高一必修一Unitampnbsp4第三课时教案

　　参赛内容：高中必修1第4单元第1课时
　　xx市xx县xx学校
　　___________(参赛教师姓名)
　　工作简历：
　　现教班级：
　　教学质量自评：
　　校办联系电话：
　　个人联系电话：
　　说明：以下教学设计案例仅供参考，教师设计教学方案时不应局限于此。教学设计的教材分析、教学目标、教学过程主要以中文来撰写，不必全用英文。
　　lesson plan of unit 4
　　earthquake
　　（第3课时）
　　一、教材内容分析
　　覆盖内容：discovering useful structures（attributive clauses）
　　教材分析：本课时教学内容是阅读与语法教学相结合，在阅读材料的背景下来学习定语从句。前面进行的课文阅读教学、词汇和短语教学是本课时可利用的基础。如何通过感知、观察、对比、归纳、运用来学习掌握新的语法项目是本课时的重点。
　　二、教学目标
　　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、教学过程
　　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 XX. 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 XX.
　　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.
　　【设计说明：本环节以一篇包含多个定语从句的短文引入目标语言结构，让学生通过听，说，看的形式，并在教师的提示下自我发现并关注感知目标语定语从句的形式与用法。】
　　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
　　【设计说明：本环节先通过让学生接触大量含有定语从句结构的语言材料，再通过学生自己观察，发现，提取，加工及教师的适当引导，进而从中总结归纳出定语从句语法规则。这有利于学生探究学习和自主学习能力的提高。】
　　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.
　　【设计说明：本环节采用的＂观察—对比—分析—讨论—归纳＂的语法教学模式让学生体验探究定语从句中关系代词的用法。】
　　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.
　　【设计说明：本环节为定语从句的操练及运用阶段。要求学生先造简单句，再过渡到造复合句（含定语从句），操练的难度逐步加大,这符合学生的认知规律。同时让学生在具体运用中体会内化定语从句的结构与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.
　　【设计说明：本环节通过生生之间对学生练习的互评及教师的点评，学生能及时纠错，能对定语从句正确运用有更深刻的理解与记忆。教师对这节课重点内容的简单小结，帮助学生整理思路，形成清晰的概念，起着画龙点睛的作用。】
　　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 .
　　【设计说明： 运用与拓展本课所学定语从句语法规则，让学生在写的练习中进一步巩固所学的语法内容。】