Unit4NaturalDisastersDiscoveringUsefulStructures教学设计-高中英语人教版

LessonPlan:RestrictiveRelativeClauses(Period3)

——BasedonUnit4NaturalDisasters

I.LessonTopic

RestrictiveRelativeClauses(Integratedwiththetopicofnaturaldisasters)

II.TeachingObjectives

1.KnowledgeObjectives

Masterthebasicusageofrelativepronounsthat,which,who,whom,whose(referent,grammaticalfunctioninclauses).

Understandspecialcaseswhereonlythat(notwhich)canbeused.

Distinguishthefunctionaldifferencesbetweenrelativepronounsandrelativeadverbs(when,where,why).

2.AbilityObjectives

Identifyrestrictiverelativeclausesincontext.

Correctlyuserelativepronounstopletesentencefilling,translation,sentencebination,andpassagewriting.

Describepicturesandtopicrelatedcontentusingrestrictiverelativeclauses.

3.AffectiveObjectives

Connecttothethemeofnaturaldisasters,recognizethededicationofrescuers,anddevelopawarenessofcaringforothersandcherishinglife.

III.KeyandDifficultPoints

KeyPoints

Differencesintheusageofrelativepronouns(referent:person/thing;function:subject/object/attribute).

Basicstructureofrestrictiverelativeclausesandtheircollocationwithantecedents.

DifficultPoints

Specialcaseswhereonlythat(notwhich)isallowed.

Correctuseof"preposition+whom/which".

Logicalconsistencybetweentherelativeclauseandtheantecedent.

IV.TeachingMethods

TaskbasedLanguageTeaching(TBLT)

GroupCooperativeInquiry

SituationalTeaching

binationofExplanationandPractice

V.TeachingPreparation

Teachingmaterials:PPT(courseware),picturesofnaturaldisasters(earthquakes,typhoons,tornadoes)andrescuescenes.

Worksheet(includingbasicconsolidationandextendedapplicationexercises).

Grouptaskcards.

VI.TeachingProcedure(45minutes)

Step1:Warmup&Leadin(5minutes)

ShowpicturesoftheTangshanEarthquake,typhoons,andtornadoes.Ask:

"Doyouknowanynaturaldisasters?Whathappenedinthesepictures?"

"Whatdoyouthinkofthepeoplewhohelpedindisasters?"

Introduceacoresentencefromthetextbook:"Thereweredeepcracksthatappearedinthewellwalls."Guidestudentstoobservethesentencestructureandintroducethetopic:"Todaywewilllearnabout'restrictiverelativeclauses'."

Step2:PerceptualLearning(10minutes)

Task1:AskstudentstoscanthetextbookparagraphsinthePPT(Activity11).Findtherestrictiverelativeclauses,andmarktheantecedentandrelativepronoun.

Example:"Twothirdsofthepeoplewholivedthereweredeadorinjured."(Antecedent:people;Relativepronoun:who)

Checkanswerstogether.Clarifythebasicconcept:

Arestrictiverelativeclausemodifiesanoun/pronoun(antecedent),isintroducedbyarelativepronoun,andfollowstheantecedent.

Task2:pleteActivity12inthePPT:TranslatethesentencesintoEnglishandidentifythenounmodifiedbytherelativeclause.Helpstudentsinitiallyunderstandthefunctionofrelativeclauses.

Step3:RuleExploration(12minutes)

GroupDiscussion:ProvideexamplesentencesfromActivity2ofthePPT.Askgroupstoanalyzetheusagerulesofrelativepronouns(that,which,who,whom,whose)andfillinatable(referent+function).

RelativePronoun Referent FunctioninClause

which Things Subject/Object

who People Subject

whom People Object

that People/Things Subject/Object

whose People/Things Attribute

GroupPresentation:Invite12groupstosharetheirfindings.Theteachersummarizesandsupplements:

e.g.se"modifiesbothpeopleandthings,andfunctionsasanattribute(e.g.,Thehousewhosewindowsareclosedismine).

KeyExplanation:Highlightthe6specialcaseswhereonlythat(notwhich)isused(Activity3inthePPT).Illustratewithexamplesandemphasizekeypoints:

Antecedentsareindefinitepronouns(anything,nothing,everything).

Antecedentsaremodifiedbytheonly,thevery,thejust.

Antecedentsaremodifiedbyordinalnumbers,numerals,orsuperlatives.

Antecedentsincludebothpeopleandthings.

Themainclauseisaspecialquestionstartingwithwhoorwhich.

Therelativepronounfunctionsasapredicative.

e.g.lementaryNote:Explaintheusageof"preposition+whom/which"(e.g.,Themothertowhomherdaughterturnedforhelpfelthelpless)andthebasicfeatureofnonrestrictiverelativeclauses(separatedbymas,notomissible).

Step4:ConsolidationPractice(10minutes)

BasicPractice:

pletetheexercisesinActivity4ofthePPT:

Fillintheblankswiththat/which/who/whose/whom/or"/".

TranslatesentencesintoChinese.

binepairsofsentencesusingrelativeclauses.

e.g.entsworkindependentlyfirst,thencheckanswerswithdeskmates.Theteacherexplainsmonmistakes(e.g.,conversionof"whose",omissionofrelativepronouns).

AdvancedPractice:pletethepassagefillinginActivity44.Strengthentheapplicationofrelativeclausesincontext.

Step5:ExtendedApplication(5minutes)

e.g.pWork:pletethetornadorelatedpassageinActivity51ofthePPT.Userestrictiverelativeclausestoanswerthequestionsinbrackets(e.g.,Tornadoesarestrongwindsthatcancausegreatdamage).

FreeTalk:ShowpicturesfromActivity6ofthePPT.Studentstaketurnsaskingandansweringwithrelativeclauses.Forexample:

A:"Whoisthesoldierthatishelpingthesurvivors?"

B:"Thesoldierthatishelpingthesurvivorsisfromthearmy."

Theteachercirculatestoprovideguidance.

Step6:Summary&HomeworkAssignment(3minutes)

Summary:Reviewkeyknowledgewithstudents:

Usageofrelativepronouns.

Specialcasesforusing"that".

Homework:

Write3sentenceswithrestrictiverelativeclausestodescribeeachofPicture2andPicture3(Activity6Homework1).

UsethelibraryorInternettofindwaystosurviveanearthquake.Write35sentencesaboutit,usingatleast2restrictiverelativeclauses(Activity6Homework2).

VII.BlackboardDesign

RestrictiveRelativeClauses

e.g.cture:Antecedent+RelativePronoun+Clause(e.g.,Thepeoplewholivedtherewereinjured.)

UsageofRel