1、教学设计 课课 题题 Unit4NATURAL DISASTERS Period 3 Discovering Useful Structures 学学 科科 英英 语语 班班 级级 Class 授课教师授课教师 教教 学学 目目 标标 1. 复习 that、which、who（whom）引导的定语从句； 2. 学习并掌握用 whose 引导的定语从句；能够运用关系代词引导的定语从句描述事 物的具体信息。 3. 掌握定语从句，并能够将这些定语从句用于对具体事物的描述，以提升自己的语 言表达和运用能力。 4. 5. 通过观察、分析与归纳，掌握现在进行时表示将来计划的用法，并运用这一表达 与同伴讨论
2、周末计划。 6. 在语篇中理解并运用现在进行时表示将来，丰富语篇表达内容，提高语篇质量。 重重 点点 引导学生理解定语从句对丰富句子内容和描述事物特征、补充信息的功能；引导 学生运用定语从句补充信息，丰富自己的语言表达。 难难 点点 结合话题，用定语从句描述特定的图片内容。 教教 学学 方方 法法 Self-learning approach; asking-and-answering activity. 教教 学学 内内 容容 与与 过过 程程 Step1 Discovering 1.学生阅读课文，然后根据初中时学习过的定语从句的知识，找出找出课文 中出现的定语从句。 There were
3、deep cracks that appeared in the well walls. (Paragraph 1) Eleven kilometres directly below the city, one of the most deadly earthquakes of the 20th century had begun, a quake that even caused damage more than 150 kilometres away in Beijing. (Paragraph 2) Two thirds of the people who lived there wer
4、e dead or injured. (Paragraph 2) The number of people who were killed or badly injured in the quake was more than 400,000. (Paragraph 2) . the army sent 150,000 soldiers to Tangshan to dig out those who were trapped and to bury the dead. (Paragraph 4) Workers built shelters for survivors whose homes
5、 had been destroyed. (Paragraph 4) Teaching Tip 备注备注 Before starting the activity, write two sentences on the board, each using a restrictive relative clause (but use different relative pronouns in each sentence: that, which, or who). Underline the restrictive relative clause in each sentence and te
6、ll students that they are going to study how to create restrictive relative clauses which help to add necessary information to sentences. 2. 教师通过教学软件或板书呈现这些句子，然后通过下列问题引导学生思 考定语从句的修饰和限定作用。 Translate the sentences into Chinese. Think about which noun is modified by the relative clause. Why do we use t
7、he relative clause? What if relative clauses are not used in these sentences? 教学提示：英文和中文在语法句式上有很大的区别，适当的英汉翻译练习可 以帮助学生利用母语知识理解英文句子的含义和结构。 3. 学生回看主篇阅读文本，找出文本中的定语从句，然后和同桌互相核对 并翻译这些句子，最后找出这些从句所修饰的先行词。 教学提示：教师应重视在语境中呈现新的语法知识，让学生观察所学语法项 目的使用场合、形式、意义及语用功能。单从句子层面的观察是不够的，学 生更需要在语篇的语境中体验语法。 4. 教师将学生在主篇阅读文本中找到
8、的含有定语从句的句子呈现出来，把 它们与活动 1 中的句子放在一起，让学生按关系代词进行分类，并在小组内 讨论其用法，然后说出定语从句的使用规律。最后教师补充并总结。 教学提示：学生在总结过程中可以使用表格或思维导图，说明定语从句的关 系代词与先行词之间的关系。就学生对规律的掌握而言，让他们通过主动观 察、探究而总结出规律比直接听教师讲授的效果好。教师尽量把主动体验、 思考、学习的机会留给学生，在学生总结的基础上再进行系统的或补充性的 讲解。 Step2 Practice 两个句子合成一个定语从句，之后师生核对答案。 1 The CCTV reporter is interviewing a
9、woman. The womans family survived the earthquake, (whose) 2 The soldier will remember the rescue worker. The soldier worked with the rescue worker during the quake, (with whom) 3 The house was heavily damaged in the earthquake. The house will be rebuilt by the government, (which/that) 4 The rescue w
10、orkers had to walk slowly through the bricks. The bricks covered the ground, (that/which) 5 My family will always be thankful for the people. We received aid from the people, (from whom) 6 The people lost everything in the quake. We need to help them prepare for the coming winter, (who) Step3 Consol
11、idation Complete the passage with that, which, who, whose， or prep + whom. For people_love the sun, summer is a time of fun. But for people_families were destroyed by the super typhoon _hit East China in July 2016； that summer was a time of great sadness. The floods and landslides caused by the typh
12、oon killed 161 people； left 61 missings and forced the evacuation of hundreds of thousands of people. The victims_ the typhoon brought death or great loss were in several provinces along the Yangtze River. In the months_have passed since then, much has been done to make things better and help the th
13、ousands of people_homes were destroyed； although the sadness will never leave those_summer now marks the death of a loved one. 拓展活动拓展活动 设计谜语，用定语从句修饰某人或某物，然后在班内举行一次猜谜活动。 Step4 Homework 1. 使用定语从句解释本单元学习的 disaster、drought、landslide、flood、 volcano、 shelter、ruin、trap 等词。 2. 仿效主篇阅读文本记述汶川地震，使用定语从句增加语言的丰富性、生 动性和准确性。
