Unit 4 Natural Disasters Discovering Useful Structures 教案-2024-2025学年高中英语人教版（2019）必修第一册

教学设计 课题 Unit 4 Natural Disasters -Discovering Useful Structures 教学目标 Master attributive clauses with "that/which/who" to describe disaster-related events. Understand global natural disaster responses, fostering cross-cultural empathy. Analyze cause-effect relationships in disaster contexts, enhancing logical thinking. 重难点 Key: Correctly use relative pronouns "that/which/who" in attributive clauses. Difficult: Distinguishing usage scenarios of "that" vs. "which"; avoiding misplaced modifiers in complex sentences. 教学过程 Teacher: Good day, class! In today's lesson, we are going to focus on a very important grammar point that will not only enhance your language skills but also help you describe natural disasters and related situations more precisely. We are going to explore restrictive relative clauses. Now, let's start with a little review. Can anyone tell me what a clause is in general? Student 1: A clause is a group of words that contains a subject and a verb. Teacher: Excellent! And can you give an example of a simple clause? Student 1: "She runs every morning." Here, "she" is the subject and "runs" is the verb. Teacher: Perfect. Now, let's think about natural disasters. We've been studying various natural disasters in this unit, like earthquakes, floods, and typhoons. Suppose you were in a situation where you had to describe something related to a natural disaster. For example, let's say you were in Zhengzhou during the huge flood in July 2021. You are trapped at your home, which is on the 2nd floor, and the water has flooded the 1st floor. What would you need? Turn to your partner and discuss for a minute. (Students discuss) Teacher: Okay, let's share some ideas. What would you need in such a situation? Student 2: We would need water and food that are safe to consume. Teacher: Great. Notice how we used a clause here, "that are safe to consume", to describe the water and food. This is an example of a restrictive relative clause. It gives us essential information about the noun "water and food". If we removed this clause, the meaning would change. The sentence "We would need water and food" is too general. The restrictive relative clause tells us specifically what kind of water and food we need. Now, can someone else give another example of something you would need? Student 3: We would need a flashlight that provides light when there’s no electricity available. Teacher: Exactly. Again, "that provides light when there’s no electricity available" is a restrictive relative clause. It restricts and defines the type of flashlight we need. It's not just any flashlight, but one with this specific function. Let's look at some more examples. (The teacher writes on the board) 1. The victims who lost their homes in the earthquake need our help. 0. The supplies which were sent to the flood - hit area were very useful. 0. The rescue worker whose dog helped find survivors is a hero. Teacher: In the first sentence, who lost their homes in the earthquake is a restrictive relative clause. It tells us which victims we are talking about. In the second sentence, which were sent to the flood - hit area describes the supplies. And in the third sentence, whose dog helped find survivors gives us more information about the rescue worker. Now, let's analyze the relative pronouns used here - who, which, and whose. Teacher: When do we use "who"? Student 4: We use "who" when we are talking about people. Teacher: Correct. It is used to refer to the subject of a clause related to people. For example, "The people who witnessed the tornado were shocked." Now, what about "which"? Student 5: "Which" is used for things. Teacher: Right. Like in "The building which was destroyed by the earthquake was very old." Now, "whose" is a bit different. It shows possession. In the sentence "The rescue worker whose dog helped find survivors is a hero", "whose" shows that the dog belongs to the rescue worker. Can you think of another example using "whose" related to a natural disaster? Student 6: The family whose house was flooded had to move to a shelter. Teacher: Wonderful. Now, let's look at some more complex examples. Sometimes, we can also use "whom" in restrictive relative clauses. But "whom" is used when the person is the object of the verb in the relative clause. For example, "The doctor to whom the injured were taken was very experienced." Here, the injured were taken to the doctor, so we use "whom". It's a bit more formal and not as commonly used in spoken English as "who", but it's important to know. Teacher: Now, let's do an exercise. I'll give you some sentences, and you need to identify the restrictive relative clauses and the relative pronouns used. (The teacher shows the following sentences on the screen) 1. The students who participated in the earthquake drill learned a lot. 0. The trees which were uprooted by the strong wind blocked the road. 0. The villagers whose crops were damaged by the drought were very worried. 0. The nurse with whom I spoke was very kind and helpful during the disaster relief. Teacher: Let's go through these one by one. For the first sentence, who can tell me the restrictive relative clause and the relative pronoun? Student 7: The restrictive relative clause is "who participated in the earthquake drill", and the relative pronoun is "who". Teacher: Correct. What about the second sentence? Student 8: The restrictive relative clause is "which were uprooted by the strong wind", and the relative pronoun is "which". Teacher: Great. Third sentence? Student 9: The restrictive relative clause is "whose crops were damaged by the drought", and the relative pronoun is "whose". Teacher: Well - done. And the last one? Student 10: The restrictive relative clause is "with whom I spoke", and the relative pronoun is "whom". Teacher: Perfect. Now, let's practice using these restrictive relative clauses in our own sentences. I want you to think about a natural disaster you know about and write three sentences using different relative pronouns - who, which, and whose. You have five minutes to do this. (Students write) Teacher: Okay, let's share some of your sentences. Who wants to start? Student 11: The volunteers who helped clean up after the flood were very tired but happy. The debris which was left after the landslide was difficult to remove. The community whose infrastructure was damaged by the hurricane is working hard to rebuild. Teacher: Excellent sentences! The use of restrictive relative clauses is very clear. Now, let's move on to a more challenging task. I'm going to show you some pictures of natural disasters and their aftermath. In pairs, I want you to describe what you see using as many restrictive relative clauses as possible. You can talk about the people, the things, and the situations in the pictures. You have ten minutes for this activity. (The teacher shows pictures of a hurricane - damaged town, an earthquake - hit city, and a flooded village on the screen) (Students work in pairs) Teacher: Alright, let's hear from some pairs. Which picture did you choose to describe? Pair 1: We chose the picture of the hurricane - damaged town. The houses which were destroyed by the hurricane were in a very bad state. The people who were walking around looked very sad. There were some trucks whose drivers were trying to clear the debris from the roads. Teacher: Very good. The description is detailed and the use of restrictive relative clauses really helps to paint a vivid picture. Another pair? Pair 2: We described the earthquake - hit city. The buildings which had collapsed in the earthquake were everywhere. The rescue workers who were searching for survivors were working very hard. There were some survivors whose families were still missing, and they were very worried. Teacher: Wonderful. Your sentences are not only grammatically correct but also very meaningful in the context of the picture. Now, let's talk about some special cases with restrictive relative clauses. Sometimes, we can use "that" in place of "which" or "who" in restrictive relative clauses. For example, "The book that I read last night was very interesting." Here, we could also say "The book which I read last night was very interesting." However, there are some cases where we can only use "that". Teacher: When the antecedent (the noun before the relative clause) is an indefinite pronoun like "all", "everything", "nothing", "something", "anything", we use "that". For example, "All that glitters is not gold." Also, when the antecedent is modified by "the only", "the very", "the first", "the last", etc., we use "that". For example, "He is the only person that I trust." Can you think of some more examples? Student 12: I have something that I want to tell you about the flood. She is the very girl that helped me during the earthquake. Teacher: Great examples. Now, let's do one more exercise. I'll give you some sentences, and you need to rewrite them using restrictive relative clauses. (The teacher shows the following sentences on the screen) 1. The man is a famous scientist. He discovered a new way to predict earthquakes. 0. The house needs to be repaired. It was damaged in the typhoon. 0. The students received an award. Their projects were about disaster prevention. Teacher: Let's start with the first sentence. How can we rewrite it using a restrictive relative clause? Student 13: The man who discovered a new way to predict earthquakes is a famous scientist. Teacher: Correct. What about the second sentence? Student 14: The house which was damaged in the typhoon needs to be repaired. Teacher: Good. And the last one? Student 15: The students whose projects were about disaster prevention received an award. Teacher: Excellent. Now, for our final activity today. I want you to write a short paragraph about a natural disaster you have either experienced or read about. Use at least five restrictive relative clauses in your paragraph. You have fifteen minutes to write this. (Students write) Teacher: Okay, let's share some of your paragraphs. Who would like to read their paragraph aloud? Student 16: Last year, I experienced a flood in my hometown. The river which usually flows calmly overflowed its banks. The houses that were located near the river were the most affected. The people who lived in those houses had to evacuate quickly. The rescue teams which arrived on time saved many lives. There were some pets whose owners couldn't find them in the chaos, and it was very sad. Teacher: Wonderful paragraph. The use of restrictive relative clauses is consistent and really enriches the description. Another student? Student 17: I read about an earthquake in a foreign country. The city that was hit by the earthquake was in ruins. The buildings which were not built to withstand such a strong quake collapsed easily. The survivors who were trapped under the debris waited patiently for help. The doctors whose skills were crucial treated the injured. The government which was responsible for the recovery efforts started rebuilding the city immediately. Teacher: Great job. Today, we've learned a lot about restrictive relative clauses and how they can be used to describe natural disasters and related situations. Remember, practice is key. Try to use restrictive relative clauses as much as you can in your writing and speaking. For homework, I want you to find an article about a natural disaster in an English - language newspaper or online. Underline all the restrictive relative clauses you find and bring them to class tomorrow for discussion. Have a great day! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$