参赛内容：高中必修1第4单元第1课时
xx市xx县xx学校
___________(参赛教师姓名)
工作简历：
现教班级：
教学质量自评：
校办联系电话：
个人联系电话：
说明：以下教学设计案例仅供参考，教师设计教学方案时不应局限于此。教学设计的教材分析、教学目标、教学过程主要以中文来撰写，不必全用英文。
lesson plan of unit 4
earthquake
（第3课时）
一、教材内容分析
覆盖内容：discovering useful structures（attributive clauses）
教材分析：本课时教学内容是阅读与语法教学相结合，在阅读材料的背景下来学习定语从句。前面进行的课文阅读教学、词汇和短语教学是本课时可利用的基础。如何通过感知、观察、对比、归纳、运用来学习掌握新的语法项目是本课时的重点。
二、教学目标
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、教学过程
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 XX. 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 XX.
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.
【设计说明：本环节以一篇包含多个定语从句的短文引入目标语言结构，让学生通过听，说，看的形式，并在教师的提示下自我发现并关注感知目标语定语从句的形式与用法。】
