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ABriefInstructiontothetopicof“attributiveclause”Part1TeachingmaterialanalysisThisperiodisfromUnit9of9AGoforit..

Firstofall,I’dliketotalkaboutmyunderstandingaboutthislesson.Attributiveclauseisnotthemostimportantpartinjuniormiddleschoolstage.Butitliesinallkind

sofquestiontypes.TomasterattributiveclausewellnotonlycanhelpSsgetgoodgradesincloseandreadingcomprehens

ionbutalsocanimproveSs’writinglevel.SoIthinkitisnecessarytolearnsthaboutAttributiveclause.ButIthinkthisperi

odisdifficultforthem.Part2TargetlearnersanalysisInmyopinion,mostofthestudentsthinkgrammarisboringandth

eyhavedifficultyrememberingtherules,especiallyapplyingthemproperlytotheirlanguage.Part3Teachingaims1.LearntheAttributiveClause2.Lea

rnthedifferencebetweenRelativePronounsfortheAttributiveClause(importantpoints)3.LearntochoosethecorrectRelativePronounsfortheAttributi

veClause(difficultpointandkeypoint)Languageknowledge1.Knowandrecognizethebasicstructuresoftheattributiveclause.2.Usetheattributiveclausetodes

cribepeople,thingsandevents.Strategies1.Developabetterstrategyabouthowtounderstandandmemorizegrammarrules.2.Finditusefuland

necessarytoworkwithandlearnfromtheirclassmatesAttitudes1.Understandusingthelanguageandkeepingpracticingisthebestwaytolearngrammar.2.Findgrammarlearn

ingcanbefunandeasy.3.Beawarethatgrammarcanbeusedtodescribetheirreallife.Abilityobjects1..Developtheirabilityofthinki

ngindependently.2..TrainthemwithsomeeffectivelearningmethodstooptimizeSs’learningresults.Part4TeachingmethodsInthistopic,IwilluseSitu

ationallanguageteaching,CommunicativeTeachingApproachandTask-basedlanguageTeaching.Idesignsometaskstohelpthestudentstolearn.IthinkifIwanttoimpr

ovethestudents’oralEnglish,IshouldgivethemenoughchancestopracticeandIwillletthestudentstakeanactivepartinallkindsofactivities.Thatis“Learningbydoi

ng,learningbyusing”.Part5.Learningapproaches:Accordingtotheteachingmethods,Isetthefollowinglearningapproaches:Groupd

iscussion;Inductivemethod;IndividualpracticeAim:Letthestudentsbethemastersoftheclassteaching,thus,student-centeredteachingmethodiswellshown.Part

6TeachingaidsProjector，andblackboardmulti-mediacomputer,Aim:Usingmultimediaistoconveyinformationquicklya

ndeffectivelytoallstudents–andkeeptheminterestedinlearningBlackboardisateachingmethodthatcannotbereplaced.BecausetheBlackboardDe

signmustbaseonthestudents’responses.Youcan’tputitonthescreeninadvance.Part7.Teachingprocedures:Stepl.Leadingin.(s

lide5)1.Lookatsomesentencesonthescreen.Theyare:objectclause;adverbialclauseoftime;adverbialclauseofcondition;2.Showsomeph

rases(slide6)T:wecanuseanadjectiveorsthlikethat;anoun;prepositionalphrase;Thepresentparticipleandthepastparticiple,pos

sessivenouns;theIndefinitetodescribeanoun.Askastudent:whoisyourbestfriend?Whatdoeshelooklike?AndwritetheSt’sanswerontheBb:theboy/girlwho

haslonghair/bigeyesisyourbestfriend.Goonwithanotherstudent:whatkindofmoviedoyoulike?.....PutaSt’sbookontheteacher’sdeskandaskwhichEnglishbookisyours

?WritedowntheSs’answerontheBb:(slide7)Theboywho/that….is…Iliketheteacherwho/that……Theteacherwhoseeyesarebigismyfavorite.Thebookwhic

h/that……ismine.Ilikemovieswhich/thatare……Theonewho/whomItalkedtojustnowisatopstudent.T:Wecanalsouseaclaus

etodescribeanounorapronoun.Wecallitattributiveclause.Aim:ThisdesigncannaturallyleadtheSsintoaLearningsituation.Itcan

alsoreducetheirlearninganxiety.Aim:Inthispart,Iwon’ttelltheSstheconceptionofattributiveclausedirectly.Ijustpresenttheusageofit.ThiswayisnotonlyIntu

itivebutalsomoreeffective.Step2:Definition(slide8)1.Conception:Generallyspeaking,attributiveclauseisasentencetha

tisusedtomodifyanounorapronoun,calledantecedents,andthisnounorpronounwilltakeupacertainplaceintheattr

ibutiveclause,suchasasubject,anobject.Showthetheteachingaimstothestudents.(slide9)Aim:Letthestudentsknowthemaincontentoft

hisperiod.Step3．LettheSssumup(slide10)1.ShowthestructureoftheAttributiveClause2.Askthestudentstostudytheexamplesentencesontheblackboardandhaveadi

scussion.Trytomakeaconclusionabouttherules:T:Howmanyrelativepronounsarethereandinwhatkindofsituationtouset

hem?Afterthediscussion,checktheresults.Theusagesofrelativepronouns.Lookattheform.Asismentionedabove,therearemainlyf

iverelativepronouns,whicharewho,whom,which,that,whose3.Afterthetwoexamples,studentsshouldknowthestructureoftheAttributiveClause.Andthen,lett

heSsfillintheform.(slide11-13)HelptheSstoformtherulesofhowtochoosearelativepronoun.(slide14)Wecanomittherelativep

ronounswhenitisusedasanobject.Aim:Thepurposeistogivethestudentsaclearideaofhowtochoosearelativepronoun.Accordingto“LearningPyramidTheory”,stude

ntsgetthegrammarrulesthroughtheirowndiscussioninsteadofbeingtolddirectlybytheteacher,whichhelpsthembetterunderstandandremembertherules.Ste

p4.Practiceandconsolidation1.Dosomeexercisestofurtherunderstandtherules(slide16-18)2.Introducesomespecialrulesanddosomerelevantexer

cisestopracticeusingthespecialrules.(slide19-25)Encouragestudentstosaysomethingaboutthemselves.Aim:Learningbydoing,learningbyusing

Step5Haveabriefrevision(slide26)Aim:RevisingsomethingintimecanhelpSstobearitinmind.Step6Application(Groupwork)1.T:Nowlet’sdo

sthforarelaxation.Pleaseanswersomequestions.T:Whatisthedaywhich\thatcomesafterMonday?T:Whatisthefruitwhich\thatweofteneatinsum

mer?T:Whatisthevegetablewhich\thatcanbemadeintofrenchfries?T:Herearetwosayingstosharewithyou:1.Hewholaughslastlaughsbest.2.Hewhodoe

sn’treachtheGreatWallisnotatrueman.Dividetheclassinto4groups,Eachgroupwillchooseatask.T:It’syourturntodosomegroupwork

.Let’sseewhocanthinkofasentencethatisunusual.GiveanexampletohelptheSs.Herearethetopics.1.Introduceyourclassmatesinyourgroup.2.Introduceyourte

achers.3.Introducethemoviesthatyourfriendslike.4.Introduceyourhobbies.Aim:ItcantraintheSs’abilitytothinkinE

nglishandtheabilitytouseEnglish.Step7HomeworkDearprinciple,Iamastudent(whois)fromclass_______,grade_____.Mynameis_____.Today,w

etalkedaboutouridealschool.I"dliketotellyoutheresultofourdiscussion.Ihopeouradvicecouldhelpourschoolbecomebetterandbetter.SomeofmyclassmatesandIli

ketheschoolthat______.andIliketheteacher(s)who______.Thanksforreadingmyletter.Ihopewecanmakeourschoolbettertogether.Your

sDuringmyteaching，I’lltrymybesttogetmyclassaliveandencouragethestudentstotalkwitheachotherinEnglish.IthinkthegeneralaimofEng

lishteachingistoimprovetheabilityofusingEnglish.AndI’llusethistoguidemyteaching.That'sallformyinterpretat

ion,thankyouforyourattention!