XX市XX縣XX學校
___________(參賽教師姓名)
工作簡歷：
現(xiàn)教班級：
質量自評：
校辦聯(lián)系電話：
個人聯(lián)系電話：
說明：以下設計案例僅供參考，教師設計教學方案時不應局限于此。教學設計的教材分析、教學目標、教學過程主要以中文來撰寫，不必全用英文。
Lesson Plan of Unit 4
Earthquake
（第3課時）
一、教材內(nèi)容分析
覆蓋內(nèi)容：Discovering useful structures（Attributive clauses）
教材分析：本課時教學內(nèi)容是閱讀與語法教學相結合，在閱讀材料的背景下來學習定語從句。前面進行的課文閱讀教學、詞匯和短語教學是本課時可利用的基礎。如何通過感知、觀察、對比、歸納、運用來學習掌握新的語法項目是本課時的重點。
二、教學目標
By the end of this class, the students will be able to
?Identify the attributive clauses and the relative pronouns with teacher’s illustrations.
?Select right proper pronouns for attributive clauses by practising.
?Modify somebody or something with an attributive clause flexibly either in written or oral work.
三、教學過程
Step 1 Lead-in and presentation （7 minutes）
1. Listening to a story (class work)
Give a group of sentences which include attributives clauses. Ask the students to listen carefully and find what happened to my friend. The passage can be like this:
I have a good friend who was a volunteer in the Wenchuan earth quake-hit areas in 2008. He was extremely shocked when he arrived there. He found buildings that had stood in the downtown were destroyed. The highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains. The residents whose home had been completely destroyed were searching or digging for their family members, colleagues or friends.
2. Retelling the story(pair work)
Ask the students try to retell the story with help of the following expressions:
a. I have a good friend
b. He found buildings
c. The highways
d. The residents
3. Putting the sentences on the blackboard/screen and underlining the attributives clauses. (single work)
a. I have a good friend who was a volunteer in the Wenchou quake-hit areas in 2008.
b. He found buildings that had stood in the downtown were destroyed.
c. The highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains.
d. The residents whose home had been completely destroyed were searching or digging for their family members, students, colleagues, or friends.
【設計說明：本環(huán)節(jié)以一篇包含多個定語從句的短文引入目標語言結構，讓學生通過聽，說，看的形式，并在教師的提示下自我發(fā)現(xiàn)并關注感知目標語定語從句的形式與用法�！�
Step 2 Discovering the grammar rules（12 minutes）
1. Translating the sentences above(pair work)
Ask the students to translate the sentences above with the teacher’s help .
2. Finding out the function (class work)
Ask the students to focus on the underlined parts of each sentence, and pay attention to its structure function. Help them draw a conclusion: An attributive clause gives more information about someone or something referred to in the main clause.
3. Discovering the structure(pair work)
With teacher’s illustrations,students try to sum up the structures of attributive clause : sb.sth. + that/which/who/whose + other parts of the clause
Antecedent + Relative pronoun + other parts of the clause
【設計說明：本環(huán)節(jié)先通過讓學生接觸大量含有定語從句結構的語言材料，再通過學生自己觀察，發(fā)現(xiàn)，提取，加工及教師的適當引導，進而從中總結歸納出定語從句語法規(guī)則。這有利于學生探究學習和自主學習能力的提高�！�
Step 3 Summing up the usage （10 minutes）
1. Scanning (single work)
Ask the students to scan the text and find out the attributives clauses.
a. But the million of people of the city, who thought little of these events, were asleep as usual that night.
b. A huge crack that was eight kilometres long and thirty metres wide cut across houses, roads and canals.
c. The number of people who were killed or injured reached more than 400,000.
d. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone.
e. The army organized teams to dig out those who were trapped and to bury the dead.
f. Workers built shelters for survivors whose homes had been destroyed.
2．Comparing & finding the rules (group work)
Ask the students to compare the underlined sentences from the text and find the relative pronouns, then discuss in what cases those relative pronouns are used.
3．Filling in blanks and translating (single work)
Ask the students to complete and translate the sentences in Exercise 2 on page 29 in the textbook.
4. Explaining the usage of the relative pronouns
Ask a few students to try to explain the usage of the relative pronouns with the sentences they found in the text. Then teacher gives a summary.
【設計說明：本環(huán)節(jié)采用的“觀察?對比?分析?討論?歸納”的語法教學模式讓學生體驗探究定語從句中關系代詞的用法。】
Step 4 Practising（12 minutes）
1. Making simple sentences (group work)
Ask the students to work in groups of 4 and make simple sentences. Put the sentences on the blackboard.
2. Making complex sentences (group work)
Ask the students to work in groups to develop those simple sentences into complex sentences with attributives clauses. Have a check in group.
3. Describing pictures with attributive clauses
Pictures in the Pre-reading can be reused here. Or some other pictures prepared by teacher.
【設計說明：本環(huán)節(jié)為定語從句的操練及運用階段。要求學生先造簡單句，再過渡到造復合句（含定語從句），操練的難度逐步加大,這符合學生的認知規(guī)律。同時讓學生在具體運用中體會內(nèi)化定語從句的結構與用法也是行之有效的�！�
Step 5 Assessment and summary （3 minutes）
Ask the students to read out their sentences in class and give comments with each other. Then teacher give a brief summary for the usage of the attributives clauses.
【設計說明：本環(huán)節(jié)通過生生之間對學生練習的互評及教師的點評，學生能及時糾錯，能對定語從句正確運用有更深刻的理解與記憶。教師對這節(jié)課重點內(nèi)容的簡單小結，幫助學生整理思路，形成清晰的概念，起著畫龍點睛的作用�！�
Step 6 Homework （1 minute）
1. Choose 5 sentences you heard in class and write them down in the Exercise-book.
2. Do Ex. 1 on Page 64 .
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