人教版必修一Unit 4 earthquakes Grammar教案
文档属性
| 名称 | 人教版必修一Unit 4 earthquakes Grammar教案 |  | |
| 格式 | docx | ||
| 文件大小 | 21.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2020-12-01 16:38:43 | ||
图片预览
文档简介
Unit 4 earthquakes Grammar课时作业
Teaching goals 教学目标
1. Words and expressions that appear in this unit
2. a. Enable the students to master the structure of the Attributive Clause, and can speak out these sentences loudly, clearly and correctly.
b. Enable the students to master the usage of who, which, that and whose in the Attributive Clause.
3. By practicing the usage of the words and structures, the students can master the Attributive clause.
Teaching important points 教学重点
The Attributive Clause: the structure and the usage of who, whose, that, and which.
Teaching difficult points 教学难点
The usage of the words that, which, who and whose
Teaching procedures ＆ ways 教学过程及方式
StepⅠ Revision (10 minutes)
T: Morning, everyone! Just as usual, I’ll check your homework at first. Please turn to Page 63. Let’s look at Exercise 1. I’ll give you one minute to check your answers. Please pay attention to the forms and tenses while you are checking. (After a little while) Have you finished? Who would like to read out the finished passage for us? How about you?
A student stands up and reads out the passage. At the same time, the teacher should pay attention to the forms and tenses of the words. After that, ask the class to discuss if they have some different answers. If so, make some necessary changes.
T: In fact, what we did just now is to review the vocabulary we learned in this unit. Now, I’d like some of you to come to the blackboard to write down your translations of the sentences in Exercise 2.
Let nine of them come to the blackboard to write down the English sentences. Maybe there are many mistakes in these sentences. The teacher should ask the class to have a discussion to find out the mistakes and correct them. For Exercise 3, the teacher can ask some students to read out their sentences, and check them with the whole class.
Step Ⅱ Discovering useful structures (20 minutes)
T: By now we have reviewed some useful words and sentences. Today’s another important task is to learn the Attributive Clause.
There are two kinds of this clause. One is the Restrictive Attributive Clause, which modifies the noun; the other is the Non- Restrictive Attributive Clause, which gives extra information, and is written with commas.
T: Now I’ll show some sentences on the screen. And then I’ll ask some of you to read them out and translate them one by one.
Show on the screen.
1. But the one million people of the city, who thought little of these events, went to bed as usual that night.
2. It was heard in Beijing, which is one hundred kilometer away.
3. A huge crack that was eight kilometer long and thirty meter wide cut across houses, roads and canals.
4. The number of people who were killed or injured reached more than 400,000.
5. The army organized teams to dig out those who were trapped and to bury the dead.
6. Workers built shelters for survivors whose homes had been destroyed.
While the students are translating the sentences, the teacher should notice the difference in translating the Restrictive Attributive Clause and the Non-restrictive Attributive Clause. If the students have any errors, correct them.
T: Good! Can you tell me what relative pronouns the Attributive Clauses use?
S1: From the sentences on the screen, I know that there are four words, they are who, whose, that and which.
T: Right! Now I’ll give you more knowledge about this clause. There are some explanations about the clause on the paper. I’ll give them out to you to read. If you can set the bold sentences aside, we will learn them later. After you have finished reading the material，do the following exercise to see if you have masteedr the usage of who，whose，which and that.
The Teacher had better give the paper out before class, so that the students can have time to 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 who robbed him has been arrested.
抢劫他的人被逮捕了。
The girl whom I saw told me to come back today.
我见到的那个姑娘叫我今天再来。
That’s the best hotel ( that ) I know.
这是我所知道的最好的旅馆。
These are the books (which) you ordered.
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. Everyone who (that) knew him liked him.
认识他的人都喜欢他。
The friend with whom I was traveling spoke French.
和我一道旅行的那位朋友能讲法语。
The car which (that) I hired broke down.
我租的汽车坏了。
b. At the time when I saw him, he was quite strong.
以前我看到他的时候，他身体壮实。.
This is the village where I was born.
这是我出生的村子。
These are the reasons why we do 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 you got the postcard (which) I sent you?
我寄 给你的明信片收到了吗？
These are the things (that) you need.
这些就是你要的东西。
Anything I can do for you?
我能帮你做什么吗？
All you have to do is to fill out this form.
你只需要填这张表就行了。
That’s the only thing we can do now.
这是我们现在唯一能做的事。
You can take any room you like.
你随便哪间房都行。
2. 非限定性定语从句 （Non- 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, who had been driving all day, suggested stopping at the next town.
彼得开了一天的车，提议在下一座城市停下来。
This house, for which he paid $ 150,000, is now worth $ 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 to the Royal 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 holiday, when people do not go to work.
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whose有时指某样东西。如：
His house, whose windows were all broken, was a depressing sight.
他的房子，窗户都破了，让人看了感到沮丧。
The car, whose handbrake wasn’t very reliable, began to slide backward.
这辆轿车刹车不太牢靠，开始向后滑动。
It was an island, whose name I have forgotten.
它是一座岛屿，名字我忘了。
Exercise 1 Fill in the blanks with who, whose, which and that.
1. The girls（ ）served in the shop were the owner’s daughters.
2. The man （ ）I saw told me to come back today.
3. The girl （ ）spoke is my best friend.
4. The man with （ ）I was traveling didn’t speak English.
5. The man （ ）I saw told me to wait.
6. The girl （ ） I spoke to was a student.
7. The man to （ ） I spoke was a foreigner.
8. The man from （ ） I bought it told me to read the instructions.
9. I know a boy （ ） father is an acrobat.
10. He saw a house （ ） windows were all broken.
11. All the apples （ ） fall are eaten by wild boars.
12. Can you think of anyone （ ） could look after him？
13. This is the best hotel （ ）I know.
14. He showed a machine （ ） parts are too small to be seen.
15. You can take any room （ ）you like.
While the students are reading the material and doing the exercise，the teacher can walk in the classroom，to help those who need help. After that the teacher checks the answers with the students. If they have any questions, explain them to the students.
Answers to the Exercise 1
1 who 2 Whom 3 Who 4 whom 5 who 6 who/whom 7 whom 8 whom
9 whose 10 whose 11 that 12 that 13 that 14 whose 15 that
Exercise 2 in Discovery useful structures
T: Just now, we studied the Attributive Clause, and do some exercises about the usage of the relative pronouns. Now let’s turn to Page 29 to finish Exercise 2 as quickly as possible. And then check yours with your partner.
Give the students some time to read the sentences quickly and loudly, and try to remember them. A few minutes later, ask some of them to recite the sentences.
For Exercise 3, the teacher can give the students some time to prepare the sentences and play the game quickly. This is a good way to make the class lively.
Step Ⅲ Using structures (15 minutes)
This is advice on how to protect one’s home from an earthquake. The main purpose is to practice the Attributive Clause. This exercise is a kind of procreative activity for the students, which can be done only after the students read and understand the passage. So perhaps it is difficult for some students. The teacher should be patient to them and give them enough help.
T: Just now we had a translation exercise and filled some blanks. That’s the basic exercise for the Attributive Clause. Now I’ll give you 5 minutes to read A SAFE HOME, and finish the sentences below the article. You may work in pairs to have a discussion when you are filling the blanks.
Five minutes later
T: Now let’s check the answers. First, answer me a question: what sentences are we using to complete the blanks?
Ss: The Attributive Clause.
T: Or rather, the Restrictive Attributive Clause. We use this kind of clause to modify a noun to let other people understand what on earth we are talking. Do you understand me?
Ss: Yes!
T: Now some of you should read out to the clauses you’ve written. How about you 6 boys? Each person just read one sentence. Ready? Please begin.
(The answers to the exercise are omitted)
For Exercise 2, the teacher can read out the instruction for the students, and make sure they know what to do. If some student find it difficult to finish, the teacher can give them a hand by offering some words from the text A SAFE HOME. For example, the word I have chosen is computer/ the word I have chosen is the kitchen/the word I have chosen is the place…and so on. And must make the students know the purpose of the exercise is to get familiar with the Attributive Clause.
Step Ⅳ Homework
T: Well, all of you did very well. Now, time is up. Today’s homework is to finish the Summing up and Learning Tip on Page 32. And make good preparation to the Reading Task on page 65. Make sure you know the meaning of the text clearly. Class is over. See you next time!
Teaching goals 教学目标
1. Words and expressions that appear in this unit
2. a. Enable the students to master the structure of the Attributive Clause, and can speak out these sentences loudly, clearly and correctly.
b. Enable the students to master the usage of who, which, that and whose in the Attributive Clause.
3. By practicing the usage of the words and structures, the students can master the Attributive clause.
Teaching important points 教学重点
The Attributive Clause: the structure and the usage of who, whose, that, and which.
Teaching difficult points 教学难点
The usage of the words that, which, who and whose
Teaching procedures ＆ ways 教学过程及方式
StepⅠ Revision (10 minutes)
T: Morning, everyone! Just as usual, I’ll check your homework at first. Please turn to Page 63. Let’s look at Exercise 1. I’ll give you one minute to check your answers. Please pay attention to the forms and tenses while you are checking. (After a little while) Have you finished? Who would like to read out the finished passage for us? How about you?
A student stands up and reads out the passage. At the same time, the teacher should pay attention to the forms and tenses of the words. After that, ask the class to discuss if they have some different answers. If so, make some necessary changes.
T: In fact, what we did just now is to review the vocabulary we learned in this unit. Now, I’d like some of you to come to the blackboard to write down your translations of the sentences in Exercise 2.
Let nine of them come to the blackboard to write down the English sentences. Maybe there are many mistakes in these sentences. The teacher should ask the class to have a discussion to find out the mistakes and correct them. For Exercise 3, the teacher can ask some students to read out their sentences, and check them with the whole class.
Step Ⅱ Discovering useful structures (20 minutes)
T: By now we have reviewed some useful words and sentences. Today’s another important task is to learn the Attributive Clause.
There are two kinds of this clause. One is the Restrictive Attributive Clause, which modifies the noun; the other is the Non- Restrictive Attributive Clause, which gives extra information, and is written with commas.
T: Now I’ll show some sentences on the screen. And then I’ll ask some of you to read them out and translate them one by one.
Show on the screen.
1. But the one million people of the city, who thought little of these events, went to bed as usual that night.
2. It was heard in Beijing, which is one hundred kilometer away.
3. A huge crack that was eight kilometer long and thirty meter wide cut across houses, roads and canals.
4. The number of people who were killed or injured reached more than 400,000.
5. The army organized teams to dig out those who were trapped and to bury the dead.
6. Workers built shelters for survivors whose homes had been destroyed.
While the students are translating the sentences, the teacher should notice the difference in translating the Restrictive Attributive Clause and the Non-restrictive Attributive Clause. If the students have any errors, correct them.
T: Good! Can you tell me what relative pronouns the Attributive Clauses use?
S1: From the sentences on the screen, I know that there are four words, they are who, whose, that and which.
T: Right! Now I’ll give you more knowledge about this clause. There are some explanations about the clause on the paper. I’ll give them out to you to read. If you can set the bold sentences aside, we will learn them later. After you have finished reading the material，do the following exercise to see if you have masteedr the usage of who，whose，which and that.
The Teacher had better give the paper out before class, so that the students can have time to 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 who robbed him has been arrested.
抢劫他的人被逮捕了。
The girl whom I saw told me to come back today.
我见到的那个姑娘叫我今天再来。
That’s the best hotel ( that ) I know.
这是我所知道的最好的旅馆。
These are the books (which) you ordered.
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. Everyone who (that) knew him liked him.
认识他的人都喜欢他。
The friend with whom I was traveling spoke French.
和我一道旅行的那位朋友能讲法语。
The car which (that) I hired broke down.
我租的汽车坏了。
b. At the time when I saw him, he was quite strong.
以前我看到他的时候，他身体壮实。.
This is the village where I was born.
这是我出生的村子。
These are the reasons why we do 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 you got the postcard (which) I sent you?
我寄 给你的明信片收到了吗？
These are the things (that) you need.
这些就是你要的东西。
Anything I can do for you?
我能帮你做什么吗？
All you have to do is to fill out this form.
你只需要填这张表就行了。
That’s the only thing we can do now.
这是我们现在唯一能做的事。
You can take any room you like.
你随便哪间房都行。
2. 非限定性定语从句 （Non- 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, who had been driving all day, suggested stopping at the next town.
彼得开了一天的车，提议在下一座城市停下来。
This house, for which he paid $ 150,000, is now worth $ 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 to the Royal 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 holiday, when people do not go to work.
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whose有时指某样东西。如：
His house, whose windows were all broken, was a depressing sight.
他的房子，窗户都破了，让人看了感到沮丧。
The car, whose handbrake wasn’t very reliable, began to slide backward.
这辆轿车刹车不太牢靠，开始向后滑动。
It was an island, whose name I have forgotten.
它是一座岛屿，名字我忘了。
Exercise 1 Fill in the blanks with who, whose, which and that.
1. The girls（ ）served in the shop were the owner’s daughters.
2. The man （ ）I saw told me to come back today.
3. The girl （ ）spoke is my best friend.
4. The man with （ ）I was traveling didn’t speak English.
5. The man （ ）I saw told me to wait.
6. The girl （ ） I spoke to was a student.
7. The man to （ ） I spoke was a foreigner.
8. The man from （ ） I bought it told me to read the instructions.
9. I know a boy （ ） father is an acrobat.
10. He saw a house （ ） windows were all broken.
11. All the apples （ ） fall are eaten by wild boars.
12. Can you think of anyone （ ） could look after him？
13. This is the best hotel （ ）I know.
14. He showed a machine （ ） parts are too small to be seen.
15. You can take any room （ ）you like.
While the students are reading the material and doing the exercise，the teacher can walk in the classroom，to help those who need help. After that the teacher checks the answers with the students. If they have any questions, explain them to the students.
Answers to the Exercise 1
1 who 2 Whom 3 Who 4 whom 5 who 6 who/whom 7 whom 8 whom
9 whose 10 whose 11 that 12 that 13 that 14 whose 15 that
Exercise 2 in Discovery useful structures
T: Just now, we studied the Attributive Clause, and do some exercises about the usage of the relative pronouns. Now let’s turn to Page 29 to finish Exercise 2 as quickly as possible. And then check yours with your partner.
Give the students some time to read the sentences quickly and loudly, and try to remember them. A few minutes later, ask some of them to recite the sentences.
For Exercise 3, the teacher can give the students some time to prepare the sentences and play the game quickly. This is a good way to make the class lively.
Step Ⅲ Using structures (15 minutes)
This is advice on how to protect one’s home from an earthquake. The main purpose is to practice the Attributive Clause. This exercise is a kind of procreative activity for the students, which can be done only after the students read and understand the passage. So perhaps it is difficult for some students. The teacher should be patient to them and give them enough help.
T: Just now we had a translation exercise and filled some blanks. That’s the basic exercise for the Attributive Clause. Now I’ll give you 5 minutes to read A SAFE HOME, and finish the sentences below the article. You may work in pairs to have a discussion when you are filling the blanks.
Five minutes later
T: Now let’s check the answers. First, answer me a question: what sentences are we using to complete the blanks?
Ss: The Attributive Clause.
T: Or rather, the Restrictive Attributive Clause. We use this kind of clause to modify a noun to let other people understand what on earth we are talking. Do you understand me?
Ss: Yes!
T: Now some of you should read out to the clauses you’ve written. How about you 6 boys? Each person just read one sentence. Ready? Please begin.
(The answers to the exercise are omitted)
For Exercise 2, the teacher can read out the instruction for the students, and make sure they know what to do. If some student find it difficult to finish, the teacher can give them a hand by offering some words from the text A SAFE HOME. For example, the word I have chosen is computer/ the word I have chosen is the kitchen/the word I have chosen is the place…and so on. And must make the students know the purpose of the exercise is to get familiar with the Attributive Clause.
Step Ⅳ Homework
T: Well, all of you did very well. Now, time is up. Today’s homework is to finish the Summing up and Learning Tip on Page 32. And make good preparation to the Reading Task on page 65. Make sure you know the meaning of the text clearly. Class is over. See you next time!