Unit 4 Natural Disasters Discovering Useful Structures 定语从句 教学设计 -2024-2025学年高中英语人教版（2019）必修第一册

Unit4 Discovering Useful Structures 课时内容 Describe pictures of disasters 主题语境：人与自然 主题群：灾害防范 子主题：自然灾害与防范，安全常识与自我保护 语篇类型：文本 文本分析：本课时属于语法课，主题为“描述自然灾害的图片”。要求学生掌握定语从句，并能够将这些定语从句用于对具体事物的描述，提升自己的语言表达和运用能力。 课时目标 学完本课后，学生能够： 1．了解关系代词引导的限制性定语从句的形式、意义及语法功能。 2．运用关系代词引导的限制性定语从句描述人和事物的特征，补充信息，以及描述自然灾害和其他日常事物。 3．通过结对学习和小组合作学习的模式，培养学生的语言能力、创新性思维和自我提升意识。 重点难点 重点：了解关系代词引导的限制性定语从句的形式、意义及语法功能。 难点：引导学生运用定语从句补充信息，丰富自己的语言表达。 教学准备 教师准备：选取一些自然灾害的图片。 学生准备：预习本节课的内容。 精彩课堂 Step I 学习理解 活动一：感知与注意 1.Recognise the sentences. Ask students to guess who/what it is according to the teacher's description. ①This is a thing which/that covers the face to protect you from virus. ②This is a thing which/that tells you the meaning of words. ③He is the doctor who/that led the fight with COVID-19 in Wuhan. ④She is someone who/that was the empress of the Tang Dynasty. Suggested answers: 【设计意图】猜谜游戏，让学生根据救师的描述，猜测所指事物或人物，市动内容贴近学生生活，是学生非常熟悉的人及事物，教师适当讲解，使学生初步感知关系代词引导的定语从句的形式和意义。 2. Understand the sentences. (1)Ask students to find the antecedents, relative pronouns and the restrictive relative clauses in the sentences above. Suggested answer: antecedent relative pronoun + restrictive relative 先行词 关系代词 定语从句 ①This is a thing which/that covers the face to protect you from viru ②This is a thing which/that tells you the meaning of words. ③He is the doctor who/that led the fight with COVID-19 in Wuhan. (2)Ask students to answer the questions. ·What is the attributive clause? ·What function do the restrictive relative clauses have? To explain or give extra information about something or someone. 【设计意图】通过教师提示，学生观察例句，初步理解先行词、关系词以及定语从句。结合已知句子结构的基本知识，分清主句及从句，重点总结关系代词引导的定语从句的构成，体会定语从句在句子中的修饰限定作用，进一步了解限制性定语从句的意义。 活动二：获取与梳理 1. Ask students to find more sentences with restrictive relative clauses from the reading text. Suggested answer: There were deep cracks that appeared in the well walls. ..., a quake that even caused damage more than 150 kilometres away in Beijing. Two thirds of the people who lived there were dead or injured. The number of people who were killed or badly injured in the quake was more than 400,000. ..., the army sent 150,000 soldiers to Tangshan to dig out those who were trapped and..Workers built sheIters for survivors whose homes had been destroyed. 【设计意图】结合上一活动中所总结的定语从句的基本结构，找出本单元阅读文本中的限制性定语从句，目的在于激活单元背景知识，在单元语境中进一步加深对定语从句形式、意义以及语法功能的理解。 2. Ask students to find and underline the restrictive relative clauses in te sentences.(Activity 1) Suggested answers: ①The Tangshan earthquake was a terrible experience that my great-grandma cannot forget. ②The couple who live next to us volunteered to help after the volcano erupted. ③The supplies which were provided to the disaster area were collected from around the country. ④Mr Li is an architect whose designs for the new town have won praise. ⑤A doctor with whom James used to work died in the 2016 earthquake in Ecuador. 3. Ask students to analyse the features and functions of the antecedents and relative pronouns. Suggested answer: 关系代词 先行词 与先行词的关系 在定语从句中的可作成分 that 指人、物 代替 主语、宾语 which 指物 代替 主语、宾语 who 指人 代替 主语、宾语 whom 指人 代替 宾语 whose 指人、物 代替＋“的” 定语 【备注】语法讲解见“教学资源链接”。 【设计意图】通过该活动，帮助学生分清主句以及从句，进一步提高对先行词、关系代词的认知以及增强对关系代词引导的限制性定语从句及其语法功能的理解。 Step II 应用实践 活动三：内化与应用 1.Complete and translate. Ask students to complete each sentence with that,which,who,whose,whom,or“/”and translate the sentences into Chinese. (Activity 2) Suggested answers: ①whose 有些人的家园被台风摧毁了。 ②who 建筑物可怕的摇晃把人们从睡梦中惊醒。 ③that 或者／第二天，人们用能找到的一切物品在空地上搭建起避难所。 ④that／which 几天以后，大多数被飓风破坏的建筑物得到了修缮。 ⑤whose 那个在灾难中失去了母亲的受伤男孩被送去了医院。 ⑥whom 这位女士给营救她的战士写了一封感谢信。 ⑦who 这就是那个从楼里救出了好几位被困同学的男孩吗？ 【设计意图】通过该活动，巩固关系代词在限制性定语从句中的语法功能。 2. Ask students to combine each pair of sentences into one sentence with restrictive ①The people lost everything in the quake. We need to help them prepare for the coming winter. ②The rescue workers had to walk slowly through the bricks. The bricks covered the ground. ③We went to see our teacher Miss Zhang. Her husband lost his life in the earthquake. ④The soldier will remember the rescue worker. The soldier worked with the rescue worker during the quake. ⑤My family will always be thankful for the people. We received aid from the people. ⑥The CCTV reporter is interviewing a woman. The woman's family survived the earthquake. ⑦Do you know the man? He spoke just now. ⑧I have read the newspaper. It carries the important news. Suggested answers: ①We need to help the people who/that have lost everything in the quake prepare for the coming winter. ②The rescue workers had to walk slowly through the bricks that/which covered the ground. ③We went to see our teacher Miss Zhang whose husband lost his life in the earthquake. ④The soldier will remember the rescue worker with whom he worked during the quake. ⑤My family will always be thankful for the people from whom we received aid. ⑥The CCTV reporter is interviewing a woman whose family survived the earthquake. ⑦Do you know the man who spoke just now? ⑧I have read the newspaper that/which carries the important news. 【设计意图】通过合并简单句的练习，培养学生运用关系代词引导的限制性定语从句描述人物和事物的特征，描述自然灾害和其他日常事物的能力。 Step III 迁移创新 活动四：想象与创造 1. Ask students to work with a parner, take turns to ask each other about the pictures and make sentences with restrictive relative clauses using that,which,who,whose,or whom.(Activity 3) Suggested answers: ①A:Who is the woman who/that is holding the baby? B:She's a rescue worker. A: Where is the woman who/that is the baby's mother? B: Maybe she's injured and in the hospital. ②A: Who are the people whose tent is being fixed? B: The people whose city was destroyed by the earthquake. ③A: Why is this dog part of the rescue team? B: The dog, whose job is to search people who are buried in the ruins, has an incredible sense of smell and hearing for finding people in the ruins. 【设计意图】通过两人结对的学习模式完成课本第三题练习，描述与自然灾害相关的图片，培养学生的语言能力、创新性思维，提升学生关于自然灾害与防范、安全常识与自我保护意识。 2. Ask students to add more information to the passage by using restrictive relative clauses that answer the questions in brackets. Tornadoes are strong winds (What kind of winds are they?). It is not easy to know where they will go, so it can be difficult to warn people (Who should be warned?). In order to learn more about how tornadoes form and move, some brave researchers (What is their job?) do what most of us would not. They chase storms in order to collect more detailed information first hand. Of course, the researchers have special equipment (What kind of equipment?), but they need to get close enough to use it and still keep safe from the danger. Suggested answer: Tornadoes are strong winds that can rapidly rotate air/that can happen on every continent except Antarctica/that can cause great damage. It is not easy to know where they will go, so it can be difficult to warn people who might be in danger/who may be affected. In order to learn more about how tornadoes form and move, some brave researchers whose job is to explore the causes of tornadoes/whose job is to study tornadoes do what most of us would not. They chase storms in order to collect more detailed information first hand. Of course,the researchers have special equipment which can record detailed in formation,but they need to get close enough to use it and still keep safe from the danger. 【设计意图】学生根据括号中句子的提示，发散思维，对先行词进行修饰限定，在补充信息的过程中，培养学生的语言能力和创新性思维。 板书设计 Unit 4 Natural Disasters Period Ill Discovering Useful Structures Desc ribe pictures of disasters Relative Pronoun Antecedent（先行词） Person(s)/Thing(s) 在从句中的成分 S（主语）O（宾语）Attr.（定语） that P/T S/O which T S/O who P S/O whom P 0 whose P/T Attr. 学科网（北京）股份有限公司 $$