资源简介

U4 Natural Disasters
Discovering Useful Structures 教案
教材分析：
本课时的主题是“describe pictures of disasters”描绘灾难图片。主要语法结构是限制性定语从句，学生需掌握关系代词和关系副词that, which, who, whom, whose, where, when, why的含义，功能和用法。首先在句子中初步掌握关系代词与关系副词的用法和功能；其次在语境中加深理解，最后运用限制性定语从句描绘灾难图片。
教学策略与设计说明：
采用演绎法（Deductive method），老师首先呈现语法规则和相关例句，进行讲授，学生理解之后再用所学规则在语境中产出。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握限制性定语从句的功能和规则，区分关系代词that, which, who, whom, whose和关系副词when, where, why的功能和规则。
思维品质上，根据规则，举一反三，分析图片并深入思考背后的含义。
文化意识上，了解灾后的救援工作，对救援工作人员的辛苦付出表示敬畏。
学习能力上，掌握语法的高效学习方法，如演绎，分析和归纳；通过与同伴合作，在互动中相互借鉴学习。
教学重点：
学生能够掌握并区分关系代词与关系副词的功能和用法；
学生能够用限制性定语从句描绘图片，提高句子复杂度。
教学难点：
学生清晰地区分关系代词和关系副词的功能和用法；
学生从不同层次分析、描绘灾难图片。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: T presents pictures one by one and asks students to speak out the names of natural disasters. T provides the word on the PPT after Ss speak out the words. (wildfire, flood, tsunami, earthquake, drought, tornado, volcano eruption, landslide) 3. T presents a picture describing a situation where a man says “I’ve just hired a secretary who can speak five languages.” T asks Ss to think about the function of “who can speak five languages” firstly. Then T explains: “who” is a relative pronoun. “who can speak five languages” is a restrictive relative clause. It tells about which person or thing the speaker is talking about. 通过图片，快速回忆所学词汇，为后面描绘灾难图片做好铺垫；通过图片引入定语从句。 3’ CW
Step 2 Underlining: Ss find out the restrictive relative clauses in the sentences and state their functions. “that my great-grandma cannot forget” 修饰名词experience。 “who live next to us”修饰名词couple。 ... (T leads Ss to find out more restrictive relative clauses from the passage on page 50.) 学生独立发现关系代词和关系副词的形式和功能，进一步巩固规则。 3’ IW
Step 3 Structures: T explains the definition of relative clause and the type “restrictive relative clause and non-restrictive clause”. Then, T leads Ss to differentiate restrictive relative clause and non-restrictive clause. ①non-restrictive relative clause uses comma, but restrictive relative clause not; ② non-restrictive relative clause presents just additional information; restrictive relative clause presents information necessary to identify. T introduces the definition of restrictive relative clause and gives some examples. Definition: 限制性定语从句通常由关系代词或关系副词引导，说明事物的具体信息，从句位于被修饰词之后. Examples: The man who lives next to us is a police officer. A drone is an aircraft without a pilot that is operated by remote control. We will start at the point where we left off last time. (上述例句中，man、pilot、point都是被定语从句修饰的词，叫作先行词；黑体部分是定语从句，其中that和who是关系代词；where是关系副词。) T concludes the meanings and functions of relative pronouns and relative adverbs. T explains restrictive relative clause and non-restrictive clause respectively and provides example sentences to help Ss understand better. ①关系代词which指物，在定语从句中作主语或宾语。e.g. The bus which has just left was the last one today. (作主语) ②关系代词that指人时，相当于who或whom；指物时，相当于which，在定语从句中作主语或宾语。e.g. Is there anything (that) I can do for you (作宾语，可省略) (在限制性定语从句中只能用that，不能用which的情况：先行词是不定代词或被不定代词修饰时；先行词被序数词或形容词最高级修饰是；先行词既有人又有物时；先行词前面有who, which等疑问代词时。） ③关系代词who/whom指人，在定语从句中分别作主语或宾语。e.g.he man who lives in that house is my uncle. (作主语) ④关系代词whose通常指人，也可指物，在定语从句中作定语。e.g. I visited a scientist whose name is known all over the country. (作定语，修饰人) ⑤关系副词when/where引导定语从句时，对应的先行词必须是时间和地点名词，在从句中充当时间状语和地点状语，相当于“介词+which”。e.g. Do you remember the day when (= on which) we first met (where有时还可用于抽象名词后引导定语从句。常见此类抽象名词有point, degree, stage, position, condition, case等) ⑥关系副词why只能引导限制性定语从句，先行词只有reason一词，在从句中充当原因状语，相当于“for+which”。e.g. I didn't get a pay rise, but this wasn't the reason why (= for which) I left. (关系代词在定语从句中作介词的宾语且介词前置时，只能用which或whom，不可用that, who。) 自上而下，从定语从句的分类引出限制性定语从句，再分类概括关系代词和关系副词的含义和功能。 15’ CW
Step 4 Fill in the blank: Ss complete the sentences with relative pronouns and relative adverbs, and then translate sentences into Chinese. whose 这是一些被台风摧毁家园的人们。 who/that 大楼的剧烈震动惊醒了所有睡着的人。 that/省略 第二天，人们用能找到的任何东西在露天处搭建庇护所。 which/that 几天后，大多数被飓风毁坏的建筑都修好了。 whose 那个母亲在灾难中丧生的受伤男孩被送到了医院。 whom 那位妇女给营救她的士兵写了一封感谢信。 who/that 这是那个救了其他几个被困在建筑下的学生的小男孩吗？ 巩固关系代词和关系副词在句子中的语义功能。 6’ IW
Step 5 Key words: T teaches new words through pictures and examples. supply v. 供应 e.g. Foreign governments supplied arms to the rebels. “Typhoon” and “Hurricane” are names for the same storm. It is called a typhoon if it occurs in the West Pacific Ocean and a hurricane if it occurs in the North Atlantic Ocean or Eastern Pacific Ocean. survive v. 生存 e.g. Some strange customs have survived from earlier times. 重点词汇讲解，为学生接下来的语言表达做好铺垫。 4’ CW
Step 6 Pair work: 1. Ss work in pairs and use restrictive relative clause to describe the pictures. 2. T provides examples: ①A: What's the rescue worker doing B: She is feeding the baby who survived the earthquake. ②A: What are three soldiers doing B: They are putting up shelters in the open air. A: who are these shelters fixed for B: They are fixed for people who have lost their homes in the disaster. ③A: What are the rescue worker doing B: He is searching for those who have been trapped under the ruins with the help of the police dog. A: Why is the dog part of rescue team B: Because it can smell the injured out. 3. Ss show their conversations to the class. 运用限制性定语从句描绘图片，实现规则在情境的运用。 6’ GW
Step 7 Describe the picture: Ss write down a small paragraph to describe the picture on the PPT, and T presents some clues: “What happened What are the effects What kind of help did he need Patterns: The picture shows / depicts / presents ... As is seen from the picture, ... So/Hence, he needs ... (Sample: The picture shows a greatly depressed man who is standing in front of his house which has been destroyed after the huge earthquake. As is seen from the picture, the disaster does serious harm to people physically and mentally. Hence, the man needs fund to rebuild the house and some mental care.) 发散学生的思维，提升学生独立表达观点的能力。 7’ IW
Step 8 Homework: Ss think about the following questions: 1. Have you ever experienced any natural disaster How do you fell 2. If you face a natural disaster, what will you do 引发学生对自然灾害的进一步思考。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否掌握限制性定语从句中关系代词和关系副词的形式和功能；
通过本节内容学习，学生能否在情境中正确区分关系代词和关系副词的使用。
通过本节内容学习，学生能否运用限制性定语从句描绘图片，丰富语言表达。

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