XX市XX縣XX學(xué)校
___________(參賽教師姓名)
工作簡(jiǎn)歷：
現(xiàn)教班級(jí)：
質(zhì)量自評(píng)：
校辦聯(lián)系電話：
個(gè)人聯(lián)系電話：
說明：以下設(shè)計(jì)案例僅供參考，教師設(shè)計(jì)教學(xué)方案時(shí)不應(yīng)局限于此。教學(xué)設(shè)計(jì)的教材分析、教學(xué)目標(biāo)、教學(xué)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(shí)）
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(shí)教學(xué)內(nèi)容是閱讀與語(yǔ)法教學(xué)相結(jié)合，在閱讀材料的背景下來學(xué)習(xí)定語(yǔ)從句。前面進(jìn)行的課文閱讀教學(xué)、詞匯和短語(yǔ)教學(xué)是本課時(shí)可利用的基礎(chǔ)。如何通過感知、觀察、對(duì)比、歸納、運(yùn)用來學(xué)習(xí)掌握新的語(yǔ)法項(xiàng)目是本課時(shí)的重點(diǎn)。
二、教學(xué)目標(biāo)
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(xué)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(shè)計(jì)說明：本環(huán)節(jié)以一篇包含多個(gè)定語(yǔ)從句的短文引入目標(biāo)語(yǔ)言結(jié)構(gòu)，讓學(xué)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(guān)注感知目標(biāo)語(yǔ)定語(yǔ)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(shè)計(jì)說明：本環(huán)節(jié)先通過讓學(xué)生接觸大量含有定語(yǔ)從句結(jié)構(gòu)的語(yǔ)言材料，再通過學(xué)生自己觀察，發(fā)現(xiàn)，提取，加工及教師的適當(dāng)引導(dǎo)，進(jìn)而從中總結(jié)歸納出定語(yǔ)從句語(yǔ)法規(guī)則。這有利于學(xué)生探究學(xué)習(xí)和自主學(xué)習(xí)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(shè)計(jì)說明：本環(huán)節(jié)采用的“觀察?對(duì)比?分析?討論?歸納”的語(yǔ)法教學(xué)模式讓學(xué)生體驗(yàn)探究定語(yǔ)從句中關(guān)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(shè)計(jì)說明：本環(huán)節(jié)為定語(yǔ)從句的操練及運(yùn)用階段。要求學(xué)生先造簡(jiǎn)單句，再過渡到造復(fù)合句（含定語(yǔ)從句），操練的難度逐步加大,這符合學(xué)生的認(rèn)知規(guī)律。同時(shí)讓學(xué)生在具體運(yùn)用中體會(huì)內(nèi)化定語(yǔ)從句的結(jié)構(gòu)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(shè)計(jì)說明：本環(huán)節(jié)通過生生之間對(duì)學(xué)生練習(xí)的互評(píng)及教師的點(diǎn)評(píng)，學(xué)生能及時(shí)糾錯(cuò)，能對(duì)定語(yǔ)從句正確運(yùn)用有更深刻的理解與記憶。教師對(duì)這節(jié)課重點(diǎn)內(nèi)容的簡(jiǎn)單小結(jié)，幫助學(xué)生整理思路，形成清晰的概念，起著畫龍點(diǎn)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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