Unit-2--growing-pains-说课稿

Unit2growingpains说课稿GrammarandusageGoodafternoon,instructors!MynameisLingJiajia.Itismygreatpleasuretosharemyteachingideaswithyou.Iwouldbeveryappreciatedifyoucouldgivemeyourpreciousadvice.Todaymyteachingtopicisgrammarandusageinunit2Growingpains,fromAdvanceWithEnglishBook1.Nowlet'sbegin.一、theanalysisofthetextThisperiodmainlytalksabouttheusageofpreposition+which/whomorpreposition+when/where/why.Infact,itbelongstothegrammarofattributiveclause.Thisgrammarplaysanimportantrolenotonlyinthisunitbutalsointhewholebook.Itisthefrequentexaminationpointinthecollegeentranceexamination.Anditalsoistheconnectinglinkbetweenunit1andunit3becausethegrammarofBook1isaboutattributiveclause.Hence,thisgrammarisveryimportantforstudenttomasterattributiveclause.1、theteachinggoalsTheknowledgegoal:Togetaunderstandingofthepreposition+which/whomorpreposition+when/where/why.Theabilitygoal:Toimprovetheabilitiesofunderstandingattributiveclauseandtheabilitiesofreadingandwriting.Theemotiongoal:TopromotetheirloveforEnglishandimprovetheirconfidence.2、Theteachingfocus[1992]Inthedarkstreet,therewasn'tasingleperson_____shecouldturnforhelp.A.ThatB.whoC.fromwhomD.towhom“介词+关系代词”考点分析总的说来,选择介词不外乎三条:一是根据句子意思表达的需要,二是根据从句中动词或形容词与介词的习惯搭配,三是根据先行词和介词的习惯搭配。考查定语从句中谓语部分的搭配习惯(1)看定语从句中动词与介词的搭配Thedocumentsforwhichtheyweresearchinghavebeenrecovered.(2)看定语从句中形容词或分词与介词的搭配HereferredmetosomereferencebookswithwhichIamnotveryfamiliar.考查先行词与介词的搭配习惯这类考题往往要根据具体的语境来选择介词。如：Thisisourclassroom,inthefrontofwhichthereisateacher’sdesk.考查根据句意确定介词Tom,bywhomthewindowwasbroken,hasbeencriticizedbyhisteacher.考查表示所属关系的ofwhich[whom]Ontheblackboardtheteacherwroteasentence,themeaningofwhichIdon’tunderstand.考查表示整体与部分关系的ofwhich[whom]Thebuses,mostofwhichwerealreadyfull,weresurroundedbyanangrycrowd.考查表示同位关系的ofwhich[whom]Hersons,bothofwhomworkabroad,rangherupthismorning.注意:含介词的引导词，其介词可放在引导词whom,which前或在从句原来的位置上。介词不提前，其在从句中作宾语的引导词who,whom,that,which可省。但含有介词的短语动词一般不能拆开，如lookafter,bemadeof,takepartin,lookforwardto等。例：Thebabies(who/whom)thenurseslookafterlookstrongandhappy.where=at/in/to…+whichwhen=at/in/on/during+whichwhy=forwhichwhosebook=thebookofwhich=ofwhichthebook3、theteachingdifficulties定语从句的用法，定语从句与其他从句的区别。二、theanalysisoftheteachingmethodsHighschoolisatimeofdiscovery,learningandhardwork.Sowhenteachingseniorstudents,weshouldmakeeveryefforttoencouragetheirinitiativeandcreativity.Therefore,intheclasstheteacheristoactasaguideandthestudentsasanactortodotheactivities.Sowecanadoptthefollowingtheories:Teachingtheories:Task-basedLanguageTeaching;CommunicativeTeaching;3PTeaching:presentation,practice,production.(1)Beforedealingwiththislesson,I'lldomybesttocarryoutthefollowingtheories:A、MaketheStherealmasterinclasswhiletheteacherhimselfactsasadirector；B、LetthestudentreceivesomemoraleducationwhileheislearningtheEnglishlanguage.Teachingmethods:Question-and-answeractivityteachingmethodFreediscussionmethodPairworkmethod三、theanalysisofthestudyingmethodsThroughthefive-year-timeenglishstudy,Seniorstudentsingrade1masteracertainamountofwordsandphrasesandalsohaveageneralunderstandingofenglishculture.Sostudentsintheclassareexpectedtobethemainbody,namely,mostofthetimeintheclassshouldbespentonthestudents.ThenceseniorstudentsmustdevelopapositiveattitudetowardsEnglishstudy.Teachersshoulddoasfollows:(1)Teachstudentshowtobesuccessfullanguagelearners.(2)Teachstudentshowtodevelopthereadingskills:skimming&scanning;howtocommunicatewithothers;howtolearnnewwords;howtolearnEnglishindependently.(3)Getthestudentstoformgoodlearninghabits.Inaword,teachersmustconnecttheteachingmethodswithstudyingmethodsinordertomakestudentshaveaneffectivelearning.Forexample,3Pteachingmethods:Inthephaseofpresentation,teachersshoulddotheirbesttoletstudentsgetavividunderstandingofthecontenttheunittalksaboutandencouragethemtohaveadiscussaboutthecontentsoastotriggertheirfurtherlearninginterests;Inthephaseofpractice,studentsareexpectedtodevotethemselvestotherelativepractice,suchasdiscuss,pairwork,programandsoon.Throughthisstage,studentsknowhowtousetheknowledgetheylearnedandconsequentlytheywillmastertheknowledgebetter.Inthephaseoftheproduce,teacherswillarrangesometasksorhomeworkstoassessthestudents'learningeffects.Studentsshouldreviewalltheknowledgelearnedintheclassandfinishthehomeworksindependently.四、arrangementoftheteachingprocedureIwilltakefourstepstoexplainthetext.(1)lead-instageInthebeginningoftheclass,Iwillshowstudentssomechoicequestionsaboutthegrammarandthenexplainthisknowledge.Forexample,Theplace____thebridgeissupposedtobebuiltshouldbe___thecross-rivertrafficistheheaviest.(05江苏卷)A.which;whereB.atwhich;whichC.atwhich;whereD.which;inwhich(2)explanationstageInthisstage,teachersarethemainbody.Iwillexplainthegrammarindetailandthenexplainthegrammarofattributiveclauseconnectedwithalotofexamplesentencesandpractice.(3)ConsolidationstageIwillgivethemsomeCollegeentranceexaminationquestionsontheblackboardtotesteffectofthelessonandthenexplainthemcarefully.(4)HomeworkRelativechoicequestions五、evaluationandreflectionEvaluatetheeffectofthisclassandimproveitafterward