Periods 5-6 Grammar and usage
整体设计
教材分析
The grammar section in this unit will first deal with the non-restrictive attributive clauses. Students are expected to learn what the non-restrictive attributive clauses are and in what situation they are used. They will know the differences between the non-restrictive attributive clauses and the restrictive attributive clauses. In this unit the students will learn that a non-restrictive attributive clause is used to add extra information to the main clause of a sentence.
The teacher tell students the rules to form a non-restrictive attributive clause, and the differences between the non-restrictive attributive clauses and the restrictive attributive clauses. After that the students are given some exercises. They should point out the antecedent, relative pronoun and the function of the relative pronoun in the clause in each sentence. Then give them some sentences to translate to consolidate what they have learnt.
The students will learn what question tags are and in what situations they are used. They are also told how to use different intonations at end of the sentences to express different meanings, and how to form question tags.
三维目标
1. Enable the students to use non-restrictive attributive clauses correctly.
2. Enable the students to use question tags correctly.
重点难点
Non-restrictive attributive clauses.
Question tags.
教学方法
1. Discussion in pairs or in groups.
2. Task-based in-class activities.
3. Explanations of some rules of the attributive clause and question tags.
教具准备
A computer and some slides.
课前准备
1. Ask the students to go over the attributive clauses introduced by which, that, who, whom, whose and preposition+which and preposition+whom, and relative adverbs: when, where and why. Let them do some exercises about it.
2. Ask the students to find out all the sentences including attributive clauses in reading and try their best to translate them into Chinese.
3. Find out the differences between these attributive clauses and the clauses they learned.
4. Ask the students to make an amazing story using the attributive clauses they have learned.
教学过程
→Step 1 Revision & Lead-in
Ask the students some questions about what they have learned in last period.
Have a competition between the different groups.
Ask them to tell the story they have prepared. The teacher judges the stories the students tell and give them different marks according to the attributive clauses they use in their stories.
→Step 2 Non-restrictive attributive clauses
1. Let the students read the five examples in point 1.
2. Tell the students what a non-restrictive attributive clause is.
A non-restrictive attributive clause is a clause that adds extra information to the main clause of a sentence. There is usually a comma (, ) before it.
Ask the students to find the similarities and the differences between the restrictive attributive clauses and the non-restrictive attributive clauses.
1)Both of them are used after a noun.
2)The non-restrictive clause adds extra information to the main clause of a sentence and can be left out without any confusion. For a restrictive clause, it is a necessary part of the sentence, and if it is left out, the meaning of the whole sentence will not be so clear.
3)There is usually a comma before a non-restrictive attributive clause.
4)We can never use “that” to begin a non-restrictive attributive clause.
5)We can use which to refer to the whole of the main clause in the non-restrictive attributive clauses.
3. Ask the students to point out the attributive clauses in reading.
1)Since I’m preparing to act in a new play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.
2)My mother, whom you met last year, keeps telling me not to take them because they are dangerous.
3)Then the doctor found that someone in your country, whose name is Li Dong, was an exact match for me.
4)It’s the same in China—many people, some of whom are not overweight at all, are always going on diets or taking weight-loss pills, which are often dangerous.
→Step 3 Practice
Ask the students to translate some sentences into English using the non-restrictive attributive clauses.
1. This is the car which we bought last month.
2. This is the car, which we bought last month.
3. He failed in the math exam, which made his parents very sad.
4. It rained hard yesterday, which prevented me from going to the park.
5. The result of the experiment was very good, which we had expected.
6. He missed the show, which was a great pity.
7. She was awarded a gold medal, which the whole family considered a great honor.
8. She was very patient with the children, which her husband seldom was.
→Step 4 Question tags
1. Let the students read the guidelines at he beginning of this part. Ask them to say what different situations question tags are used.
2. The rules of how to form a question tag.
反意疑问句(tag question)又叫附加疑问句, 是在陈述句后, 对陈述句所叙述的事提出的疑问。
其基本结构有两种:
1) “肯定陈述句+简略否定问句”;
2) “否定陈述句+简略肯定问句”。
反意疑问句的前后两部分在时态, 人称和数上都要保持一致。
It looks like rain, doesn’t it?
He doesn’t need to work so late, does he?
3)陈述部分的主语是this, that时, 疑问部分的主语多用it; 陈述部分的主语是these, those时, 疑问部分的主语多用they。
This is a dictionary, isn’t it?
Those are shelves, aren’t they?
4)陈述部分是“there be”结构的, 疑问部分用there省略主语代词。
There is something wrong with your watch, isn’t there?
There will not be any trouble, will there?
5)陈述句中含有not, no, hardly, neither, never, few, little, too. . . to等否定词或具有否定意义的词时, 疑问部分常用肯定形式。如:
Few people knew the news, did they?
Tom has never been to England, has he?
6)如果陈述句的主语是something, nothing, anything, everything 等不定代词时, 反意疑问部分的主语多用it。
7)如果主语是I’m, 后反意部分用aren’t I。
I’m late, aren’t I?
8)附加问句一般与主句的主谓保持一致, 但当陈述部分的主语是 I suppose, I think, I believe, I suspect, I imagine, I guess (主语还可以是we) 等结构时, 附加问句往往与that 从句中的主谓保持一致。
9)当陈述部分带有情态动词must 时, 如表示“必须”, 附加问句用must; 如表示猜测, 附加问句根据具体语境用适当的形式。如:
He must be very tired, isn’t he?
He must have seen the film, hasn’t he?
He must have seen the film last night, didn’t he?
10）祈使句 Imperative sentences:
Don’t move the chair, will you?
Give me some paper, can you?
Let’s go shopping, shall we?
Let us have a look at your book, will you?
11）Attention:
（1）简短问句的否定形式, 要用缩写形式, 不能出现not, 主语要用人称代词不能用名词.
Her mother is a doctor, isn’t she?
There is a book on the desk, isn’t there?
（2）对反意疑问句的回答, 是根据事实, 而不是根据问题的提法。
He isn’t a doctor, is he? (他不是医生, 是吗? )
Yes, he is. (不, 他是医生。)
No, he isn’t. (是的, 他不是医生。)
（3）Since the students have learned how to form a question tag, ask them to finish the exercises on page 42, and Part C2 on page 96 in workbook. If time is limited in class, it can be assigned as their homework.
（4）Ask students to do some exercises
①The boy is Japanese,_____________ he?
②The book isn’t interesting,_____________ it?
③He knows a lot about English names,_____________ he?
④The girl doesn’t like apples,_____________ she?
⑤There are two birds in the tree,_____________ there?
⑥The man came to China last month,_____________ he?
→Step 5 Homework
1. Finish the exercises below on the paper.
2. Review Grammar and usage of this unit
板书设计
1. 陈述部分的主语是this, that时, 疑问部分的主语多用it; 陈述部分的主语是these, those时, 疑问部分的主语多用they。
This is a dictionary, isn’t it?
Those are shelves, aren’t they?
2. 陈述部分是“there be”结构的, 疑问部分用there省略主语代词。
There is something wrong with your watch, isn’t there?
There will not be any trouble, will there?
3. 陈述句中含有not, no, hardly, neither, never, few, little, too. . . to等否定词或具有否定意义的词时, 疑问部分常用肯定形式。如:
Few people knew the news, did they?
Tom has never been to England, has he?
4. 如果陈述句的主语是something, nothing, anything, everything 等不定代词时, 反意疑问部分的主语多用it。
5. 如果主语是I’m, 后反意部分用aren’t I
I’ m late, aren’t I?
6. 附加问句一般与主句的主谓保持一致, 但当陈述部分的主语是 I suppose, I think, I believe, I suspect, I imagine, I guess (主语还可以是we) 等结构时, 附加问句往往与that 从句中的主谓保持一致。
7. 当陈述部分带有情态动词must 时, 如表示“必须”, 附加问句用must; 如表示猜测, 附加问句根据具体语境用适当的形式:
He must be very tired, isn’t he?
He must have seen the film, hasn’t he?
He must have seen the film last night, didn’t he?
8. 祈使句 Imperative sentence:
Don’t move the chair, will you?
Give me some paper, can you?
Let’s go shopping, shall we?
Let us have a look at your book, will you?
Attention:
1. 简短问句的否定形式, 要用缩写形式, 不能出现not, 主语要用人称代词不能用名词。
Her mother is a doctor, isn’t she?
There is a book on the desk, isn’t there?
2. 对反意疑问句的回答, 是根据事实, 而不是根据问题的提法。
He isn’t a doctor, is he? (他不是医生, 是吗? )
Yes, he is. (不, 他是医生。)
No, he isn’t. (是的, 他不是医生。)
精彩片断
Have a competition between groups to tell the amazing stories they have prepared. The students are active in class.
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