内容正文:
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:
1. 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。
2. 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。
3. 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。
4. 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:
1. 学生能够掌握并区分关系代词与关系副词的功能和用法;
2. 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:
1. 学生清晰地区分关系代词和关系副词的功能和用法;
2. 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:
1. T presents pictures one by one and asks students to speak out the names of natural disasters.
2. 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:
1. 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-restrictiv