新人教版高中英语必修第一册教学设计1：Discovering Useful Structure

Discovering UsefulStructures复习引导的定语从句；that whichwho whom学习并掌握用引导的定语从句；能够运用关系代词引导的定语从句描述事物的具whose体信息掌握定语从句，并能够将这些定语从句用于对具体事物的描述，以提升自己的语言表达教学和运用能力目标通过观察、分析与归纳，掌握现在进行时表示将来计划的用法，并运用这一表达与同伴讨论周末计划在语篇中理解并运用现在进行时表示将来，丰富语篇表达内容，提高语篇质量重引导学生理解定语从句对丰富句子内容和描述事物特征、补充信息的功能；引导学生运点用定语从句补充信息，丰富自己的语言表达难结合话题，用定语从句描述特定的图片内容点教学Self-learning approach;asking-and-answering activity.方法Step1Discovering备.学生阅读课文，然后根据初中时学习过的定语从句的知识，找出找出课文中出注1现的定语从句There weredeep cracksthat appearedin thewell walls.Paragraph1教学Eleven kilometresdirectly belowthe city,one of the mostdeadly earthquakesof the20th内容century hadbegun,a quakethat evencaused damagemore than150kilometres awayin与过Beijing.Paragraph2程Two thirdsofthe people wholived therewere deador injured.Paragraph2The numberof peoplewho werekilled orbadly injuredin thequake wasmore than400,

000.Paragraph

2...the armysent150,000soldiers toTangshan todig outthose whowere trappedandto burythe dead.Paragraph4Workers builtshelters forsurvivors whosehomes hadbeen destroyed.Paragraph4TeachingTipBefore startingthe activity,write twosentences onthe board,each usinga restrictive relativeclause butuse differentrelative pronounsin eachsentence:that,which,or who.Underline therestrictiverelative clausein eachsentence andtell studentsthat theyare goingto studyhow tocreaterestrictiverelative clauses whichhelp toadd necessaryinformation tosentences.教师通过教学软件或板书呈现这些句子，然后通过下列问题引导学生思考定语从句

2.的修饰和限定作用Translate thesentences intoChinese.Think aboutwhich nounis modifiedby the relativeclause.Why dowe usetherelativeclause Whatif relativeclauses arenot usedin thesesentences教学提示英文和中文在语法句式上有很大的区别，适当的英汉翻译练习可以帮助学K生利用母语知识理解英文句子的含义和结构学生回看主篇阅读文本，找出文本中的定语从句，然后和同桌互相核对并翻译这些

3.句子，最后找出这些从句所修饰的先行词教学提示教师应重视在语境中呈现新的语法知识，让学生观察所学语法项目的K X使用场合、形式、意义及语用功能单从句子层面的观察是不够的，学生更需要在语篇的语境中体验语法教师将学生在主篇阅读文本中找到的含有定语从句的句子呈现出来，把它们与活动

4.1中的句子放在一起，让学生按关系代词进行分类，并在小组内讨论其用法，然后说出定语从句的使用规律最后教师补充并总结教学提示学生在总结过程中可以使用表格或思维导图，说明定语从句的关系代K X词与先行词之间的关系就学生对规律的掌握而言，让他们通过主动观察、探究而总结出规律比直接听教师讲授的效果好教师尽量把主动体验、思考、学习的机会留给学生，在学生总结的基础上再进行系统的或补充性的讲解Step2Practice两个句子合成一个定语从句，之后师生核对答案』K1The CCTVreporter isinterviewing awoman.The womansfamily survivedthe earthquake,whose2The soldierwill rememberthe rescueworker.The soldierworked withthe rescueworkerduring thequake,with whom3The housewas heavilydamaged in the earthquake.The housewill berebuilt by thegovernment,which/that4The rescueworkers hadto walkslowly throughthe bricks.The brickscovered theground,that/which5My familywill alwaysbe thankfulfor thepeople.We receivedaid fromthepeople,fromwhom6The peoplelost everythinginthequake.We needto helpthem preparefor thecoming winter,whoStep3ConsolidationComplete thepassage withthat,which,who,whose,or prep+whom.For peoplelove thesun,summer isa time of fun.But forpeoplefamilies weredestroyed bythe supertyphoon hitEast；China inJuly2016that summerwas atimeofgreat sadness.The floodsand landslidescaused；bythe typhoon killed161people left61missings andforced theevacuation ofhundreds ofthousandsof people.The victimsthetyphoonbrought deathor greatloss werein severalprovinces alongthe YangtzeRiver.In themonths havepassed sincethen,much hasbeen doneto makethings betterand helpthe thousandsof peoplehomes were；destroyed althoughthe sadnesswill neverleavethose summernow marksthe deathof aloved one.拓展活动设计谜语，用定语从句修饰某人或某物，然后在班内举行一次猜谜活动Step4Homework.使用定语从句解释本单元学习的1disaster droughtlandslide floodvolcano、等词shelter ruintrap.仿效主篇阅读文本记述汶川地震，使用定语从句增加语言的丰富性、生动性和2准确性。