1/1Unit4DiscoveringUsefulStructures名師教學(xué)設(shè)計(jì)課時內(nèi)容Describepicturesofdisaster主題語境：人與自然——災(zāi)害防范主題群下自然災(zāi)害與防范：地震、火山噴發(fā)、臺風(fēng)、颶風(fēng)等。語篇類型：句子、圖片文本分析：本節(jié)課設(shè)計(jì)了三個活動，讓學(xué)生在描述地震、火山噴發(fā)、臺風(fēng)、颶風(fēng)等自然災(zāi)害的過程、造成的災(zāi)難等過程中，學(xué)習(xí)本單元的語法—限制性定語從句，把語法學(xué)習(xí)融入主題意義探究的過程中，提高學(xué)生語言學(xué)習(xí)的能力，發(fā)展學(xué)生的語言思維能力。同時在語境中呈現(xiàn)、學(xué)習(xí)、應(yīng)用語言表達(dá)功能，提高語言使用的得體性，實(shí)現(xiàn)語言的語用功能。課時目標(biāo)1.學(xué)習(xí)關(guān)系代詞that，which，who，whose，whom引導(dǎo)的定語從句。2.能夠使用關(guān)系代詞that，which，who，whosewhom引導(dǎo)的定語從句進(jìn)行描述震后救援工作重點(diǎn)難點(diǎn)重點(diǎn)：對關(guān)系代詞that，which，who，whose，whom引導(dǎo)的定語從句的理解。難點(diǎn)：恰當(dāng)使用關(guān)系代詞that，which，who，whose，whom引導(dǎo)的定語從句進(jìn)行描述震后救援工作。教學(xué)準(zhǔn)備教師準(zhǔn)備：關(guān)系代詞that，which，who，whose，whom引導(dǎo)的定語從句的相關(guān)練習(xí)。學(xué)生準(zhǔn)備：1.預(yù)習(xí)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(xué)過程StepI學(xué)習(xí)理解活動一：認(rèn)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(shè)計(jì)意圖】通過學(xué)習(xí)五個含有關(guān)系代詞引導(dǎo)的定語從句的句子，學(xué)生初步認(rèn)識定語從句的特征，教師適當(dāng)講解定語從句的構(gòu)成形式和關(guān)系代詞的作用。然后讓學(xué)生根據(jù)自己的理解在第50頁課文中尋找更多關(guān)于定語從句的例句，加深自已對定語從句的認(rèn)識。StepⅡ應(yīng)用實(shí)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(shè)計(jì)意圖】在對定語從句有了初步了解和認(rèn)識之后設(shè)計(jì)了選擇適當(dāng)?shù)年P(guān)系代詞填空，有助于促進(jìn)學(xué)生對關(guān)系代詞的理解。設(shè)計(jì)英漢互譯活動，能夠使學(xué)生理解定語從句在英語和漢語中的位置差異，有助于學(xué)生對定語從句的深入理解。StepⅢ遷移創(chuàng)新活動三：語境中應(yīng)用定語從句Workwithapartner.Taketurnstoaskeachotheraboutthepictures.Makesentenceswithrestrictiverelativeclausesusingthat，which，who，whoseorwhom.EXAMPLEA:What'stherescueworkerdoing？B：She'sfeedingthebabywhosurvivedtheearthquake.【設(shè)計(jì)意圖】在學(xué)習(xí)和練習(xí)了定語從句的常見用法之后，讓學(xué)生置入新的情境中，通過對圖片的觀察，發(fā)揮自己的想象力，選擇使用適合的語言表達(dá)形式來描述圖片的場景，有助于對所學(xué)定語從句有了更深刻的理解和更準(zhǔn)確的把握；另外一方面，學(xué)生在實(shí)際運(yùn)用中能發(fā)現(xiàn)自己在語言學(xué)習(xí)中的不足，能夠有針對性地去加強(qiáng)訓(xùn)練和學(xué)習(xí)以彌補(bǔ)不足之處。板書設(shè)計(jì)Unit4NaturalDisastersPeriodⅢDescribepicturesofdisasters1.TheTangshanearthquakewasaterribleexperiencethatmygreat-grandmacannotforget.2.Thecouplewholivenexttousvolunteeredtohelpafterthevolcanoerupted.3.Thesupplieswhichwereprovidedtothedisasterareawer