《定语从句》说课稿 -

定语从句英文说课稿定语从句英文说课稿说课就是教师口头表述具体课题的教学设想及其理论依据，也就是授课教师在备课的基础上，面对同行或教研人员，讲述自己的教学设计，然后由听者评说，达到互相交流，共同提高的目的的一种教学研究和师资培训的活动。

下面是小编为你整理了“定语从句英文说课稿”，希望能帮助到您。

定语从句英文说课稿（1）一、教材分析本堂课是一堂中考复习课，如果从分析教材来讲，本课话题主要是出现在仁爱英语九年级(下)Unit 5之中，主要讲的是让学生认识定语从句，了解定语从句的结构，并能熟练的运用定语从句。

但是对于一堂中考复习课来讲，我觉得应当从中考英语对本课话题的难易度要求以及考点的探究入手。

从历年的中考真题来看，对于定语从句的考察主要体现在单选题、完型填空和阅读理解中。

当然还有就是从作文之中体现出来。

而且我们知道，如今的中考英语，更侧重于在语境之中来考察语法和词汇项目，强化对学生语言运用能力的考察。

二、教学目标根据课程标准和我市中考英语的要求，坚持以学生为本，切实体现素质教育，面向全体学生，立足基础，设置练习注意难易度适中，这堂课是一堂中考复习课，本课设计从英文歌曲导入，在课堂之上，利用简单习题小游戏，设置情景，情景之中学语法，以达到下列教学目标：知识目标：复习和掌握定语从句中关系代词和关系副词的作用和功能，能准确选择定语从句所需的关系代词或关系副词。

从知识系统的归纳呈现入手，注重学生基础知识的复习巩固;这堂课又是一堂语法复习课本身具有一定的应试成分。

能力目标：能较好地运用定语从句，能正确组织包含定语从句的复合句。

注意培养学生运用所学的知识和技能分析、解决问题的能力。

德育目标：培养分析问题解决问题的能力，热爱祖国，关心时政，学会竞争和合作，建立自信心和集体荣誉感。

情感目标：通过学习调动学习积极性，使学生体会到英语的趣味和实用性。

激发和培养学生学习英语的兴趣，建立学习英语的成就感和自信心。

让他们成为课堂的主角，使学生懂得语法学习无处不在，使学生学在其中，乐在其中，并掌握一些应试技巧。

高三英语第一轮复习Revision of the Attributive Clause《定语从句复习》说课稿Ⅰ. teaching material analysis, teaching material's background, status and role Attributive clause is a very important for high school English grammar points, one of the university entrance exam study content, is also a difficulty. It accounted for the proportion of is also very important in the college entrance examination, involve wide, parallel difficult to distinguish, regardless of the type or in reading comprehension, it is ubiquitous. Even in his compositions, easily write several attributive clause, added light and color for your composition. Therefore, we need to make project review on it, inductive, interpretation, analysis.Ⅱ. the sentiment analysisIn the course of high school senior, we have had to learn attributive clause, the students have certain knowledge. But in view of the students in our school level is generally low, the ability to understand and apply knowledge, so in the round of review, it is necessary, from the perspective of the foundation, to guide students to do for the problem solving methods and steps of mechanical imitation, on this basis, the efforts to enhance the level of understanding and strive to make as many students achieve the mastery of knowledge.Ⅲ. the target localizationAccording to the characteristics of this class teaching content and curriculum teaching requirements, this class students existing cognitive structure and psychological characteristics, I make the following teaching aims:(Ⅰ) Knowledge and skills1. Review and guide the attributive clause and to master the relative pronouns and adverbs preposition + relative pronoun to guide the attributive clause.2. The inductive and master and the attributive clause similar syntactic phenomenon.3. To improve students' grammar analysis and comprehensive skills.(Ⅱ) process and the methodIndependent exercise guidance, inductive, approximate contrast, expand the evolution(Ⅲ) emotional attitude"Way to total more than difficult", should actively to find a way to difficulty, complex situation.(Ⅳ) the teaching key difficulty1. The key points and difficulties of language knowledge(1) That distinguished from which usage(2) on the way of examination(3) the relationship between adverbs guide attributive clause and the preposition + relative pronoun to guide the attributive clause.2. Comprehensive key points and difficulties of knowledge(1) the use of the as (2) to investigate the where clause(3) comprehensive examinationⅣ. teaching, research method analysis(Ⅰ) law analysisThe salient feature of the new curriculum idea and core task is to fundamentally change the teaching methods and learning styles. So to let students in "training and discusses the application of induction - increases -" in the process of become carriers of knowledge discovery and knowledge. According to the characteristics of the lesson, in order to improve the teaching efficiency, let the students in a relaxed environment for intuitive feeling, make the English classroom full of fun, with the aid of multimedia assisted teaching, by adopting the combination of lead discovery and discuss inductive teaching method, and through specific problems is put forward and solved, to stimulate students' interest in learning, the main body of students initiative, make each student fully involved in the learning activities.(Ⅱ) the research method analysis1. Adopting experiences and the problems to explore the way of learning, learning by students teachers experience default of all kinds of problem situation, guides the student to carry out the creative learning activities, not only make the students master the knowledge actively, to summarize the structure of the attributive clause, and using, cultivate the independent inquisition ability and attitude.2. The initial set up grammar application consciousness, through teachers create problem situation, again through example confirmation and experience. After observation, discovery, discussion, exploration, and began to try a combination of to obtain knowledge, let the students become the master of learning. Using form of competition, encourage students to think positive, take the initiative to express their views boldly.Ⅴ. the analysis of teaching processTeaching flowchart is as follows:(Ⅰ) Review the basic knowledgegeneralizationsThe relationship between word and its meaning:指代人who, whom, that, as 关系代词指代事物which, that, as ( 在从句中)作主干成分所属关系whose指地点where 关系副词指时间when ( 在从句中)作状语指原因why做题技巧? 分析关系词在定语从句中的成分Methods: through questions and multimedia display.Design intent: by reviewing the knowledge of the students' cognitive conflict, causes the student to review knowledge and build a knowledge network, cause student's curiosity and thirst for knowledge, and promote further explored. Straight forward with the main content of this lesson, theMethods: students training, observation ruleDesign intent: the students training, error correction, and sums up the "only use that (which) should follow the rules", by comparing the further understand and master the law of the above.Methods: students training, observation, problem solving skills, and preliminary application. Design intent: the students training, error correction, and sums up the "the way as antecedent" problem solving skills, then by applying the training further master this kind of problem solving skills.Methods: students training, observation, problem solving skills, and preliminary application. Design intent: the students training, error correction, and sums up the relationship between "preposition + word" problem solving skills, then by applying the training further master this kind of problem solving skills.Method: guiding students training, observation, group discussion summarize the problem solving skills, and preliminary application.Design intent: the students training, error correction, and sums up the "as restrictive and non-restrictive attributive clauses in the use of the relative pronoun, and techniques to solve the problem." By applying the training further master this kind of problem solving skills.Methods: guide students reading, observation, analysis, summarize the problem solving skills, and preliminary application.Design intent: the students training, error correction, and sums up the "where, after some special word usage." By applying the training further grasp the problem-solving strategies.Method: guiding students training, observation, analysis, contrast, summarizes the law.Design intent: the students training, error correction, discussion, contrast to distinguish "attributive clause and the stressed words, appositive clause, predicative clause", further understanding of the attributive clause problem solving methods.(Ⅲ) Training and strengthen their comparisonMethods: use the form of competition, divided into two groups, in the form of vies to answer first, choose the winner group.Design intent: through the training students form similar exercises, to further make students distinguish easily mixed fault point and purpose of class testing, test study effect.(Ⅳ)Summary, reflection ability to ascend(Ⅴ) Echo of job design, goal(Ⅵ) blackboard writing designDesign intent: clear blackboard writing design is concise, clear lines, to facilitate students' thinking, form knowledge system, promote the development of students' ability.。

初中英语定语从句说课稿尊敬的各位评委、老师，大家好！今天，我说课的题目是“初中英语定语从句”。

我将从教材分析、教学目标、教学重点与难点、教学方法、教学过程及板书设计六个方面进行详细阐述。

教材分析：本次课程的内容选自人教版初中英语教材第八册第二单元，主要介绍了定语从句的基本概念、结构和用法。

定语从句是英语复合句中的一种，用来修饰名词或代词，相当于形容词的作用。

通过本单元的学习，学生将能够理解和运用定语从句，提高他们的阅读和写作能力。

教学目标：1. 知识与技能目标：使学生掌握定语从句的基本结构和用法，能够识别和使用关系代词和关系副词。

2. 过程与方法目标：通过观察、比较、归纳等方法，培养学生分析和理解句子结构的能力。

3. 情感态度与价值观目标：激发学生学习英语的兴趣，培养他们合作学习和自主探究的精神。

教学重点与难点：教学重点是让学生理解并掌握定语从句的构成和用法。

教学难点在于如何引导学生正确区分和使用关系代词和关系副词。

教学方法：本节课将采用任务型教学法和合作学习法。

通过设计不同的教学活动，让学生在完成任务的过程中学习和运用定语从句。

同时，鼓励学生之间的交流和合作，提高他们的语言实践能力。

教学过程：1. 导入新课（5分钟）通过展示一些含有定语从句的例句，引起学生的兴趣和注意，为新课的学习做好铺垫。

2. 呈现新知（10分钟）讲解定语从句的定义、结构和用法，并通过图片、表格等直观材料辅助教学。

3. 合作探究（15分钟）学生分组，通过查阅资料、讨论交流等方式，自主探究关系代词和关系副词的用法。

4. 练习巩固（15分钟）设计针对性练习题，让学生在课堂上进行练习，巩固所学知识。

5. 总结反馈（5分钟）对学生的学习情况进行总结，对学生提出的问题进行解答，确保学生能够掌握本节课的重点内容。

板书设计：板书将突出重点，条理清晰，便于学生理解和记忆。

板书内容如下：一、定语从句1. 定义2. 结构：主句 + 关系词 + 从句3. 用法- 关系代词：who, whom, whose, which- 关系副词：where, when, why二、练习题示例1. This is the book _ I bought yesterday.2. The man _ is talking to our teacher is my father.结束语：通过本节课的学习，相信同学们已经对定语从句有了更深入的了解。

初中定语从句教学说课稿一、教学目标：通过本章复习, 使学生明白定语从句的构成和用法。

二、教学重点和难点：限制性定语从句与非限制性定语从句的区别；关系代词与关系副词引导定语从句的不同；介词+关系代词引导定语从句；关系代词who, that, which的用法区别。

定语从句与同位语从句及其一些句子结构的区别。

三、教学过程1．What is an attributive clause?2．被定语从句修饰的名词或代词叫先行词。

连接先行词与定语从句的引导词叫关系词，其中which, that, who, whom 这些词叫关系代词，它们在句中用来指人或事物，在定语从句中作主语或宾语，whom只能作宾语。

作宾语时，关系代词可省略。

请同学们根据以上所述, 给出一些例句, 用来说明。

1. The students (who don’t study hard) will not pass the exam.主句: The students will not pass the exam.限制性定语从句不能被省略,因为其中包含有重要的信息.如果我们去掉限制性定语从句,句子的意义会变的不明确.比如: 2. The woman (whom you saw in the park) is our English teacher.主句:The woman is our English teacher.3．以上关系代词在使用时也是有很多区别的。

用来引导定语从句，并且代替先行词作定语从句的一个成分的词，叫关系代词．引导定语从句的关系代词常见的有that, which, who, whom,whose等。

关系代词放在先行词和定语从句之间，起连接作用，同时又作定语从句的一个成份。

请同学们看下面的句子, 然后说出使用关系代词的原因。

1.The man (who told us a funny story) is in the next room.2.I lost the book (which you gave me).3. A shoe shop is a shop (that sells shoes).在定语从句中,使用了关系代词来代替先行词,从句中不能再使用代替先行词的人称代词.4．下面讲一下只能用关系代词that引导的定语从句。

英语定语从句说课稿武威七中王忠文一、首先是说教材。

1．教材分析本课时的内容是人教版高中英语必修一Unit5的语法第一课时，初次导入含关系副词when, where, why的定语从句。

通过举例说明，让大家初步了解定语从句组成结构以及组成特征。

2．教学目标1）知识目标:A. 掌握五种简单句的基本结构及用法。

B. 掌握定语从句的关系词when, where, why的基本用法。

2）能力目标：A. 准确的理解和掌握关系副词的用法B. 能初步理解介词加关系代词等于关系副词的用法。

3．教学重点1). 认识和掌握定语从句的结构和用法。

2). 掌握关系词when, where, why的基本用法。

4．教学难点关系词when, where, why用法，识别定语从句，并能准确填写定语从句关系词。

二、说教法根据高中英语“课标”要求，课程要从学生的学习兴趣、生活经验和认知水平出发，因此，我将在教学中采用任务型教学。

1. 任务型教学，每个环节布置一个不同层次的题目，让学生在完成每个题目时逐步获得成就感，并对他们的答案进行相对的点评。

同时，不同难易的题目可以有效地锻炼了学生的不同层次能力。

通过笔头训练巩固所学语法知识。

达到口头，笔头的完美结合。

2.分析讨论法。

三、说学法在教学过程中，我采用列举法，举例加深对定语从句的理解，并在练习中体会语法的含义及用法。

注重讲练结合，提高学生的实际应用水平能力。

四、说教学过程第一步是 Leading in导入：通过引入五种简单句结构，使得学生能准确的理解和掌握句子的成分，为讲解关系副词奠定理论基础。

通过这种方式可以让学生初步了解到定语从句的定义，结构及关系词的用法。

在这个基础上向同学解释定语从句。

二．对了答案之后，把复印好的关于定语从句的题发给学生下去做，进行巩固，下节课继续讲定语从句。

这个作业具有承上启下的作用。

五、其次说教学反思在态度上，教学过程中，可能会有学生不能及时进行互动，这时要积极鼓励学生回答问题，并对学生的回答进行肯定，以激烈学生回答问题的激情。

高中定语从句试讲课简洁版高中定语从句说课稿1一、设计背景1．初步掌握及运用定语从句，如让学生用定语从句来完成对人物喜欢的人物进行描述，如I like music that I can dance to. She is the only one who’s studying French.等。

2．本课的学习任务就是能初步掌握及运用定语从句，为了使学生顺利地完成教学任务，教师以学生为主体，为学生设计了几个以他们的认知水平出发的符合生活实际的他们感兴趣的一环扣一环的子任务，每个子任务紧紧围绕总任务展开，再深入，在一个一个完成任务的活动中培养学生的能力。

二、教学目标(1)语言目标:用定语从句更自由地描述和谈论人和事。

在活动中，锻炼了学生的听力和口语表达能力，培养了学生的观察力、想象力和创造力。

(2)情感目标:促进学生之间的积极合作与交流，发展他们之间的友谊。

2．教学方法：多媒体的运用能创设真实的语言情景，学生也很感兴趣，极大地鼓动了学生学习英语的积极性，而且呈现在课堂上能使教学更生活化，也更直观和具体。

三、教学方法以学生为中心，利用多媒体辅助教学，通过理解、归纳、总结和讨论来帮助学生学习定语从句。

由于本课是学生第一次系统地学习定语从句，因此有必要使学生初步掌握定语从句。

四、学法指导：自主学习、合作学习五、教学过程第一环节：观察以下例句：1.The red pen is broken.2.The pen on the desk is broken.3.The pen that I bought yesterday is broken.介绍:通过对定语的理解，介绍定语和定语从句的概念。

定语:当修饰语是句子时，用来修饰名词或代词的词、短语或句子称为定语从句。

通常放在它所修饰的词之后，这个被修饰的词叫做先行词，引导定语从句的相关词是关系代词和关系副词。

关系代词可以用作主语、宾语、定语等。

在定语从句中，关系副词只能在定语从句中作状语。

定语从句英文一等奖说课稿《定语从句英文一等奖说课稿》这是优秀的说课稿文章，希望可以对您的学习工作中带来帮助！1、定语从句英文一等奖说课稿一、语法分析本课时的内容是高中英语必修一Unit4的语法第一课时，初次导入含引导词who, which, that的定语从句，这里的定语从句出现得比较凌乱，因此我把这些语法整合起来教学，让学生有个完整的认识。

定语从句对于高中英语来说是一个非常重要的语法点，它在高中英语学习中所占的比例也是举足轻重的，无论单选还是在阅读理解中，它都无所不在。

甚至在作文中，轻轻松松的写出几个定语从句，就能为你的作文添光加彩。

因此，我们要对它进行着重的讲解。

二、教学目标1）知识目标:A. 掌握定语从句的基本结构及用法。

B. 掌握定语从句的引导词who, which和that的基本用法。

2）能力目标：A. 能口头上用简单的定语从句描述人或物。

B. 能在笔头上用定语从句描述人或物。

3）情感目标：A、通过小组合作学习调动学习积极性，使学生体会到英语的趣味和实用性。

B、激发和培养学生学习英语的兴趣，建立学习英语的成就感和自信心，使学生学在其中，乐在其中。

4)、学习策略目标A、兴趣教学策略，其中包括表演、对话B、通过小组讨论，培养良好的总结能力及合作精神三、教学重点及难点1、教学重点1). 引导词which, who及 that的基本用法。

2). 复习和巩固定语从句的结构和用法。

2、教学难点1)引导词that的特殊用法。

2)学会运用定语从句造句。

四、学情分析我们高一基础班的孩子大体上存在这样的毛病：1、没有英语学习兴趣，而且很有自己的小个性，需要通过他们喜欢的`话题来激发学习兴趣；2、初中的英语基础没打扎实，导致现在高一的课听不懂，进步缓慢。

针对这样的学生，我每节课设置的内容不在于多和难，而在于精与层次。

由易到难的吸引他们逐步进入到英语学习环境中来。

五、说教法根据英语“课标”的要求，课程要从学生的学习兴趣、生活经验和认知水平出发，因此，我将在教学中采用以下几种教学方法：1. 任务型教学（Task-based Language T eaching）每个环节布置不同层次的任务，让不同层次的学生在完成每个任务的时获得成就感，同时，不同难易的任务有效地锻炼了不同层次的学生能力。

英语定语从句说课稿英语定语从句说课稿定语从句（Attributive Clauses）在句中做定语，修饰一个名词或代词，被修饰的名词,词组或代词即先行词。

下面是小编为你带来的英语定语从句说课稿，欢迎阅读。

一，定义：在复合句中作定语，修饰主句中某一名词或代词的从句，叫做定语从句。

被定语从句所修饰的词叫先行词，通常位于定语从句前。

引导定语从句的是关系代词（that,which,who,whom,whose）和关系副词（when,where,why），它们既起连接作用，又充当从句中的一个成分，如何使用关系代词或副词是根据先行词及其在从句中所充当的成分确定的。

二，关系代词引导的定语从句注：如果关系代词在从句中作主语，从句谓语动词的人称和数必须和先行词一致。

①China is a big country that/which has a history of about 5000 years.②Phil who/that comes from England is an active boy.③The doctor (who/whom) David saw at the hospital told me to stop smoking.④We passed some shops whose windows were decorated for Christmas.⑤Is this the book (that/which) he is looking for?△重点1.that,who和which在从句中作主语时不可省略，作宾语时可省略。

（但whom/which前有介词时，whom/which不能省略）e.g. The man (who/whom) my father is talking with is my teacher.The man with whom my father is talking is my teacher.2．关系代词在从句中作介词宾语时可跟介词一起放在先行词后面；为了使关系代词紧跟它所修饰的先行词，也可把介词放在从句中有关动词的后面。

姓名：莫晓春学号：0603010231 班级: 06外本2班Lesson Plan PresentationUnit 4 Unforgettable experiencesThe 4th Period Grammar --- The Attributive ClauseGood 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 materialIn 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 contentThe attributive clause in unit4 unforgettable experiences of SECF Book1A.2.The status of the grammar periodThe 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 AimsI’d like to divide this lesson’s objectives into three categories.⑴Knowledge objective （知识目标）①Students are able to use the attributive clause correctly to describe people’scharacteristics and behavior --- who, whom, that.②Students are able to use the attributive clause correctly to describe things andevents --- that, which.⑵Ability objectiveStudents are able to use the relative clauses when talking and writing people, things, events, people’s feelings.⑶Moral objective①Students are able to be brave to and confident to communicative with othersand express themselves.②Students are able to be active and cooperate with each other in joining in theEnglish activities.4.Teaching important and difficult points①Learning to use the relative pronouns who, whom, whose, that, which whentalking about people and things.②Learning and mastering the structure of the relative clause: n.﹢who, whom,that, which + clauseII. Analysis of teaching methodsThen, 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 waysNow, 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 studentsshould 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 procedureNow, 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 PresentationIn 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 PractisePractice 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 ConsolidationIn 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.Step 5HomeworkSince 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 designThe 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:V. Prediction of Teaching EfficiencyBy 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!。