UNIT5NELSONMANDELAAMODERNHEROWARMINGUP,PREREADINGANDREADING一、TEACHINGAIMS教學(xué)目標(biāo)TEACHINGCONTAINSFROMPAGE33351TARGETLANGUAGE語(yǔ)言目標(biāo)A重點(diǎn)詞匯和短語(yǔ)PERIOD,ADVISEON,CONTINUE,FEE,FARE,GOLD,BEWORRIEDABOUT,OUTOFWORK,STAGE,VOTE,POSITION,ACCEPT,VIOLENCE,ASAMATTEROFFACT,BLOWUP,PUTINPRISON,EQUAL,MAKEOADJ,IMAGINE,INONEWAY,BLANKETS,DEGREE,ALLOWSBTODO,GUARD,STOPFROM,EDUCATED,COMETOPOWER,BEGFOR,TERROR,FEAR,CRUELTY,REWARD,RIGHTS,BEPROUDTODOB重點(diǎn)句子ITWASIN1952ANDHEHADOPENEDABLACKLAWFIRMTOADVISEPOORBLACKPEOPLEONTHEIRPROBLEMSP34AFTERTRYINGHARD,IGOTAJOBINAGOLDMINEP34HETOLDMEHOWTOGETTHECORRECTPAPERSSOICOULDINJOHANNESBURGP342ABILITYGOALS能力目標(biāo)TALKABOUTGREATPEOPLEEXPRESSYOURPOINTSOFVIEWUSETHEATTRIBUTIVECLAUSEWITHPREPORTHERELATIVEADVERBSWHERE,WHEN,ANDWHYLEARNTOWRITEAPASSAGEABOUTAGREATPERSON3LEARNINGABILITYGOALS學(xué)能目標(biāo)IMPROVETHESSABILITIESOFLISTENINGANDSPEAKINGENABLETHESSTOUNDERSTANDTHEIMPORTANTEVENTSCOMPLETELYENABLETHESSTOGETAGOODMASTERYOFSOMEWORDSANDEXPRESSIONSENABLETHESSTOLEARNABOUTTHEEXPRESSIONSOFSOMEFAMOUSPEOPLEENABLETHESTUDENTSTOLEARNHOWTOTALKABOUTTHEFAMOUSGREATPEOPLE二、TEACHINGIMPORTANTPOINTS教學(xué)重點(diǎn)UNDERSTANDTHEREALMEANINGOFTHEHERO/HEROINEWHOISYOURHERO/HEROINEWHYDOYOULIKEHIM/HERSOMUCH三、TEACHINGDIFFICULTPOINTS教學(xué)難點(diǎn)THEATTRIBUTIVECLAUSE2WHERE,WHEN,WHYUSETHEATTRIBUTIVECLAUSEWITHPREPORTHERELATIVEADVERBSWHERE,WHEN,ANDWHYLEARNTOWRITEAPASSAGEABOUTAGREATPERSON四、TEACHINGMETHODS教學(xué)方法FASTREADINGANDCAREFULREADINGASKINGANDANSWERINGACTIVITYTOCHECKTHESTUDENTSUNDERSTANDINGOFTHETEXTINDIVIDUAL,PAIRORGROUPWORKTOFINISHEACHOTHERDISCUSSION五、TEACHINGAIDS教具準(zhǔn)備SLIDEPROJECTOR,TAPERECORDER,COMPUTER六、TEACHINGPROCEDURESANDWAYS教學(xué)過(guò)程STEP1REVISIONGOOVERWHATHASBEENLEARNEDINTHELASTPERIODWHODOYOUADMIREGREATLYYAOMINGLUXUNNEWTONSTEP2BACKGROUNDABOUTSOMECHARACTERSWILLIAMTYNDALEWILLIAMTYNDALE14841536WASA16THCENTURYPRIESTANDSCHOLARWHOTRANSLATEDTHEBIBLEINTOANEARLYFORMOFMODERNENGLISHALTHOUGHNUMEROUSPARTIALANDCOMPLETEENGLISHTRANSLATIONSHADBEENMADEFROMTHE7THCENTURYONWARD,TYNDALESWASTHEFIRSTTOTAKEADVANTAGEOFTHENEWMEDIUMOFPRINT,WHICHALLOWEDFORITSWIDEDISTRIBUTIONBESIDETRANSLATINGTHEBIBLE,HEALSOHELDANDPUBLISHEDVIEWSWHICHWERECONSIDEREDHERETICAL,FIRSTBYTHECATHOLICCHURCH,ANDLATERBYTHECHURCHOFENGLANDWHICHWASESTABLISHEDBYHENRYVIIIBECAUSEHISBIBLETRANSLATIONALSOINCLUDENOTESANDCOMMENTARYPROMOTINGTHESEVIEWSHISTRANSLATIONWASBANNEDBYTHEAUTHORITIES,ANDHEHIMSELFWASBURNEDATTHESTAKEIN1536,ATTHEINSTIGATIONOFAGENTSOFHENRYVIIIANDTHEANGLICANCHURCHGANDHIGANDHIOCT,21869JAN,30,1948WASONEOFTHEFOUNDINGFATHERSOFTHEMODERNINDIANSTATEANDANINFLUENTIALADVOCATEOFPACIFISMASAMEANSOFREVOLUTIONHEHELPEDBRINGABOUTINDIASINDEPENDENCEFROMBRITISHRULE,INSPIRINGOTHERCOLONIALPEOPLESTOWORKFORTHEIROWNINDEPENDENCEANDULTIMATELYDISMANTLETHEBRITISHEMPIREANDREPLACEITWITHTHECOMMONWEALTHHISPRINCIPLEOFSATYAGRAHA,OFTENROUGHLYTRANSLATEDAS“WAYOFTRUTH”,HASINSPIREDGENERATIONSOFDEMOCRATICANTIRACISTACTIVITIESINCLUDINGMARTINLUTHERKING,JRANDNELSONMANDELAHEOFTENSTATEDHISVALUESWERESIMPLETRUTHANDNONVIOLENCENEILALDENARMSTRONGNEILALDENARMSTRONGAUG,51930ISANAMERICANPILOT,ASTRONAUT,ANDTHEFIRSTPERSONTOWALKONTHEMOONHEWASBORNINWAPAKONETA,OHIOANDSERVEDINTHEKOREANWARASAJETFIGHTERPILOTFORTHEUSNAVYHEATTENDEDPURDUEUNIVERSITY,WHEREHEWASAMEMBEROFAFRATERNITY,PHIDELTATHETA,ANDRECEIVEDABACHELOROFSCIENCEDEGREEIN1955THEHEBECAMEACIVILIANTESTPILOTFORNASAANDPILOTEDTHE4000MI/HX15ROCKETPLANEFROM1960TO1962HEWASAPILOTINVOLVEDINTHECANCELLEDUSDURINGTHEACTUALMISSION,HETOOKMANUALCONTROLOFTHELUNARMODULEEAGLEANDPILOTEDITAWAYFROMAROCKYAREATOASAFELANDINGSEVERALHOURSLATERHECLIMBEDOUTOFTHELMANDBECAMETHEFIRSTPERSONTOFLUBLINEONTHEMOON,WITHTHEWORDS“THATSONESMALLSTEPFORAMAN,ONEGIANTLEAPFORMANKIND”ABRAHAMLINCOLNPRESIDENTABRAHAMLINCOLN,THESIXTEENTHPRESIDENTOFTHEUNITEDSTATES18611865ALBERTEINSTEINALBERTEINSTEINISONEOFTHEGREATESTSCIENTISTSOFTHECENTURYINTHEWORLDHEWASBORNINGERMANYHISTHEORYINPHYSICSHELPEDTHEWORLDTOKNOWMOREABOUTTHEUNIVERSESOHEWASGIVENTHENOBLEPRIZEIN1921HOWEVER,IN1930S,BECAUSEOFHITLERSRULE,HEWASFORCEDTOLEAVEHISHOMELANDANDGOTOTHEUSAHELIVEDTHERESTOFHISLIFETHEREANDDIEDIN1955,ATTHEAGEOF76MARIECURIEMARIECURIE18671934,POLISHSCIENTIST,WSBORNINWARSAW,ONNOV7TH,1867,ANDDIEDINFRANCE,ON4THJULY1934SHEGRADUATEDINMATHEMATICSANDPHYSICALSCIENCEANDGOTMARRIEDIN1895WITHTHEFRENCHPHYSICIST,PIERRECURIEDURINGHERWORK,THECURIECOUPLEDISCOVEREDANEWRADIOACTIVEELEMENTNAMEDPOLONIUMINHONORTOMARIESHOMELANDTOGETHERWITHBECQUEREL,SHEOBTAINEDTHENOBLEPRIZEFORPHYSICSIN1903SHEFOUNDEDTHERADIUMINSTITUTEOFPARIS,ANDWASTHEMAINRESPONSIBLEUNTILHERDEATHIN1911SHEWASAWARDEDTHENOBLEPRIZEFORCHEMISTRYSUNYATWENSUNYATWENSUNYIXIAN,SUNZHONGSHAN,SUNWEN18661925ISCONSIDEREDTHEFOUNDINGFATHEROFMODERNCHINABORNINAPEASANTFAMILYHEWASACCORDEDTHEAPPELLANTOF“PIONEEROFTHEREVOLUTION”QIANXUESENHEISWIDELYCONSIDEREDASTHE“FATHEROFTHECHINESESPACEPROGRAM”ASONEOFTHELEADINGROCKETENGINEERSATTHECALIFORNIAINSTITUTEOFTECHNOLOGYINTHE1990S,HE,WHOHADWORKEDONTOPSECRETPROJECTSALLHISLIFE,BECOMEONEOFTHEMOSTWELLKNOWNINTELLECTUALSSTEP3READINGGETTHESTUDENTSTOCOMPREHENDTHEPASSAGEQUICKLYANDACCURATELY,ANDMEANWHILEHELPTHESSTOFORMAGOODHABITOFREADINGREADTHEPASSAGEONP34TOGETTHEANSWERSTOPART1ANDPART2OFCOMPREHENDINGSILENTREADINGREADTHETEXTTHROUGHIN3MINS,ANDTHENTRYTOFINDTHEMAINIDEAOFTHETEXTITTELLSUSSTHTHATHAPPENEDBEFOREREADTHEPASSAGEONPAGE34TOGETTHEANSWERSTOPART1ANDPART2OFCOMPREHENDING5MINSUNDERSTANDINGIDEAS1WHYDIDELIASSUPPORTNELSONMANDELA2WHATPROBLEMSDIDELIASHAVE3WHYDIDHESUPPORTVIOLENCEWHENHEDIDNOTAGREEWITHIT4WHATWOULDYOUHAVEDONEIFYOUWEREELIASDISCUSSIONOFIDEASHEREARESOMEPOSSIBLEQUESTIONSSTUDENTSCOULDTALKABOUT1WHYDIDTHEWHITEPEOPLENOTTREATBLACKPEOPLEFAIRLYINSOUTHAFRICA2HOWDOYOUTHINKTHEWHITEPEOPLESTOPPEDTHEBLACKPEOPLEFROMBEINGTREATEDFAIRLY3ISITRIGHTFORSOMEPEOPLEINONECOUNTRYTOTREATOTHERPEOPLEINTHESAMECOUNTRYDIFFERENTLYGIVEAREASONREADTHETEXTAGAINANDSUMMARIZETHEMAINIDEAOFEACHPARTWORKINGROUPOFFOURASKTHESSTOPAYATTENTIONTOTHEFIRSTSENTENCEOFEACHPARAGRAPHHOWMANYPARTSCANTHISTEXTBEDIVIDEDINTO2PARTSGIVETHEMAINIDEAOFEACHPARAGRAPHPART1PARA12THELIFEOFELIASLIFEBEFOREHEMETNELSONMANDELAPART2PARA3AND5THECHANGEOFELIASLIFEAFTERHEMETNELSONMANDELAANDWHATMANDELADIDDOEXERCISES1,2AND3CAREFULSTUDYREADTHETEXTAGAINCAREFULLY,AFTERTHAT,ANSWERTHEFOLLOWINGQUESTIONSSTEP4EXTENSIVEREADINGGETTHESSTOLEARNMOREABOUTNELSONMANDELAFROMP38FINISHTHERELATEDEXERCISEWHODOYOUTHINKISAGREATPERSONWHATDOYOUTHINKISHOULDDOTHENWHICHFOODDOYOUTHINKISHEALTHYANDWHICHISUNHEALTHYCHOOSETHEANSWERWHICHYOUTHINKISCORRECTINTHEFOLLOWINGAREYOUWILLINGTODOPUBLICSERVICEWORKWITHOUTPAYSTEP5SPEAKINGHERWORKSPREADTOOTHERPARTOFINDIAGOODQUALITIESHARDWORKING,KINDHEARTED,PERSISTENTYOUROPINIONAWELLKNOWNPERSON,WORTHTHEPRIZE3PAYATTENTIONTOTHESTRUCTUREOFSUCHLETTERS4GIVETHEMSOMETIMEANDASKTOWRITETHELETTERINGROUPS5SHARETHEIRIDEASWITHTHECLASSBYREADINGTHEIRLETTERSALOUD6CORRECTTHEWRITINGSTOGETHERSUGGESTEDANSWERSDEARSENIORORGANIZERSIAMWRITINGTOASKYOUTOGIVETHENOBELPEACEPRIZETOMOTHERTERESAHEREARESOMEREASONSWHYITHINKSHESHOULDBEGIVENTHEPRIZEMOTHERTERESAWASBORNINYUGOSLAVIA,ONAUGUST27,1910WHENSHEWAS20YEARSOLD,SHEWENTTOINDIA,WHERESHEBEGANTOBEATEACHERAFTERTHETRAINING,SHEWASSENTTOCALCUTTA,WHERESHETAUGHTGEOGRAPHYATASCHOOLANDSOONAFTERSHEBECAMEHEADMISTRESSHOWEVER,ALTHOUGHSHELOVEDTEACHING,IN1946MOTHERTERESALEFTTHESCHOOLANDTRAINEDTOBECOMEANURSEINPATNA,ANDTHENBEGANHERWORKHELPINGTHEPOORANDCOMFORTINGTHEDYINGINTHESTREETSOFTHECITYSLOWLYOTHERSCAMETOHELPHER,ANDHERWORKSPREADTOOTHERPARTSOFINDIANSHEBECAMEAWELLKNOWNPERSONWHENSHETRAVELSTHEWORLD,SHEOPENSMANYNEWSCHOOLSANDHOSPITALSINPOORCOUNTRIESSHEISKNOWNFORMANYGREATACHIEVEMENTSBECAUSEOFHERHARDWORK,KINDNESSANDPERSISTENCEITHINKSHEISREALLYAGREATPERSONINMYEYESWESHOULDGIVEHERTHENOBELPEACEPRIZESTEPVHOMEWORKREADAPASSAGEABOUTAGREATPERSONORWRITEASHORTPASSAGEABOUTAGREATPERSONINYOURHOMETOWNUNIT5NELSONMANDELAAMODERNHEROEXTENSIVEREADING一教學(xué)目標(biāo)TEACHINGAIMSINTEGRATINGSKILLSONREADING1教學(xué)內(nèi)容TEACHINGCONTENTSPAGE38,READINGTHERESTOFELIASSTORYPAGE73,READINGTASK2能力目標(biāo)ABILITYAIMSHELPTHESSTOCOMPREHENDTHETEXTTHROUGHDIFFERENTWAYSOFREADINGSKILLS3語(yǔ)言目標(biāo)LANGUAGEAIMS1GETTHESTUDENTSTOLEARNTHERESTLIFEOFELIASANDMOREABOUTNELSONMANDELA2ACCORDINGTOTHETWOPERSONSWORDS,GUIDETHESSTODECIDEWHETHERBILLGATESISAGREATMANORNOT,HELPTHESSTOLOOKUPUSEFULINFORMATIONABOUTHIM二教學(xué)重難點(diǎn)TEACHINGIMPORTANTPOINTS1THEGENERALIDEAOFTHETEXT2ENLARGETHEKNOWLEDGEOFTHEDIFFERENTGREATPEOPLEINDIFFERENTFIELD3LETTHESSTALKABOUTTHEGREATPEOPLEINDIFFERENTFIELDS三教學(xué)方法TEACHINGMETHODSSKIMMING,FASTREADINGANDCOMPREHENSION,TASKBASED,EXPLAINING四教具準(zhǔn)備TEACHINGAIDSACOMPUTER,ARECORDER,APROJECTORANDSOMESLIDES五教學(xué)步驟TEACHINGPROCEDURESTEPIGREETINGSSTEPIIEXTENSIVEREADING1LEADINQUESTIONWHATDOYOUTHINKTHEPEOPLEINTHEPRISONWILLDOHAVEADISCUSSIONINGROUPS2GETTHESTUDENTSTOLEARNMOREABOUTNELSONMANDELAREADTHETEXTONPAGE38,THENDOTHEEXERCISESANDCHECKITOUT3ANSWERSOMEQUESTIONSABOUTELIAS1HOWDIDMRMANDELAHELPELIASINTHEPRISON2WHENDIDELIASLOSEHISJOB3DOESELIASLIKEHISPRESENTWORKSTEPIIILEADINGINGETTHESSTOKNOWWHETHERBILLGATESISAGREATMANORNOTSHOWTHEPICTURESOFBILLGATESONTHESCREEN,ASKTHESSWHETHERTHEYKNOWANDWHATTHEYKNOWABOUTTHEMANONTHESCREENASKTHESSTOANSWERWHETHERHEISAGREATMANORNOTSTEPIVREADINGTASKWHETHERBILLGATESISAGREATMANORNOT,LETTHESSKEEPTHEIRIDEAANDREADTHEPASSAGECAREFULLYINPAGE73AFTERREADINGTHEPASSAGE,FINISHTHEINFORMATIONSHEETFIVEMINUTESLATER,CHECKTHEANSWERSTOGETHERSTEPVAFTERTHOUGHTSASKTHESSTOTHINKABOUTTHEQUESTIONAGAIN,WHETHERBILLGATESISAGREATMANORNOTINTHEIREYEAFTERTHEREADINGOFTWOEVIDENCEGIVINGSTEPVIHOMEWORK1RECITETHEKEYSENTENCESINTHETEXT2FINDMOREINFORMATIONABOUTBILLGATESAFTERCLASSUNIT5NELSONMANDELAAMODERNHEROGRAMMARANDUSEFULSTRUCTURES從容說(shuō)課THISISTHETHIRDPERIODOFTHISUNITINTHISPERIOD，STUDENTSAREPLANNEDTOGOOVERTHEATTRIBUTIVECLAUSE，INCLUDINGTHEDIFFERENCESBETWEENTHERESTRICTIVEATTRIBUTIVECLAUSEANDTHENONRESTRICTIVEATTRIBUTIVECLAUSE，THEUSEOFTHERELATIVEPRONOUNSANDRELATIVEADVERBSANDTHEDIFFERENCESBETWEEN“THAT”AND“WHICH”INTHEPERIODOFHIGHSCHOOL，THEATTRIBUTIVECLAUSEISNOTONLYDIFFICULTBUTALSOIMPORTANT，SOITISNECESSARYTOGRASPTHEUSAGEOFTHEATTRIBUTIVECLAUSEINORDERTOMAKESENSEOFTHEUSAGEOFTHEATTRIBUTIVECLAUSE，ITISIMPORTANTFORTHESTUDENTSTOMAKEASUMMARYOFTHEMBYTHEMSELVESINTHISPERIOD，THERESHOULDBESOMEEXERCISESDESIGNEDFORSTUDENTSTOCONSOLIDATETHEUSAGEOFTHEATTRIBUTIVECLAUSE三維目標(biāo)1KNOWLEDGE（1）REVISETHEATTRIBUTIVECLAUSE，INCLUDINGTHERESTRICTIVEATTRIBUTIVECLAUSEANDTHENONRESTRICTIVEATTRIBUTIVECLAUSE（2）REVISETHEUSEOFRELATIVEPRONOUNSANDRELATIVEADVERBS2ABILITYEXPANDTHEKNOWLEDGEOFTHEATTRIBUTIVECLAUSE3EMOTIONDEVELOPTHESTUDENTSQUALITYOFOVERCOMINGDIFFICULTIESINSTUDY教學(xué)重點(diǎn)THEUSAGEOFTHERELATIVEPRONOUNSANDRELATIVEADVERBS教學(xué)難點(diǎn)HELPTHESTUDENTSTOMASTERTHEWAYOFCHOOSINGARELATIVEPRONOUNORARELATIVEADVERBCORRECTLY教具準(zhǔn)備THEMULTIMEDIAANDTHEBLACKBOARD教學(xué)過(guò)程STEP1GREETINGSGREETTHEWHOLECLASSASUSUALSTEP2REVISIONANDLEADIN（TEACHERCHECKSTHEHOMEWORKEXERCISESFIRSTANDTHENSHOWSTHEFOLLOWINGONTHESCREEN）1HEISAFAMOUSSCIENTIST2WHOSTHATGIRLINRED3IVEREADALLTHEBOOKSTHATYOULENTME4IHAVELOSTMYPEN，WHICHILIKEVERYMUCHTNOWPAYSPECIALATTENTIONTOTHEUNDERLINEDPARTSISTHEREANYTHINGINCOMMONBETWEENTHEMSSYESTHEYALLIDENTIFYTHENOUNS，WHICHAREUSEDWITHTHEMEACHPARTTELLSUSWHICHTHINGORPERSONTHESPEAKERISTALKINGABOUTTTHATISTOSAY，THEFUNCTIONOFEACHUNDERLINEDPARTISTHESAMEEACHOFTHEMISUSEDASANATTRIBUTETODESCRIBEEACHNOUNWELL，ARETHEREANYDIFFERENCESBETWEENTHEMS1YESINTHEFIRSTSENTENCE，THEATTRIBUTEISANADJECTIVEANDPUTBEFORETHENOUN；THESECONDISAPREPOSITIONALPHRASEPUTAFTERTHENOUN；THETHIRDANDFOURTHSENTENCESAREFULLSENTENCESPUTAFTERTHENOUNSTYOUARERIGHT，WHATDOWECALLTHESENTENCESPUTAFTERTHENOUNSSTHEATTRIBUTIVECLAUSETQUITERIGHTINACOMPLEXSENTENCE，THECLAUSEMODIFYINGANOUNORAPRONOUNINTHEMAINCLAUSEISCALLEDANATTRIBUTIVECLAUSETHENOUNORPRONOUNISCALLEDANTECEDENTTHEWORDTHAT/WHICHINTRODUCESTHECLAUSE（BETWEENTHENOUN/PRONOUNANDTHECLAUSE）ISCALLEDRELATIVEPRONOUNORRELATIVEADVERBTHERELATIVEPRONOUNSORADVERBSDOTWOJOBSATONCETHEYCANBEUSEDASSUBJECTS，OBJECTS，ATTRIBUTESORADVERBIALS；INTHECLAUSE，ATTHESAMETIME，THEYJOINCLAUSESTOGETHERABOUTTHEUSEOFTHEM，WELLHAVEPARTICULARREVISIONAFTERAWHILENOWLOOKATTHESENTENCESONTHESCREEN（TEACHERSHOWSTHEFOLLOWINGONTHESCREEN）COMPLETETHESENTENCESWITHSUITABLERELATIVES1IKNOWTHEREASON_HECAMELATE2DOYOUKNOWTHEWOMAN，_SONWENTTOCOLLEGELASTYEAR3THEHOUSE_COLOURISREDISJOHNS4THISISTHEBESTFILM_IVEEVERSEEN5THATISTHETOWN_HEWORKEDIN1987TWHODLIKETOTELLMEWHATSHOULDBEFILLEDINTHEFIRSTSENTENCES2ITHINK“WHY”SHOULDBEFILLEDBECAUSETHEANTECEDENTIS“THEREASON”ANDTHERELATIVEISUSEDASTHEADVERBIALOFREASONINTHEATTRIBUTIVECLAUSETYESHOWABOUTTHESECONDSENTENCE（TEACHERGOESTOANOTHERSTUDENTANDASKSHER/HIMTOANSWER）S3IFILL“WHOSE”HEREBECAUSETHEANTECEDENTIS“THEWOMAN”ANDTHERELATIVEISUSEDASTHEATTRIBUTEINTHEATTRIBUTIVECLAUSETRIGHTSITDOWN，PLEASENOWLETSLOOKATTHETHIRDSENTENCESUGGESTEDANSWERS1WHY2WHOSE3WHOSE4THAT5WHERESTEP3SUMMARIZETHEUSEOFTHENONRESTRICTIVEATTRIBUTIVECLAUSETTHENONRESTRICTIVEATTRIBUTIVECLAUSEISACLAUSE，WHICHGIVESEXTRAINFORMATIONTOTHEANTECEDENTSOWEUSEACOMMATOINTERRUPTTHESENTENCEWHENTHENONRESTRICTIVEATTRIBUTIVECLAUSEISCUTOFF，THESENTENCESTILLHASAFULLMEANINGNOWLOOKATTHESENTENCESONTHESCREEN（SHOWTHEFOLLOWINGONTHESCREEN）1IHAVETWOBROTHERS，WHOAREBOTHSOLDIERS2NEXTWEEK，WHICHYOULLSPENDINYOURHOMETOWN，ISCOMING3IVETRIEDTWOPAIRSOFSHOES，NEITHEROFWHICHFITSMEWELLTPAYATTENTIONTOTHEUNDERLINEDPARTSTHEREARECOMMASTOINTERRUPTTHESENTENCESAND“THAT”CANNOTBEUSEDINTHENONRESTRICTIVEATTRIBUTIVECLAUSEYOUSHOULDPAYMOREATTENTIONTOTHESTRUCTURE“INDEFINITEPRONOUN/NUMBERS/NOUN/SUPERLATIVEOFWHICH/WHOM”ISOFTENUSEDINTHENONRESTRICTIVEATTRIBUTIVECLAUSESTEP4THEUSAGEOFTHERELATIVEPRONOUNSANDTHERELATIVEADVERBSTASWEKNOW，RELATIVEPRONOUNSORADVERBSPLAYIMPORTANTPARTSINTHEATTRIBUTIVECLAUSENOWLETSMAKEALISTOFTHEMONTHEBLACKBOARDFIRSTANDTHENREVISETHEIRUSAGEWITHTHEHELPOFTHEFORMSONTHESCREEN（BBTHERELATIVEPRONOUNSWHO，WHOM，THAT，WHOSE，WHICH；THERELATIVEADVERBSWHEN，WHERE，WHY）（TEACHERCOLLECTSTHEMFIRSTANDTHENSHOWSTHEFOLLOWING）FORM1THERELATIVEPRONOUNSREFERRINGTOFUNCTIONINTHECLAUSEWHOPEOPLESUBJECT/OBJECTWHOMPEOPLEOBJECTTHATPEOPLE/THINGSUBJECT/OBJECTWHICHTHINGSUBJECT/OBJECTWHOSEPEOPLE/THING（OFWHOM/WHICH）ATTRIBUTEFORM2THERELATIVEADVERBREFERRINGTOFUNCTIONINTHECLAUSEWHEN（AT/IN/ONWHICH）TIMEADVERBIALOFTIMEWHERE（IN/ATWHICH）PLACEADVERBIALOFPLACEWHY（FORWHICH）REASONADVERBIALOFREASON（TEACHEREXPLAINSTHETWOFORMSSEPARATELYANDADDSTHEFOLLOWINGWITHEXAMPLESONTHESCREEN）T1WHENARELATIVEPRONOUNISUSEDASASUBJECTINTHECLAUSE，THEVERBMUSTAGREEWITHTHEANTECEDENTINPERSONANDNUMBER1THOSEWHOWANTTOGOTOTHECINEMAMUSTBEATTHESCHOOLGATEBY330PM2HEWHODOESNTREACHTHEGREATWALLISNOTATRUEMAN2WHENTHEANTECEDENTISTHESTRUCTUREOF“ONEOFN（PL）”，THEVERBINTHECLAUSEMUSTBEPLURALTOAGREEWITHTHEPLURALFORMHOWEVER，IFTHEREIS“THE”O(jiān)R“ONLY”BEFORE“ONE”，THEVERBINTHECLAUSEMUSTBESINGULAR，AGREESWITHTHEWORD“ONE”1SHEISTHEONLYONEOFTHEGIRLSWHOHASBEENTOBEIJING2HEISONEOFTHEBOYSWHOHAVESEENTHEFILM3WHENTHEANTECEDENTISANOUNFORTIMEORPLACE“WHEN”O(jiān)R“WHERE”ISNOTALWAYSUSEDTOINTRODUCETHECLAUSEITDEPENDSONTHEFUNCTIONOFTHERELATIVEWORDINTHECLAUSE1THETIMEWHEN/THATIWENTTOTOKYOISIN19822ILLNEVERFORGETTHETIMEWHICH/THATISPENDATCOLLEGE3THESHOPTHATIBOUGHTISBIG4THESHOPWHERE/INWHICHIBOUGHTTHEBOOKISBIGSTEP5THEDIFFERENCEBETWEEN“THAT”AND“WHICH”TASWEKNOW，BOTH“THAT”AND“WHICH”CANBEUSEDFORTHINGS，BUTTHEUSEOFTHEMISNOTALWAYSTHESAMELETSLOOKATTHESENTENCESONTHESCREEN（SHOWTHEFOLLOWINGONTHESCREEN）1THISISTHESECONDARTICLETHATIHAVEWRITTENINENGLISH2ITISTHEBESTFILMTHATHEHASEVERSEEN3THISISTHEVERYBOOKTHATIWANTTOREAD4ALLTHATTHEYTOLDMESURPRISEDME5THEYTALKEDABOUTTHETEACHERSANDSCHOOLSTHATTHEYHADVISITED6WHOISTHECOMRADETHATWASTHERE7THEREISABEDINTHEROOMTHATISSTILLVACANT8OURVILLAGEISNOLONGERTHEPLACETHATITUSEDTOBETFROMTHESENTENCESONTHESCREEN，WECANMAKEASUMMARYOFTHEUSEOF“THAT”AND“WHICH”LOOKATTHESCREENAGAIN（SHOWTHEFOLLOWINGONTHESCREEN）1INFOLLOWINGCASES，“THAT”ISOFTENUSED（1）AFTERORDINALNUMBERANDSUPERLATIVES（2）AFTERTHEFOLLOWINGWORDSALL，ONLY，LITTLE，F(xiàn)EW，MUCH，VERY，NONE，LAST，JUST，ANY（THING），EVERY（THING），SOME（THING），NO（THING）（3）AFTERTWOORMOREANTECEDENTS，REFERRINGTOBOTHPEOPLEANDTHINGS（4）AFTERINTERROGATIVEPRONOUNS“WHICH”O(jiān)R“WHO”（5）WHENTHERELATIVEPRONOUNISUSEDASAPREDICTIVEINTHECLAUSE（6）WHENTHEMAINCLAUSEBEGINSWITH“THEREBE”2INFOLLOWINGCASES，“WHICH”ISALWAYSUSED（1）AFTERPREPOSITIONS（2）TOINTRODUCEANONRESTRICTIVEATTRIBUTIVECLAUSE（3）THEWHOLEMAINSENTENCEISTHE“ANTECEDENT”O(jiān)FTHERELATIVECLAUSE，ANDTHEREISALWAYSACOMMASTEP6PRACTICETNOWLETSDOSOMEEXERCISESLOOKATTHESCREENFILLINTHEBLANKS，CHOOSINGPROPERRELATIVEPRONOUNSORRELATIVEADVERBS（SHOWTHEFOLLOWINGONTHESCREEN）1_HAVEPLENTYOFMONEYWILLHELPTHEIRFRIENDSATHOSEWHOBHEWHOCTHATWHODYOUWHO2THISISTHELONGESTTRAIN_IHAVEEVERSEENAWHICHBTHATCWHATDWHOM3_WEALLKNOW，SWIMMINGISAVERYGOODSPORTAWHICHBTHATCASDWHO4ISHALLNEVERFORGETTHOSEYEARS_ILIVEDINTHEFARM_YOUVISITEDLASTWEEKAWHEN；WHEREBWHICH；WHICHCWHEN；WHICHDWHICH；WHERE5THERADIOSET_LASTWEEKHASGONEWRONGAIBOUGHTITBWHICHIBOUGHTITCIBOUGHTDWHATIBOUGHT6HEPAIDTHEBOY10FORWASHINGTENWINDOWS，MOSTOF_HADNTBEENCLEANEDFORATLEASTAYEARATHESEBTHEMCTHATDWHICH7THEDAYWILLCOME_THEPEOPLEALLOVERTHEWORLDWILLWINLIBERATIONATHATBWHERECWHICHDWHEN8MRHERPINISONEOFTHEFOREIGNEXPERTSWHO_INCHINAAWORKSBISWORKINGCAREWORKINGDHASBEENWORKING9THEYTALKEDFORABOUTANHOUROFTHINGSANDPERSONS_THEYREMEMBEREDINTHESCHOOLAWHICHBTHATCWHODWHOM10MYGLASSES，_IWASLIKEABLINDMAN，F(xiàn)ELLTOTHEGROUNDANDBROKEAWHICHBWITHWHICHCWITHOUTWHICHDTHATSUGGESTEDANSWERS15ABCCC610DACBCSTEP7TESTTNOWLETSHAVEATESTLOOKATTHESCREENDOTHISEXERCISEBYYOURSELFAFEWMINUTESLATERILLGIVEYOUTHEANSWERS（SHOWTHEFOLLOWINGONTHESCREEN）1PLEASEPUTTHELETTER_HECANEASILYFINDITAINWHICHBWHERECTHEPLACEWHEREDINTHEPLACE2THEHOUSE_THEREISABIGTREEWASBUILTMORETHAN1000YEARSAGOAWHICHBTHATCINTHEFRONTOFWHICHDINFRONTOFWHICH3ANTARCTIC，_WEKNOWVERYLITTLEISCOVEREDWITHTHICKICEALLTHEYEARROUNDAWHICHBWHERECTHATDABOUTWHICH4THEREASON_IWASAWAYFROMSCHOOLIS_IWASILLYESTERDAYATHAT；THATBWHY；WHYCWHY；THATDTHAT；WHY5ITWASAMEETING_IMPORTANCEIDIDNTREALIZEATTHATTIMEAWHICHBOFWHICHCTHATDWHOSESUGGESTEDANSWERS15BDDCDSTEP8HOMEWORK1REVIEWTHEATTRIBUTIVECLAUSE2DOWBP71EX12板書設(shè)計(jì)UNIT5NELSONMANDELAAMODERNHEROTHETHIRDPERIODTHEATTRIBUTIVECLAUSE1THEDIFFERENCESBETWEENTHERESTRI