高一必修一Unit 4第三課時教案

參賽內容：高中必修1第4單元第1課時

xx市xx縣xx學校

___________(參賽教師姓名)

工作簡歷：
現教班級：
教學質量自評：
校辦聯系電話：
個人聯系電話：
 
說明：以下教學設計案例僅供參考，教師設計教學方案時不應局限于此。教學設計的教材分析、教學目標、教學過程主要以中文來撰寫，不必全用英文。

lesson plan of unit 4
earthquake
（第3課時）
一、教材內容分析
覆蓋內容：discovering useful structures（attributive clauses）
教材分析：本課時教學內容是閱讀與語法教學相結合，在閱讀材料的背景下來學習定語從句。前面進行的課文閱讀教學、詞匯和短語教學是本課時可利用的基礎。如何通過感知、觀察、對比、歸納、運用來學習掌握新的語法項目是本課時的重點。
二、教學目標
by the end of this class, the students will be able to
 identify the attributive clauses and the relative pronouns with teacher’s illustrations.
 select right proper pronouns for attributive clauses by practising.
 modify somebody or something with an attributive clause flexibly either in written or oral work.
三、教學過程
step 1  lead-in and presentation （7 minutes）
1. listening to a story (class work)
give a group of sentences which include attributives clauses. ask the students to listen carefully and find what happened to my friend. the passage can be like this:
i have a good friend who was a volunteer in the wenchuan earth quake-hit areas in . he was extremely shocked when he arrived there. he found buildings that had stood in the downtown were destroyed. the highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains. the residents whose home had been completely destroyed were searching or digging for their family members, colleagues or friends.
2. retelling the story(pair work)
ask the students try to retell the story with help of the following expressions:
a. i have a good friend
b. he found buildings
c. the highways
d. the residents
3. putting the sentences on the blackboard/screen and underlining the attributives clauses. (single work)
a. i have a good friend who was a volunteer in the wenchou quake-hit areas in .
b. he found buildings that had stood in the downtown were destroyed.
c. the highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains.
d. the residents whose home had been completely destroyed were searching or digging for their family members, students, colleagues, or friends.
【設計說明：本環節以一篇包含多個定語從句的短文引入目標語言結構，讓學生通過聽，說，看的形式，并在教師的提示下自我發現并關注感知目標語定語從句的形式與用法。】