系列教學(xué)設(shè)計1：Earthquakes全國一等獎

Unit4Earthquakes教學(xué)設(shè)計（第4課時）●從容說課Thisperiodlaysemphasisongrammar，thatis，theAttributiveClause，whichisalsothedifficultpointinSeniorEnglish.First，revisewhatthestudentshavelearntinthelastperiodbyfillingintheblanksinapassageandtranslatingsomesentencesfromChineseintoEnglish.InthisunitthestudentsshouldlearntousetheRelativePronounssuchasthat，which，who，whomandwhosetointroduceanAttributiveClause.First，theteacherpresentsonesentencecontaininganAttributiveClause，whichwastakenfromthereadingpassage.TeachertriestoanalyzethesentenceandletthestudentshaveageneralideaaboutwhatisanAttributiveClause.ThenthestudentsareaskedtofindallthesentencesthatcontainanAttributiveClauseintheReadingpassage.Nexttheteacherwillexplainthedifferencebetweentheserelativepronounsandalsoshowsometypicalexamples.Afterthat，thestudentswillchoosetherightrelativepronounstocompletesomesentences.Inordertoconsolidatethegrammar，thestudentswilldosomeoralpractice.Inthispractice，thestudentswilltelleachothertheirownunusualexperiences.Theneachgroupwillchooseonerepresentativetoreporttothewholeclass.Thestudentsshouldnotonlylearnaboutthegrammar，butalsolearnhowtousethem，whichismuchmoreimportant.Alsothispartcanhelpthestudentstocommunicatewitheachotherusingthelanguagethattheyhavelearned，andthisistherealpurposeoflearninglanguages.●三維目標：（1）LearntheAttributiveClause.（2）LearnthedifferencebetweenRelativePronounsfortheAttributiveClauses.：（1）LearntochoosethecorrectRelativePronounsfortheAttributiveClauses.（2）Trainthestudents’abilitytoreportwhatothershavesaid.：Trainthestudents’abilitytocooperatewitheachother.●教學(xué)重點（1）LearntheAttributiveClause.（2）Trainthestudents’abilitytoreportwhatothershavesaid.●教學(xué)難點LearntochoosethecorrectRelativePronounsfortheAttributiveClauses.●教具準備（1）ataperecorder（2）aprojector（3）theblackboard●教學(xué)過程Step1GreetingsGreetthewholeclassasusual.Step2RevisionT：Inthelastperiod，welearnedtheusageofsomedifficultwordsandexpressions.Nowlet’scheckyourhomeworkexercises.LookatPart1inUsingWordsandExpressionsonPageanearthquakeusingthevocabularyinthisunit.Thenchoosethewordsandexpressionsfromtheboxtocompletethepassage.Changetheformifnecessary.（Onestudentreadstheshortpassage.Theteachercorrectsanymistakesifthereareany.）T：Thenlet’scometothenextpart.TranslatethesentencesintoEnglishusingthewordsandexpressionsinthebrackets.Iwillasksomeofyoutoreadthesentences.S1：Theeveningbeforelast，shewastoonervoustoeatanything.S2：Whenpeoplefoundtherewasasecondquake，theyrushedoutoftheirhousesrightaway.S3：Afterthatterribledisaster，60percentofthehomelesschildrenweresenttoothersafecitiestolive.S4：Tothenorthofthefactory，alittlegirlwasdugoutoftheruins.S5：Weareproudofthesoldiers，whorescuedthoseboysfromtherace.S6：Weshouldhonorthosewhoorganizedtherescuework.T：Youdidaquitegoodjob.Step3Grammar（Theteacherwritesthesentence“Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.”ontheblackboardbeforeclassbegins.）T：Pleaselookatthesentenceontheblackboard，payingspecialattentiontotheunderlinedpart.Whatkindofclauseisit？Ss：TheAttributiveClause.T：Yes.Youareright.TheAttributiveClausetellsuswhichpersonorthing（orwhatkindofpersonorthing）thespeakermeans..Thewomanwholivesnextdoorisateacher.Asentencewithanattributiveclauseisacombinationoftwoshortersentences.Inthesentenceabove，thetwoshortsentencesare：“Thewomanisateacher.”and“Thewomanlivesnextdoor.”TheAttributiveClauseistheanswertothequestion：Whichwomanisateacher？Wouldyoutrytodividethesamplesentenceontheblackboardintotwoshortsentences？S1：Workersbuiltsheltersforsurvivors.Thesurvivors’homeshadbeendestroyed.T：That’sright.NowtrytofindallthesentenceswithAttributiveClausesintheReadingpassage.（Afterseveralminutes.）S2：Buttheonemillionpeopleofthecity，whothoughtlittleoftheseevents，wenttobedasusualthatnight.S3：ItwasheardinBeijing，whichisonehundredkilometersaway.S4：Ahugecrackthatwaseightkilometerslongandthirtymeterswidecutacrosshouses，roadsandcanals.S5：Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400000.S6：Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.T：Verygood.ThenwhichpartoftheAttributiveClause，doyouthink，isthemostdifficultone？S7：Therelativepronouns.T：YouhavenoticedthatmanyexercisesabouttheAttributiveClausearedesignedforthestudentstochooseabetterrelativepronoun.SonextIwillsaysomethingaboutthecommonrelativepronouns.“Who”isusedforpeople..Themanhasbeencaught.Hedidtherobbery.→Themanwhodidtherobberyhasbeencaught.“Which”isusedforthings..Thechairwasabrokenone.Isatinthechair.→ThechairwhichIsatinwasabrokenone.“That”isusedforthingsorpeople..Aplaneisamachine.Itcanfly.→Aplaneisamachinethatcanfly.Hereistheboy.Hedamagedthevase.→Hereistheboythatdamagedthevase.“Whose”isusedinsteadofhis/her/their..Sheisthegirl.HerEnglishisthebestinourclass.→SheisthegirlwhoseEnglishisthebestinourclass.“Whom”isquiteformal，andinmostcasesitisallrighttousewhoinstead.Butwhenwhomhasaprepositionbeforeit，itcannotbereplacedbywho..（1）Iwantedtoseethewoman.Shehadalreadyleft.→Thewomanwhom/whoIwantedtoseehadalreadyleft.（2）Theworkers，someofwhomstayedhereforfouryears，comefromdifferentcountries.T：NowlookatPart2inDiscoveringUsefulStructuresonPage28.Trytocompleteeachsentenceusingthat，which，who，orwhose.（Afterseveralminutes.）S8：Theterribleshakingofthebuildingwokeupallthepeoplewhowereasleep.T：Oh，attention，please.Inthissentencewecan’tuse“whom”，because“whom”can’tactasasubjectintheAttributiveClause.S9：Soyoumean“who”canactasasubject，while“whom”canactasanobjectinanAttributiveClause.T：Yes.And“who”canalsoactasanobjectintheAttributiveClause.Now，let’scometothenextsentence.S10：Thenextdaypeopleputupsheltersintheopenairwithallkindsofthingsthat/whichtheycouldfind.S11：Severaldayslatermostofthebuildingsthathadbeendamagedwererepaired.S12：Wewenttoseeourteacherwhosehusbandwaskilledintheearthquake.S13：Anumberofchildrenwhoseparentshaddiedinthequakeweresenttolivewithfamiliesinothercities.T：Youdidaquitegoodjob.Step4ConsolidationT：NowwearegoingtopracticeusingtheAttributiveClause.Thinkaboutanunusualexperienceandhowyoufelt.Workingroups.Taketurnsaskingquestions，using“Wasitsomethingthat？”or“Wastheresomeonewho？”Takenotesabouttheexperiencesofyourgroupmembersandreportbacktotheclass.（Ssworkingroups.MeanwhiletheteachergoesaroundtheclassandhelpsSsdealwithanydifficultiesthattheymayhave.）（Afterseveralminutes.）T：Eachgroupshouldchooseonerepresentativetomakeareporttothewholeclass.S1：Wasitsomethingthatfrightenedyou？S2：Yes，Iwasreallyfrightenedandfeltterriblypainful.S3：Wastheresomeonewhocametohelpyou？S4：Yes.Somepassers-bycametohelpmeandtheysentmetothenearesthospital.S5：Whileridingabikebackhome，XiaoMingwashitbyacar.Hefelldownfromthebikeontotheground.Hefeltterriblypainful.Somepassers-bycametohelphimandsenthimtohospital.Afterexamination，thedoctorsfoundhisleftlegwasbroken.T：Excellent.Step5HomeworkT：Afterclass，readthepassageonPage’saboutadviceonhowtoprotectyourhomefromanearthquake.Completethesentencesbelow，usingwho，whom，which，thatorwhose.Second，pleasetranslatethefollowingsentencesintoEnglish，usingtheAttributiveClauses.1.她的父母不允許她嫁給任何家境貧寒的人。2.兩位朋友談?wù)摿嗽S多他們所記得的大學(xué)里的人和事。3.正在那兒唱歌的女孩是我的妹妹。4.這就是你上個月參觀的博物館嗎？5.他正在寫字用的那枝鋼筆是我的。●板書設(shè)計Unit4EarthquakeTheFourthPeriodExample： WorkersbuiltsheltersAnswers：forsurvivorswhose whichhomeshadbeen destroyed. RelativePronouns： UsefulExpressions：who，which，that itsomethingthat...？whose，whom theresomeonewho...？●活動與探究ConductingaSurvey：Conductasurveyoncampusinpairs.Askteachersorstudentsthatyoucanmeetandwritedowntheinformationyouget.Thenwriteareportbasedontheinformation.Atlastreportyoursurveytothewholeclassandchoosethebestreporter.Questions：（1）Haveyouexperiencedanydisaster？（2）Whatwasitandwhendidithappen？（3）Whatdidyoudoatfirst？Didyoufeelfrightened？（4）Howdidyousurvive？（5）Didanyonecometohelpyou？（6）Whathaveyoulearntfromit？●備課資料定語從句關(guān)系詞的選擇1.只用that，不用which的情況：（1）當(dāng)先行詞是不定代詞，如all，everything，anything，nothing，much，few，little，none，theone等。Allthatcanbedonehasbeendone.（2）先行詞前有theonly，few，oneof，little，no，all，every，very等詞修飾時。Thereisnodifficultythatwecan’tovercome.（3）先行詞被序數(shù)詞first，last，next等或形容詞的最高級修飾時。ThisisthefirstletterthatI’vewritteninJapanese.（4）當(dāng)先行詞既有人又有物時。Theytalkedabouttheteachersandschoolsthattheyhadvisited.（5）當(dāng)先行詞是系動詞be后面的表語或關(guān)系詞本身是從句的表語時。Chinaisn’tthecountrythatsheusedtobe50yearsago.（6）當(dāng)主句是以who，which或what開頭的特殊疑問句時。Whoisthemanthatiswaitingatthebusstop？（7）當(dāng)先行詞是what時。Whatdidyouhearthatmadeyousohappy？2.只用which不用that的情況：（1）先行詞在非限制性定語從句中充當(dāng)主語或賓語。Theirhousewaswashedawaybythefloods，whichmadethemverysad.（2）當(dāng)關(guān)系代詞前有介詞。Thisisthefactoryinwhichweonceworked.（3）當(dāng)先行詞本身是that時。What’sthatwhichflashedintheskyjustnow？（4）當(dāng)關(guān)系代詞后面帶有插入語時。HereistheEnglishgrammarbookwhich，asIhavetoldyou，willhelpimproveyourEnglish.與which的比較：（1）在非限制性定語從句中，均可替代整個主句或句中的某個部分，在從句中作主語、賓語、表語，如從句在主句之后，兩者皆可用；如從句在主句之前，用as。Theyfailedintheexam，as/whichisnatural.Asisknowntoall，theearthmovesaroundthesun.（2）如關(guān)系代詞代表全句意思，有“正如……，就像……”之意時，用as。Wewonthefootballgame，aswehadexpected.（3）當(dāng)先行詞被thesame，such，so修飾時，用as。Thisisthesamebookasyouboughtyesterday.Don’tbelieveinsuchmenaspraiseyoutoyourface.（4）當(dāng)從句內(nèi)容對主句內(nèi)容起消極作用，則用which。Theyoungmancheatedhisfriendoutofmuchmoney，whichwasdisgraceful.RelatedExercises：knowtheboy____________yougavethebook____________.A.whom；to B.which；towhom；to D.that；tohimistheveryplace____________I’manxioustopayavisit.A.that B.whichC.onwhich whichyoubeentoHangzhou，____________WestLakeisthemostbeautifulinourcountry？A.whose B.which C.that D.whereknowthestudent____________youborrowedthepen.A.that B.fromwhomC.fromwhich D.whomareplayersfromJapan，____________areouroldfriends.A.that B.where C.they D.whoarrivedatthefarmhouse，infrontof____________satasmallboy.A.theplace C.which D.thatistheday____________I’llneverforget.A./ B.onwhichwhich D.whenletterisfrommysister，____________isworkinginBeijing.A.which B.that C.who D.shelostabook，____________Ican’tremembernow.A.itstitle B.whosetitle C.thetitleofit