2023學(xué)年完整版Unit4Earthquakes設(shè)計(jì)5

Unit4Earthquakes教學(xué)設(shè)計(jì)●教學(xué)目標(biāo)：（1）LearntheAttributiveClause.（2）LearnthedifferencebetweenRelativePronounsfortheAttributiveClauses.：（1）LearntochoosethecorrectRelativePronounsfortheAttributiveClauses.（2）Trainthestudents’abilitytoreportwhatothershavesaid.：Trainthestudents’abilitytocooperatewitheachother.●教學(xué)重點(diǎn)（1）LearntheAttributiveClause.（2）Trainthestudents’abilitytoreportwhatothershavesaid.●教學(xué)難點(diǎn)LearntochoosethecorrectRelativePronounsfortheAttributiveClauses.●教學(xué)課時(shí)Oneperiod●教具準(zhǔn)備（1）ataperecorder（2）aprojector（3）theblackboard●教學(xué)過(guò)程Step1GreetingsGreetthewholeclassasusual.Step2RevisionT：Inthelastperiod，welearnedtheusageofsomedifficultwordsandlet’scheckyourhomeworkatPart1inUsingWordsandExpressionsonPageanearthquakeusingthevocabularyinthischoosethewordsandexpressionsfromtheboxtocompletethetheformifnecessary.（Onestudentreadstheshortteachercorrectsanymistakesifthereareany.）T：Thenlet’scometothenextthesentencesintoEnglishusingthewordsandexpressionsinthewillasksomeofyoutoreadthesentences.S1：Theeveningbeforelast，shewastoonervoustoeatanything.S2：Whenpeoplefoundtherewasasecondquake，theyrushedoutoftheirhousesrightaway.S3：Afterthatterribledisaster，60percentofthehomelesschildrenweresenttoothersafecitiestolive.S4：Tothenorthofthefactory，alittlegirlwasdugoutoftheruins.S5：Weareproudofthesoldiers，whorescuedthoseboysfromtherace.S6：Weshouldhonorthosewhoorganizedtherescuework.T：Youdidaquitegoodjob.Step3Grammar（Theteacherwritesthesentence“Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.”ontheblackboardbeforeclassbegins.）T：Pleaselookatthesentenceontheblackboard，payingspecialattentiontotheunderlinedkindofclauseisit？Ss：TheAttributiveClause.T：areAttributiveClausetellsuswhichpersonorthing（orwhatkindofpersonorthing）thespeakermeans.womanwholivesnextdoorisateacher.Asentencewithanattributiveclauseisacombinationoftwoshorterthesentenceabove，thetwoshortsentencesare：“Thewomanisateacher.”and“Thewomanlivesnextdoor.”TheAttributiveClauseistheanswertothequestion：Whichwomanisateacher？Wouldyoutrytodividethesamplesentenceontheblackboardintotwoshortsentences？S1：Workersbuiltsheltersforsurvivors.Thesurvivors’homeshadbeendestroyed.T：That’strytofindallthesentenceswithAttributiveClausesintheReadingpassage.（Afterseveralminutes.）S2：Buttheonemillionpeopleofthecity，whothoughtlittleoftheseevents，wenttobedasusualthatnight.S3：ItwasheardinBeijing，whichisonehundredkilometersaway.S4：Ahugecrackthatwaseightkilometerslongandthirtymeterswidecutacrosshouses，roadsandcanals.S5：Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400000.S6：Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.T：VerywhichpartoftheAttributiveClause，doyouthink，isthemostdifficultone？S7：Therelativepronouns.T：YouhavenoticedthatmanyexercisesabouttheAttributiveClausearedesignedforthestudentstochooseabetterrelativenextIwillsaysomethingaboutthecommonrelativepronouns.“Who”isusedforpeople.manhasbeendidtherobbery.→Themanwhodidtherobberyhasbeencaught.“Which”isusedforthings.chairwasabrokensatinthechair.→ThechairwhichIsatinwasabrokenone.“That”isusedforthingsorpeople.planeisacanfly.→Aplaneisamachinethatcanfly.Hereisthedamagedthevase.→Hereistheboythatdamagedthevase.“Whose”isusedinsteadofhis/her/their.istheEnglishisthebestinourclass.→SheisthegirlwhoseEnglishisthebestinourclass.“Whom”isquiteformal，andinmostcasesitisallrighttousewhowhenwhomhasaprepositionbeforeit，itcannotbereplacedbywho..（1）Iwantedtoseethehadalreadyleft.→Thewomanwhom/whoIwantedtoseehadalreadyleft.（2）Theworkers，someofwhomstayedhereforfouryears，comefromdifferentcountries.T：NowlookatPart2inDiscoveringUsefulStructuresonPagetocompleteeachsentenceusingthat，which，who，orwhose.（Afterseveralminutes.）S8：Theterribleshakingofthebuildingwokeupallthepeoplewhowereasleep.T：Oh，attention，thissentencewecan’tuse“whom”，because“whom”can’tactasasubjectintheAttributiveClause.S9：Soyoumean“who”canactasasubject，while“whom”canactasanobjectinanAttributiveClause.T：“who”canalsoactasanobjectintheAttributive，let’scometothenextsentence.S10：Thenextdaypeopleputupsheltersintheopenairwithallkindsofthingsthat/whichtheycouldfind.S11：Severaldayslatermostofthebuildingsthathadbeendamagedwererepaired.S12：Wewenttoseeourteacherwhosehusbandwaskilledintheearthquake.S13：Anumberofchildrenwhoseparentshaddiedinthequakeweresenttolivewithfamiliesinothercities.T：Youdidaquitegoodjob.Step4ConsolidationT：NowwearegoingtopracticeusingtheAttributiveaboutanunusualexperienceandhowyouinturnsaskingquestions，using“Wasitsomethingthat？”or“Wastheresomeonewho？”Takenotesabouttheexperiencesofyourgroupmembersandreportbacktotheclass.（SsworkintheteachergoesaroundtheclassandhelpsSsdealwithanydifficultiesthattheymayhave.）（Afterseveralminutes.）T：Eachgroupshouldchooseonerepresentativetomakeareporttothewholeclass.S1：Wasitsomethingthatfrightenedyou？S2：Yes，Iwasreallyfrightenedandfeltterriblypainful.S3：Wastheresomeonewhocametohelpyou？S4：passers-bycametohelpmeandtheysentmetothenearesthospital.S5：Whileridingabikebackhome，XiaoMingwashitbyafelldownfromthebikeontothefeltterriblypassers-bycametohelphimandsenthimtoexamination，thedoctorsfoundhisleftlegwasbroken.T：Excellent.Step5HomeworkT：Afterclass，readthepassageonPage’saboutadviceonhowtoprotectyourhomefromanthesentencesbelow，usingwho，whom，which，thatorwhose.Second，pleasetranslatethefollowingsentencesintoEnglish，usingtheAttributiveClauses.1.她的父母不允許她嫁給任何家境貧寒的人。2.兩位朋友談?wù)摿嗽S多他們所記得的大學(xué)里的人和事。3.正在那兒唱歌的女孩是我的妹妹。4.這就是你上個(gè)月參觀的博物館嗎？5.他正在寫字用的那枝鋼筆是我的?！癜鍟O(shè)計(jì)Unit4EarthquakeTheFourthPeriodExample： WorkersbuiltsheltersAnswers：forsurvivorswhose whichhomeshadbeen destroyed. RelativePronouns： UsefulExpressions：who，which，that itsomethingthat...？whose，whom theresomeonewho...？●活動(dòng)與探究ConductingaSurvey：Conductasurveyoncampusinteachersorstudentsthatyoucanmeetandwritedowntheinformationyouwriteareportbasedonthelastreportyoursurveytothewholeclassandchoosethebestreporter.Questions：（1）Haveyouexperiencedanydisaster？（2）Whatwasitandwhendidithappen？（3）Whatdidyoudoatfirst？Didyoufeelfrightened？（4）Howdidyousurvive？（5）Didanyonecometohelpyou？（6）Whathaveyoulearntfromit？●備課資料定語(yǔ)從句關(guān)系詞的選擇1.只用that，不用which的情況：（1）當(dāng)先行詞是不定代詞，如all，everything，anything，nothing，much，few，little，none，theone等。Allthatcanbedonehasbeendone.（2）先行詞前有theonly，few，oneof，little，no，all，every，very等詞修飾時(shí)。Thereisnodifficultythatwecan’tovercome.（3）先行詞被序數(shù)詞first，last，next等或形容詞的最高級(jí)修飾時(shí)。ThisisthefirstletterthatI’vewritteninJapanese.（4）當(dāng)先行詞既有人又有物時(shí)。Theytalkedabouttheteachersandschoolsthattheyhadvisited.（5）當(dāng)先行詞是系動(dòng)詞be后面的表語(yǔ)或關(guān)系詞本身是從句的表語(yǔ)時(shí)。Chinaisn’tthecountrythatsheusedtobe50yearsago.（6）當(dāng)主句是以who，which或what開(kāi)頭的特殊疑問(wèn)句時(shí)。Whoisthemanthatiswaitingatthebusstop？（7）當(dāng)先行詞是what時(shí)。Whatdid