必修3Module6 non-defining attributive clauses非限制性定语从句全英文说课稿
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.。
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
Non-restrictive Attributive ClausesLesson PlanTeaching 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:puter2.HandoutTeaching steps:Step one-revision-attributive clauses1.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 school6. 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”.ExamplesStep 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。
2020外研版高一英语必修三教案：Module 6 全单元
Module 6 Old and New 一、教学内容、目的和要求（from the teacher’s book ）Period 1Introduction + Listening + PronunciationPart 1. IntroductionTask: Practice oral expression by learning man-made projects.Teaching procedures:1. 1) Discuss the four questions in pairs.2) Ask the students to read out their answers.2. 1) Read through the words in the box and ask the students to look up the words they don’t know.2) Play a game. The teacher says some explanations of the words and let the students say this word out.3. 1) Before reading the passage, ask: How much do you know about the Great Wall of China /Hongkong International Airport /The Three Gorges Dam?2) Let the students read through the passage and write down the key words.3) Work in groups to introduce the one of the three man-made projects4) Find the answers to the three questions on the student’s book.4. Explain some new words, phrases.Part 2. ListeningTask:Train the students to make notes while listening and pay attention to the language phenomena to make preparations for Function and Everyday English.Teaching procedures:1. 1) Ask the students to read the subjects2) Listen to the tape and tick the subjects that they hear3) Check the answers with them2. 1) Read through the questions.2) Listen to the tape again and answer the questions.3) Check their answers.3. 1) Have the students do the activity individually, then check with a partner. 2) Listen to the tape once more to check their answers.Part 3. PronunciationTask:Practise the intonation of the students with non-defining attributive clauses.Teaching procedures:1. Read the sentences and underline the attributive clauses.2. Check their answers.3. Play the type for a couple of times.4. Let the students follow the tape to read.5. Pair them to practice.Homework: Write about a famous man-made project..Period 2 Reading and VocabularyTask: Learn about the Three Gorges Dam.Teaching procedures:1. Revision Ask the students to introduce another man-made project2. 1) Deal with the new words and phrases in the text by reading for them.2) Make sure the students know about their meanings.3. Ask the students to do “T” or “F” questions and check the answers.4. 1) Have the students read the questions and then read the text.2) Ask the students to answer the questions one by one and correct them.5.1) Ask the students to read the passage again.2) Write questions for the answers.6. Give the students some other questions to answer.7. 1) Read the text again and write down the key words.2) Try to say something about the Three Gorges Dam without referring to the book.8.1) Work in groups to discuss the questions on the student’s book.2) Call back their ideas.Home work: Retell the passage about the Three Gorges Dam.Period 3 Language points of Reading +Task +speaking Part 1. Language points of ReadingTeaching procedures:1. Revision Let students retell the text.2. Key words, phrases1) dream vt. +n./prep./that clauseeg. He dreamt that he was flying around the earth .I dreamt a sweet dream last night.dream of 梦见，向往，渴望eg. Tom often dreams of having his own car.2) hold back阻止，阻碍eg. Nothing can hold back the wheel of history.……忍住，抑制eg. Hearing the exciting news. She couldn’t hold back her tears.隐瞒，保留eg. He held something back from me.3) provide something for sb./sb. with sth. 为某人提供某物eg. Our school provided books for us.= Our school provided us with books.4) 建议suggest sth./sth. to sb. /doing sth. /that-clauseeg. The teacher suggested a rest to us.He suggested starting at once.The doctor suggested the patient ( should ) be operated on immediately.表明，暗示。
non-defining attributive clause
• 我居住在江油的妹妹是一位老师。 My sister who lives in Jiangyou is a teacher. 我的妹妹居住在江油，她是一位老师。 My sister, who lives in Jiangyou, is a teacher.
1.My sister, who is studying English, wants to travel to France. 我的妹妹在学习英语,她想去法国。 2.My sister who is studying English wants to travel to France. 我学英语的妹妹想去法国。
II: Non- defining attributive clause (非限制定语从句)
1：Non- defining and defining attributive clause (限制和非限制定语从句) Her brother who is now a soldier always encourages her to go to college 她那当兵的哥哥总是鼓励她上大学。 （意含： 她还有其他哥哥。） Her brother, who is now a soldier, always encourages her to go to college. 她哥哥是当兵的，他总是鼓励她上大学。 （意含： 她只有一个哥哥。）
逗号“，” 1.非限从句标志：_________ 可省 2.限制不可省，非限制_____ who、whom、whose 3.非限制先行词为人： _______________ which、whose 非限制先行词为物：_________________ 4. _______ 永不出现在非限制中。 that
行百里者半九十。
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
外研英语必修3Module6Non-defining Relative Clauses (共18张PPT)
Where does the power of the dam come from?
限 制
su先bj行ec词t：范ge围neral(泛指)
性
R
The dam which has been built to control flooding and provide hydro-electric power is the Three Gorges
限制性定从R：限定
meaning：可翻译成 两个并列句
非
限 制
定从
性
NR
限
制 meaning: 可翻译成 性 “…的”
R
The Three Gorges Dam, which is the biggest construction project in China, has been built to
Who did come up with the idea first?
The power of the Yangtze River, which is the world’s third longest river, has been harnessed by the Three Gorges Dam.
Dfuanmction: identify(限定)
The wise man who first suggested the idea of a dam across the river in 1919 is Sun Yat-sen.
The river which has been harnessed(利用) by the Three
function meaning
make a more detailed and more vivid description (补充说明)
外研英语必修3Module6Non-defining Relative Clauses (共18张P
China ,has been built to control flooding and provide hydro-electric power . Interviewer: Who did come up with the idea first? Engineer: Sun Yat-sen, who was the leader of the 1911 Revolution, first suggested the idea in 1919. Interviewer: What is the power of the dam? Engineer: The power of the Yangtze River, which is the world’s third longest river, has been harnessed(利用) by the Three Gorges Dam.
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
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.。