高中英语_定语从句 the Adjective Clause教学设计学情分析教材分析课后反思.doc

教学设计 教学内容 本课的教学内容大部分来自于教师本人自编，其主要是解决一个困扰学生很久的语法问题---定语从句的入门知识。 更复杂的定语从句用法将分别在以后分层进行讲述。在本节课中，首先教师提出问题，然后学生分析问题，确定解决办法，运用学习策略对问题进行解答和验证，最后将结论付诸实践。在此过程中，教师的角色为引导者和总结者。课堂上，学生通过自主学习的方式，发现和确认问题的最终答案，最后通过完成一个任务来巩固自己的所学。 教学目标 1. 知识与技能目标 ·能通过旧有知识通过思考或讨论等方式对定语从句的概念、意义、和用法进行推测； ·能借助听讲、同伴合作等方式归纳总结定语从句的关键要点； ·能把新学到的知识在具体语境中合理地运用。 2. 过程与方法目标 ·通过自主学习的方式发展学生的问题解决策略。 ·通过同伴互助和小组互助的方式让学生互相交流看法，体验语言的魅力。 3. 情感态度和价值观目标： ·培养学生对语法学习的兴趣，增强自己的策略意识，巩固发展自己的自学能力。 ·加强学生的团队协作意识，通过课堂活动互相促进，互相提高。 教学设备 ·多媒体电脑及附属设备（安装PowerPoint软件；投影机） ·手写黑板、简笔画 ·纸质讲义（学生人手一份） + 情景图片 教学方式 任务型学习；自主学习和互助学习 教学过程 Stage I: Lead in and explore（approx 15 minutes） Activate students’ background knowledge: Use a picture and share the connotation of it with the whole class. Tell the students that the picture is of great importance in the lesson to be given. Lead in with a question: What is an adjective clause made up of? Collect any possible answers, which serve as a warm-up activity for the next stage soon. Having made clear to the students key concepts of the Adjective Clause, get students to put what they learnt into real practice, finish off a related exercise by underlining the antecedent and relative pronouns in the sentences below. Go a step further, draw students’ interest in a slightly more difficult question: What is the role of a relative pronoun? Allow students time to think. Then collect answers, and show the teacher’s own answer to the question. Make sure that students have all understood well. Keep their eyes on it and do another exercise, this time centering on the function of the relative pronoun in the sentence. Move forward with another, more difficult question: how do we judge the roles of the relative pronoun in the sentence context? It is now time for the teacher to make a short summary, so that students can look back to get a deeper understanding of the previous conceptions, and it is also a time old knowledge sinks in. Stage II: Look from a different angle（approx 20 minutes） Tell t