method in presenting the attributive clause and let the students be the owners of study.

First of all, I’d like to ask students to study the first two sentences carefully and answer ‘What information can you get?’ and ‘What is the feature between the information?’ Then I will analyze and explain what is先行词, the relationship of 先行词 and the relative pronouns and the functions of the relative pronouns.

Secondly, as students’ independent and logical thoughts of this age have been gradually mature and formed, I will ask students to do self-study and cooperative study to analyze the rest sentences as what I did in analyzing the first two sentences. Then I will ask students to speak out their study results and make some comments on them.

Finally, I will give some tips about the elements, structure, features of the attributive clause.

Step 3 Drills and Practise

Practice makes perfect. In my opinion, drills and practice are the most important section of my lesson; it should be paid more attention to. So at this step, I adopt mechanical drill and meaningful practice by giving some situations.

At the beginning of this step, let students practice the usage of “which/that”. First, I’ll ask students to describe Beijing using the given words and sentence structures: Beijing is the city /place…; The city … is Beijing. (get the chance , host , the 2008 Olympic Games, which, that). Second, in order to let students know how to use “which/that” to describe things in real life, I’ll set a situation: your parents make a promise that if you do well in your final exam, they will give you a reward , and you really did that, so please describe the reward you want.

Then, let students practice the usage of “who/ that/ whom”. First, let students have fun by describing couch potato, bookworm, sports fan, workaholic. Second, in order to let students know how to use “who/ that/ whom” to describe people in real life, I’ll ask students to make a self-advertisement or self-introduction by asking : Are you one of them? What kind of person are you?

For these situations usually happen in our daily life, I’ll make students talk freely, so that they can get fully involved in the activity. After preparing for several minutes, they are required to speak out their ideas.

Step 4 Consolidation

In this step, students should try their best to recall the usage of relative pronouns they have learned in this lesson without looking at their books, so I’ll ask students to fill in the following table.

relatives	used for	used as
which
that
that
who
whom

Step 5 Homework

Since the next lesson is to teach students the integrating skills and students can take an active part in it, they should review the attributive clause after class in order to prepare writing well.Therefore, I design two tasks for the students. The first one is to finish off the exx1-2 in page105. The second is to learn the structure and following sentences by heart:

The song which/that I just listened to is My Heart Will Go On. Here are two pictures which/that are taken from the film Titanic. The man and the woman whom I see in the pictures are Jack and Lucy. They are the hero and the heroine who loved each other very much in the film.

Step6 Blackboard design

The last aspect of my lesson plan is the blackboard design. I’ll write down the structure and the usage of relative pronouns on the blackboard to make students have a clear understanding of the attributive clause. It should be listed clearly to draw the Ss’ attention again. Here is the sample:

Unit4 Unforgettable Experiences

Grammar---The attributive clause

that → S/O

thing

↑ which→ S/O

先行词（n./pron.）+ 关系代词 + 从句

↓ who → S/O ↓

person whom → O 陈述语序

that → S/O

V. Prediction of Teaching Efficiency

By practising, students should have a clear understanding of the attributive clause and at least use the attributive clause in the right form at the right time. Of course, it is imppossble for every students to master the attributive clause, so I’ll some individual work to help them after class.

That’s all for my presentation. I am waiting for your advice on my lesson plan. Thank you very much!

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