Learning about Language教案3

Unit1. Grammar The Restrictive and Non-Restrictive Attributive Clause Ⅰ.Teaching aims: 1.

Knowledge aim: Learn some knowledge points about the differences between the restrictive and non-restrictive attributive clause. 2.

Ability aim: Improve the students’ ability of translating.

3.

Emotional aim: Train the students’ ability to cooperate with each other.

Ⅱ. Teaching important points: 1.

The comparison between the restrictive and non-restrictive attributive clause. 2.

Get the students to use the restrictive and non-restrictive attributive clause properly to describe some things and persons. Ⅲ. Teaching difficult points: 1.

Get students to master this new grammatical structure. 2.

Improve students’ ability of speaking and writing using the attributive clause. Ⅳ. Teaching methods：Task-based teaching method. Cooperative learning Discussion

Practice Ⅴ. Teaching aids: A projector, a computer and a recorder.

Teaching procedures and ways Step Ⅰ. Greetings Step Ⅱ. Lead-in Let the students listen to a song Red River Valley, and then ask students some questions. Question1:

Is the song beautiful? Question2：What kinds of clauses are the parts in red? Question3:

What is the attributive clause? Question4:

What is the structure? 课题的引入是通过播放一首包含了大量定语从句的歌曲，让学生判断歌词中出现的从句是什么从句，学生能辨别出是定语从句。然后学生对之前学过的关于定语从句的知识进行复习，为本节课的新内容打基础。教师接着告诉学生定语从句可以分为限制性和非限制性定语从句，从而导入本节课的主题。

Step Ⅲ. Explanation Explore the differences between the restrictive and the non-restrictive attributive clause. 1. About the forms

(1). Rose, who loved Jack so much, jumped into the ocean to stay with Jack. (2). The man (whom/who/that) Rose wanted to marry

is Jack. Let the students compare the forms of the two sentences and find out the

differences of the two sentences. Summary:限制性定语从句与先行词之间不用逗号隔开，而非限制性定语从句与先行词之间用逗号隔开

2. About the meanings (1). The girl has a bag, which is red. (2). The girl has a bag which is red. Let the students translate the two sentences and then explain the meanings of the two sentences. Summary:非限制性定语从句和主句关系不十分密切，只对先行词进行附加说明，如果去掉, 主句的意思完整。

限制性定语从句是先行词在意义上不可或缺的定语，如果去掉，主句的意思就不完整。

3. About the translations

(1). What is the name of the woman who is smiling? (2).Yesterday I met Professor King, who came from the University of London.

Let the students translate the two sentences and then compare the differences of the translations between the restrictive attributive clause and the non-restrictive attributive clause. Summary:限制性定语从句翻译成先行词的定语，意为“…的…”,非限制性定语从句通常翻译成主句的并列句。

4. About the antecedents

(1). Jim doesn't like to ask questions which make his teacher angry.

(2). Jim doesn't like to ask questions, which makes his teacher angry. (3). Do you have anything that you don’t know?

(4). This is the school, where I studied for three years. (5). She, who took weight-loss pills, now realizes that health is important. Let the students find out the antecedents of these sentences and summarize the antecedents of the restrictive and non-restrictive attributive clause. Summary:限制性定语从句的先行词为名词或代词，而非限制性定语从句的先行词既可以是名词或代词，也可以是整个句子。

5. About the relative words

(1). I had told them the reason, for which I didn't attend the meeting.

(2). I had told them the reason why I didn't attend the meeting.

Let the students find out the relative words of the two sentences, and then ask a question：Can I use why to replace for which in the first sentence？

Summary:非限制性定语从句不能用why引导,要用for which代替why。

(3). He will wear strange clothes which ∕that will make him different from others. (4). He will wear strange clothes, which will make him different from others.

Ask a question: Can I use that in the fourth sentence?

Summary:that不能引导非限制性定语从句

设计意图：通过让学生自己分析句子进而总结出结论，不仅可以培养他们的归纳总结能力，同时也加深了他们对这些知识的印象。

Step Ⅳ. Summarize the knowledge points 类

别

限制性定语从句

非限制性定语从句

从句与其先行词之间

从句与其先行词之间用逗号隔形式

不用逗号隔开

意义

义不完整

翻译

译为“……的”

形成两个并列分句

先行词

名词或代词

名词或代词，也可以是整个句子

that和why不能引导非限制性关系词

所有的关系词

定语从句

Step Ⅴ. Exercises Task 1: Correct the sentences 1.

I’m using the pen which he bought it yesterday. 2.

The man whom I spoke is from Canada. 3.

July 1st,1999 is the day when we’ll never forget.

4.

I still remember the holidays I stayed with them. 设计意图:这些练习由学生自己单独完成，让学生自己检测对以上知完整

先翻译先行词，后翻译从句，开

去掉从句，剩余部分意

去掉从句，剩余部分意义仍然

识的理解程度。

Task 2: Join the pairs of sentences using attributive clauses (restrictive or non-restrictive). 1. Here are the farmers. They discovered the underground city last month. 2. She got so angry. I don’t know the reason.

3. St Petersburg is a very beautiful city. It was once called Leningrad. 4. The soldiers moved the boxes to a mine. They wanted to hide them. 5 .Xi’an is one of the few cities with city walls. Its walls remain as good as before. 设计意图:这些练习比较难，因此让学生小组讨论完成，目的是培养他们合作学习的能力。

Step Ⅵ. Activity In pairs play this game: “Who am I thinking of ?” Student A is thinking of one of his/her classmates. Student B has four chances to ask questions to find out who the classmate is. Each question must include an attributive clause. Student A only answers “Yes” or “No”.

设计意图：这个任务的设定是为了让学生能在口语交际中熟练运用定语从句。

Step Ⅶ. Famous proverbs Let the students read some proverbs that contain the attributive clauses. 1. God help those who help themselves. 2. He who laughs last laughs best.

3. He who doesn’t reach the Great Wall is not a true man. 4. He who is content is always happy. 设计意图：背诵一些含定语从句的名言警句以便在以后的写作中运用。

Step Ⅷ. Homework Please write a short composition on someone you admire most by using the Attributive Clause Blackboard design forms meanings translations antecedents relative words