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

【主题语境】人与自然一“一方有难，八方支援”

【语篇类型】多模态语篇

【教材分析】

在本节语法中，将主题确定为“人与自然，以自然灾害对人类的影响为主线，创设接近生活实际、学生熟悉的语境，让学生从中学习关系代词引导的定语从句，使学生有话可说。提高了学生语言输出的有效性。同时，在语境中呈现、学习、应用语言，引导学生在主题语境中运用所学的语法知识和语法规则，提高语言使用的得体性，实现语言的语用功能。

【学情分析】

学生在初中时对定语从句已有初步的认识，但在具体的功能使用上未形成一个清晰的概念，在学习过程中未能正确选择关系词并运用定语从句描述人或事物等。本班学生思维活跃，部分同学敢于提出不同见解。我们采取多媒体教学，运用多种教学资源激发学生交流和学习的兴趣，希望学生始终处于积极、主动的思考、探究和创造的状态中，营造充满活力的课堂气氛。

【教学目标】

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.

【教学重点】 Use and distinguish relative pronoun correctly in a real situation.

【教学难点】 Distinguish relative pronouns and use them correctly in a real situation.

Be Grateful for people around you.

【教学工具】 Multi-media, a blackboard, worksheets.

【教学方法 】Group co-operation method  Situational Approach

Explanation

【教学步骤 】

Step 1“导”:语境创设，语法导入

活动一图片导入，引出定语从句(学习理解类活动)

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

2.Introduces the topic and learning objects

【设计目的】此活动属于“五环”语法教学模式“五环”中的第一环“导”。通过自然灾害地震图片导入本课堂主题，激活学生头脑中与话题有关的背景知识，有利于提高学生参与语法课堂活动的积极性。

Step 2“读”:主题句阅读，感知强化

活动二:让学生阅读以下关于唐山地震的影响，找出内含与文中划线句子有相同结构的其他句子，并归纳其语法结构。(学习理解类活动)

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.

归纳：定语从句结构：先行词+关系代词+从句

【设计目的】此活动是“读”的环节。在该活动中教师把含有大量目标语法项目的典型例子融入到相应主题句，让学生在真实语料中感受目标语法的结构特征。教师首先引导学生归纳出句中相同的语法结构，理解结构的意义。

Step 3“悟”:探究规则，意识提升

活动三:再次阅读文章，并找出课文中其它含有此项语法结构的句子，然后通过小组合作，探讨什么时候应当用关系代词引导的定语从句这一语法结构。(学习理解类活动)

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.

归纳与总结并理解定语从句中关系代词的用法

关系代词 先行词 在从句中的成分

who 人 主语、宾语

whom 人 宾语

which 物 主语、宾语

that 人或物 主语、宾语

whose 人或物 定语

【设计目的】此活动属于“五环”语法教学模式“五环”中的第三环“悟”，，与前两活动的“导”和“读”共同组成“三段”中的第一阶段(感知与领悟)。此环节教师利用课本中原有的定语从句作为学生探究的重点，学生首先找出课本中含有此项语法结构的其他句子，然后通过小组合作的形式归纳出何时能够运用现在完成时的被动语态这一语法结构。

Step 4“练”:意义练习，整合内化

学习语言的最终目的是用语言做事，而学生在学会用语言做事前，限时操练目标语言这一环节必不可少。学生在头脑中输入了大量语言信息后，要想转化为语言输出，需要一定量的意义练习。在此环节，教师根据学生的认知特点，由浅入深、由句子到篇章设计了两个练习活动，以整合内化所学的语法知识。该环节以下两个活动都属于“五环”语法教学模式“五环”中的第四环“练”，“三段”中的第二阶段(整合与内化)。

(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 (残骸) 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.

【设计说明】从单句层面上升到语篇层次，此活动体现了语法形式、意义以及语用三维度的统一。运用学生身边的语言材料，不仅再一次活跃课堂气氛，加深学生对定语从句这一语法结构的认识，而且增强学生对学校及学习的兴趣。

Step 5“用”:交际输出，交流创造

活动六:写作练习，语法输出(迁移创新类活动)

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

【设计说明】此活动属于“五环三段两评”语法教学模式“五环”中的第五环“用”，

“三段”中的第三阶段（交流与创造）。语言学习的终极目的是交际，包括口头交

际和书面交际。在语法教学的输出环节，教师要合理设计和安排交际活动，让学生

学会运用语法知识做事。写作作为提高学生交际能力的主要方式之一，应尽可能地

融入到语法教学中本环节的交际输出活动承接本课主题“灾难无情、人间有爱、

学会感恩”，这种写作式的语言输出任务融入了大量交际元素，可促使学习者将语

法规则转化为交际能力，有利于学生的语法内化。