whose引导的定语从句.docx
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whose引导的定语从句
whose引导的定语从句
Teachingplanforunit4
Earthquakes
Teachingaimsanddemands:
1.Topic:
Basicknowledgeofearthquakes;howtoprotectoneselfandhelptheothersindisasters
2.Usefulwordsandexpressions:
shake,well（n.）,rise,smelly,pond,pipe,burst,canal,steam,dirt,ruin,injure,destroy,brick,
dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,shelter,
fresh,percent,speech,judge,honour,prepare;
rightaway,（be）atanend,digout,bringin,a（great）numberof3.Functions:
Talkingaboutpastexperiences:
Iwillneverforgetthedaywhentheearthquaketookplace.Thetimewas5:
15intheafternoon
andIwasdrivingalongtheroad.
Sequence
4.Grammar:
Theattributiveclause（I）
由that,which,who,whose引导的定语从句
Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.
ItwasheardinBeijingwhichisonehundredkilometersaway.
Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.
Teachingprocedures:
Period1.
Step1.Warmingup
Ssdiscussandanswersomequestions:
1.Whichofthefollowingmaycausepeoplethegreatestdamage?
A.earthquakeB.typhoonC.floodD.drought
2.Imagineyourhomebeginstoshakeandyoumustleaveitrightaway.Youhavetimetotake
onlyonething.Whatwillyoutake?
Why?
Step2.Pre-reading
Ssdiscussandanswer:
1.Doyouknowwhatwouldhappenbeforeanearthquake?
2.Whatcanwedotokeepourselvessafefromanearthquake?
3.DoyouknowanythingaboutTangshanEarthquakein1976?
Step3.Reading
1.Skimmingandfindtheanswerstothefollowingquestions:
a.Whathappened?
b.Whenandwheredidithappen?
2.Ssreadagainandfillinthefollowingform:
TimeWhathappened
BeforetheearthquakeWells:
Animals:
Lightsandsound:
Waterpipes:
WhiletheearthquakeHouses,roadsandcanals:
Hardhillsofrock:
Thelargecity:
Thepeople:
AftertheearthquakeHospitals,factoriesandbuildings:
Theground:
Dams:
Railwaytracks:
Animals:
Wells:
3.Ssreadthewholepassageagainandgetthemainideasofeachpart:
Part1.ThenaturalsignsofacomingearthquakePart2.ThedamageofthecityaftertheearthquakePart3.Thehelptothesurvivors
Step4.Comprehending
SsfinishEx1and2onpage27.
Step5.Assignment
1.Surftheinternetandgetmoreinformationabouttheearthquake.
2.Retellthetext.
Period2.
Step1.Warmingup
1.Sssharemoreinformationabouttheearthquake.2.AsksomeSstoretellthetextbyusingtheirownwords.Step2.Languagepoints
1.lie–lay-lain（v.）:
tobe,remainorbekeptinacertainstate处于某种状态
Thevillagelayinruinsafterthewar.
Thesemachineshavelainidlesincethefactoryclosed.2.inruins:
severelydamagedordestroyed毁坏
anearthquakeleftthewholetowninruins.
Hiscareerisinruins.
3.number（n.）:
aquantityofpeopleorthings数目;数量
Thenumberofpeopleapplyinghasincreasedthisyear.
Wewerefifteeninnumber.
anumberof:
alotof
Ihaveanumberofletterstowrite.
Alargenumberofpeoplehaveapplied.
4.injure（v.）:
tohurtoneself/sb./sth.physically受伤
Hefelloffthebicycleandinjuredhisarm.5.reach（v.）:
toachieveorobtainsth.达成;达到;获得
You’llunderstanditwhenyoureachmyage.
Atlastwereachedadecision.
6.rescue（n.）:
anactofrescuingorbeingrescued搭救;解救
Arescueteamistryingtoreachthetrappedmines.
Rescue（v.）:
tosaveorsetfreefromharm,indanger,orloss解救;救出
Therescuedthemanfromdrowning.
7.trap（v.）:
inaplacefromwhichonewantstoescapebutcannot困住;陷于绝境
Theyweretrappedintheburninghotel.
8.all…not…=notall…:
somebutnotall一些;但不是全部
Notallthegirlsleft.
=Onlysomeofthemleftearly.
Notallthechildrenarenoisy.
=Someofthechildrenarenotnoisy.
全部否定应用:
noneof…
Noneofuswereallowedtogothere.
Noneofthesereportsisveryhelpful.
Step3.learningaboutlanguage
1.SsfinishEx1,2and3onpage27and28.2.TeachercheckstheanswerandgivetheSssomehelpiftheyhavesomedifficulty.
Step4.assignment
1.FinishWb.Ex.1onpage63.
2.Sstrytoremembertheusefulwordsandexpressionsbyhearts.
Period3
Step1.Warmingup
Ssreadthepassageagainandtrytofindthesentenceswithattributiveclauses.
e.g.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.
Step2.Attributiveclause
1.GiveSsmoresentencesandlettheSstofindthestructuresoftheattributiveclause.
2.Ssdosomeexercisesabouthowtousethat,which,whoorwhose.
3.SsfinishEx2onpage28.
Somematerialsaboutattributiveclause:
关系代词引导的定语从句
关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成
分。
关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
1）who,whom,that
这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。
例如:
Ishethemanwho/thatwantstoseeyou?
他就是你想见的人吗,（who/that在从句中作主
语）
Heisthemanwhom/thatIsawyesterday.他就是我昨天见的那个人。
（whom/that在从句
中作宾语）
2）whose用来指人或物，（只用作定语,若指物，它还可以同ofwhich互换）。
例如:
Theyrushedovertohelpthemanwhosecarhadbrokendown.那人车坏了，大家都跑过
去帮忙。
Pleasepassmethebookwhose（ofwhich）coverisgreen.请递给我那本绿皮的书。
3）which,that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。
例如:
Aprosperitywhich/thathadneverbeenseenbeforeappearsinthecountryside.
农村出现了前所未有的繁荣。
（which/that在句中作宾语）
Thepackage（which/that）youarecarryingisabouttocomeunwrapped.你拿的包快散
了。
（which/that在句中作宾语）
Step3.Usingstructures
1.Ssreadthepassageonpage64.
2.Sstrytocompletethesentencesbyusingwho,whom,which,thatorwhose.3.ChecktheanswerandexplainanyquestionsthattheSsmayask.Step4.Assignment
1.Sslearnbyheartabouthowthestructuresoftheattributiveclause.2.Ssdosomeexercisesabouttheattributiveclause.
Period4.（reading）
Step1.warmingup
AsktheSs:
DoyouknowanythingabouttheearthquakeinSanFrancisco?
Step2.Reading
1.SsreadingthepassageandfinishWb.Ex1onpage65.2.Ssreadthefirstparagraphinthispassage.Thengobackandreadagainthefirstparagraphof
thepassageonpage26.Comparethewaysbothwritersgiveyoudetailsabouttheearthquakes
andfinishEx2onpage65.
3.Listentothetapeandreadthethirdparagraphwithfeeling.Step3.listening
1.Sslistentothetapeandfinishtheexercise1onpage62.2.Sslistentothetapeagainandthencompletethefollowingform:
Causeofearthquakes
MovingspeedofthePacificplate
In1906thePacificplatesuddenly
jumped
ThePacificplatepusheson
TheIndianplatepusheson
Waysofreducinglossesfrom
earthquakes
Period5.（listeningandspeaking）
Step1.pre-listening
SshaveadiscussabouttheearthquakeinSanFranciscoin1906andanswer:
1.Whathappenedtothecity?
2.What’stheresult?
Step2.listening
1.Ssreadthestatementofpart1,onpage30.
2.Sslistentothetapeandmaketheirchoice.
3.Sslistenagainandanswerthequestionsofpart2,onpage30.Step3.talking
1.Ssreadtheshortpassageonpage62,andinpairsmakeupastorytoexplainhowan
earthquakehappens.
2.Sharethestoriesinclass.
Step4.listeningtask
1.Sslistentothetapeandwritedownthethree“things”thatarementionedinthepassageon
page66.
2.Sslistenagainandgivemoredetailabouteachofthe“things”.
Myearthquakeplan
1stthingImustdo:
nd2thingImustdo:
rd3thingImustdo:
Anyotheradviceyouthinkuseful:
Ifyouareoutside,you:
Ifyouareinthelivingroom,you:
Ifyouareinthehousealone,you:
Step5.talkingtask
1.Ssinpairs,chooseeightthingsfromthelistonpage67toputintotheirpersonalearthquake
bag.
2.nowjoinwithanotherpairanddiscussyourchoices.Makeanotherlistofitemsandputthem
intothefollowinglist:
mypersonalearthquakebagwillcontain:
1）.___________2）.____________3）._______________4）.____________
5）._____________6）.____________7）._____________8）._____________
Period6.（writing）
Step1.Pre-writing
1.Ssreadtheletteronpage29.
2.Ssmakealistaboutthepointsthattheywanttowriteforthespeech.Step2.writing
1.Sswritesomesentencesabouttheirspeech.
2.Sswriteaspeechbyusingthesentences.
3.Ssreadtheirwritingsbythemselvesandcorrectthemistakes.
4.Peerrevising.
5.Showsomegoodwritinginclass.
Step3.Practice
Ssfinishpart4onpage30.
Step4.writingtask
1.FourSsinonegrouphaveadiscuss.Theyaregoingtoprepareapostertobeputuparound
schoolsorhospitaltoexplaintopeoplewhattheyshouldcollectinapersonalearthquakebag
andwhy.
2.Ssdesignhowmanypartstheywilldividetheposter.
3.Ssbegintowritetheirposter.
4.Ssingroupsshowtheirposterinclass.
Step5.Assignment
Ssingroupsfinishtheprojectonpage68.
Period7.
Teacherscanusethisperiodfreely.
Suggestion:
TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourselfonpage61.Itisveryimportanttoimprovetheirlearning.
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