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人教版 (新课标)必修1&2Unit 4 Earthquakes教案
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这是一份人教版 (新课标)必修1&2Unit 4 Earthquakes教案，共8页。
1. Wrds and expressins that appear in this unit
2. a. Enable the students t master the structure f the Attributive Clause, and can speak ut these sentences ludly, clearly and crrectly.
b. Enable the students t master the usage f wh, which, that and whse in the Attributive Clause.
3. By practicing the usage f the wrds and structures, the students can master the Attributive clause.
Teaching imprtant pints 教学重点
The Attributive Clause: the structure and the usage f wh, whse, that, and which.
Teaching difficult pints 教学难点
The usage f the wrds that, which, wh and whse
Teaching prcedures ＆ ways 教学过程及方式
StepⅠ Revisin (10 minutes)
T: Mrning, everyne! Just as usual, I’ll check yur hmewrk at first. Please turn t Page 63. Let’s lk at Exercise 1. I’ll give yu ne minute t check yur answers. Please pay attentin t the frms and tenses while yu are checking. (After a little while) Have yu finished? Wh wuld like t read ut the finished passage fr us? Hw abut yu?
A student stands up and reads ut the passage. At the same time, the teacher shuld pay attentin t the frms and tenses f the wrds. After that, ask the class t discuss if they have sme different answers. If s, make sme necessary changes.
T: In fact, what we did just nw is t review the vcabulary we learned in this unit. Nw, I’d like sme f yu t cme t the blackbard t write dwn yur translatins f the sentences in Exercise 2.
Let nine f them cme t the blackbard t write dwn the English sentences. Maybe there are many mistakes in these sentences. The teacher shuld ask the class t have a discussin t find ut the mistakes and crrect them. Fr Exercise 3, the teacher can ask sme students t read ut their sentences, and check them with the whle class.
Step Ⅱ Discvering useful structures (20 minutes)
T: By nw we have reviewed sme useful wrds and sentences. Tday’s anther imprtant task is t learn the Attributive Clause.
There are tw kinds f this clause. One is the Restrictive Attributive Clause, which mdifies the nun; the ther is the Nn- Restrictive Attributive Clause, which gives extra infrmatin, and is written with cmmas.
T: Nw I’ll shw sme sentences n the screen. And then I’ll ask sme f yu t read them ut and translate them ne by ne.
Shw n the screen.
While the students are translating the sentences, the teacher shuld ntice the difference in translating the Restrictive Attributive Clause and the Nn-restrictive Attributive Clause. If the students have any errrs, crrect them.
T: Gd! Can yu tell me what relative prnuns the Attributive Clauses use?
S1: Frm the sentences n the screen, I knw that there are fur wrds, they are wh, whse, that and which.
T: Right! Nw I’ll give yu mre knwledge abut this clause. There are sme explanatins abut the clause n the paper. I’ll give them ut t yu t read. If yu can set the bld sentences aside, we will learn them later. After yu have finished reading the material，d the fllwing exercise t see if yu have masteedr the usage f wh，whse，which and that.
The Teacher had better give the paper ut befre class, s that the students can have time t preview the grammar.
I．定语从句
1. 限定性定语从句（Restrictive Attributive Clauses）
大多数定语从句对所修饰词的意思加以限制，表示“……的人（或东西）”，称为限定性定语从句。如：
The man wh rbbed him has been arrested.
抢劫他的人被逮捕了。
The girl whm I saw tld me t cme back tday.
我见到的那个姑娘叫我今天再来。
That’s the best htel ( that ) I knw.
这是我所知道的最好的旅馆。
These are the bks (which) yu rdered.
这些是你订购的书。
这类从句多由关系代词（a）或关系副词（b）引导。
a. Everyne wh (that) knew him liked him.
认识他的人都喜欢他。
The friend with whm I was traveling spke French.
和我一道旅行的那位朋友能讲法语。
The car which (that) I hired brke dwn.
我租的汽车坏了。
b. At the time when I saw him, he was quite strng.
以前我看到他的时候，他身体壮实。.
This is the village where I was brn.
这是我出生的村子。
These are the reasns why we d it.
这些就是我们这样做的理由。
在限定性定语从句中，当关系代词在从句中做宾语时，在绝大多数情况下都可以省略，特别是在口语中，在被修饰的词为all, everything 等词时尤其如此。
Have yu gt the pstcard (which) I sent yu?
我寄 给你的明信片收到了吗？
These are the things (that) yu need.
这些就是你要的东西。
Anything I can d fr yu?
我能帮你做什么吗？
All yu have t d is t fill ut this frm.
你只需要填这张表就行了。
That’s the nly thing we can d nw.
这是我们现在唯一能做的事。
Yu can take any rm yu like.
你随便哪间房都行。
2. 非限定性定语从句 （Nn- Restrictive Attributive Clauses）对所修饰的词没有限定词义的作用，而只是补充一些说明，通常都有一个逗号把它和句子的其它部分分开，在译成中文时， 这个从句多译成一个并列句。限定性定语从句去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句拿掉以后对剩下部分没有太大的影响。如：
Peter, wh had been driving all day, suggested stpping at the next twn.
彼得开了一天的车，提议在下一座城市停下来。
This huse, fr which he paid $ 150,000, is nw wrth $ 300,000.
这所房子他买时花了十五万美元，现在值三十万美元了。
They went t the Ryal Theatre, where they saw Ibsen’s Peer Gent.
他们去了皇家剧院，在那里他们看了易卜生的《彼尔•英特》
Sunday is a hliday, when peple d nt g t wrk.
星期天是假日，这一天人们不上班。
应注意的是，在这类从句中不能使用关系代词that 和关系副词why, 也不能省略任何关系副词，这类从句主要出现在书面语中。
在书面语中whse有时指某样东西。如：
His huse, whse windws were all brken, was a depressing sight.
他的房子，窗户都破了，让人看了感到沮丧。
The car, whse handbrake wasn’t very reliable, began t slide backward.
这辆轿车刹车不太牢靠，开始向后滑动。
It was an island, whse name I have frgtten.
它是一座岛屿，名字我忘了。
Exercise 1 Fill in the blanks with wh, whse, which and that.
1. The girls（ ）served in the shp were the wner’s daughters.
2. The man （ ）I saw tld me t cme back tday.
3. The girl （ ）spke is my best friend.
4. The man with （ ）I was traveling didn’t speak English.
5. The man （ ）I saw tld me t wait.
6. The girl （ ） I spke t was a student.
7. The man t （ ） I spke was a freigner.
8. The man frm （ ） I bught it tld me t read the instructins.
9. I knw a by （ ） father is an acrbat.
10. He saw a huse （ ） windws were all brken.
11. All the apples （ ） fall are eaten by wild bars.
12. Can yu think f anyne （ ） culd lk after him？
13. This is the best htel （ ）I knw.
14. He shwed a machine （ ） parts are t small t be seen.
15. Yu can take any rm （ ）yu like.
While the students are reading the material and ding the exercise，the teacher can walk in the classrm，t help thse wh need help. After that the teacher checks the answers with the students. If they have any questins, explain them t the students.
Answers t the Exercise 1
1 wh 2 Whm 3 Wh 4 whm 5 wh 6 wh/whm 7 whm 8 whm
9 whse 10 whse 11 that 12 that 13 that 14 whse 15 that
Exercise 2 in Discvery useful structures
T: Just nw, we studied the Attributive Clause, and d sme exercises abut the usage f the relative prnuns. Nw let’s turn t Page 29 t finish Exercise 2 as quickly as pssible. And then check yurs with yur partner.
Give the students sme time t read the sentences quickly and ludly, and try t remember them. A few minutes later, ask sme f them t recite the sentences.
Fr Exercise 3, the teacher can give the students sme time t prepare the sentences and play the game quickly. This is a gd way t make the class lively.
Step Ⅲ Using structures (15 minutes)
This is advice n hw t prtect ne’s hme frm an earthquake. The main purpse is t practice the Attributive Clause. This exercise is a kind f prcreative activity fr the students, which can be dne nly after the students read and understand the passage. S perhaps it is difficult fr sme students. The teacher shuld be patient t them and give them enugh help.
T: Just nw we had a translatin exercise and filled sme blanks. That’s the basic exercise fr the Attributive Clause. Nw I’ll give yu 5 minutes t read A SAFE HOME, and finish the sentences belw the article. Yu may wrk in pairs t have a discussin when yu are filling the blanks.
Five minutes later
T: Nw let’s check the answers. First, answer me a questin: what sentences are we using t cmplete the blanks?
Ss: The Attributive Clause.
T: Or rather, the Restrictive Attributive Clause. We use this kind f clause t mdify a nun t let ther peple understand what n earth we are talking. D yu understand me?
Ss: Yes!
T: Nw sme f yu shuld read ut t the clauses yu’ve written. Hw abut yu 6 bys? Each persn just read ne sentence. Ready? Please begin.
(The answers t the exercise are mitted)
Fr Exercise 2, the teacher can read ut the instructin fr the students, and make sure they knw what t d. If sme student find it difficult t finish, the teacher can give them a hand by ffering sme wrds frm the text A SAFE HOME. Fr example, the wrd I have chsen is cmputer/ the wrd I have chsen is the kitchen/the wrd I have chsen is the place…and s n. And must make the students knw the purpse f the exercise is t get familiar with the Attributive Clause.
Step Ⅳ Hmewrk
T: Well, all f yu did very well. Nw, time is up. Tday’s hmewrk is t finish the Summing up and Learning Tip n Page 32. And make gd preparatin t the Reading Task n page 65. Make sure yu knw the meaning f the text clearly. Class is ver. See yu next time!
1. But the ne millin peple f the city, wh thught little f these events, went t bed as usual that night.
2. It was heard in Beijing, which is ne hundred kilmeter away.
3. A huge crack that was eight kilmeter lng and thirty meter wide cut acrss huses, rads and canals.
4. The number f peple wh were killed r injured reached mre than 400,000.
5. The army rganized teams t dig ut thse wh were trapped and t bury the dead.
6. Wrkers built shelters fr survivrs whse hmes had been destryed.
1. Wrds and expressins that appear in this unit
2. a. Enable the students t master the structure f the Attributive Clause, and can speak ut these sentences ludly, clearly and crrectly.
b. Enable the students t master the usage f wh, which, that and whse in the Attributive Clause.
3. By practicing the usage f the wrds and structures, the students can master the Attributive clause.
Teaching imprtant pints 教学重点
The Attributive Clause: the structure and the usage f wh, whse, that, and which.
Teaching difficult pints 教学难点
The usage f the wrds that, which, wh and whse
Teaching prcedures ＆ ways 教学过程及方式
StepⅠ Revisin (10 minutes)
T: Mrning, everyne! Just as usual, I’ll check yur hmewrk at first. Please turn t Page 63. Let’s lk at Exercise 1. I’ll give yu ne minute t check yur answers. Please pay attentin t the frms and tenses while yu are checking. (After a little while) Have yu finished? Wh wuld like t read ut the finished passage fr us? Hw abut yu?
A student stands up and reads ut the passage. At the same time, the teacher shuld pay attentin t the frms and tenses f the wrds. After that, ask the class t discuss if they have sme different answers. If s, make sme necessary changes.
T: In fact, what we did just nw is t review the vcabulary we learned in this unit. Nw, I’d like sme f yu t cme t the blackbard t write dwn yur translatins f the sentences in Exercise 2.
Let nine f them cme t the blackbard t write dwn the English sentences. Maybe there are many mistakes in these sentences. The teacher shuld ask the class t have a discussin t find ut the mistakes and crrect them. Fr Exercise 3, the teacher can ask sme students t read ut their sentences, and check them with the whle class.
Step Ⅱ Discvering useful structures (20 minutes)
T: By nw we have reviewed sme useful wrds and sentences. Tday’s anther imprtant task is t learn the Attributive Clause.
There are tw kinds f this clause. One is the Restrictive Attributive Clause, which mdifies the nun; the ther is the Nn- Restrictive Attributive Clause, which gives extra infrmatin, and is written with cmmas.
T: Nw I’ll shw sme sentences n the screen. And then I’ll ask sme f yu t read them ut and translate them ne by ne.
Shw n the screen.
While the students are translating the sentences, the teacher shuld ntice the difference in translating the Restrictive Attributive Clause and the Nn-restrictive Attributive Clause. If the students have any errrs, crrect them.
T: Gd! Can yu tell me what relative prnuns the Attributive Clauses use?
S1: Frm the sentences n the screen, I knw that there are fur wrds, they are wh, whse, that and which.
T: Right! Nw I’ll give yu mre knwledge abut this clause. There are sme explanatins abut the clause n the paper. I’ll give them ut t yu t read. If yu can set the bld sentences aside, we will learn them later. After yu have finished reading the material，d the fllwing exercise t see if yu have masteedr the usage f wh，whse，which and that.
The Teacher had better give the paper ut befre class, s that the students can have time t preview the grammar.
I．定语从句
1. 限定性定语从句（Restrictive Attributive Clauses）
大多数定语从句对所修饰词的意思加以限制，表示“……的人（或东西）”，称为限定性定语从句。如：
The man wh rbbed him has been arrested.
抢劫他的人被逮捕了。
The girl whm I saw tld me t cme back tday.
我见到的那个姑娘叫我今天再来。
That’s the best htel ( that ) I knw.
这是我所知道的最好的旅馆。
These are the bks (which) yu rdered.
这些是你订购的书。
这类从句多由关系代词（a）或关系副词（b）引导。
a. Everyne wh (that) knew him liked him.
认识他的人都喜欢他。
The friend with whm I was traveling spke French.
和我一道旅行的那位朋友能讲法语。
The car which (that) I hired brke dwn.
我租的汽车坏了。
b. At the time when I saw him, he was quite strng.
以前我看到他的时候，他身体壮实。.
This is the village where I was brn.
这是我出生的村子。
These are the reasns why we d it.
这些就是我们这样做的理由。
在限定性定语从句中，当关系代词在从句中做宾语时，在绝大多数情况下都可以省略，特别是在口语中，在被修饰的词为all, everything 等词时尤其如此。
Have yu gt the pstcard (which) I sent yu?
我寄 给你的明信片收到了吗？
These are the things (that) yu need.
这些就是你要的东西。
Anything I can d fr yu?
我能帮你做什么吗？
All yu have t d is t fill ut this frm.
你只需要填这张表就行了。
That’s the nly thing we can d nw.
这是我们现在唯一能做的事。
Yu can take any rm yu like.
你随便哪间房都行。
2. 非限定性定语从句 （Nn- Restrictive Attributive Clauses）对所修饰的词没有限定词义的作用，而只是补充一些说明，通常都有一个逗号把它和句子的其它部分分开，在译成中文时， 这个从句多译成一个并列句。限定性定语从句去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句拿掉以后对剩下部分没有太大的影响。如：
Peter, wh had been driving all day, suggested stpping at the next twn.
彼得开了一天的车，提议在下一座城市停下来。
This huse, fr which he paid $ 150,000, is nw wrth $ 300,000.
这所房子他买时花了十五万美元，现在值三十万美元了。
They went t the Ryal Theatre, where they saw Ibsen’s Peer Gent.
他们去了皇家剧院，在那里他们看了易卜生的《彼尔•英特》
Sunday is a hliday, when peple d nt g t wrk.
星期天是假日，这一天人们不上班。
应注意的是，在这类从句中不能使用关系代词that 和关系副词why, 也不能省略任何关系副词，这类从句主要出现在书面语中。
在书面语中whse有时指某样东西。如：
His huse, whse windws were all brken, was a depressing sight.
他的房子，窗户都破了，让人看了感到沮丧。
The car, whse handbrake wasn’t very reliable, began t slide backward.
这辆轿车刹车不太牢靠，开始向后滑动。
It was an island, whse name I have frgtten.
它是一座岛屿，名字我忘了。
Exercise 1 Fill in the blanks with wh, whse, which and that.
1. The girls（ ）served in the shp were the wner’s daughters.
2. The man （ ）I saw tld me t cme back tday.
3. The girl （ ）spke is my best friend.
4. The man with （ ）I was traveling didn’t speak English.
5. The man （ ）I saw tld me t wait.
6. The girl （ ） I spke t was a student.
7. The man t （ ） I spke was a freigner.
8. The man frm （ ） I bught it tld me t read the instructins.
9. I knw a by （ ） father is an acrbat.
10. He saw a huse （ ） windws were all brken.
11. All the apples （ ） fall are eaten by wild bars.
12. Can yu think f anyne （ ） culd lk after him？
13. This is the best htel （ ）I knw.
14. He shwed a machine （ ） parts are t small t be seen.
15. Yu can take any rm （ ）yu like.
While the students are reading the material and ding the exercise，the teacher can walk in the classrm，t help thse wh need help. After that the teacher checks the answers with the students. If they have any questins, explain them t the students.
Answers t the Exercise 1
1 wh 2 Whm 3 Wh 4 whm 5 wh 6 wh/whm 7 whm 8 whm
9 whse 10 whse 11 that 12 that 13 that 14 whse 15 that
Exercise 2 in Discvery useful structures
T: Just nw, we studied the Attributive Clause, and d sme exercises abut the usage f the relative prnuns. Nw let’s turn t Page 29 t finish Exercise 2 as quickly as pssible. And then check yurs with yur partner.
Give the students sme time t read the sentences quickly and ludly, and try t remember them. A few minutes later, ask sme f them t recite the sentences.
Fr Exercise 3, the teacher can give the students sme time t prepare the sentences and play the game quickly. This is a gd way t make the class lively.
Step Ⅲ Using structures (15 minutes)
This is advice n hw t prtect ne’s hme frm an earthquake. The main purpse is t practice the Attributive Clause. This exercise is a kind f prcreative activity fr the students, which can be dne nly after the students read and understand the passage. S perhaps it is difficult fr sme students. The teacher shuld be patient t them and give them enugh help.
T: Just nw we had a translatin exercise and filled sme blanks. That’s the basic exercise fr the Attributive Clause. Nw I’ll give yu 5 minutes t read A SAFE HOME, and finish the sentences belw the article. Yu may wrk in pairs t have a discussin when yu are filling the blanks.
Five minutes later
T: Nw let’s check the answers. First, answer me a questin: what sentences are we using t cmplete the blanks?
Ss: The Attributive Clause.
T: Or rather, the Restrictive Attributive Clause. We use this kind f clause t mdify a nun t let ther peple understand what n earth we are talking. D yu understand me?
Ss: Yes!
T: Nw sme f yu shuld read ut t the clauses yu’ve written. Hw abut yu 6 bys? Each persn just read ne sentence. Ready? Please begin.
(The answers t the exercise are mitted)
Fr Exercise 2, the teacher can read ut the instructin fr the students, and make sure they knw what t d. If sme student find it difficult t finish, the teacher can give them a hand by ffering sme wrds frm the text A SAFE HOME. Fr example, the wrd I have chsen is cmputer/ the wrd I have chsen is the kitchen/the wrd I have chsen is the place…and s n. And must make the students knw the purpse f the exercise is t get familiar with the Attributive Clause.
Step Ⅳ Hmewrk
T: Well, all f yu did very well. Nw, time is up. Tday’s hmewrk is t finish the Summing up and Learning Tip n Page 32. And make gd preparatin t the Reading Task n page 65. Make sure yu knw the meaning f the text clearly. Class is ver. See yu next time!
1. But the ne millin peple f the city, wh thught little f these events, went t bed as usual that night.
2. It was heard in Beijing, which is ne hundred kilmeter away.
3. A huge crack that was eight kilmeter lng and thirty meter wide cut acrss huses, rads and canals.
4. The number f peple wh were killed r injured reached mre than 400,000.
5. The army rganized teams t dig ut thse wh were trapped and t bury the dead.
6. Wrkers built shelters fr survivrs whse hmes had been destryed.
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