Unit 4 Protecting our heritage sites Grammar and usage（教学设计） I. Learning objectives By the end of the lesson, students will be able to: 1. master the form of appositive causes; 2. understand the rules of appositive clauses; 3. use appositive clauses to finish related tasks. II. Key competence focus 1. Understand the rules of appositive clauses. 2. Talk about heritage protection using appositive causes. III. Predicted area of difficulty Use appositive clauses to finish related tasks. IV. Teaching procedures Step 1 Revising the core words and phrases learnt last period T asks Ss to fill in the blanks with the proper forms of the (given) words. 1. They _____ (awe) into silence by the seriousness of her voice. 2. The girls in a class tend to have a _____ (civilize) influence on the boys. 3. The most intense _____ (preserve) and restoration work is under way. 4. The public is _____ (urgent) requested to assist police in tracing the murderer. 5. After the earthquake, the beautiful city was _____ ruins. 6. People can act _____ (violent) if they feel threatened. 7. Reports _____ (conflict) on how much of the aid was reaching the famine victims. 8. Julie _____ (suspend) from her job shortly after the incident. 9. The _____ (asses) for the course involves written assignments and practical tests. 10. The pillars gave way and a section of the roof _____ (collapse). 【设计意图：上一节课核心词汇较多，有必要复习一下这些内容。此处也可当作过关检测，检查学生对核心词汇的掌握情况。】 Step 2 Exploring the rules of appositive clauses T asks Ss to go through the article on page 48 and gets them to pick out the sentences with appositive clauses. T: Open your books at page 48 and read the article. Then find out the sentences with appositive clauses. 【设计意图：通过发现课文中的同位语从句，让学生获得对同位从句的初步认识。】 Step 3 Working out the rules T asks Ss to work out the rules of appositive clauses. An appositive clause is usually placed after an abstract noun to explain its content. We often use (1) _____, (2) _____ or a question word to introduce an appositive clause. Nouns that can be followed by an appositive clause include fact, idea, news, opinion, etc. 【设计意图：此节旨在通过课文中七个含有同位语从句的例子，让学生总结出同位语从句的基本结构和用法。】 Step 4 Applying the rules 1. T asks Ss to finish B1. T: Read the sentence below and tick the ones with appositive clauses. 2. T asks Ss to finish B2. T: Complete the conversation below with proper linking words to form appositive clauses. 3. T asks Ss to finish B3. T: In pairs, complete the conversation below using appositive clauses. 【设计意图：此节完成教材第49页B1→ B2→ B3。B1是认识同位语从句，B2是填写同位语从句连词，B3是开放式填写同位从句，难度逐阶加大。】 Step 5 Checking the students’ progress T asks Ss to fill in the blanks with the proper words. 1. Farmers apparently hold back produce in the hope _____ prices will rise. 2. I was so uninterested in the outcome _____ I didn’t even bother to look at ... ...
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