Module 6 Old and New 非限制性定语从句讲解公开课教案高中英语外研版必修三
必修3Module6 non-defining attributive clauses非限制性定语从句全英文说课稿
Module6 Old and NewPeriod3 grammar non-defining attributive clausesPart1. The analysis of the teaching material:In the passage The Three Gorges Dam, the writer use the infinitives to express his ideas, so I think this module aims to help the students grasp how to use non-defining attributive clauses. As we know, non-defining attributive clause is one of the most important grammars, and it is also one of the most difficult grammars. To help the students grasp this grammar, I should make the students interested in the class first.Part2. Analysis of the students:The students have learnt defining attributive clauses in module 5 on page 47, and they often meet attributive clauses in reading materials, so the grammar is not strange to them.Most of our students lack confidence and are shy to express their ideas in English, so some interesting and easy work to try to involve all the students to take part in the class activities are necessary.Part3. Teaching aims:Knowledge aims:1. Learn about the non-defining attributive clauses.2. Master the differences between non-defining attributive clauses and definingattributive clausesAbility aims:1.Improve students’ ability through group discussion2.Improve students’ analyzing and resolving abilities throu gh group cooperation. Emotional aims:1. To arise the students’ interest in learning English.2. To encourage students to be active in class.Part4. Teaching key points1. Work together to sum up the grammatical rules of non-defining attributive clauses.2. Master the differences between non-defining attributive clauses and definingattributive clauses.Teaching difficult pointsDifferent forms of non-defining attributive clauses, and how to use them.Teaching Aids:1. Projector2. Tape recorder3. Multimedia4. The blackboardPart5. Teaching theoriesWhen I dealing with the lesson, I’ll do my best to carry out the methods, such as: situational teaching and communicative teaching; task-based teaching; inquiry teaching;making the students the real masters while the teacher acts as a director and helper. I’ll try to encourage the students to learn by discussion, cooperation and free talk.In addition, I’ll make the best of multimedia to make the class more lovely, interesting and high-effective.Part6. Teaching Procedures 45’Step1 Lead in 12’1. Lead in the lesson of the unit by showing some sentences which they learnt on page47 about defining attributive clauses on screen. Ask students read the sentences and answerwhat clauses they are.(1) Su Song was an eleventh-century monk who(m) very little is known about.(2) For example, it is the country which silk was first invented in.2 review the relative pronouns and relative adverbs which usually used in attributiveclauses.(1) Relative pronounsas，which，who，whom，whose, that(2) Relative adverbswhen, where, why(Purpose: review defining attributive clauses which students learnt on module 5.)3. Ask students read above sentences and do exercise1’s sentences on page 54, thencheck the answer and find out the common and the difference of these sentences.(Purpose: lead in the topic: non-defining attributive clauses.)Step2 Non-defining attributive clauses 20’1.Encourage the students to sum up the differences between non-defining attributiveclauses and defining attributive clauses by themselvesIn a defining attributive clause(1) The information given is essential to understand the sentence, and make it clearwhich person or thing you are talking about in a sentence.(2) You don’t need a commaIn a non-defining attributive clauses(1) The information is not essential to understand the sentence, but it provides additionalinformation.(2) Punctuation is important, common are used to separate the clause from the rest of thesentence.(3) ‘That’ canno t be used in a non-defining attributive clause.2. The definition of non-defining attributive clause.When a attributive clause merely describes an object without having the function of defining or identifying to which object the speaker or writer is referring, the clause must be placed between commas. Such a clause can be called a non-defining or non-limiting relative clause, i.e., a non-defining relative clause gives extra information about a noun or noun phrase and has commas at both ends.(Purpose: this part is designed to make the students understand the definition of non-defining attributive clauses and the difference between non-defining attributive clausesand defining attributive clauses, at the same time lead to the next part.)Step3 Practice 8’Get the students to finish excercise2 and 3 on page 54, and then check the answer. I’ll divide the students into 2 groups, and then ask them to finish the tasks by competition and cooperation. If anyone answers the question correctly, his or her group will get 1 point, and the group which gets the most points is the winner.(Purpose: To consolidate the usage of non-defining attributive clauses, at the same time increase the students ‘interest in their studies)Step4 Summary 4’First, ask the students to d iscuss “What have you learnt this class?”Then give the summary: This class we learn the grammatical items of non-defining attributive clauses. We know the differences between non-defining attributive clauses and defining attributive clauses are common and the information given is essential or not essential to understand the sentence.Step 5Homework 1’Revise the use of non-defining attributive clauses.Part 7 Blackboard designNon-defining attributive clauses(1) Relative pronouns : as，which，who，whom，whose, that(2) Relative adverbs: when, where, whyNon-defining attributive clauses(1) The information is not essential to understand the sentence, but it provides additional information.(2) Punctuation is important, common are used to separate the clause from the rest of the sentence.(3) ‘That’ cannot be used in a non-defining attributive clause.(Purpose: the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. It also tells the students that this is the important points in this class.)Above is my teaching plan of this lesson. Thank you for listening.。
2018版高中英语外研版必修3课件：Module 6 Old and New Part 3 精品
6.非限制性定语从句和并列句的区别 ①非限制性定语从句和主句之间用逗号分开。 ②并列句之间用分号,或逗号+并列连词(and/but/for/so等)。 对比下面的句子: He has two sons,both of whom are doctors.(定语从句) He has two sons,and both of them are doctors.(并列句) He has two sons;both of them are doctors.(并列句) 他有两个儿子,两个儿子都是医生。
4.在定语从句中,whose+n.=the+n.+of whom/which=of whom/which+ the+n.。 Don’t get close to the house,whose roof is likely to fall at any time. 不要靠近那座房子,它的房顶随时都有可能掉下来。(其中的whose roof 等于the roof of which=of which the roof) The boy,whose parents died in the earthquake,is very sad now. 那个男孩现在很难过,他的父母在地震中去世了。(其中的whose parents等于the parents of whom=of whom the parents)
(4)将定语从句转换成介词短语。 若定语从句为系表结构,且表语为介词短语,可以略去作主语的关系 代词和连系动词,使之缩略为介词短语作后置定语。 The things and the persons that were in my mind have disappeared. =The things and the persons in my mind have disappeared. 我印象中的那些人和事已经消失了。
高中英语 Module 6 Old and New Grammar课件 外研版必修3
1.非限制性定语从句位于名词之后，不作限定性描述， 仅作说明和补充，通常用逗号隔开。 Peter, who had been driving all day, suggested stopping at the next town. 彼得开了整整一天车，他建议在下一个城镇停留。 She gave me this dictionary, which she had bought in the bookshop. 她送给我的这本词典，是她在书店买的。
2. 在限制性定语从句中，如果关系代词在从句中作 宾语，常可省略。非限制性定语从句中，关系代词 不能省略，不能用that引导。关系代词跟在介词之 后不能省略。 1) The letter which/that I received was from Ben. = The letter I____ __________ was from Ben. 2) In the darrkescterieveetd, there wasn’t a person to whom she could turn for help.= …, there wasn’t awpheormso/wnho/ 不
no
matter how you read it.
无论你怎样m读ak这e个se句n子se，o它f 就是没有任何意义。 2. Can you _____________this poem?es
1.English is a language shared by several diverse
3. 关系代词 as可引导非限制性定语从句, 代替整个 主句的意思,其位置比较灵活, 可位于句首、句中、 句末; which引导的非限制性定语从句只能置于主 句后。 As we all know, English is easy to learn. English, as we all know, is easy to learn. He failed the exam, which made his father
人教版高中英语Unit 6 Old and new教案2023
人教版高中英语Unit 6 Old and new教案2023Unit 6：Old and New【Background Information】This English lesson plan is designed for high school students using the People's Education Press textbook series. It focuses on Unit 6: Old and New, which explores the topic of change and transition. The lesson aims to enhance students' vocabulary, language comprehension, and speaking skills through various activities and exercises.【Lesson Objectives】By the end of this lesson, students should be able to:1. Understand and use vocabulary related to the theme of change and transition.2. Comprehend and analyze the text, "Old Friends and New Friends."3. Engage in class discussions and express their own opinions on the topic.4. Practice listening and speaking skills through individual and group activities.5. Consolidate their understanding through writing exercises.【Lesson Outline】I. Warm-up Activities (10 minutes)A. Greeting and attendanceB. Recap of the previous lessonC. Introduction to the theme of change and transitionII. Vocabulary Building (15 minutes)A. Present new vocabulary related to change, transition, and emotions.B. Engage students in vocabulary exercises and pair work activities.III. Text Comprehension (20 minutes)A. Pre-reading activities to activate students' background knowledge.B. Reading the text "Old Friends and New Friends" aloud as a class.C. Comprehension questions and discussions.D. Vocabulary and grammar analysis within the text.IV. Speaking and Listening (15 minutes)A. Pair work activity: Discussing personal experiences of change.B. Listening comprehension exercise: Listening for specific details.V. Group Activity (20 minutes)A. Divide students into groups to prepare short presentations on different aspects of change and transition.B. Presentations to the class, followed by Q&A sessions.VI. Writing Exercise (15 minutes)A. Individually, students write a paragraph summarizing their opinions on the importance of embracing change.B. Peer review and feedback session.VII. Wrap-up (5 minutes)A. Recap of the lesson's key points and learning outcomes.B. Assignment: Students are tasked with interviewing a family member or friend about a significant change in their life and sharing their findings in the next class.【Conclusion】This English lesson plan aims to guide high school students through a comprehensive exploration of the theme of change and transition. Through various activities focusing on vocabulary, text comprehension, speaking, listening, and writing, students will develop a deeper understanding of the topic and enhance their language skills. By the end of the lesson, students should be confident in expressing their opinions and engaging in discussions related to change.。
外研版必修3 Module6教案
Module Six Old and NewPeriod OneTeaching content:Introduction; Reading and V ocabularyTeaching important points:1.Encourage the students to learn more about great constructions of China and tell some more using their own words;2.Help the students make sense of the whole passage;3.Teach the students some difficult language points;4.Train the students` reading skill.Teaching difficult points:1.Describe the great inventions in detail.2.Help the students make sense of the whole passage better.3.Help the students master the difficult language points;4.Improve the students` reading ability.Teaching procedures:Step 1 Lead-in and Introduction1.Lead-in:In Module 5 we talked about great people and great inventions both in China and abroad.This module,we will talk about a similar topic:great projects both in China and abroad.Now who can give us some examples of great projects or wonders in China and then in other countries?【Wonders in China: the Great Wall，the Grand Canal，Qin Shihuang Terracotta Warriors，the Summer Palace，the Three Gorges Dam and so on；Wonders abroad: the Pyramids of Egypt，the Hanging Gardens of Babylon(巴比伦空中花园)，the Statue of Zeus[[zju:s] n.[希腊神话]宙斯(主神，相当于罗马神话中的朱庇特)](Jupiter) at Olympia(奥林匹亚宙斯神像)，Taj Mahal(印度，泰姬陵)】2.Activity1 on P51Read through the questions to understand and try to answer;call back the answers and explain if necessary.3.Activity2 on P51Read through the words to check the meaning;explain if necessary;read out the words aloud together.4.Activity3 on P51Read through the passage carefully to get the main idea and then try to answer the questions on P52.[Ask the students to think by themselves and try to give their own answers.]【Pay attention to Learning to learn.】Go through the passage again with the students to explain some language points.[Ref:Notes to the text]Ask the students to read through the passage slightly and individually one more time to understand it better. Step 2 Pre-reading1.Activity1 on P52Read through the given information to understand and try to decide if the statements are true or false;call back the answers and explain if necessary;read out the words aloud to understand them better.2.Activity2 on P52Read through the given information to understand and try to answer the questions;call back the answers and explain if necessary;read out the words aloud to understand them better.Step 3 While-reading1.Reading and answeringRead through the passage individually and carefully to get the main idea and then try to answer the followingquestions:[These questions are to be chosen and other material can be used too.]Questions:1)What is the dream of Mao Zedong?2)Why was the Three Gorges Dam built?3)What is the size of the Three Gorges Dam?4)What is the advantage of the Three Gorges Dam?5)What happened after the reservoir was built?6)How are people who lived in the region?7)What has happened to the historical sites?8)What is done to protect and save the relics?Suggested answers:1)“Walls of stone to hold back clouds and rain till a smooth lake rises in the narrow gorges.”2)To control flooding and provide hydro-electric power.3)The dam is nearly 200 meters high and 1.5 kilometers wide.4)To generate heat and electricity and prevent air pollution and help reduce the global warming.5)The reservoir has flooded 2 cities, 11 cities, 140 towns and more than 4000 villages.6)They are living a happy new life in different areas.7)Many historical relics and historical sites were flooded and have been submerged.8)Some of them are being removed and some are being put into museum.2.ExplanationGo through the passage with the students to explain some difficult language points.[Ref: Notes to the text]3.ConsolidationAsk the students to read through the passage quietly and individually one more time to understand it better.Time permitting, listen to the tape and follow it.Step 4 Post-reading1.Activity3 on P53Scan the passage to write questions for the answers;call back the answers and explain if necessary;read through the completed questions and answers individually and quietly to understand them better.*2.Activity4 on P54[*This part can be omitted for our students,but ask them to read through the questions to understand the requirement.Ask the students to think by themselves and help them form a right attitude to things.Everything is a two-side sword.Everything has its advantages and disadvantages.We should treat and make use of it scientifically.]Step 5 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P99-100 in workbook.Appendix: Notes to the text1.Try to work out what kind of word it is.▲work out “解决，找到…的答案；算出，计算；理解，弄懂”e.g:to work out a problem 解决问题It's not easy to work out how much it costs to feed the average family.算出一个一般家庭的花费并非易事。
2012高考英语 Module6《Old and New》知识与要点课件 外研版必修3
D．prevented
此句应表示“我们受阻”，而A、B、D三项 C
需与from doing连用；hold up“阻挡”，符合题意。
②Despite the attacks we________the bridge for 3 more days. A．hold on C．hold up 【解析】 B．hold over D．hold on to 考查hold的短语。hold on“坚持，不挂断”，
【链接训练】 ①—Why are you so late? —Bad luck.A car accident took place not far outside the town，and so we were ________ on the way. A．stopped B．kept
C．held up
例句：Because of the serious air-pollution，the family is removing to the countryside. 由于空气污染严重，这一家决定要搬到乡下。 He was removed from school for playing truant too often. 他因逃学太多被开除了。
1.date vi.始于(某一历史时期) 2．generate vt.发(电) 3．harness vt.利用；将(自然力)变成 动力 4．narrow adj.狭窄的 5．remove vt.迁移；搬迁 6．ridiculous adj.荒唐的；可笑的 7．enormous adj.庞大的；巨大的 8．foggy adj.有浓雾的 9．crash vi.(飞机)失事；坠毁 10.civil adj.民用的，国内的→civilize v．使文明，使 开化→civilization n．文明 11．engineering n．(土木)工程→engineer n．工程 师→engine n．发动机 12．accommodate vt.容纳(乘客 等)→accommodation n．容纳 13．construction n．建造；建筑→construct vt.建造 →constructive adj.建设性的 14．freezing adj.极冷的→freeze v．冷冻
2021学年高中英语Module6OldandNewSectionⅢ课件外研版必修3.ppt
日本。 关系代词在非限制性定语
I have been to the city twice 从句中作宾语时也不能省
(which/that) you just visited.
略；但在限制性定语从句 你刚参观完的那座城市，我去过两
中却恰恰相反。
表三：限制性定语从句与非限制性定语从句的区别
区别
例句
形式上不同：非限制性定 I've invited Jim, who lives in the
Hale Waihona Puke next door. 语从句在书写时往往用逗
我请了吉姆，他就住在隔壁。 号和主句分开，而限制性
People who take physical exercise 定语从句不用逗号与主句
teach us philosophy next term. 句中，作宾语的关系
怀特博士下学期要教我们哲学，我们都非常
代词不能省略。
喜欢他。
3.引导非限制性定语从 句不用关系代词 that， 也不用关系副词 why。
Her watch, which she received on her birthday, is really dear to her.(不可用 that 替代) 她的手表对她来说非常珍贵，那是她收到的生日 礼物。
＋of which 或 of which remember.
＋名词”结构互换。 他提到了一本书，书的名字我不记得了。
①as 引导的从句可放在主句前、主句中，主句后，常用逗号
与主句隔开。which 引导的从句一般在主句后，也用逗号与主
5.as 与
句隔开。
which 引导 As is often the case, Mary was late for school.
高一英语Module 6 Old and New知识精讲
高一英语Module 6 Old and New【本讲教育信息】一. 教学内容：Module 6 Old and New教学目标：运用本模块所学词汇和短语，掌握含有强烈感情色彩的形容词，学会从形式和功能两个方面识别限制性和非限制性定语从句；学习从自然和人造角度类比和归纳一些常见的词，通过口头介绍长城，介绍家乡的巨变等来加深对文章的了解。
单词：bulletin canal civil cliff dam engineering gorge hydro-electric reservoir structure terminal date accommodate carving construction relic site Buddhist generate harness historical narrow poem submerge global watchtower remove freezing ridiculousenormous observatory foggy crash短语：date from hold back come true make sensebring an end to重点词语：structure terminal date accommodate carving constructiongeneratehistorical narrowglobalremove freezingridiculousenormous foggy crashdate from hold back come true make sense bring an end to词语要点归纳：1. The Great Wall of China is the longest man-made structure ever built.man-made人造的构词法复合形容词1)名词+ 形容词: snow-white, blood-red, world-famous, world-wide, life-long2)名词+分词: man-eating, water-covered, peace-loving, snow-covered3)形容词+分词: good-looking, newly-built, poorly-dressed, well-skilled, hard-working,ready-made, locally-owned4)形容词+名词+ed: warm-hearted, white-haired, kind-hearted, three-legged, one-eyed,four-storied5)形容词+形容词: dark-brown, ever-green, dark-blue, red-hot6) 数词+ 名词: five- year-old, 100-word-longMany students tried out for the _______ race in the sports meeting to be held next week.A. 800-meters-longB. 800-meter-longC. 800-meters-lengthD. 800-meter-length2. Most of the Great Wall dates from the Ming Dynasty.date from = date back toThis castle dates from the 14th century.Our partnership dates back to 1960.拓展不用被动语态的短语belong togo outcome truetake placerun outgive outturn offbreak outcome outcome upcome to lightNobody noticed the thief slip into the house because the lights happened to _____.A. be put upB. give inC. be turned onD. go out3. The airport is within five hours’ flying time of half the world’s population and is designed to accommodate 80 million passengers a year.five hours’ flying time名词所有格ten minutes’ walk, Mary’s letter, my sister’s photo,today’s newspaper, one hour’s drive, China’s industryThe village is far away from here indeed. It’s _______ walk.A. a four hourB. a four hour’sC. a four hoursD. a four hours’4. Try to work out what kind of word it is .work out1)制定, 拟出From this data they worked out a developed plan.2)想出(方法等),研究出,考虑好He still hadn’t work out how to begin.3)计算,估计He settled down at his desk to work out the exact figures.4)结果良好,有效We were pleased to see that things had worked out all right.We didn’t plan our art exhibition like that but it _______very well.A worked outB tried outC went outD carried out5. A temple is a place of great importance to Buddhists.be of + 抽象名词be of great/much value/importance/use/help = be very valuable/important/useful/helpfulbe of + 抽象名词= be + 名词的形容词形式This dictionary is a great help to my translation, but that one is of no use.Be of a/an/the same + n(‘属于,归于’这类抽象名词没有相应的形容词形式)如, be of the same size/weight/height/age/color/kin/typeeg. The two are of an age, but are of different heights.You will find the map of great __________ in helping you to get round London.A. priceB. costC. valueD. usefulness6. Is it possible to see the relics now that they have been submerged?now that 既然Now that you are a grown-up, you should take up your responsibilities.Now that there is a rain, we have to put off the out door clinic.辨析：now that与since两者都有既然之意,now that 是一个短语连词,常用来引导原因状语从句.口语中, that可省。
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Non-restrictive Attributive Clauses
Lesson Plan
Teaching aims:
1. Teach students the differences between non-restrictive attributive clauses and attributive clauses.
2. Teach students how to use the link words (which, who, whom, as, when, where), especially for the usage of which are different from that in attributive clauses.
3. Finish the exercise on how to use these link words in attributive clauses. Teaching difficulties:
1. Teach students how to use the link words (which, who, whom, as, when, where), especially for which are different from the usage in attributive clauses.
2. Finish the exercise on how to use these link words in attributive clauses Teaching methods:
municative Language Teaching Method.
2.Task-based.
3.Grammar Teaching Method.
Teaching aids:
puter
2.Handout
Teaching steps:
Step one-revision-attributive clauses
1.I have a friend________ likes listening to the classic music.
2. The man _____ leg was broken in the match used to be a football player.
3. My parents live in a house _____ is over 100 years old.
4. The boy with ______ John spoke is my brother.
5. This is the reason ______Ｉam late for school
6. Beijing is a city _____Ｉwas born.
7. I still remember the day _____ I met him.
Step two- the differences between non-restrictive attributive clauses and attributive clauses.
a)An example of non-restrictive attributive clauses.
b)The differences between non-restrictive attributive clauses and attributive clauses. Step three- the usage of “who”, “whom.”
a)Examples.
b)Students’ conclusion.
c)Exercise.
Step four-the usage of “which”.
a)Examples.
b)Students’ conclusion.
c)Exercise.
Step five-the usage of “as”.
d)Examples about “which” and “as”
e)Students’ conclusion about the differences between “which” and “as”.
f)Exercise.
Step six- the usage of “when” and “where”.
Examples
Step seven-conclusion on what we learned in this class.
1. 在非限制性定语从句中，先行词为人时关系词只能用______做主语，用______ 做宾语。
2. 先行词为物，关系词只能用______.。
当先行词前前面整个句子所描述的整件时，关系词用_______.只能位于句尾。
从句中的谓语动词用_____ 数。
3. _____ 也能用于指代整个句子，译为“正如”.位于_______,_______.做______语, ______.
4. as 与______,______ 连用，也能引导定语从句。
Step eight-homework
I have a good friend,(1)_____ is really thin. Twice a week he goes to the gym,(2)_____ he exercises and lifts weights. But the fact is that he’s still quite thin,(3)______makes him unhappy.
Now he is thinking about taking some pills,(4)_____ he thinks will make him become stronger. Does anyone know if it’s safe to take these pills? I think going to a gym is a good way to keep healthy and strong. If your friend wants to
be stronger, he should try to go there more often.
Yes, there are some pills to make you look strong. However, they have side effects, (5) _____ will do harm to your health. After taking this kind of pill for some time, your friend’s hair might fall out or he might have health problems, some of (6)____ may even do harm to his liver or heart. Many sportsmen, (7)
______ achievements were great, died very young because they took these kinds
of pills. I don’t think your friend should take the risk.
Tell your friend not to take the pills because he may have health problems in the future, (8)______ it is too late.。