一、语法课教学过程及各环节活动设计
步骤一(Step 1)：导入(Lead-in)
导入须具有针对性、联系性和趣味性，可采取的方法有实物、图片、视频、歌曲、谜语、讨论、经验、问题等。
步骤二(Step 2)：新授(Presentation)
新授呈现可采用实物、图片、视频、情景创设法、听读材料，或者由虚构角色和真实人物等多种方式呈现本节课的目标语法点。
步骤三(Step 3)：练习(Practice)
语法练习设置可分为形式型练习、意义型练习、交际型练习。在步骤三中常见形式型练习题型包括填空、转换和选择等;常用的意义型练习包括翻译、填空或选择、配对、改错和合并句子等形式;在练习设置环节注意题型的多样化。
步骤四(Step 4)：巩固(Consolidation)
巩固活动可根据目标语法点设置相应的任务，多用交际型练习的活动，包括讨论、辩论、采访、做调查、复述课文、改编故事、角色扮演、头脑风暴活动和小组讨论活动等多种方式巩固学生对语法点的理解，并且增强学生的综合语言运用能力。
步骤五(Step 5)：总结(Summary)
新课标提倡学生自主总结，目的是为了加深学生对语法内容的理解，复习巩固知识，检查学生掌握情况;教师在学生总结的基础之上做必要的补充，并适当地进行情感升华，实现情感目标。
步骤六(Step 6)：作业(Homework)
语法课的课后作业不能仅仅局限于语法形式的机械操练，提倡给学生布置开放性的作业，例如根据课堂所教语法内容灵活地给学生设置相应、调查、故事改写之类的活动，将所学语法用于实际生活中;同时作业的布置要考虑层次性，从而达到照顾全体学生的需求。
二、语法课教学设计参考(20分钟)
The Art of Paper
Chen Zijiang is a paper-cutting expert whom I interviewed for my article on Chinese Art. Paper-cutting is something that he learned to do from an early age.
“It is a Chinese folk art with a long history,” Mr. Chen told me, “Paper cuts of animals have been found in tombs which date back to the time of the Northern and Southern Dynasty!” He added that by the Southern Song Dynasty, paper-cutting had become an important part of everyday life. “A young farmer who wanted a wife would look at a young woman’s paper-cutting skills before marrying her!” explained Mr. Chen, laughing at the look of surprise on my face.
Mr. Chen went on to explain that there are three types of paper cuts which people still make today: paper cuts for decoration, for religious purposes and for design patterns.
Paper cuts used for decoration are often seen on windows and gates. They are usually put up during holidays to bring good luck. They are also used on presents. A present for parents whose child has recently been born might show a paper cut of children, for example. Paper cuts which show the Chinese character for double happiness are often used to celebrate weddings.
Paper cuts used for religious purposes are often found in temples. They are also used as offerings to the dead. People to whom the dead person was related would make these offerings on special days and during festivals.
The third kind of paper cuts are those used to make patterns on clothing. They are also sometimes used to decorate jewelry boxes. Dragons are very popular patterns for these designs.
The interview was very useful as I got a lot of interesting information for my article. I was also ready to try out paper-cutting for myself. “See you next week,” I said as I waved goodbye to Mr Chen. I was going to meet him again so that he could help me make my first paper cut!
【参考答案】
I. Teaching contents
The teaching material is rich in Chinese cultural features and shows the long history of Chinese paper-cutting art. The target grammar covers the usage of the relative words including which, that, who, whom, whose, and preposition + whom.
II. Teaching Objectives
(1) Knowledge Objective
Students are able to distinguish the structure and usage of the attributive clause clearly.
(2) Ability Objective
Students are able to use the attributive clause to talk with others.
(3) Emotional Objective
Students are able to improve their learning interest through study and experience grammar.
III. Teaching Key and Difficult Points
Most of students can understand and grasp the structure and usage of the attributive clause.
Students are able to use the attributive clause to talk with others in the certain context.
IV. Teaching procedure
Step 1: Lead-in (2 mins)
1. The teacher shows a video clip about Chinese paper cuts.
2. Guide students to answer three questions using the attributive clause:
(1)From which dynasty did people start to make paper cuts?
(2)How many types of paper cuts do people still make today?
(3)Which patterns of paper cuts are often used to celebrate weddings?
【Justification】The step can not only extract the general idea of the full text, but also directly present the goal and the process.
Step 2: Presentation (5 mins)
1. The teacher shows some familiar proverbs on the blackboard and emphasizes the structures of the attributive clause.
(1)God helps those who help themselves.
(2)He who laughs last laughs best.
(3)He who doesn’t reach the Great Wall is not a true man.
(4)Don’t cut down the tree which gives you shade.
2. The teacher asks students to find out each sentence containing attributive clause and then the teacher helps analyze the grammar structure of attributive clause. Elicit students to classify all attributive clauses in the book.
【Justification】By meaningful communication, students can interact with each other so that they can understand the usage of the target grammar.
Step 3: Practice (6 mins)
1. The teacher shows some pictures about Beijing, including geographical feature, weather, culture and so on. Lead students to describe Beijing using attributive clause.
(1)Beijing is the capital city which lies in the north of China.
(2)Beijing is a city of diversified culture which combines modern culture and history perfectly.
(3)…
【Justification】In connection with the actual situation of life, students can use the grammar to drills.
Step 4: Consolidation (5 mins)
Ask students to design a paper cut for Folk Cultural Festival and choose some to introduce their works in front of the class.
【Justification】The reasonable design and arrangement of students’ language output activities, including design paper-cuts for folk cultural festivals, can create a good opportunity for training students’ language skills.
Step 5: Summary (1 min)
1. Guide students to summarize what they have learned in this class. If necessary, the teacher makes some supplements.
2. The teacher points out the emotional objectives in the end of this class.
【Justification】Students can have a review of the language points in the class.
Step 6: Homework (1 min)
Try to introduce Chinese paper-cutting art with the attributive clause to a foreign pen pal.
【Justification】The arrangement of homework is an effective supplement to the classroom content.
