1、集体备课教学设计 NO. 课 题Unit 4 Natural DisastersPeriod 3 Discovering Useful Structure主讲人王瑜课型语法课时1备课时间2024.10.19投放时间2024.10.23课程标准This teaching period mainly deal with discovering useful structure. Students are expected to the knowledge about how to use the attribute clause. The teachers are expected to enab
2、le students to master some knowledge about the attribute clause.教学目标Knowledge objectives: Enable students to acquire the basic usage of the attributive clause.skill objectives: Enable students have a good understanding of grammar skills.Emotional objectives: Develop students sense of cooperative lea
3、rning and individual capability.Thinking quality objectives: Inspire the students s pirit of disaster.教学重 点1.Students can list the usage of relative pronoun who,whom,which,that,whose.2.Students are able to write sentences using the attributive clause.教学难 点How to use the attribute clause to finish ex
4、ercise. 教 学准 备PPT,video,textbook,blackboard教学过程 设 计学生活动设计意图1. Lead inActivity 1:Lets reviewAsk students to think about the knowledge of earthquake.Which thing is the warning sign before the earthquake? The water that was in the village wells（井） rose and fell.Before the earthquake, there are some str
5、ange things which happened in the countryside. We could find unusual behaviour that animals show.2. While- classgActivity 2: Observe and do a summaryThere was an earthquake which happened in Tangshan in 1976.Which thing is the warning sign before the earthquake?The water that was in the village well
6、s（井） rose and fell.Before the earthquake, there are some strange things which happened in the countryside. We could find unusual behaviour that animals show.But the people in the city, who thought little of these events, went to sleep as usual that night.Summary定语从句：在 中，修饰 的从句叫作定语从句。其作用相当于 。定语从句的分类：
7、1)限定性定语从句对先行词有限定制约作用，不能被省略，否则句意不完整There was an earthquake which happened in Tangshan in 1976.2)非限定性定语从句起补充说明作用，可省略。有逗号隔开。But the people in the city, who thought little of these events, went to sleep as usual that night.思考：定语从句的位置？There was an earthquake which happened in Tangshan in 1976.一般放在被修饰名词或代
8、词之后。定语从句的结构：先行词+关系词+定语从句关系代词：who, whom, whose, which, that关系副词关系副词：when, where，why思考：What is the function of antecedents?关系词的三个作用:1. 2. 3. Activity 3: Carefully thinking Task 1 Find out main clause（主句） and subordinate clause（从句）?What function(功能）do the relative pronouns have?1. There were deepcracks
9、that appeared in the well walls.2. The Tangshan earthquake was a terrible experience that my great-grandma cannot forget. 3. The supplies which were provided to the disaster area were collected from around the country. 4. Two thirds of the people who lived there were dead or injured. 5. The number o
10、f people who were killed or badly injured in the quake was more than 400,000.6. A doctor with whom James used to work died in the 2016 earthquake in Ecuador. 7. Workers built shelters for survivors whose homes had been destroyed.Summary:What function(功能）do the relative pronouns have?personsthingssub
11、jectobjectpossessive（所有格，谁的）whowhomwhichthatwhose注意一：宜用that就不宜用 which引导定语从句的情况1.当先行词被序数词或形容词最高级修饰时。The first thing you should do is call the police right away.This is the most delicious food I have ever had.2.当先行词是all，any，little，few， much， everanything, nothing，none等不定代词或被这些词修饰时。All can be done has
12、been done.Tell me everything you knowPlease send us any information you have about the subject.3.当先行词被由 the only， the very， the last， the same等修饰时。The only thing she could do was to go to the Police for help.This is the very book I want to buy.4.当先行词既包括人又包括物时。Sometimes we should ignore the persons a
13、nd things upset us.5.当主句是以who或者 which开头的特殊疑问句时。Which of the books you bought is the most useful for my writing?注意二：1.引导非限制性定语从句时。Football, is an interesting game, is very popular all over the world.足球是一项有趣的运动，在全世界非常受欢迎。2.当关系代词前有介词时。This is the house in Mo Yan once lived.这就是莫言曾经住过的房子。Activity 4: Do e
14、xercise.Task 1 Combine the two sentences into the Attributive clause.The woman is feeding a baby. The woman is a rescue worker. 定语从句： The tents can prevent people from getting into the rain.The soliders are fixing the tents . 定语从句： The dogs job is to search people. The dog has an incredible sense of
15、 smell.定语从句： Task 2 Complete the sentences with that, which, who, whose, whom . 1.Here are some of the people _ homes were destroyed by the typhoon.2.The terrible shaking of the building woke up all the people _ were asleep.3. The next day, people put up shelters in the open air using anything _ the
16、y could find.4. Several days later, most of the buildings _had been damaged by the hurricane were repaired.5. The injured boy _mother was lost in the disaster was taken to the hospital.6.The woman wrote a thank-you letter to the soldier by _ she was rescued.7. Is this young boy _ saved several other
17、 students trapped under buildings?Step 3 DisscussionEnjoy a video and disscuss the following questions：What is the spirit of disaster relief?What should we learn from the video?Try to express your opinions using relative clauses .The spirit of disaster relief is a beam of light I am honored to live
18、in China We should learn from those people We should try our best to help those We should actively promote the spirit of dedication and gather the powerful force to struggle for the new age.要积极弘扬奉献精神，凝聚起万众一心奋斗新时代的强大力量。 -习近平Homework1. Finish exercise on your exercise book.2. Try to write sentences us
19、ing the attributive clause.同桌之间相互讨论学生认真听讲，并归纳总结定语从句的定义和结构。观察定语从句中关系代词的用法。学生完成定语从句相关练习。观看抗震救灾视频，完成定语从句。通过讨论，来引导学生的发散思维，并使学生认识到本课主题定语从句通过讲授知识和学生总结，来使学生了解定语从句的相关知识。通过学生总结，更好地理解定语从句中关系代词的用法，并熟练运用。通过完成练习，巩固定语从句相关知识。通过用定语从句描述抗震救灾的画面，引导学生树立积极面对困难，用行动践行奉献精神。设计意图本单元的主题是“自然灾害”，本单元Discovering Useful Structures
20、 部分的语法结构是that、which、who、whom、whose 引导的限制性定语从句。要求学生掌握定语从句，并能够将这些定语从句用于对具体事务的描述，以提升自己的语言表达和运用能力。引导学生观察句子，发现语法现象，总结一般规律。导入环节引导学生对地震预警的思考，用5个定语从句来引出本节课的重点，引导学生总结定语从句的结构以及关系代词的用法。最后加以辅助练习，整体以学生归纳得出结论的模式进行授课。最后环节引入德育渗透，引导学生树立正确的社会主义价值观。教学反思本节课为语法课，采用“ppp”模式，在知识讲授过程中，注重形式的创新。本节课设置的语境是灾后重建，用定语从句来描述灾后重建的过程，符合新课程标准的要求。本节课的亮点在于，结合本单元课题，引入了德育，将社会主义核心价值观纳入课堂，有助于学生全面发展。总体而言，本节课的教学目标明确，教学环节清晰，课堂氛围活跃，师生互动多，让学生深刻感受到了语言的魅力，感受到了英语的魅力。
