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A Teaching Plan Students: Senior Grade One students Teacher: XXX Date: October 17, 2009 Time duration：45 minutes Material: Grammar, Unit 4, New Senior English For China Student’s Book 1 Teaching goals: Learn and master the attributive clause.Teaching important points: Teach the students to use attributive clause.Teaching difficult points: Use attributive clause.Teaching aids: Chalk, blackboard, PPT and some pieces of paper.Teaching procedures: Step 1: Lead-in T: It’s 1:30 now.After half a day’s study, are you tired now? Ss: Yes.T: Yes, you are very tired now, so in order to help you to be relaxed, I’d like to show you some music.(Ss: No.T: OK.You’re not tired, and I think most of you must be very excited now, because the weekend is coming.You can go home soon, right? I’m also very excited now, and the reason is just the same as yours.So in order to celebrate our happine, let’s enjoy a song together.)(Teacher plays the song.)T: Do you know the name of this song? Ss: Yes, it’s Lemon Tree.T: Yes, and do you know the relation between the word “lemon” and “tree”? Ss: “Lemon” can be used to describe “tree”.T: Yes, “lemon” can be used to describe “tree”.And also we can say that the word lemon can be regarded as an attributive.Please look at the lyric in the PPT.We can find that all the blue words have the same function as the word “lemon”.They can all be used to describe the red ones.T: From this, we can know that words, phrases all can be used to describe a noun.But can sentences be used to describe a noun? Ss: Yes.T：Do you know how a sentence can be used to describe a noun? Maybe we can see some examples.Step2:
T: Look at the PPT, and make a sentence according to these two sentences.(1)a.One million people of the city were asleep as usual that night.b.One million people thought little of these events.Can you do it all by yourself? If you have any difficulties, please open your text
book and turn to Page 26.Maybe you can find the answer in our text.Now, who can tell me the answer？
Ss: One million people of the city, who thought little of these events, were asleep as usual that night.T: Yes, well done.You are so clever.And let’s do another example.(2)a.It was felt in Beijing.b.Beijing is more than two hundred kilometers away.c.It was felt in Beijing, which is more than two hundred kilometers away.(3)a.A huge crack cut acro houses, roads and canals.b.A huge crack was eight kilometers long and thirty kilometers wide.c.A huge crack that was eight kilometers long and thirty kilometers wide cut acro houses, roads and canals.(4)a.Another big quake shook Tangshan.b.Another big quake was almost as strong as the first one.c.Another big quake which was almost as strong as the first one shook Tangshan.(5)a.The army organized teams to dig out those people.b.Those people were trapped.c.The army organized teams to dig out those who were trapped.(6)a.Workers built shelters for survivors.b.The survivors’ homes had been destroyed.c.Workers built shelters for survivors whose homes had been destroyed.T: The sentences we have made just now all can be called attributive clauses.They all use one sentence to describe another one.T: OK.Now, let’s enjoy a series of pictures.Do you know the men who were moving stone in the picture? Ss: They are soldiers.T: Yes, they’re soldiers.And the whole sentence is “The men who/ that were moving stone are soldiers.” And also we can say “The men we just saw in the picture are soldiers.”
T: relative pronoun Antecedent modify
Step3.While-reading 1.Skimming & scanning The students can comprehend the paage quickly and accurately, and meanwhile the students can form a good habit of reading.T: First please skim the paage fast to obtain/ get a general understanding of the whole paage.The paage can be divided into three parts.You should pay attention to the first sentences of each paragraph.In what order is the text written?(Group work)Ss: The text is written in time order.The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake.T: Strange things were happening before the earthquake.The disaster happened and caused a lot of lo.Helps came to Tangshan.All hope was not lost.2.Careful-reading Read the paage again and try to get more detailed information.Paragraph 1: T: What strange things happened before Tangshan Earthquake?(Blank filling)Ss: The water in the village wells rose and fell, rose and fell.The well walls had deep cracks in them, and a smelly gas came out of the cracks.The chickens and pigs were too nervous to eat.Mice ran out of the fields looking for places to hide.Fish jumped out of their bowls and ponds.There were some bright lights in the sky.Sound of planes could be heard even when no planes were in the sky.The water pipes in some buildings cracks and burst.Paragraph 2-3: T: Now, let’s come to the details about these two paragraphs.(Blank filling)T: There are many data in these two paragraphs.Try to use the right data to fill in the blanks.Paragraph 4: T: In para.4, we can find what happened after the earthquake.People did every effort to help those who had suffered from the disaster.How did the army help the people in Tangshan? Ss: The army organized teams to dig out those who were trapped and to bury those who were trapped.Miners were rescued from the coal mines.Shelters were built for survivors whose homes had been destroyed.Fresh water was taken to the city.Step4.Post-reading(discuing)T: Suppose you are a news reporter, and you are interviewing a person who had experienced the Tangshan quake.Work with your partner and try to make a dialogue.If you have any difficulties, maybe you can make your dialogue according to these following questions: What were you doing when the earthquake happened? What did you do when you found the earth happened? What did you bring when the earthquake happened? What did Tangshan look like at that time? And what does it look like today? Homework: 1.Write a story about the Tangshan Earthquake according to the reading.2.Discover some useful expreions and structures.
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