The Attributive?Clause----Relative pronouns (who/whom/which/ that/whose)

【主題語境】人與自然一“一方有難，八方支援”

【語篇類型】多模態(tài)語篇

【教材分析】

在本節(jié)語法中，將主題確定為“人與自然，以自然災(zāi)害對人類的影響為主線，創(chuàng)設(shè)接近生活實際、學(xué)生熟悉的語境，讓學(xué)生從中學(xué)習(xí)關(guān)系代詞引導(dǎo)的定語從句，使學(xué)生有話可說。提高了學(xué)生語言輸出的有效性。同時，在語境中呈現(xiàn)、學(xué)習(xí)、應(yīng)用語言，引導(dǎo)學(xué)生在主題語境中運用所學(xué)的語法知識和語法規(guī)則，提高語言使用的得體性，實現(xiàn)語言的語用功能。

【學(xué)情分析】

學(xué)生在初中時對定語從句已有初步的認識，但在具體的功能使用上未形成一個清晰的概念，在學(xué)習(xí)過程中未能正確選擇關(guān)系詞并運用定語從句描述人或事物等。本班學(xué)生思維活躍，部分同學(xué)敢于提出不同見解。我們采取多媒體教學(xué)，運用多種教學(xué)資源激發(fā)學(xué)生交流和學(xué)習(xí)的興趣，希望學(xué)生始終處于積極、主動的思考、探究和創(chuàng)造的狀態(tài)中，營造充滿活力的課堂氣氛。

【教學(xué)目標】

At the end of the lesson, the students will be able to

1.Learn and understand attributive clause、 relative pronoun、antecedent and so on.

2.Distinguish relative pronouns and use them correctly in a real situation.

3.Be Grateful for people around you.

【教學(xué)重點】 Use and distinguish relative pronoun correctly in a real situation.

【教學(xué)難點】 Distinguish relative pronouns and use them correctly in a real situation.

Be Grateful for people around you.

【教學(xué)工具】 Multi-media, a blackboard, worksheets.

【教學(xué)方法 】Group co-operation method ?Situational Approach

Explanation

【教學(xué)步驟 】

Step 1“導(dǎo)”:語境創(chuàng)設(shè)，語法導(dǎo)入

活動一圖片導(dǎo)入，引出定語從句(學(xué)習(xí)理解類活動)

1. Teacher shows two pictures about?earthquake?and mentions attributive clauses.

2.Introduces the topic and learning objects

【設(shè)計目的】此活動屬于“五環(huán)”語法教學(xué)模式“五環(huán)”中的第一環(huán)“導(dǎo)”。通過自然災(zāi)害地震圖片導(dǎo)入本課堂主題，激活學(xué)生頭腦中與話題有關(guān)的背景知識，有利于提高學(xué)生參與語法課堂活動的積極性。

Step 2“讀”:主題句閱讀，感知強化

活動二:讓學(xué)生閱讀以下關(guān)于唐山地震的影響，找出內(nèi)含與文中劃線句子有相同結(jié)構(gòu)的其他句子，并歸納其語法結(jié)構(gòu)。(學(xué)習(xí)理解類活動)

The Tangshan earthquake was a terrible experience that my?great-grandma cannot forget.There were deep cracks that appeared in the well walls.Everything began to shake. In less than one minute, a large city lay in ruins.The?people?who live next to us volunteered to help after the?earthquake.The supplies which were provided to the disaster area were collected from around the country.

[if !supportLists]1.?[endif]The Tangshan earthquake was a terrible experience that my?great-grandma cannot forget.

[if !supportLists]2.?[endif]The?people?who live next to us volunteered to help after the?earthquake.

[if !supportLists]3.?[endif]The supplies which were provided to the disaster area were collected from around the country.

歸納：定語從句結(jié)構(gòu)：先行詞+關(guān)系代詞+從句

【設(shè)計目的】此活動是“讀”的環(huán)節(jié)。在該活動中教師把含有大量目標語法項目的典型例子融入到相應(yīng)主題句，讓學(xué)生在真實語料中感受目標語法的結(jié)構(gòu)特征。教師首先引導(dǎo)學(xué)生歸納出句中相同的語法結(jié)構(gòu)，理解結(jié)構(gòu)的意義。

Step 3“悟”:探究規(guī)則，意識提升

活動三:再次閱讀文章，并找出課文中其它含有此項語法結(jié)構(gòu)的句子，然后通過小組合作，探討什么時候應(yīng)當用關(guān)系代詞引導(dǎo)的定語從句這一語法結(jié)構(gòu)。(學(xué)習(xí)理解類活動)

1.The Tangshan earthquake was a terrible experience that my great-grandma cannot forget.

2.The couple who live next to us volunteered to help after the volcano erupted.

3.The supplies which were provided to the disaster area were collected from around country.

4.Mr Li is an architect whose designs for the new town have won praise.

5.A doctor with whom James used to work died in the 2016 earthquake in Ecuador.

6.There were deep cracks that appeared in the well walls.

歸納與總結(jié)并理解定語從句中關(guān)系代詞的用法

關(guān)系代詞 先行詞 在從句中的成分

who 人 主語、賓語

whom 人 賓語

which 物 主語、賓語

that 人或物 主語、賓語

whose 人或物 定語

【設(shè)計目的】此活動屬于“五環(huán)”語法教學(xué)模式“五環(huán)”中的第三環(huán)“悟”，，與前兩活動的“導(dǎo)”和“讀”共同組成“三段”中的第一階段(感知與領(lǐng)悟)。此環(huán)節(jié)教師利用課本中原有的定語從句作為學(xué)生探究的重點，學(xué)生首先找出課本中含有此項語法結(jié)構(gòu)的其他句子，然后通過小組合作的形式歸納出何時能夠運用現(xiàn)在完成時的被動語態(tài)這一語法結(jié)構(gòu)。

Step 4“練”:意義練習(xí)，整合內(nèi)化

學(xué)習(xí)語言的最終目的是用語言做事，而學(xué)生在學(xué)會用語言做事前，限時操練目標語言這一環(huán)節(jié)必不可少。學(xué)生在頭腦中輸入了大量語言信息后，要想轉(zhuǎn)化為語言輸出，需要一定量的意義練習(xí)。在此環(huán)節(jié)，教師根據(jù)學(xué)生的認知特點，由淺入深、由句子到篇章設(shè)計了兩個練習(xí)活動，以整合內(nèi)化所學(xué)的語法知識。該環(huán)節(jié)以下兩個活動都屬于“五環(huán)”語法教學(xué)模式“五環(huán)”中的第四環(huán)“練”，“三段”中的第二階段(整合與內(nèi)化)。

(1). Fill in the following sentences with correct relatives pronouns.

1.?Here are some of the people?_______ homes were destroyed by the typhoon.

2. The terrible shaking of the building woke up all the people ____ were asleep.

3. Several days later, most of the buildings _____ had been damaged by the hurricane were repaired.

4. The injured boy ___ mother was lost in the disaster was taken to the hospital.

5. The woman wrote a thank you letter to the soldier by _____ she was rescued.

?(2).Fill in the blanks

My name is Mahnaz Bibi and I’m from a village of Muzaffarabad, Azad Kashmir. We used to live 1._________ happy and comfortable life. I had my husband Mukhtar Ali and a son Mushahid Ali. Mushahid was the whole world for me. On October 8, after feeding Mushahid I came out of my house to do some work outside. I 2.__________( work ) when the earth started shaking. I had never felt this kind of earthquake before, which made me quite 3.______( frighten ). When I came to my senses I ran back to my house to save my son 4.__________ was sleeping in the room. There was nothing 5.__________ the debris (殘骸) of my house. I started crying 6.__________( loud ) and asked the neighbors 7. ___________( help ) search for my son. Some villagers came to 8._______(he) rescue, but after hours of hard work, I lost my whole world. We buried him on the 9th of October and the area suffered 9._______ heavy rain for the whole night. A few days later we left our village, because there was nothing 10.________ was left for us. We traveled a long distance over the mountains. In the end, we reached Muzaffarabad, Azad Kashmir and got shelter in the Ajaz Gilani Relief Tent Village.

【設(shè)計說明】從單句層面上升到語篇層次，此活動體現(xiàn)了語法形式、意義以及語用三維度的統(tǒng)一。運用學(xué)生身邊的語言材料，不僅再一次活躍課堂氣氛，加深學(xué)生對定語從句這一語法結(jié)構(gòu)的認識，而且增強學(xué)生對學(xué)校及學(xué)習(xí)的興趣。

Step 5“用”:交際輸出，交流創(chuàng)造

活動六:寫作練習(xí)，語法輸出(遷移創(chuàng)新類活動)

1. Make sentences which include the attributive clauses to introduce natural ?disasters .

【設(shè)計說明】此活動屬于“五環(huán)三段兩評”語法教學(xué)模式“五環(huán)”中的第五環(huán)“用”，

“三段”中的第三階段（交流與創(chuàng)造）。語言學(xué)習(xí)的終極目的是交際，包括口頭交

際和書面交際。在語法教學(xué)的輸出環(huán)節(jié)，教師要合理設(shè)計和安排交際活動，讓學(xué)生

學(xué)會運用語法知識做事。寫作作為提高學(xué)生交際能力的主要方式之一，應(yīng)盡可能地

融入到語法教學(xué)中本環(huán)節(jié)的交際輸出活動承接本課主題“災(zāi)難無情、人間有愛、

學(xué)會感恩”，這種寫作式的語言輸出任務(wù)融入了大量交際元素，可促使學(xué)習(xí)者將語

法規(guī)則轉(zhuǎn)化為交際能力，有利于學(xué)生的語法內(nèi)化。