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Book1 Unit4 Earthquake Attributive Clause 教学设计

李苗苗

一、

理论基础

高中阶段的语法教学，应从语言应用的角度出发，把语言的形式、意义和语法有机地结合起来。要引导学生在语境中了解和掌握语法的表意功能。《标准》的目的是要改变传统教学中过分强调语法知识的讲解和传授的状况，让学生在运用语言的过程中领悟语法知识要点，要求学生在“做中学”。

语块理论是高中一线英语教师的关注点。高中英语教师用语块理论来指导语法教学，能加强语法教学的有效性。在语法教学中结合以词块为基础的词汇教学，使语法教学生动有趣，同时也是对本单元话题词汇的巩固再现。

二、教材分析：本单元以Earthquake为中心话题，课程标准要求掌握的项目话题为：basic knowledge about earthquakes; how to protect oneself and help others in disasters; 功能是:1. 谈论过去经历

2.表达谢意；语法是定语从句。基于单元整体教学设计的原则，我们把本单元分成了四课时。本节课是第三课时Discovering useful structures---定语从句，该部分首先要求学生从文中找出定语从句进行分析，其次考查了限制性定语从句关系代词的选择。

三、学情分析：高一新生，思维活跃，他们不满足于教科书上的知识，渴望获得更多的信息。对于定语从句该项语法，他们在初中阶段已经有初步学习及简单运用，但大部分同学仅知道修饰人用who，修饰物用which，语法细节一知半解，语法基础依然薄弱。因此，教师需设置多样化的语言活动，让学生在虚拟的交流环境中进一步掌握限制性定语从句中关系代词的用法。

四、教学目标

1.knowledge to gain To help the students learn Attributive Clause (I) (which, who, whom, that, whose ) and master the chunks about the earthquake. 2.Skills to develop

To help the students practice the skills at describing people and things and further develop the ability in communication especially when the attributive clause is used. 3. Character to build:

To inspire the students to be grateful for the beautiful life we have. 五、教学重点

Get the students to master the Attributive Clause introduced by which/whom/who/that/whose. 六、教学难点

Enable the students to learn how to use relative pronoun in communication correctly. 七、教学方法：

1. Task-based teaching method 2. Cooperative learning and practice Teaching aid

Multi-media 八、教学过程Teaching procedures Step 1 Lead-in 1. 1）Introduction of

Mr. Nature.

Is he a kind man? Is he a man with a warm smile on his face? He is a man easily changing his mind.

He is a man closely related (相关) to us.

He is the first man whom we always ask for more

设计意图：了解大自然变化无常，使学生了解定语的概念：修饰名词代词的成分(形容词，介词短语，现在分词，过去分词，数词，从句等)。

2）将两个句子合并为一个句子

Mr. Nature is a man.

we always ask him for more

Mr. Nature is a man whom we always ask for more.

设计意图：演示定语从句的构成形式，理解定语从句的概念和功能。

The clause used as the attribute in a sentence is called Attributive Clause, which is used to modify(修饰) a noun or a pronoun. Step 2

Presentation 设计意图：让学生学会分析定语从句的三要素，并通过观察，总结限制性定语从句中关系代词的运用规则。

1.

找出句子中的定语从句、先行词和关系代词

When he is cheerful, he will make the earth a place which/that people love.

When he gets angry, he will become a man who/that can destroy our home.

What is the earthquake? The earthquake is a shaking of the ground which/that is caused by movement of the earth’s crust (地壳)

观察与发现Rule 1: who or which? That? 设计意图：用定语从句继续介绍大自然，引出本单元话题--地震，深入了解定语从句的基本概念，展示句子，让学生观察并归纳总结关系代词which，who，that用法。

2. 填入适当的关系代词

Before the earthquake The strange things______were happening before earthquakes may

give people some warnings(警告) about the disaster.

•

Chickens and even the pigs _____ farmers keep in the farmyards are too nervous to eat. •

Dogs _______are usually quiet start to bark madly. •

Bright lights _______people see may come up from the ground. •

The water in the well ________was usually calm and clear rises and falls, rises and falls.

观察与发现

Rule 2: which，that在定语从句中充当的成分: 既可作___又作____。

设计意图：了解震前常识，巩固地震相关词块及关系代词which/that, 总结which, that 在从句中的成分。

3.合并句子

1）Most of people were asleep as usual. They thought little of the strange things before the earthquake.

Most of people, who

thought little of the strange things before the earthquake, were asleep as usual. 2）The suffering of the people was extreme.

The earthquake affected the people in many ways. The suffering of the people whom/who/that the earthquake affected in many ways was extreme.

观察与发现Rule 3: 设计意图：总结who, whom在从句中所做的成分。

Step3 Practice 设计意图：创设语境，多层次练习定语从句中关系代词的使用，感受灾难无情人有情的情感。

１. 图片+句子（填入适当的关系代词）

Earthquakes are natural disasters________many people face every year.

地震图片

The city ________was beautiful before the earthquake lies in ruins now.

受灾人民图片

A number of people ______were trapped under the buildings were rescued. 解放军救援图片

They build shelters for survivors _______they saved during the earthquake. We Chinese people

________are united in disasters finally

conquer(战胜) the earthquake.

２.

篇章练习

Ways To Survive An Earthquake 1. Make sure you buy a house ______________is earthquake safe.

2. Look around your house for things ___________ could fall or move. Make sure the television is tied to a table and the bookcases are already tied to the wall. 3. Stay out of the kitchen____________ is a dangerous place, with large appliances, knife sets and natural gas lines.

4. “drop, cover, and hold”

is one of methods ____________the American Red Cross recommends(推荐).

5. If you are outside, stay away from buildings, trees, street lights or power lines ____________

are the main risks of being outdoors when an earthquake comes. 6. If you are in a car, stop as quickly as possible and remain inside.

Avoid roads, bridges, or ramps(斜坡) ______________ the earthquake may damage . 7. Choose a person ______________ lives in another town or state as a contact. It is sometimes easier to reach someone _____________ is not in the disaster area. 设计意图：练习形式由单句过渡到篇章,并让学生了解地震中的自救常识。

３.歌曲视频（you belong with me）--填歌词中的关系代词

She's going off about something that you said

I’m listening to the kind of music（which/that）

she doesn't like If you can see I'm the one who understands you And you've got a smile that could light up this whole town I'm the one who makes you laugh When you know you're about to cry. 设计意图：听歌填歌词，既转换沉重话题，适当放松，又进一步巩固限制性定语从句关系代词的使用。同时，让学生了解关系代词的省略情况。

Step4 Activity 活动一、Group work

If you are a guide, you should introduce

The anti-seismic Monument to the visitors from America. Please try your best to describe the monument using attributive clause with which, who, whom or that.

Example: Ladies and gentlemen, I would like to introduce Tangshan earthquake monument which...

...

Ladies and gentlemen, this is the great monument in “Brave City of China.”

参考资料：The Anti-Seismic Monument or Tangshan Earthquake Monument is located in the eastern part of the center square in Tangshan City.

It is a monument to the city's dauntless(无畏的) spirit and is also a nice place to visit. The Anti-Seismic Monument is composed(组成) of main monument（主碑）

and a secondary monument（副碑）.

The main monument tells the heroic stories of earthquake relief.

The secondary monument describes the history of the Tangshan earthquake in the form of ruins.

The monument's pedestal（底座）

is 3 m high and the body is 30 m high. The body is composed by four pillars（柱）. The pillars symbolize the buildings which collapsed during the earthquake and the new architecture which soars above the horizon. The top of the pillars resembles four huge hands reaching the sky and symbolizing that "Mankind Can Conquer Nature."

The four sides of monument's body include eight engravings（浮雕）

which symbolize the support Tangshan received from other parts of China. In the center is a frontispiece with the words "Tangshan Earthquake Monument," written by Hu Yaobang.

设计意图：运用关系代词引导的限制性定语从句描述抗震纪念碑，既是对语法知识的运用，又是对学生情感的升华，让学生体会一方有难八方支援的情感。

Step4 Homework. P64 Read the passage and complete the sentences using who, which, that, whose…