1、Unit 4 Natural Disasters Section B Discovering Useful Structures 教学设计教学设计 科目：英语 课题：Section B Discovering Useful Structures 课时：1 课 时 教学目标与核心素养： 知识目标：Identify restrictive relative clauses and explore the structures and the pragmatic function of restrictive relative clauses. 能力目标：Sum up the usage of re
2、lative pronouns. 情感目标：Use restrictive relative clauses to describe pictures of disasters. 教学重难点 教学重点：Sum up the usage of relative pronouns. 教 学 难 点 ： Use restrictive relative clauses to describe pictures of disasters. 课前准备：多媒体，黑板，粉笔 教学过程： 一、Pre-class 1. Greeting 2. Leading-in 教师活动： Let students read
3、 a few sentences and appreciate the restrictive clause by answering the function of it. On coming back a few days afterwards, I found they had christened him heathcliff: it was the name of a son who died in childhood, and it has served him ever since, both for Christian and surname. 参考答案： （1）the ori
4、gin of the name （2）the influence on his personality （3）to imply his destiny While- class 学生活动：Master the usage of restrictive relative clauses. Activity 1Find and underline the restrictive relative clauses in the sentences below.What function do the restrictive relative clauses have? 1.The Tangshan
5、earthquake was a terrible experience that my great-grandma cannot forget. 2.The couple who live next to us volunteered to help after the volcano erupted. 3.The supplies which were provided to the disaster area were collected from around the country. 4.Mr Li is an architect whose designs for the new
6、town have won praise. 5.Adoctor with whom James used to work died in the 2016 earthquake in Ecuador. 6.There were deep cracks that appeared in the well walls. Activity 2Summarise the classification and usages of restrictive relative clauses. 先行词 作主语 作宾语 作定语 人 物 参考答案： Activity 1 1.The Tangshan earthq
7、uake was a terrible experience that my great-grandma cannot forget. 2.The couple who live next to us volunteered to help after the volcano erupted. 3.The supplies which were provided to the disaster area were collected from around country. 4.Mr Li is an architect whose designs for the new town have
8、won praise. 5.Adoctor with whom James used to work died in the 2016 earthquake in Ecuador. 6.There were deep cracks that appeared in the well walls. 限制性定语从句、先行词、关系词小结: 1.限制性定语从句:是指在复合句中,修饰名词或代词的从句,充当形容 词使用。 2.先行词:被定语从句所修饰的名词或代词。 3.关系词(引导词):引导定语从句的词叫关系词,关系词分为关系代词 和关系副词。 Activity 2 先行词 作主语 作宾语作定语 人 wh
9、o/tha t whom/t hat whose 物 which/t hat which/t hat whose 学生活动： 完成活动 2 和练习册 Using Structures 中的活动 1 和活动 2。 之后师生核对答案。 学生活动： 阅读活动 3 的任务要求和对话示例， 随后结对完成活动 3， 最后在班内展示。 学生活动：根据课堂时间，学生选择完成练习册 Using Structures 中 的活动 3 和活动 4。 二、After-class Translate the short passage into English using restrictive relative cl
10、auses. 台风是发生在西太平洋上的一种极其强烈的风。台风过后,救援人员 必须小心地在被碎片覆盖的地上行走。 志愿者给被困在村子里的人送 去了食物和其他补给品。 这些村民将会记得一起度过灾难的救援人员 和志愿者。没有找到父母的孩子会被邻居照看。一名央视记者正在采 访一位家人从台风中幸存的女孩儿。 参考答案： Atyphoon is an extremely strong wind that/which happens in the western Pacific Ocean.After the typhoon,the rescue workers had to walk slowly on
11、the ground which was covered with the debris.The volunteers delivered foods and other supplies to those who were trapped in the village.The villagers will remember the rescue workers and volunteers with whom they went through the disaster.The children whose parents could not be found were looked after by neighbours.ACCTV reporter is interviewing a girl whose family survived the typhoon. 四、Summary 先行词 作主语 作宾语作定语 人 who/tha t whom/t hat whose 物 which/t hat which/t hat whose 作业布置：完成同步课时作业。
