1/1Unit4DiscoveringUsefulStructures名師教學設計課時內容Describepicturesofdisaster主題語境：人與自然——災害防范主題群下自然災害與防范：地震、火山噴發、臺風、颶風等。語篇類型：句子、圖片文本分析：本節課設計了三個活動，讓學生在描述地震、火山噴發、臺風、颶風等自然災害的過程、造成的災難等過程中，學習本單元的語法—限制性定語從句，把語法學習融入主題意義探究的過程中，提高學生語言學習的能力，發展學生的語言思維能力。同時在語境中呈現、學習、應用語言表達功能，提高語言使用的得體性，實現語言的語用功能。課時目標1.學習關系代詞that，which，who，whose，whom引導的定語從句。2.能夠使用關系代詞that，which，who，whosewhom引導的定語從句進行描述震后救援工作重點難點重點：對關系代詞that，which，who，whose，whom引導的定語從句的理解。難點：恰當使用關系代詞that，which，who，whose，whom引導的定語從句進行描述震后救援工作。教學準備教師準備：關系代詞that，which，who，whose，whom引導的定語從句的相關練習。學生準備：1.預習定語從句。2找出課本第50頁含有定語從句的句子，并翻譯成漢語。教學過程StepI學習理解活動一：認識定語從句1.Findandunderlinetherestrictiverelativeclausesinthesentencesbelow.Whatfunctiondotherestrictiverelativeclauseshave？（1）TheTangshanearthquakewasaterribleexperiencethatmygreat-grandmacannotforget.(2)Thecouplewholivenexttousvolunteeredtohelpafterthevolcanoerupted.(3)Thesupplieswhichwereprovidedtothedisasterareawerecollectedfromaroundthecountry.(4)MrLiisanarchitectwhosedesignsforthenewtownhavewonpraise.(5)AdoctorwithwhomJamesusedtoworkdiedinthe2016earthquakeinEcuador.2.Findmoresentenceswithrestrictiverelativeclausesfromthetextonpage50._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Suggestedanswers:（1）Twothirdsofthepeoplewholivedthereweredeadorinjured.（2）Soonafterthequakes，thearmysent150，000soldierstoTangshantodigoutthosewhoweretrappedandtoburythedead.（3）Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.【設計意圖】通過學習五個含有關系代詞引導的定語從句的句子，學生初步認識定語從句的特征，教師適當講解定語從句的構成形式和關系代詞的作用。然后讓學生根據自己的理解在第50頁課文中尋找更多關于定語從句的例句，加深自已對定語從句的認識。StepⅡ應用實踐活動二：Completeeachsentencewiththat，which，who，whose，whom，or"/".ThentranslatethesentencesintoChinese.1.Herearesomeofthepeoplehomesweredestroyedbythetyphoon.2.Theterribleshakingofthebuildingwokeupallthepeoplewereasleep.3.Thenextday，peopleputupsheltersintheopenairusinganythingtheycouldfind.4.Severaldayslater，mostofthebuildingshadbeendamagedbythehurricanewererepaired.5.Theinjuredboymotherwaslostinthedisasterwastakentothehospital.6.Thewomanwroteathank-youlettertothesoldierbyshewasrescued.7.Isthistheyoungboysavedseveralotherstudentstrappedunderbuildings？Suggestedanswers：1.whose2.who3.that/不填4.which/that5.whose6.whom7.who【設計意圖】在對定語從句有了初步了解和認識之后設計了選擇適當的關系代詞填空，有助于促進學生對關系代詞的理解。設計英漢互譯活動，能夠使學生理解定語從句在英語和漢語中的位置差異，有助于學生對定語從句的深入理解。StepⅢ遷移創新活動三：語境中應用定語從句Workwithapartner.Taketurnstoaskeachotheraboutthepictures.Makesentenceswithrestrictiverelativeclausesusingthat，which，who，whoseorwhom.EXAMPLEA:What'stherescueworkerdoing？B：She'sfeedingthebabywhosurvivedtheearthquake.【設計意圖】在學習和練習了定語從句的常見用法之后，讓學生置入新的情境中，通過對圖片的觀察，發揮自己的想象力，選擇使用適合的語言表達形式來描述圖片的場景，有助于對所學定語從句有了更深刻的理解和更準確的把握；另外一方面，學生在實際運用中能發現自己在語言學習中的不足，能夠有針對性地去加強訓練和學習以彌補不足之處。板書設計Unit4NaturalDisastersPeriodⅢDescribepicturesofdisasters1.TheTangshanearthquakewasaterribleexperiencethatmygreat-grandmacannotforget.2.Thecouplewholivenexttousvolunteeredtohelpafterthevolcanoerupted.3.Thesupplieswhichwereprovidedtothedisasterareawer