| SEFCB1 lesson27 |
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Lesson 27 Teaching Aims: 1. New words and Phrases: Four skills: line, stay up, hit 2. Grammar: Learn the Attributive Clause introduced by who / whom / that / which. Understand and master its structures. Teaching Important Points: 1. The use of the four – skill words. 2. Common knowledge about the Attributive clause, including the structure of the Attributive Clause and how to choose. Pronouns. Teaching Difficult Points: How relative pronouns should be chosen. Let the students pay attention to the different relative pronouns when the antecedent is a person or a thing and the function of a pronoun. Teaching Methods: Direct method, inductive method, review method and observating method. Teaching Aids: 1. a recorder 2. projector Teaching Procedures. Step I. Revision. T: Good morning, everyone! Ss: Good morning, teacher. T: In this class we have two tasks. First, We’ ll study further about earthquakes. Then we’ ll go over the language study: The Attributive Clause and do some exercises. First we’ ll recall Lesson 25 and Lesson 26. I want one student to act as Carl and describe the big earthquake in Lesson 25. Do you understand? I mean you act as Carl and describe it in your own words. Who will try? SA. I’ ll try. I’ ll never forget the earthquake happened in 1989in San Francisco. It was my first earthquake and I felt very strange first I heard a noise and it sounded like a train going under my house. At that time. I was in the kitchen cooking and I felt the floor move, and then I watched all the glasses that were on the table fall off onto the floor. The earth shook for quite a while, and the house moved and a few pictures fell off the wall. I was rather frightened. T: OK. Well done! Who will try to describe the earthquake in Lesson 26 in 1906? SB: I’ ll try. At 5:13 on the morning of April 18th, 1906, a terrible earthquake shook the city of San Francisco, It destroyed a great part of the city and the fires burnt a large number of buildings. 250.000 people lost their homes. Altogether about 700 people lost their lives in the earthquake and the fire. T: Let’ s stop here. You can have free talk about the text in your free time in pairs or in groups. Now let’s go over Lesson 27. Please close your books and listen to the tape. Step II. Reading (Speech Cassette, Lesson 26, After the Ss listen to it twice.) 1. What can we do about stopping earthquakes? 2. What can we do to make sure earthquakes don’ t destroy the whole city? 3. What are scientists afraid will happen? 4. Do people there realize that? 5. If there is another big earthquake, what do you think will happen? T: Please stop reading. Now I’ ll ask a student to answer the first question. Who can answer it? Ok. Li Yan, you try. Suggested answers: 1. We can’ t stop earthquakes, but we can do things to make sure they do not destroy the whole cities. 2. First we should not build houses along the lines where two of the earth’ s plates join together. Second when we build houses we should build them on the rock not on sand. Third, because weak buildings will fall down in an earthquake, we must make our houses as strong as possible when we build them. 3. They are afraid one day an even bigger earthquake will happen in the area around San Framcisco because San Francisco is a place where the Pacific plate meets the North American plate. 4. Today people here do not realize that. They are building more houses and more and more people are moving to San Francisco. The population there is now ten times larger than it was in 1906. 5. If so, a great many houses and buildings will be destroyed. What a sad sight that will be! T: Now let’ s see some language points. Please look at the screen. (Show the language points on the screen.) 1. If you think there may be an earthquake: may for future possibility. 2. Scientists are afraid that one day an even bigger earthquake will hit the area: We Use “ hit “ for disasters. It means cause damage in. e.g. That summer a terrible drought hit the area. The bad news hit everyone hard. one day = on a day past or future e.g. One day (= The other day), I was about to do some shopping when he telephoned me. I’ ll see you again one day (= some day) 3. . The area around San Francisco: this is called the Bay Area. 4. “The big one “: one is a pronoun for earthquake; it is used informally here 5. Will be destroyed: This is the form of the Future Passive. Step III. Language study: The Attributive Clause T: Please look at the sentences on Page 27. Language study. The number of people who / that lost homes reached as many as 250.000. The boy (who / whom / that) we saw yesterday was John’ s brother. It sounded like a train which / that was going under my house. The car (which / that) my uncle had just bought was destroyed in the earthquake. The underlined part of each sentence is an attributive clause. An attributive clause serves as an attribute to some noun or pronoun in the principal clause. This noun or pronoun is called the antecedent. In the attributive clause, a relative pronoun plays the function of subject, object, attribute and so on, while a relative adverb plays that of a adverbial. Today we’ ll discuss these attributive clauses. In them relative pronouns are used as subject or object. (Analyze the sentences above) T: From the sentences above, we can see: (Show the following on the screen.) a : Who or that is used to introduce a clause about a person; b : If the person is the object of the clause, it isn’ t necessary to use who / whom / that, especially in spoken English; c : Which or that is used to introduce a clause about a thing; d : If the thing is the object of the clause, it is not necessary to use which or that; e : Who, which or that are placed after the noun that we want to describe in more detail; f : No commas are used to separate the Attributive Clause from the main clause. Step IV. Practice. SA: that or which. T: Why? SA: Because its antecedent is “ earthquake “ That is to say, the clause is about a thing and the relative pronoun is used as the subject. T: Is that right? S: That’ s right. T: Let’s do the others. …… Suggested answers: 2. who. 3. (which / that.). 4. which / that. 5. whom. who. 6. who T: Now look at the screen, please, Join each pair of sentences. One is used as the attributive clause of the other. First write the answers in pencil by yourselves. Then check them in pairs. At last we’ ll check them. (Show the sentences on the screen.) 1. What is the name of the girl? She just came in. 2. Do you know the gentleman? He spoke just now. 3. The train is for Xi’ an. It has just left. 4. He is the man. We should all learn from him. 5. A scientist is a person. He invents or discovers things 6. Here is the man, you want to see him. 7. Do you know the woman? She was talking with Tom. 8. The fish are not fresh. They sell the fish. Suggested answers: 1. What is the name of the girl who (that) just came in? 2. Do you know the gentleman who (that) spoke just now? 3. The train which (that) has just left is for Xi’ an. 4. He is a man (who, whom, that) we should learn from 5. Scientist is a person who (that) invents or discovers things. 6. Here is the man (who, whom, (that) you want to see. 7. Do you know the woman who (that) was talking with Tom? 8. The fish (that, which) they sell are not fresh. Step V. Workbook T: Now turn to Page 89. Let’ s do exercises. First. Ex. 1. Li Fang , you try first … Suggested answers: Number; move; stop; jump; felt; has, been; happened; destroyed; killed; stopped; sure; along; where; rock; sand; strong; possible; T: Now do Ex. 2. Fill in the blanks with the correct verb forms, when doing the exercise; you should pay special attention to the tenses and voices Suggested answers: Came; were; were; were destroyed; were broken; was cut; broke; lasted; destroyed; died; became; came; were brought; were set; lost; were used Suggested answers to Ex. 3. 1. in. at. on. (on) 2. At. 3. in, in, in. 4. On, at 5. in, (in) 6. on Step VI. Sum up T: In this class, we’ ve mainly learned the two parts. First we’ ve learnt Earthquakes (2), we should remember: In order to make sure earthquakes don’ t destroy whole cities, we must do as follows; (Write them on the. Bb) 1. Don’t build houses along the lines where two plates join together. 2. Build houses on rock, not on sand, 3. Make the houses as strong as possible. Secondly, we’ ve learned the Attributive Clause; we should remember how to choose the relative pronoun. From the sentences we’ ve learned , we can see that … ( of , a, b , c, d ) ( Write them on the blackboard ) Step VII. Homework 1. Revise the text we’ ve learnt in this unit. 2. Revise the new language items in this unit. Step VIII. The Design of the Writing on the Blackboard Lesson 27 Earthquakes (2) Attributive Clause 1. Don’ t build house along the lines where … 。 subject of clause object of … 2. Build houses on rock, not on sand. person: who / that who / whom / that 3. Make the houses as strong as possible thing: which / that which / that Step IX. Record after teaching |
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