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ABriefInstructiontothetopicof“attributiveclause”Part1TeachingmaterialanalysisThisperiodisfromUnit9of9AGoforit..Firstofall,

I’dliketotalkaboutmyunderstandingaboutthislesson.Attributiveclauseisnotthemostimportantpartinjuniormiddleschools

tage.Butitliesinallkindsofquestiontypes.TomasterattributiveclausewellnotonlycanhelpSsgetgoodgradesincloseandreadingcomprehensionbutalsocanimproveSs

’writinglevel.SoIthinkitisnecessarytolearnsthaboutAttributiveclause.ButIthinkthisperiodisdifficultforthem.Part2TargetlearnersanalysisInmyop

inion,mostofthestudentsthinkgrammarisboringandtheyhavedifficultyrememberingtherules,especiallyapplyingthemproperlytotheirlanguage.

Part3Teachingaims1.LearntheAttributiveClause2.LearnthedifferencebetweenRelativePronounsfortheAttributiveClause(importantpoints)3.Learn

tochoosethecorrectRelativePronounsfortheAttributiveClause(difficultpointandkeypoint)Languageknowledge1.Kno

wandrecognizethebasicstructuresoftheattributiveclause.2.Usetheattributiveclausetodescribepeople,thingsandevents.Strategies1.Developabetterstrategy

abouthowtounderstandandmemorizegrammarrules.2.FinditusefulandnecessarytoworkwithandlearnfromtheirclassmatesAttitudes1.Understandusingthelanguag

eandkeepingpracticingisthebestwaytolearngrammar.2.Findgrammarlearningcanbefunandeasy.3.Beawarethatgrammarcanbeusedtodescribetheirreal

life.Abilityobjects1..Developtheirabilityofthinkingindependently.2..Trainthemwithsomeeffectivelearningmethodst

ooptimizeSs’learningresults.Part4TeachingmethodsInthistopic,IwilluseSituationallanguageteaching,Communicativ

eTeachingApproachandTask-basedlanguageTeaching.Idesignsometaskstohelpthestudentstolearn.IthinkifIwanttoimprovethestudents

’oralEnglish,IshouldgivethemenoughchancestopracticeandIwillletthestudentstakeanactivepartinallkindsofactivities.Thatis“Learningby

doing,learningbyusing”.Part5.Learningapproaches:Accordingtotheteachingmethods,Isetthefollowinglearningapproaches:Groupdiscussion

;Inductivemethod;IndividualpracticeAim:Letthestudentsbethemastersoftheclassteaching,thus,student-centeredt

eachingmethodiswellshown.Part6TeachingaidsProjector，andblackboardmulti-mediacomputer,Aim:Usingmultimediaistoconveyinformatio

nquicklyandeffectivelytoallstudents–andkeeptheminterestedinlearningBlackboardisateachingmethodthatcannotbereplaced.Be

causetheBlackboardDesignmustbaseonthestudents’responses.Youcan’tputitonthescreeninadvance.Part7.Teachingpr

ocedures:Stepl.Leadingin.(slide5)1.Lookatsomesentencesonthescreen.Theyare:objectclause;adverbialclauseoftime;adverbialclauseofcondition;

2.Showsomephrases(slide6)T:wecanuseanadjectiveorsthlikethat;anoun;prepositionalphrase;Thepresentparticipleandthepastparticiple,possessivenouns

;theIndefinitetodescribeanoun.Askastudent:whoisyourbestfriend?Whatdoeshelooklike?AndwritetheSt’sansw

erontheBb:theboy/girlwhohaslonghair/bigeyesisyourbestfriend.Goonwithanotherstudent:whatkindofmoviedoyoulike?.....PutaSt’sbookontheteac

her’sdeskandaskwhichEnglishbookisyours?WritedowntheSs’answerontheBb:(slide7)Theboywho/that….is…Iliketheteacherwho/t

hat……Theteacherwhoseeyesarebigismyfavorite.Thebookwhich/that……ismine.Ilikemovieswhich/thatare……Theonewho/whomItalkedtojustnowisatops

tudent.T:Wecanalsouseaclausetodescribeanounorapronoun.Wecallitattributiveclause.Aim:ThisdesigncannaturallyleadtheSsintoaLearningsituation.Itcanalsor

educetheirlearninganxiety.Aim:Inthispart,Iwon’ttelltheSstheconceptionofattributiveclausedirectly.Ijustpresenttheusageofit.Th

iswayisnotonlyIntuitivebutalsomoreeffective.Step2:Definition(slide8)1.Conception:Generallyspeaking,attributiveclauseisasentencethatisusedtomodifya

nounorapronoun,calledantecedents,andthisnounorpronounwilltakeupacertainplaceintheattributiveclause,suchasasubject,anobject.Showthetheteachingai

mstothestudents.(slide9)Aim:Letthestudentsknowthemaincontentofthisperiod.Step3．LettheSssumup(slide10)1.Sho

wthestructureoftheAttributiveClause2.Askthestudentstostudytheexamplesentencesontheblackboardandhaveadiscussion.Trytomakeaconclus

ionabouttherules:T:Howmanyrelativepronounsarethereandinwhatkindofsituationtousethem?Afterthediscussion,checktheresults.Theusages

ofrelativepronouns.Lookattheform.Asismentionedabove,therearemainlyfiverelativepronouns,whicharewho,whom,which,

that,whose3.Afterthetwoexamples,studentsshouldknowthestructureoftheAttributiveClause.Andthen,lettheSsfillintheform.(slide11-13)HelptheSstoformthe

rulesofhowtochoosearelativepronoun.(slide14)Wecanomittherelativepronounswhenitisusedasanobject.Aim:Thepurposeistogivethestudentsaclearideaofhowt

ochoosearelativepronoun.Accordingto“LearningPyramidTheory”,studentsgetthegrammarrulesthroughtheirowndiscussioninsteadofbeingtolddirectlybytheteac

her,whichhelpsthembetterunderstandandremembertherules.Step4.Practiceandconsolidation1.Dosomeexercisestofurt

herunderstandtherules(slide16-18)2.Introducesomespecialrulesanddosomerelevantexercisestopracticeusingthespecialrules.(slide19-25)En

couragestudentstosaysomethingaboutthemselves.Aim:Learningbydoing,learningbyusingStep5Haveabriefrevision(slide26)Aim:Revisingsomethingintimecanhelp

Sstobearitinmind.Step6Application(Groupwork)1.T:Nowlet’sdosthforarelaxation.Pleaseanswersomequestions.T:Whatisthedaywhich\thatcomesafte

rMonday?T:Whatisthefruitwhich\thatweofteneatinsummer?T:Whatisthevegetablewhich\thatcanbemadeintofrenchfries?T:Herearetwosayings

tosharewithyou:1.Hewholaughslastlaughsbest.2.Hewhodoesn’treachtheGreatWallisnotatrueman.Dividetheclassinto4groups,Eachgroupwi

llchooseatask.T:It’syourturntodosomegroupwork.Let’sseewhocanthinkofasentencethatisunusual.GiveanexampletohelptheSs.Herea

rethetopics.1.Introduceyourclassmatesinyourgroup.2.Introduceyourteachers.3.Introducethemoviesthatyourfriendslike.4.Introducey

ourhobbies.Aim:ItcantraintheSs’abilitytothinkinEnglishandtheabilitytouseEnglish.Step7HomeworkDearprinciple,Iamastudent(whois)fromclass____

___,grade_____.Mynameis_____.Today,wetalkedaboutouridealschool.I"dliketotellyoutheresultofourdiscussion.Ihopeouradvicecouldhelpourschoolbecomebet

terandbetter.SomeofmyclassmatesandIliketheschoolthat______.andIliketheteacher(s)who______.Thanksforreadingmyletter.Ihopewecanm

akeourschoolbettertogether.YoursDuringmyteaching，I’lltrymybesttogetmyclassaliveandencouragethestudentstotalkwitheachotherinEnglish.Ithin

kthegeneralaimofEnglishteachingistoimprovetheabilityofusingEnglish.AndI’llusethistoguidemyteaching.That'sallformyinterpretation,thankyouforyo

urattention!