高中英语：导学案：人教版必修一Unit4 Earthquake 语法.docx

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1、参赛内容：高中必修1第4单元第3课时武汉市蔡甸区教学研究室陈菊桃工作简历：1989. 7毕业于武汉大学（分校）外语系,1989. 7-2005. 9 就职于汉阳一中,2005. 9至今工作于蔡甸区教学研究室现教班级：高中教学质量自评：优良校办联系 ：84906671个人联系 ：Lesson Plan of Unit 4Earthquake(第三课时)一、教材内容分析覆盖内容：Discovering useful structures (Attributive clauses) introduced by that/ which/ who/ whom/ whose教材分析：本课时的教学内容主要涉

2、及教材的P29所覆盖的内容，即 Discovering useful structures (Attributive clauses)它是在前面所进行的课文阅读教 学、词汇和短语教学的基础上，将要进行的本单元的又一语言知识目标的教学。 由于本单元的Reading局部出现了相当数量的定语从句，因此本课时的教学内容应 是以阅读材料为背景的语法知识的教学。毫无疑问，如何引导学生能从课文中出 现的定语从句现象，到达能够熟练掌握并运用以关系代词引导的定语从句是本课 时的重头戏。二、教学目标By the end of this class, the students will be able toMast

3、er the structures of attributive clauses and the usages of the relative pronouns (such as that/ which/ who/ whom/ whose).1. Describe somebody or something with an attributive clause (introduced by that/ which/ who/ whom/ whose) flexibly either in written or oral work.2. Realize that learning grammar

4、 is also an interesting thing, and that grammar knowledge can help them express themselves more effectively.三、教学方法1. Task-based teaching and learning method.2. Cooperative learning and practicing. 四、教学手段A blackboardSome pictures from the film “The Tangshan Earthquake.Multimedia and PPT documents (if

5、 possible).五、教学重、难点如何利用有效的认知策略和教学策略，让学生从初步的感知关系代词引导的 定语从句到能够较为熟练地运用以关系代词引导的定语从句是本课时的重点，也 是本课时的难点。(注：本设计的作者拟利用“呈现一一发现一一归纳一一实践一一活用”这 一语法教学模式，根据学生的认知规律，遵循循序渐进的原那么，充分利用教材， 适当开发相关课外资源，让学生在张驰有度的气氛中以练为主，以讲为辅的方式 来攻克这一重点，化解这一难点。并让学生明白“语法教学本身并非目的，而是 为学生掌握和运用语言服务的。”) 六、教学过程Step 1 Leading-in (4 minutes)1. Trans

6、late the four sentences into Chinese (class work)Show the students four English proverbs with attributive clauses introduced separately by that, which, who, whom, or whose on the blackboard or screen (上课时做 成 ppt), and then ask them to translate them into Chinese.a. All that glitters is not gold.(发光的

7、并不都是金子。)b. The fire which lights ns at a distance will burn us when near.(火在远处是明灯，在近处烧灼人。)c. God helps those who help themselves.(自助者天助。)d. One generation plants the trees in whose shade another generation rests.(前人栽树后人靠凉。)【设计说明：本环节从高一学生的认知特点出发，利用他们的强烈求知欲，和英语谚语 精炼，并能揭示真善美的特点，让学生通过翻译，体会谚语的精髓所在，以此激发其学

8、习的 兴趣。】2. Underlining the attributive clauses, (pair work)Ask the students to underline the attributive clauses in the above four sentences.【设计说明：本环节在上一环节的基础上，利用学生已被激发起来的学习兴趣，和学生 在初中阶段对定语从句初步认识，发挥教师的调控作用，让学生自主发现并感知什么是定语 从句，以及定语从句的结构及用法，直入主题，让学生乐学、善学。】Step 2 Identifying the Attributive Clauses (3 min

9、utes)Scanning (single work)Ask the students to scan the text and find out the attributives clauses in it.a. A huge crack that was eight kilometres long and thirty metres wide cut across houses, roads and canals.b. The number of people w/i。we忆 killed oe injured reached more than 400,000.c. Then, late

10、r that afternoon, another big quake which was almost as strong as the first one shook Tangshan.d. The army organized teams to dig out those who were trapped and to bury the dead.e. Workers built shelters for survivors 皿。se homes had been destroyed.f. But the one million people of the city, who thoug

11、ht little of these evems, were asleep as usual that night.g. It was felt in Beijing, which is more than two hundred kilometers away.【设计说明：本环节在上一环节所揭示的定语从句的定义的基础上，趁热打铁让学生找 出课文中的相关句子，以便对定语从句形成深刻印象，并提示其中f、g两处定语从句不在本 次讲解范围之内，给学生为下次语法课留下悬念。】Step 3 Discovering the rules of attributive clauses (15 minutes)

12、1. Finding out the deflnition of an attributive clause (class work)Ask the students to focus on the underlined parts of each sentence, and pay attention to its structure function, and then lead them to draw a conclusion: An attributive clause gives more information about someone or something referre

13、d to in the main clause.【设计说明：本环节是在学生认识定语从句后，及时帮助他们分析定语从句在整个句子 中的作用，了解定语从句的定义，就显得顺理成章了，学生自然地接受了新知识。】2. Discovering the structure（pair work）With the teachers illustration, students try to sum up the structure of an attributive clause: noun/pronoun（referring to someone or something）+that/which/who/who

14、se+ other parts of the clause.即 Antecedent（先彳亍词）+Relative pronoun+other parts of the clause.【设计说明：本环节先通过让学生接触典型的含有定语从句结构的语言材料，再通过学 生自主观察，发现，在教师的适当指导下，总结归纳出定语从句的定义、结构及其作用。目 的在于帮助学生逐步养成自主学习与探究学习的能力。】3. Comparing and finding out the usages of relative pronouns （group work）Ask the students to compare th

15、e underlined sentences from the text and find out the relative pronouns, then discuss in what cases those relative pronouns are used, and then help the students get the following:在从句中的作用 （修饰功能）修饰人修饰物修饰人或物主语whowhichthat宾语whom （可省略，口 语中可用who）which （可省略）that （可省略）定语whose (或 of whom)whose (或 of which)By

16、 the way, tell the students the usages of the relalive pronouns: 1. to introduce a clause,2. to act as a sentence member in the clause such as subject, object attributive etc. Tell the students that an attributive clause may begin with a relative pronoun, such as that, who, which or whose ete.【设计说明：

17、本环节在学生对定语从句有一个整体认识的前提下，让他们进一步弄清楚 定语从句的结构，以及不同的关系代词的不同用法。】Step 4 practising Filling in blanks and translating (5 minutes)Ask the students to complete Exercise 2 on P29 (single work)【设计说明：本环节设计为结构认知识练习，目的是让学生在实践中逐步深刻体验、探 究，并学会运用定语从句中关系代词的用法。】Step 5 Practising (7 minutes)Making sentences (group work)As

18、k the students to work in groups of 4 and make sentences with attributive clauses according to the given information (pictures from the famous film唐山大地 震and some necessary words or expressions.)The following are the possible answers:The following are the possible answers:a. The earthquake which/ tha

19、t happened in 1976 in Tcmgshcm made the large city lay in ruins. （1976年唐山发生的地震使整个一座大城沦为一片废虚。）The person nTzose family 松忆 lost felt very week and helpless.（妻离子散的人 感到孤独无助）.b. The most children who/ that lost their family found their new home.（大多数失 去亲人的孩子找到了新的家庭。）Many people who/ that survived the eart

20、hquake in 1976 joined the rescuing work in Wenchuan in 2008.（在1976年唐山地震中的幸存者参加了 2008年的 汶川地震救援工作。）c. The Tangshan city which/ that the earthquake destroyed in 1976 has changed into a new beautiful city after years, and the people there live a happy life now. （地震摧毁了的唐山城几年后变成了一座漂亮的新城，那里的人们现在过着 幸福的生活。）【

21、设计说明：本环节意在调节气氛，让学生已紧张的神经得到放松，但又不使他的思绪 跑得太远。利用学生所熟悉的电影“唐山大地震”中的画面，通过适当的提示，联系课文阅 读局部的内容，造出几个带有定语从句的句子，应该是水到渠成。】Step 6 Practising again （7 minutes）Completing the following sentences （single work）She couldnt understand anything （that） they had told /zer（他们告诉她的话）.（先 行词是不定代词）_a. Newton was one of the grea

22、test scientists that（迄今为止）.（live）（先彳亍词从形容词最高级修饰）b. We were deeply impressed by the teachers and schools that we had visited there. （我们在那儿访问过的）（先行词同时含有人和物）c. Dr Adams still talks like the man （that） he was %几 years（还是十年前的样子).(从句中作表语)【设计说明：本环节为一个拓展环节，也是一个备用环节。在这几个句中，只能用关系 代词“that”，估计能做全对的学生不多，这几个句子全部来

23、自于教师教学用书中的P92, 目的是想给学生一个惊喜，在他们沉浸在“已学会”定语从句用法的喜悦中时，突然碰到了 棘手的意外情况，目的在于让学生能够更精准地使用定语从句中关系代词的用法，采用的是 控制和指导性练习。】Step 7 Assessment and summary (3 minutes)Ask the students to check their answers and give comments with each other about the above exercise. Then the teacher give a brief summary for the usages

24、 of the attributive clauses.【设计说明：本环节通过生生之间对学生练习的互评及教师的点评，学生能及时纠错， 能对定语从句正确运用有更深刻的理解与记忆。教师对这节课重点内容的简单小结，帮助学 生整理思路，形成清晰的概念，起着画龙点睛的作用。】Step 8 Homework (1 minute)1. Do Exercise 3 on P29 and Exercise 1 on P64.2. Make five sentences/ Surf the internet for a song or a poem or a short passage with attributive clauses separately introduced by that, which, who, whom, and whose, and share them with the other students tomorrow.【设计说明：本环节在于让学生在练习中进一步掌握并巩固所学的语法知识，尤其是第 二题，能让学生开阔视野，活跃思维，能培养学生自主学习的能力和相互提供的合作品质， 采用的是交流性练习。】附：教学流程图